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How do these Patterns Impact Learning?
How do these Patterns Impact Learning?
Zimmerman explains that "When students understand that they are creative agents, responsible for and capable of self-development and self-determination of their goals, their self as an agent will provide the motivation necessary for self-regulation" (Zimmerman, 1990). This quote emphasizes that students' beliefs about themselves as learners can influence their motivation and achievement. When students believe they are capable of setting goals and improving their own abilities, they are more likely to take an active role in their learning. This can lead them to use self-regulated learning strategies such as setting goals, monitoring their progress, and changing their strategies when needed.
When students see themselves as active participants in their own learning, rather than simply having information given to them by a teacher, they understand that their choices and actions can affect their learning. Students recognize that they are capable of improving themselves and can set their own goals. For example, instead of thinking, “I’m just bad at math,” a student might think, “I’m struggling with math right now, but I can practice and improve.” When students believe they have control over their learning, that belief motivates them to manage their own learning. This includes things like setting goals, managing their time, monitoring their understanding, changing strategies when something isn't working, and staying motivated when work becomes difficult (Duckworth, 2018).
Goal setting and strategic planning influence how students approach learning.
Students who set specific and achievable goals are more likely to have a clear direction for their learning. Zimmerman's model shows that self-regulated learning begins during the forethought phase, when students establish goals and develop strategies for reaching them. For example, rather than simply deciding to "do well" on a test, a student might set a goal to study for thirty minutes each night or create flashcards. Having a specific goal and strategy can make students more active participants in their own learning and can increase their ability to monitor their progress.
Self-monitoring can help students recognize when their learning strategies are or aren't working.
During the performance phase, students monitor their understanding and behavior and make adjustments when necessary. A student might recognize that simply rereading a chapter is not helping them remember the material and decide to use a different strategy, such as creating a study guide or testing themselves. This can positively influence achievement because students are not simply continuing with an ineffective strategy as they are actively adapting their approach to improve their learning.
Self-efficacy can influence whether students persist when learning becomes difficult.
Students' beliefs about their own ability can affect how much effort they put into a task and whether they continue when they encounter difficulty. A student with strong self-efficacy may view a difficult assignment as a challenge that can be overcome through effort and different strategies. In contrast, a student with low self-efficacy may avoid the task or give up quickly. Because self-efficacy develops through students' experiences with success, failure, feedback, and reflection, it can influence future motivation and achievement.
What are Potential Negative Impacts on Learning?
What are Potential Negative Impacts on Learning?
These patterns can have a potentially negative impact on learning if not positively fostered. Students may be motivated by the outcome rather than intrinsically. Intrinsic interest refers to the students' value of the task skill for its own merits, and learning goal orientation refers to valuing the process of learning for the outcome. For example, students who enjoy History often increase their mastery of the subject because they are motivated to learn in a self-regulated way, compared to a student who is focused on receiving the outcome, a quality grade in the class (Zimmerman, 2002).
Students may also experience a fixed mindset. Casual attribution refers to the beliefs about the cause of one's errors or successes. This form of self-judgment can be motivationally damaging when a student attributes a poor test score to limitations in fixed ability. This implies that future efforts to improve the test score will not be effective (Zimmerman, 2002).
Self-reactions also take the form of adaptive/defensive responses. Defensive reactions refer to efforts to protect one’s self-image by withdrawing or avoiding opportunities to learn and perform (Zimmerman, 2002).
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