Motivational Patterns: A Cyclical Phase Model of SRL

1. Forethought Phase

This phase is where goals and beliefs are initiated. The first major part of it is task analysis, which means setting specific proximal goals based on personal circumstances and planning effective strategies considering the resources and time needed to achieve these goals. These plans serve as blueprints for subsequent actions. The other major part, self-motivation, begins with learners’ beliefs about their success, such as their self-efficacy (personal capability to learn, Zimmerman, 68) and optimistic or pessimistic outcome expectations, as well as their valuing of the task, such as intrinsic interest (students value the task skill for its own merits, Zimmerman, 68) or learning goal orientation (valuing the process of learning itself, Zimmerman, 68).

For instance, a student has decided to master everyday Spanish conversation within six months. He first analyzed the task, set specific goals such as “practicing listening for half an hour every day,” and planned the use of learning software and textbooks. Confident in his learning ability and with a strong interest in Spanish culture, he believes that this goal is worth investing in and is achievable.

2. Performance Phase

This phase is where motivation is maintained through action. Learners manage their learning and take responsibility for it through self-control (the deployment of specific methods or strategies chosen during the forethought phase, Zimmerman, 68) and self-observation (recording personal events or self-experimentation to find the causes of these events, Zimmerman, 68). Key self-control methods include imagery, self-instruction, attention focusing, and task strategies. Additionally, effective self-observation, including conscious recording of learning performance and outcomes, enhances self-control and helps identify any potential learning strategies that may need adjustment.

For instance, this student employs learning strategies such as using flashcards to memorize vocabulary, shutting off all distractions to focus intently during listening practice, and envisioning the joy of achieving his goals which spurs him to persevere when wanted to give up. Additionally, he consistently records his learning performance and effectiveness at various times and places. He finds that memorizing vocabulary is more effective in the morning and thus adjusts his schedule to study vocabulary every morning.

3. Self-Reflection Phase

This phase is crucial for determining whether motivation is amplified or diminished, affecting subsequent forethought processes and even the entire cycle. The first major part is self-judgement, which involves comparing self-observed performance against some standards (such as one’s prior performance or an absolute standard of performance, Zimmerman, 68) and attributing the results. Attributing failure to controllable processes rather than fixed ability better sustains motivation because it implies that different strategies may lead to success. Another major part, self-reaction, involves feelings of self-satisfaction and emotional experience regarding one’s performance. It takes the form of defensive reactions, such as avoiding learning to protect one’s self-image, or adaptive reactions, which aim to improve learning effectiveness (Zimmerman, 68). Learners’ reflections shape their self-beliefs and influence their adjustments for future learning methods.

For instance, after a period of study, the student compares his current spoken language recordings with those from the beginning and evaluates his progress. He finds that he has made significant improvements but is still not fluent. Instead of attributing this to a lack of language talent, he attributes this to the “insufficient practice of sentence patterns.” It allows him to feel satisfied with his progress so far, reinforces his belief that effective effort leads to success, and prompts him to adjust his strategy by deciding to increase focused practice on sentence patterns.

Motivational Patterns in Practice