INFLUENCES ON LEARNING AND ACHIEVEMENT

• Cognitions that can be self-regulated during this phase include goals, prior content knowledge, and metacognitive knowledge. 

• Self-regulated learners set hierarchical goals, which include both 

  • • • Process goals-understanding content and learning strategies to solve problems 

      • Product goals-performing well on tests and achieving good grades

• SRL learners activated knowledge in a planful way through prompting and self questioning such as "What do I know about this?" 

• Activation of metacognitive knowledge also can occur automatically or through deliberate conscious control. Which includes 

  • • • Declarative knowledge-learning strategies such as rehearsals and taking notes 

      • Procedural strategies-how to implement these strategies 

      • Conditional strategies-when and why to use different strategies 

• These strategies lead to better understanding, more efficient learning, and stronger problem solving skills. Which improves outcomes like test performance, project success, and long term mastery 

• Motivational processes to self-regulation during this phase include goal orientations, self-efficacy, perceptions of difficulty and ease of learning, task value, and interest. 

  • • Goal orientations are the reason learners engage in tasks. For example why they want to earn a high grade in a course or perform their best during a concert 

    • Self-efficacy refers to individuals beliefs about their capabilities to learn or perform actions at designated levels. 

    • Learning/task difficulty judgments concerns how easy or hard they believe the material will be to learn. 

    • Task value beliefs include perceptions of the relevance, importance, and usefulness of the learning.

    • Interest denotes the degree of liking students have for the content area or topic being learned 

      • • Students with greater personal interest in a topic and those who view the activity as important or useful are more likely to use adaptive self-regulatory strategies (Pintrich & Zusho, 2002).

    • Learners with high self efficacy and task value are more likely to persist and take on challenges, 

• Behaviors that can be self-regulated are time and effort planning and planning for self-observation of behavior 

  • • Time management involves creating study schedules and allotting time for different activities 

    • Planning for self-observation involves determining what methods one will use to assess progress and regulate behaviors. For example counting pages of written text produced and keeping records. 

    • Which leads to consistent study habits, timely completion of tasks, and giving you enough time to correct any errors 

• By self-regulating their cognitive, motivation, and behavior, learners become more independent, adaptive, and successful in an academic setting. 

• During this phase learner attempt to control their cognitions, motivations, behaviors, and contextual factors based on their monitoring with the goals to enhance learning. 

• Cognitive control and regulation include cognitive and metacognitive activities that learners use to adapt and change their cognitions. 

• Through cognitive monitoring learners assess their goal progress. They continue to use strategies that are deemed effective or alter or replace them if they believe better strategies are needed 

  • • • Some strategies learners will use are 

      • Outlining

      • Summarizing 

      • Note taking 

• Motivational control and regulation process include self-efficacy through positive self talk. 

  • • • Examples 

      • "I can do this"

      • "I can push through"

      • "One step at a time"

• Learners can also make positive outcome contingent on academic performance 

  • • • Examples 

      • Rewarding yourself with a movie after studying 

      • If I score above 90% on my quiz, then I'll treat myself to my favorite snack 

• Behavioral control includes persisting, expending effort, and seeking help when needed. 

• Good self-regulators do not seek help indiscriminately but rather selectively to understand a particular point and from a source they believe will be helpful.  

• Contextual control  includes strategies to make the context more conductive to learning. 

• Includes efforts to eliminate or reduce distractions as well as attempts to renegotiate task requirements. 

  • • • Example- students may ask a teacher whether they can work fewer problems or read fewer pages when assignment seem lengthy. 

Dale H. Schunk (2005) Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich, Educational Psychologist, 40:2, 85-94, DOI: 10.1207/s15326985ep4002_3