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Self-Regulation is More than Metacognition
Jenefer Husman, Ph.D.
Arizona State University
Metacognition and Self-Regulation
Self Regulated Learning
Metacognition
MotivationEnvironment
METACOGNITIONMETACOGNITION
DEFINITION: Essentially, metacognition refers to the act of “thinking about one’s own thinking”; in psychology, the term is typically used to describe the process by which one exercises deliberate conscious control over one’s own cognitive abilities.
METACOGNITIONMETACOGNITIONEffective Effective metacognizersmetacognizers1.1. increase their attentionincrease their attention
2.2. rehearse — elaboraterehearse — elaborate
1.1. transform — organize, categorize, networktransform — organize, categorize, network
2.2. self-monitorself-monitor — summarize, clarify, question, predict — summarize, clarify, question, predict
3.3. stop after critical passage — reflect, restate, rethinkstop after critical passage — reflect, restate, rethink
4.4. engage in internal dialogue and mental discussion with authorengage in internal dialogue and mental discussion with author
3.3. engage memory strategies if appropriate — use of imagery, mnemonicsengage memory strategies if appropriate — use of imagery, mnemonics
4.4. if disposition is to disregard, lower defensesif disposition is to disregard, lower defenses
5.5. if vocabulary a problem, engage the vocabularyif vocabulary a problem, engage the vocabulary
6.6. are on the lookout for are on the lookout for verbal markersverbal markers
7.7. make appropriate associations and connectionsmake appropriate associations and connections
8. reflect (critically, actively, with others)
9. engage material
1. make notes2. outline if appropriate — keep track of critical points3. write on margins or use post-it notes4. read critical passages as often as necessary5. “talk to the author”
10. discuss material with friends or colleagues — explain it to others
11. are aware of recency and latency effects — pay special attention to introduction and conclusion
12. enhance their learning environment (make time and create space)
13. review and reflect before bedtime
14. THINK (actively, proactively, consciously, carefully, thoroughly)
METACOGNITIONMETACOGNITIONEffective Effective metacognizersmetacognizers
““Education is Education is the organization of acquired the organization of acquired habits of habits of conductconduct and tendencies to behavior. and tendencies to behavior.””
William JamesWilliam JamesTalks to TeachersTalks to Teachers
Educators want students to be habitually active
• Educators want Active LearnersActive students have:
Prior knowledge about the content domainKnowledge about which strategies to use and how to use themKnowledge about selfAbility to manage all this knowledge
• Management = Self-Regulation
Self Regulated Learning
“SRL involves more than metacognitive knowledge and skill, it involves a sense of personal agency to regulate other sources of personal influence, such as emotional processes, as well as behavioral and social-environmental sources of influence.” Zimmerman, 1994
TYPES OF SELF-REGULATION
ENVIRONMENTAL SELF-REGULATION Monitoring and adjusting your
environment
BEHAVIORAL SELF-REGULATION Monitoring and adjusting your behavior
COVERT SELF-REGULATION Monitoring and adjusting in your head
TYPES OF SELF-REGULATION
ENVIRONMENTAL SELF-REGULATION Monitoring and adjusting environmental
conditions Examples of Environmental Self-Regulation:
arrange a place to study where you won’t be interrupted
find effective models, tutors, or helpers
create a personal library
organize your study area and materials
select appropriate study materials and instruments
attend to environmental features (lighting, mood, noise)
computer screen? printer? keyboard? chair? mouse?
TYPES OF SELF-REGULATION
BEHAVIORAL SELF-REGULATION Monitoring and adjusting performance
processes Example’s of Behavioral Regulation strategies students use:
keep a journal
finish assignments by deadlines
study when there are other interesting things to do
take effective notes, make effective notations in text, outline
plan and organize the work that needs to be done
seek help when needed
TYPES OF SELF-REGULATION
COVERT SELF-REGULATION Monitoring and adjusting cognitive/affective states Examples of Cognitive/Affective SRL
concentrate on academic material
remember information presented in class or in texts
estimate and budget time
set goals (proximal vs distal)
select appropriate criteria for judging quality of work
make accurate causal attributions
assess self-efficacy, self-esteem, achievement goals
assess needs, desires, satisfactions, fears, concerns
SUBFUNCTIONS OF
SELF-REGULATION Metacognition
•SELF-OBSERVATION - self-monitoring
• Self Evaluation - causal attribution•SELF-REACTION
• self-satisfaction
• self-worth
• distress
• adaptive/defensive
•Self Instruction: “Self-talk”
A Cyclic model of self-regulation
Self-Evaluation and Monitoring
Strategic Outcome Goal Setting and
Monitoring Strategic Planing
Strategy Implementationand Monitoring
Six Key Capabilities• Teachers who have successfully implemented
self-regulatory training into the curriculum:– Demonstrate the use of various self-regulated
learning techniques [model].– Demonstrate the effectiveness of self-regulatory
techniques [model].– Keep records of students’ progress.– Anticipate students’ questions regarding self-
regulated learning.– Plan for the integration of self-regulated learning
processes within the curriculum.– Refine planning and teaching methods in light of self
regulation training.
Teacher’s Role in Developing Self-Regulated Students
• Shifting the responsibility to students by• asking them to self-monitor
• assisting them in analyzing their own data• helping them to set their own goals and strategies.
• demonstrating his or her own use of process monitoring (Modeling)
• hypothesizing strategy choices and evaluating outcomes (Modeling)
• Helping to refine existing tactics and strategies.
• Encouraging self-monitoring
Providing Informative Feedback
• Students need formative evaluation– Why
• Students need to look for formative evaluation OPPORTUNITIES– How?
• Students need to internalize informative evaluation processes– Why & How?
• Feedback and Attributions
Four Steps in the CycleStep one: Students need to evaluate their
current level of knowledge.
Step two: Analyze the learning task – setting goals, and planning or refining a learning strategy.
Step three: Implementing the strategy.
Step four: Expanding the learners monitoring to include performance outcomes associated with strategic variations to determine effectiveness.
Example Self -Evaluation and Monitoring• Have students keep track of their time during
conventional assignments Have the students monitor their self-efficacy.– For tests– For daily homework assignments.
• Knowledge Surveys
“Self-efficacy is the belief in one’s capabilities to organize and execute the sources of action required to manage prospective situations.” Bandura, 1986
SELF-EFFICACY
“People's level of motivation, affective states, and actions are based more on what they believe than on what is objectively the case.”
Albert Bandura
Measuring Self-Efficacy
• Best Measures are Task Specific– Specific to the goals and objective of the class– Are written at the level of knowledge required– Are written in the context the student learned
the concept in.
• Ask for a response on a continuum.– Likelihood of completion– Likelihood of correct responce
For More Information
• Frank Pajares Website on Self Efficacy– http://www.des.emory.edu/mfp/self-efficacy.ht
ml
• Guide to the measurement of Self-Efficacy– http://www.des.emory.edu/mfp/014-
BanduraGuide2006.pdf
Goal Setting and Strategic Planing
• Devote one half of the class period to guide students in evaluation of their time-management process and setting process goals for developing their skills.
Selecting a Strategy
– Brainstorm strategies• setting regular study periods• setting realistic goals• use a regular study area• prioritize tasks • what are some of your own?
– Students MUST choose a strategy that can help THEM
– Student must monitor their strategies
OngoingStrategy Implementation and
Monitoring
• The first effort to establish new habits is rarely a complete success. Students need to be given the opportunity to modify their initial approaches.
• From repeated opportunities to learn from their own strategic efforts, students can develop varied and unique time-management techniques
Teaching SRL is important for Life Long Learning
One of the greatest strengths of self-regulatory approaches to academic skill development is that they provide students with the opportunities to see how activities under their control can bring them rewarding feelings.