Reporter: Kim Paulo M. Fabay

Sched 4

Self-Regulation, Cognition and Motivation in Learning

From the perspective of social cognitive theorists, self-regulation entails at least four process:

(Bandura, 1986; Schunk,1989, 1998; Schunk & Zimmerman, 1996)

1) Setting Standards and Goals

As mature human beings we tend to set standards for our own behavior; in other

word we establish criteria regarding what constitutes acceptable performance. We

also establish certain goals that we value and towards which we direct many of

our behaviors. The kinds of performance standards that people establish for their

own behavior depend to some degree on the standards they see other people

adopt.

2) Self-Observation

An important part of self-regulation is to observe oneself in action. To make

progress toward important goals, people must be aware of how well they are

doing at present; in other words, they must know what parts of their performances

are working well and what parts need improvement

3) Self-Judgment

People’s behavior are frequently judge by others– for example, by relatives,

teachers, classmates, friends, and the general public. Eventually, people begin to

judge and evaluate their own behaviors based on the standards they hold for

themselves.

4) Self-Reaction

As people become more increasingly self-regulation, they begin to reinforce

themselves– perhaps by feeling proud or telling themselves that they did a good

job – when they accomplish their goals. They also begin to punish themselves

perhaps by feeling sorry, guilt, or ashamed – when they do something that does

not meet their own performance standards.