SELF-REGULATION

S E L F - G E N E R AT E D T H O U G H T S , F E E L I N G S , A N D A C T I O N S F O R AT TA I N I N G A C A D E M I C G O A L S ( Z I M M E R M A N , 1 9 9 8 )

Scientific Questions and Self-Regulation

Why addresses students’ motivation to self regulate their studying

Is study, outside of the classroom and assigned work, self-initiated?

How to study.

Students choose and adapt their own way to study (for example, using imagery to remember the parts of the brain).

When refers to the time dimension of studying.

Students effective use of time involves time planning, management, and self-beliefs.

What refers to students’ overt behavioral performance.

To self-regulate their study students must be able to choose, modify, and adapt according to the feedback produced.

Where refers to the way that students regulate their physical environment.

Where they study or the use of computers, I pads, IPhones, etc. can have an impact on studying.

With whom concerns the social dimension of studying.

Self-regulated students are aware of how study partners, instructors, coaches, can help or hinder their learning.

Because personal studying processes (WHY) interacts with performance outcomes (How) and social-environmental events (Where and With whom), they must be constantly adjusted.

Students interpretations of their behavior (What) are influenced by their self-image, goals, and other sources of motivation.