srl mykkänen 260913
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WHAT IS SELF-REGULATED LEARNING?
Arttu MykkänenUniversity of Oulu, Finland
Learning and Educational Technology Research Unit
Contact: [email protected]
Who am I
• Ph.D Candidate in LET team.• Areas of interest: young children’s self-regulated learning, causal attributions• How SRL is supported in elementary school classrooms? • How students attribute their success in authentic learning situations?
What is Self-Regulated Learning?
“Self-regulated learning and performance refers to the processes whereby learners personally activate and sustain cognitions, affects, and behaviors that are systematically oriented toward the attainment of personal goals” (Zimmerman & Schunk, 2011)
What is Self-Regulated Learning?
• Active and proactive learning
• Process of learning to monitor, evaluate, and regulate (or change) your own
– Learning and thinking (e.g. remember the topic) – Motivation (e.g. feeling inspired or interested) – Behaviour (e.g. getting organized, getting started)
• Lifelong process that you develop and refine over time• Can be teached and learned
What is Self-Regulated Learning?
• Self-regulated learning is often described as an active cyclical process whereby students regulate their efforts to optimize: - Cognitive processes- Motivational processes- Behavioral processes• Which are guided by their learning goals
and the contextual features of the environment (Pintrich, 2000; Zimmerman, 1998).
Cyclic model of self-regulated learning
A Cyclic Phase Model
ofSRL
Performance phase
Forethought phase
Self-Reflection phase
Task analysis• Goal setting• Strategic planningSelf motivational beliefs• Self-efficacy• Outcome expectations• Interest/value• Goal orientation
Self-reaction• Self-satisfaction/affect• Adaptive/defencive
Self-Control and Observation• Task Strategies• Help Seeking • Volition strategies• Time management• Metacognitive monitoring
Adapted from Zimmerman, 2011
Self-judgment• Self-evaluation• Causal attribution
Self-reaction• Self-satisfaction/affect• Adaptive/defencive
Cyclical model of SRL in practice
A Cyclic Phase Model
ofSRL
Performance phase
Forethought phase
Self-Reflection phase
Task analysis• Goal setting• Strategic planningSelf motivational beliefs• Self-efficacy• Outcome expectations• Interest/value• Goal orientation
Self-judgment• Self-evaluation• Causal attribution
Self-Control and Observation• Task Strategies• Help Seeking • Volition strategies• Time management• Metacognitive monitoring
”Usually I am good in these kind of tasks. I’ll make a big effort for
learning this topic”
”Is my learning strategy working?? Should I spent more time on this
topic?”
”I did well because put lot of effort for this
task”
Adapted from Zimmerman, 2011
Why it is important to self-regulate your learning?
• There is no doubt, that students who self- regulate learning tend to learn better in variety of domains. • Awareness of strengths and weaknesses – What strategies I can use to bridge the caps between ability and task demands?•Motivation – Willingness to deep understanding, instead of having a good grades.
Self-Regulated Learner
• Capable of taking charge of their own learning.• Recognizes own strengths and weaknesses in various learning situations.
– Knowledge of different strategies that can aid meaningful learning
– Motivated to use these strategies in order to reach learning goal
– Can use these strategies depending on the learning situation. (Zimmermann, 2001; Winne &
Perry, 2001)
Self-Regulated Learner
(a) set learning goals(b) implement effective learning strategies (e.g., organization, rehearsal, note-taking) (c) monitor and assess their goal progress(d) establish a productive environment for learning, and (e) maintain a sense of self-efficacy (i.e., perceived competence) for learning.
Zimmerman & Schunk, 2011
A bit like conducting experiments about your learning
• Identify a problem • Set goals • Make plans and set procedures • “Collect data” about how things are going • Compare findings to original goals • Based on your findings, you make changes to the goals, plans or strategies
Think of one learning activity that you have done quite recently
Think about studying
• Think about this course: - What is the meaning of this course? - What does the teachers want you to
learn? - How is this course being evaluated? - What can you do to improve your
learning?- What is your goal for this course?
Motivation and emotion can also be regulated
Motivation regulation and SRL
• Why are positive motivational feelings and beliefs advantageous for students to self-regulate their learning? – To increase students‘ attention to learning processes
and outcomes – high motivation can also effect students’ choice of a
task – high motivation can also increase students’ effort to
learn a difficult task – high motivation can also increase students’
persistence on a time-consuming task– Thus, level of motivation can play a vital role in
initiating, guiding, and sustaining students’ efforts to self-regulate their learning
Cyclical model of self-regulated learning
A Cyclic Phase Model
ofSRL
Performance phase
Forethought phase
Self-Reflection phase
Task analysis• Goal setting• Strategic planningSelf motivational beliefs• Self-efficacy• Outcome expectations• Interest/value• Goal orientation
Self-judgment• Self-evaluation• Causal attribution
Self-Control and Observation• Task Strategies• Help Seeking • Volition strategies• Time management• Metacognitive monitoring
Self-reaction• Self-satisfaction/affect• Adaptive/defencive
Adapted from Zimmerman, 2011
Self-reaction• Self-satisfaction/affect• Adaptive/defencive
Cyclical model of SRL in practice
A Cyclic Phase Model
ofSRL
Performance phase
Forethought phase
Self-Reflection phase
Task analysis• Goal setting• Strategic planningSelf motivational beliefs• Self-efficacy• Outcome expectations• Interest/value• Goal orientation
Self-judgment• Self-evaluation• Causal attribution
Self-Control and Observation• Task Strategies• Help Seeking • Volition strategies• Time management• Metacognitive monitoring
” Usually I am good in these kind of tasks. I’ll think I do
good in this task”
”This is harder than I thought!! I’ll buy an ice cream for my self when
I am done”
”I did well because put lot of effort for this
task”
Adapted from Zimmerman, 2011
Thank You
Questions or Comments?