Self-regulated learning

Draft

Definition

• Self-regulation is a kind of meta-cognitive strategy.

• Educational design should design learning environments that engage students in appropriate self-regulative activities

Zimmerman et al. specified three important characteristics:

• self-observation (monitoring one's activities);
• self-judgement (self-evaluation of one's performance) and
• self-reactions (reactions to performance outcomes)

Interest for instruction

According to Bandura Self-regulation strongly depends self-efficacy beliefs. “Perceived self-efficacy influences the level of goal challenge people set for themselves, the amount of effort they mobilize, and their pesistence in the face of difficulties. Perceived self-efficacy is theorized to invludence performance accomplishments both directly and indirectly through its influences on self-set goals.” Zimmerman et al. (1992: 665)

According to Zimmerman et al. (1992: 664), self-regulated learners direct their learning processes and attainments by

• setting challenging goals for themselves
• applying appropriate strategies to achieve their goals,
• and by enlisting self-regulative invludences that motivate and guide their efforts.

In addition, “self-regulated learners exhibit a high sens of efficacy in their capabilities, which influences the knowledge and skill goals they set for tehmselves and their commitment to fulfill these challenges [...]. This conception of self.directed learning not only encompasses the cognitive skills emphasized by metacognitive theorits, but also extends beyond to include the self-regulation of movtivation, the learning envionment, and social supports for self-directedness.” (Zimmerman et al. (1992: 664)

References

• Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.). (2000)Handbook of Self-regulation. San Diego: Academic Press.

• Fetterman, D. M. (2001). Foundations of empowerment evaluation. Thousand Oaks, California: Sage Publications.

• Niemi, H., Launonen, A. & Raehalme, O. (2002). Towards self-regulation and social navigation in virtual learning spaces. A paper presented at the European Conference on Educational Research 11-14 September 2002. University of Lisbon, Portugal. Paper available in Education-line database: HTML

• Pintrich, P. R. (Ed.). (1995). "Current Issues in Research on Self-regulated Learning: A discussion with Commentaries (Special Issue)". Educational Psychologist, 30 (4).

• Pintrich, P. R. (1999). The Role of Motivation in Promoting and Sustaining Self-regulated Learning. International Journal of Educational Research, 31 (6), 459-470.

• Pintrich, P. R. (2000). The Role of Goal Orientation in Self-regulated Learning. In Monique Boekaerts, Paul R. Pintrich and Moshe Zeidner (Ed.) Handbook of Self-regulation (pp. 452-502). San Diego: Academic Press.

• Pintrich, P. R., & Garcia, T. (1991). Students Goal Orientation and Self-regulation in the College Classroom. In M. L. Maer, & P. R. Pintrich (Eds.), Advances in motivation and achievement: Goals and self-regulatory processes (pp. 371-42). Greenwich, CT: JAI Press, (Vol.7).

• Päivi Virtanen, Hannele Niemi, Anne Nevgi, Outi Raehalme and Anna Launonen (2003), Towards strategic learning skills through self-assessment and tutoring in web-based environment, Paper presented at the European Conference on Educational Research, University of Hamburg, 17-20 September 2003 HTML

• Pintrich, P. R., & Ruohotie, P. (2000). Conative Constructs and Self-regulated Learning. RCVE: Hämeenlinna, Finland.

• Virtanen, P., & Niemi, H. (2002). Online Tutoring to Support Student's Self-regulation and Learning Skills in Virtual Learning Environments. Paper presented at the Education and Cultural Diversities NERA's 30th Congress 7.-9. March 2002, Tallinn, Estonia.

• Zimmerman, Barry J. (2000): Self-Regulatory Cycles of Learning. In: Gerald A. Straka (Ed.): Conceptions of Self-Directed Learning. Münster: Waxmann, 221 - 234.

• Zimmerman, Barry J. (1989): Models of Self-Regulated Learning and Academic Achievement. In: Barry J. Zimmerman, Dale H. Schunk (Eds.): Self-Regulated Learning and Academic Achievement: theory, research and practice. New York: Springer, 1-25.