Forethought
Performance
Self-Reflection
(Click on phases to learn more)
SELF-REGULATED LEARNING
A Model to Understand
Task Analysis
Self-Motivation Beliefs
Self-Judgements
Self-Reactions
Self-Control
Self-Observation
Self-regulation refers to the ways
that learners systematically activate
and sustain their
• cognitions,
• affects,
• and behaviors toward the attainment of their goals
(Zimmerman & Schunk, 2011)
Students' learning process and motivational beliefs fall into three self-regulatory phases:
- Forethought
- Performance
- Self-Reflection
Cyclical properties of this model explains the results of repeated efforts to learn.
Self-regulated learning is not an absolute state or a general skill. It highly depends on time and context. A vital element is that students should have knowledge of specific knowledge, skills, and strategies to achieve specific goals.
Forethought
Performance
Self-Reflection
A student's learning process and motivational beliefs fall into three self-regulatory phases.
Cylical properties of this model explain the results of repeated efforts to learn.
SELF-REGULATED LEARNING
(Click on phases to learn more)
A Model to Understand
Forethought
This phase is the preparation for efforts to learn.
Forethought phase includes
- Analyzing the task
- Setting goals
- Planning how to reach the goals
- Motivational beliefs that influence the activation of learning strategies.
Task Analysis
Self-Motivation Beliefs
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A student's learning process and motivational beliefs fall into three self-regulatory phases.
Cylical properties of this model explain the results of repeated efforts to learn.
(Click on phases to learn more)
Forethought
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Task Analysis
Self-Motivation Beliefs
SELF-REGULATED LEARNING
It refers to a learner’s efforts to break a learning task into key components. Task analysis includes goal setting & strategic planning.
This phase is the preparation for efforts to learn.
Forethought phase includes
- Analyzing the task
- Setting goals
- Planning how to reach the goals
- Motivational beliefs that influence the activation of learning strategies.
A Model to Understand
Forethought
Forethought
Performance
Performance
Self-Reflection
Self-Reflection
Students with superficial task analyses set vague, distal, and unchallenging goals for themselves.
This keeps students away from planning a detailed strategy and makes them rely on vague methods of learning such as trying harder or concentrating more.
When learners have a good command of task analysis, they can set specific, proximal, and challenging goals for themselves.
Effective task analyses also enable students to plan more effective strategies such as planning to use an outline for writing an essay.
A student's learning process and motivational beliefs fall into three self-regulatory phases.
Cylical properties of this model explain the results of repeated efforts to learn.
(Click on phases to learn more)
Forethought
Learn more about...
Task Analysis
Self-Motivation Beliefs
SELF-REGULATED LEARNING
Goal setting & strategic planning require personal initiative and persistence. That’s why they require high levels of key self-motivation beliefs/values.
These beliefs/values includes:
This phase is the preparation for efforts to learn.
Forethought phase includes
- Analyzing the task
- Setting goals
- Planning how to reach the goals
- Motivational beliefs that influence the activation of learning strategies.
A Model to Understand
Self-efficacy
Goal orientation
Task interest /value
Outcome expectations
Forethought
Forethought
Forethought
Forethought
Performance
Performance
Performance
Performance
Self-Reflection
Self-Reflection
Self-Reflection
Self-Reflection
Self-efficacy is one's beliefs about one’s personal capability to perform a task. It is important since it influences students’ efforts and engagement. It is not a general skill but something very domain-specific. You may have high self-efficacy in mathematics but low self-efficacy in history.
Outcome expectation is a personal estimation of how likely a specific behavior will lead to specific consequences. Outcome expectations can be positive (If I exercise 3 times a week, I will have a healthier body) or negative (If I exercise 3 times a week, I will have less time with my friends).
Task interest and task value energize students' initial approach to the task.
Task value (utility) is the importance that the task has for the student's personal goals.
On the other hand, task interest can be activated by the personal meaning the task has for the person.
Goal orientations can be conceptualized as students' reasons for engaging in the academic tasks.
These reasons can be
- to learn (mastery orientation)
- to do better than others (performance-approach orientation)
- to avoid failure (a performance-avoidance orientation)
Adopting a mastery goal orientation is associated with higher self-efficacy, task value, and achievement.
A student's learning process and motivational beliefs fall into three self-regulatory phases.
Cylical properties of this model explain the results of repeated efforts to learn.
(Click on phases to learn more)
Performance
This phase includes all the efforts to learn and it intends to facilitate self-control and self-monitoring. The performance phase includes:
- Execution of the task
- Monitoring how you are progressing
- Use self-control strategies to keep yourself cognitively engaged and motivated to finish the task
Self-Control
SELF-REGULATED LEARNING
Self-Observation
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A Model to Understand
Forethought
Forethought
Performance
Performance
Self-Reflection
Self-Reflection
A student's learning process and motivational beliefs fall into three self-regulatory phases.
Cylical properties of this model explain the results of repeated efforts to learn.
(Click on phases to learn more)
Performance
This phase includes all the efforts to learn and it intends to facilitate self-control and self-monitoring. The performance phase includes:
- Execution of the task
- Monitoring how you are progressing
- Use self-control strategies to keep yourself cognitively engaged and motivated to finish the task
Self-Control
Self-Observation
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SELF-REGULATED LEARNING
It refers to the use of specific techniques to direct learning. These techniques can be
A Model to Understand
- self-instruction,
- use of mental images to organise information,
- attention focusing,
- task strategies,
- environmental structuring,
- help-seeking,
- time-management and so on.
Forethought
Forethought
Performance
Performance
Self-Reflection
Self-Reflection
Forethought
Performance
Self-Reflection
A student's learning process and motivational beliefs fall into three self-regulatory phases.
Cylical properties of this model explain the results of repeated efforts to learn.
(Click on phases to learn more)
Performance
SELF-REGULATED LEARNING
This phase includes all the efforts to learn and it intends to facilitate self-control and self-monitoring. The performance phase includes:
- Execution of the task
- Monitoring how you are progressing
- Use self-control strategies to keep yourself cognitively engaged and motivated to finish the task
Self-Control
Self-Observation
A Model to Understand
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Self-observation helps students to guide their efforts to self-control. Examples of self-observation can be metacognitive monitoring and self-recording.
Self-recording increases the reliability, specificity, and timeliness of self-observations.
Why could self-observing be challenging?
Learners may find it difficult to self-observe a particular process, such as essay completion because they lack specific goals and plans to focus their attention.
Forethought
SELF-REGULATED LEARNING
Performance
Self-Reflection
A Model to Understand
A student's learning process and motivational beliefs fall into three self-regulatory phases.
Cylical properties of this model explain the results of repeated efforts to learn.
(Click on phases to learn more)
Self-Reflection
Self-Judgements
Self-Reactions
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This phase includes
- judging the learning process and product
- formulating reasons for the results
- constructing the future steps
Self-reflections from prior efforts to learn affect subsequent forethought processes.
Forethought
Performance
Self-Reflection
A student's learning process and motivational beliefs fall into three self-regulatory phases.
Cylical properties of this model explain the results of repeated efforts to learn.
(Click on phases to learn more)
Self-Reflection
SELF-REGULATED LEARNING
Self-Judgements
Self-Reactions
A Model to Understand
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Self-Evaluation
Causal Attribution
Self-judgement is the process through which students assess their performance (self-evaluation) and explain their successes and failures (causal attribution).
This phase includes
- judging the learning process and product
- formulating reasons for the results
- constructing the future steps
Self-reflections from prior efforts to learn affect subsequent forethought processes.
When students lack specific forethought goals, they often fail to self-evaluate, or if they do, they often rely on social comparison with classmates to judge their personal effectiveness.
When students rely on outcomes such as grades, they are prone to attribute their errors to uncontrollable causes such as lack of ability. When students do self-evaluation based on self-chosen goals, they typically attribute errors to controllable causes such as ineffective strategies.
relying on outcomes (such as grades) ---> attribution to uncontrollable causes (such as lack of ability)
relying on self-chosen goals ---> attribution to controllable causes (such as ineffective strategies)
Forethought
Performance
Self-Reflection
A student's learning process and motivational beliefs fall into three self-regulatory phases.
Cylical properties of this model explain the results of repeated efforts to learn.
(Click on phases to learn more)
Self-Reflection
SELF-REGULATED LEARNING
This phase includes
- judging the learning process and product
- formulating reasons for the results
- constructing the future steps
Self-reflections from prior efforts to learn affect subsequent forethought processes.
Self-Judgements
Self-Reactions
A Model to Understand
Learn more about...
Self-satisfaction
Adaptive & Defensive Inferences
Self-reaction involves feelings of self-satisfaction and adaptive/defensive responses.
When students attribute their errors to controllable factors, they are expected to make adaptive inferences for errors, such as by modifying a strategy for solving a problem.
Attribution to controllable factors (e.g. I used an ineffective strategy) ---> adaptive inferences (such as modifying the way of study)
On the other hand, students with unfavorable attributions resort to defensive inferences to protect themselves from future dissatisfaction such as helplessness, procrastination, or task avoidance.
Attribution to uncontrollable factors (e.g. I lack the ability) ---> defensive inferences (such as procrastination)
Self-satisfaction reactions refer to perceptions of satisfaction or dissatisfaction regarding one’s performance.
Students with low-level satisfaction reduce their motivation to continue, and their lack of adaptation undermines the quality of further efforts to learn.
low-level satisfaction ---> reducing the motivation to continue ---> reducing the quality of further efforts to learn
