1Presented by Chaky

About

• This book is about– How to become successful learner– How to become self-regulated

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What is self-regulation?

• The ability of learners to control the factors or conditions affecting their learning– Teacher is bad– Textbook is confusing– Room is noisy– Very tight schedule– Self regulated students find a way to learn

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Example of self-regulation

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Factors Self-regulated behavior & attitude

Textbook is confusing Underlining, summarizing, make a chart

Room is noisy Find a better room

Tired Take a break and eat some pizza

Teacher is bad Consult internet resources

Very tight schedule Manage time and plan tasks

Why are some individuals less successful learners?

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Reasons Typical attitudes1 They hold faulty beliefs

about their ability, learning and motivation

• “I am not capable…”• “I am not born intelligent…”

2 They are not aware of their ineffective learning behavior

• Study a lot vs. study efficiently• “I got good grades in my high school, why

should I change my learning strategies…”

3 They fail to sustain effective learning and motivational strategies

• “I feel so tired…”• “This course is too boring…I cannot take it

anymore…”

4 They are not ready to change their learning and study behavior

• “Why do I need to change?”

6 Components of self-regulation

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Components Non self-regulated Self-regulated

1 Motivation Give up a task easily Self-motivated; self-talk to move on

2 Methods of learning Stick with one familiar methods

Constantly improve and monitor their methods of learning

3 Use of time “I don’t have time” Prioritize tasks; Plan schedule

4 Physical environment

“My room is so noisy” “I go to the library to study before exams”

5 Social environment Do not seek help from others; afraid of appearing dumb

Seek help from appropriate ones

6 Monitor performance

“I do badly on the test…so unlucky”

“I evaluate results from the test and determine how I should improved”

So how to change behavior?

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Self-observation andEvaluation

Goal setting and strategies planning

Strategic implementation andmonitoring

Strategic-OutcomeMonitoring

1. MOTIVATION

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Motivation

• Four kind of people:

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Motive to Approach Success

Low High

Motive to avoid failure

Low Failure Acceptors

Success-Oriented Students

High Failure Avoiders

Overstrivers

Motivation

• Learn insights about your motivation:– What are my goals?– Why I want to achieve this goal?– What are my hopes, expectations, and fear about

the future?– What are the causes of my successes and failure?

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Motivation

• Goals greatly influence motivation• Two kind of goals

– Mastery goal• Self-improvement

– Performance goal• Can be better than others

• Student with mastery goal is more likely to try harder than student with performance goal

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Do you know where you are going?

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Goal setting

Motivation

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SMART goals

• Specific•“I want to get A”

• Measurable•“I want to get into Harvard University”

• Action-oriented•“I want to finish my homework everyday before playing games”

• Realistic• Timely

•“…before September”

Motivation

SMART Goals

Poor: I want to do well in English.Better: I want an A on my next essay in EnglishPoor: I want to study my mechanics textbook.Better: I want to read Chapter 7 in my

mechanics textbook this evening and answer the problems at the end of the chapter.

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Motivation

• Self-efficacy and attributions are important for motivation– “I can do it” vs. “I cannot change”– “I failed because of luck” vs. “I failed because I

need to try harder”• Positive emotions facilitate motivation

– Bad emotions include anxiety and worry– Fear of failure is a significant reason student

behave away from success

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Motivation

• Managing emotions

Crooked A---C Thinking (Irrational thinking) causes

A CActivating Consequences:Event Emotional and

Behavioral

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Motivation

• Managing Emotions

Straight A---B---C thinking (rational emotive therapy)

Actives/triggers Causes

A----------------B--------------------CActivating Beliefs and Consequences:Event self-talk Emotional & Behavioral

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Some Irrational Thinking Patterns

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Irrational Rational

A: Everyone seems so smartC: I don’t think I can do well in class

A: Everyone seems so smartB: I think I am not born smart as themC: I don’t think I can do well in class

A: My friend did not listen to my feelingC: I am really angry

A: My friend did not listen to my feelingB: I feel I am not important to my friendC: I am really angry

A: He waste my timeC: I am really angry

A: He wastes my timeB: I think he did not prepare enoughC: I am really angry

A: Professor does not like meC: I am not happy

A: Professor does not like meB: I think I am not important to himC: I am not happy

Motivation• Self-talk is the key to positive emotion; we

should avoid these following type of self-talk

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Type Characteristics Attitudes Change to

Worrier Imagines worst situation

“What if….” “I can do it”

Critic Judge yourself harshly

“I am so stupid” “I believe myself”

Victim Feels helpless or hopeless

“I cannot change”

“I can continue and do slowly at a time”

Perfectionist Unhappy with flaws

“I should…I must….”

“It’s okay to make mistakes…”

2. LEARNING STRATEGIES

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Methods of learning

• Types of strategies– Rehearsal (short term memory)

• copying, taking verbatim notes, reciting words and definitions

– Elaboration (link to previous knowledge)• summarization, make notes, answering question

– Organizational (provide structure)• Select main idea• Outlining• Mapping

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What Research Tells Us About Good Readers

• Determining importance• Summarizing information• Drawing inferences• Generating questions• Monitoring comprehension

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3. USE OF TIME

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Time management

• Control time = control life• Usual problem is not lack of time, but is poor

time management• First step toward time management

– Assess present use of time and time wasted

• Second step– Determine goal– Prioritize tasks

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Determine goal and prioritize taskUrgent vs. Important

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Quadrant 1:Important/Urgent

CrisisPressing problemsProjects at last minute

Quadrant 2:Important/Not Urgent

PlanningWriting ideasReading booksMeditationLong-term projects

Quadrant 3:Urgent/Not Important

InterruptionsTime-specific but non-essential events

Quadrant 4:Not Urgent/Not Important

TVInternetChat

Time Management

• Procrastination is number one enemy– “Let’s do it tomorrow”

• Counter-procrastination techniques– Using self-talk

• “If I do it now, I can relax later”– Give self rewards

• “If I complete 50%, I will order a pizza”– Break task into smaller tasks

• “I’ll complete this page”– Don’t finish everything, just around 80%

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Identify Your Favorite Procrastination Beliefs

1. It’s not due yet.2. I work better under pressure.3. I don’t feel like doing it now.4. I don’t know where to begin.5. I’m too tired.6. I need to sleep on it.7. Before I start, I think I’ll take a break.8. I need a good stiff drink first.9. Someone else might do it, if I wait.10. I don’t know where to begin.

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4&5: PHYSICAL AND SOCIAL ENVIRONMENT

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Management of Physical Environment

• Evaluating study environments• Improve attention

Consider: Where attention got misdirected and the type of distraction (internal or external)

Manage internal and external distractions

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Management of Social Environment

Help seeking• When or when should not seek help from others?• Student should know that seeking help is not

“dumb”• Should maintain regular contact with the

knowledgeable• Should improve communication skills• Be a active listener

– Ask question and interact

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6. MONITORING PERFORMANCE

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Evaluating performance

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Time

Actual

Goal

Performance

Gap

Performance

What are the major components that influence academic success?

• Motivation (Why?)• Methods of learning (How?)• Use of time (When?)• Control of one’s physical environment

(Where?)• Control of one’s social environment (With

whom?)• Control of one’s performance (What?)

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So how to change behavior?

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Self-observation andEvaluation

Goal setting and strategies planning

Strategic implementation andmonitoring

Strategic-OutcomeMonitoring