Self-Regulated LearningSelf-Regulated LearningFrom Teaching to Self-Reflective PracticeFrom Teaching to Self-Reflective Practice

Ch10 Factors influencing children’s Ch10 Factors influencing children’s acquisition and demonstration of self-acquisition and demonstration of self-

regulation on academic tasksregulation on academic tasks

指導教授： Chen, Ming-Puu

報 告 者： Chen, Wan-Yi

報告日期： 2007. 06. 16

Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to self-reflective practice. NY: The Guilford Press.

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Introduction Introduction

• We believe that this perspective is relevant to any program that seeks to enhance academic achievement through improved student self-regulation of academic tasks

• Curricula designed to increase student self-regulation in an academic domain lead to improved achievement

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Self-regulation on academic tasksSelf-regulation on academic tasks

• Indicators of verbal task regulation– Students demonstrating or reporting higher

levels of self-regulation have higher academic achievement

• Private speech and achievement– Higher observed levels of student private speech

are associated with gains in achievement over time

– Private speech is rare when tasks are very difficult for learners

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Self-regulation on academic tasksSelf-regulation on academic tasks

• Task-regulatory speech and achievement– More task regulatory speech than children

perceived as little self-directed

• Effects of inducing self-regulatory behavior– Self-regulatory behavior is associated with

improved academic achievement– The evidence shows that in normal classrooms

it is able students who engage in self-regulatory behavior and who presumably benefit from doing so

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SummarySummary

Higher achieving students make more overt use of task-regulatory speech

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Why only able students are observed Why only able students are observed to regulate tasks verbally in classto regulate tasks verbally in class

• The development of verbal task regulation

– Regulation of tasks refers to selecting,

planning or modifying (constructing)

implementing, and evaluating tasks

– task regulation also includes interrupting

and relinquishing tasks

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Why only able students are observed Why only able students are observed to regulate tasks verbally in classto regulate tasks verbally in class

• Self-regulation and learning– Being verbally regulated by others on a novel

task– Being able to perform the task with some verbal

guidance or “hints”– Reaching a level of internalization or mastery in

which the former learners can now verbally regulated others

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Why only able students are observed Why only able students are observed to regulate tasks verbally in classto regulate tasks verbally in class

• Why high-achieving students use more task-regulatory speech in school– Less advanced students gain little school

experience verbally directing tasks because classroom tasks often demand skills

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Conditions supporting self-regulationConditions supporting self-regulation

• It also involves creating valid opportunities for exercising verbal task regulation

• What is crucial to eliciting task-regulatory speech is the combination of a task within the student’s area of competence and a role that necessitates explaining the task

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Conclusions Conclusions

Must also create and maintain ongoing working conditions in which students can successfully exercise their task-regulatory potential with others and with themselves on a regulator basis

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