Self-Regulation is More than Metacognition

Jenefer Husman, Ph.D.

Arizona State University

Metacognition and Self-Regulation

Self Regulated Learning

Metacognition

MotivationEnvironment

METACOGNITIONMETACOGNITION

DEFINITION: Essentially, metacognition refers to the act of “thinking about one’s own thinking”; in psychology, the term is typically used to describe the process by which one exercises deliberate conscious control over one’s own cognitive abilities.

METACOGNITIONMETACOGNITIONEffective Effective metacognizersmetacognizers1.1. increase their attentionincrease their attention

2.2. rehearse — elaboraterehearse — elaborate

1.1. transform — organize, categorize, networktransform — organize, categorize, network

2.2. self-monitorself-monitor — summarize, clarify, question, predict — summarize, clarify, question, predict

3.3. stop after critical passage — reflect, restate, rethinkstop after critical passage — reflect, restate, rethink

4.4. engage in internal dialogue and mental discussion with authorengage in internal dialogue and mental discussion with author

3.3. engage memory strategies if appropriate — use of imagery, mnemonicsengage memory strategies if appropriate — use of imagery, mnemonics

4.4. if disposition is to disregard, lower defensesif disposition is to disregard, lower defenses

5.5. if vocabulary a problem, engage the vocabularyif vocabulary a problem, engage the vocabulary

6.6. are on the lookout for are on the lookout for verbal markersverbal markers

7.7. make appropriate associations and connectionsmake appropriate associations and connections

8. reflect (critically, actively, with others)

9. engage material

1. make notes2. outline if appropriate — keep track of critical points3. write on margins or use post-it notes4. read critical passages as often as necessary5. “talk to the author”

10. discuss material with friends or colleagues — explain it to others

11. are aware of recency and latency effects — pay special attention to introduction and conclusion

12. enhance their learning environment (make time and create space)

13. review and reflect before bedtime

14. THINK (actively, proactively, consciously, carefully, thoroughly)

METACOGNITIONMETACOGNITIONEffective Effective metacognizersmetacognizers

““Education is Education is the organization of acquired the organization of acquired habits of habits of conductconduct and tendencies to behavior. and tendencies to behavior.””

William JamesWilliam JamesTalks to TeachersTalks to Teachers

Educators want students to be habitually active

• Educators want Active LearnersActive students have:

Prior knowledge about the content domainKnowledge about which strategies to use and how to use themKnowledge about selfAbility to manage all this knowledge

• Management = Self-Regulation

Self Regulated Learning

“SRL involves more than metacognitive knowledge and skill, it involves a sense of personal agency to regulate other sources of personal influence, such as emotional processes, as well as behavioral and social-environmental sources of influence.” Zimmerman, 1994

TYPES OF SELF-REGULATION

ENVIRONMENTAL SELF-REGULATION Monitoring and adjusting your

environment

BEHAVIORAL SELF-REGULATION Monitoring and adjusting your behavior

COVERT SELF-REGULATION Monitoring and adjusting in your head

TYPES OF SELF-REGULATION

ENVIRONMENTAL SELF-REGULATION Monitoring and adjusting environmental

conditions Examples of Environmental Self-Regulation:

arrange a place to study where you won’t be interrupted

find effective models, tutors, or helpers

create a personal library

organize your study area and materials

select appropriate study materials and instruments

attend to environmental features (lighting, mood, noise)

computer screen? printer? keyboard? chair? mouse?

TYPES OF SELF-REGULATION

BEHAVIORAL SELF-REGULATION Monitoring and adjusting performance

processes Example’s of Behavioral Regulation strategies students use:

keep a journal

finish assignments by deadlines

study when there are other interesting things to do

take effective notes, make effective notations in text, outline

plan and organize the work that needs to be done

seek help when needed

TYPES OF SELF-REGULATION

COVERT SELF-REGULATION Monitoring and adjusting cognitive/affective states Examples of Cognitive/Affective SRL

concentrate on academic material

remember information presented in class or in texts

estimate and budget time

set goals (proximal vs distal)

select appropriate criteria for judging quality of work

make accurate causal attributions

assess self-efficacy, self-esteem, achievement goals

assess needs, desires, satisfactions, fears, concerns

SUBFUNCTIONS OF

SELF-REGULATION Metacognition

•SELF-OBSERVATION - self-monitoring

• Self Evaluation - causal attribution•SELF-REACTION

• self-satisfaction

• self-worth

• distress

• adaptive/defensive

•Self Instruction: “Self-talk”

A Cyclic model of self-regulation

Self-Evaluation and Monitoring

Strategic Outcome Goal Setting and

Monitoring Strategic Planing

Strategy Implementationand Monitoring

Six Key Capabilities• Teachers who have successfully implemented

self-regulatory training into the curriculum:– Demonstrate the use of various self-regulated

learning techniques [model].– Demonstrate the effectiveness of self-regulatory

techniques [model].– Keep records of students’ progress.– Anticipate students’ questions regarding self-

regulated learning.– Plan for the integration of self-regulated learning

processes within the curriculum.– Refine planning and teaching methods in light of self

regulation training.

Teacher’s Role in Developing Self-Regulated Students

• Shifting the responsibility to students by• asking them to self-monitor

• assisting them in analyzing their own data• helping them to set their own goals and strategies.

• demonstrating his or her own use of process monitoring (Modeling)

• hypothesizing strategy choices and evaluating outcomes (Modeling)

• Helping to refine existing tactics and strategies.

• Encouraging self-monitoring

Providing Informative Feedback

• Students need formative evaluation– Why

• Students need to look for formative evaluation OPPORTUNITIES– How?

• Students need to internalize informative evaluation processes– Why & How?

• Feedback and Attributions

Four Steps in the CycleStep one: Students need to evaluate their

current level of knowledge.

Step two: Analyze the learning task – setting goals, and planning or refining a learning strategy.

Step three: Implementing the strategy.

Step four: Expanding the learners monitoring to include performance outcomes associated with strategic variations to determine effectiveness.

Example Self -Evaluation and Monitoring• Have students keep track of their time during

conventional assignments Have the students monitor their self-efficacy.– For tests– For daily homework assignments.

• Knowledge Surveys

“Self-efficacy is the belief in one’s capabilities to organize and execute the sources of action required to manage prospective situations.” Bandura, 1986

SELF-EFFICACY

“People's level of motivation, affective states, and actions are based more on what they believe than on what is objectively the case.”

Albert Bandura

Measuring Self-Efficacy

• Best Measures are Task Specific– Specific to the goals and objective of the class– Are written at the level of knowledge required– Are written in the context the student learned

the concept in.

• Ask for a response on a continuum.– Likelihood of completion– Likelihood of correct responce

For More Information

• Frank Pajares Website on Self Efficacy– http://www.des.emory.edu/mfp/self-efficacy.ht

ml

• Guide to the measurement of Self-Efficacy– http://www.des.emory.edu/mfp/014-

BanduraGuide2006.pdf

Goal Setting and Strategic Planing

• Devote one half of the class period to guide students in evaluation of their time-management process and setting process goals for developing their skills.

Selecting a Strategy

– Brainstorm strategies• setting regular study periods• setting realistic goals• use a regular study area• prioritize tasks • what are some of your own?

– Students MUST choose a strategy that can help THEM

– Student must monitor their strategies

OngoingStrategy Implementation and

Monitoring

• The first effort to establish new habits is rarely a complete success. Students need to be given the opportunity to modify their initial approaches.

• From repeated opportunities to learn from their own strategic efforts, students can develop varied and unique time-management techniques

Teaching SRL is important for Life Long Learning

One of the greatest strengths of self-regulatory approaches to academic skill development is that they provide students with the opportunities to see how activities under their control can bring them rewarding feelings.