How Students Can Become More Self-Regulated Learners
•
34 likes•23,329 views
The document discusses strategies for improving student motivation and academic self-regulation in the classroom. It addresses the importance of students developing beliefs and skills related to self-efficacy, goal-setting, help-seeking, and developing adaptive attributions for success or failure. The document also discusses how instructor beliefs can impact student motivation and provides strategies instructors can use to foster student engagement and self-regulated learning.
![Helping Students Become More Self-Regulated Learners ,[object Object],[object Object],[object Object],[object Object]](https://image.slidesharecdn.com/motivationandself-regulation-reorderd-100125115032-phpapp01/85/helping-students-become-more-selfregulated-learners-1-320.jpg)
![What is academic self-regulation? ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to How Students Can Become More Self-Regulated Learners
Similar to How Students Can Become More Self-Regulated Learners (20)
More from Bradley Vaden
More from Bradley Vaden (19)
Recently uploaded
Recently uploaded (20)
How Students Can Become More Self-Regulated Learners
- 3. Academic Toolbox “ It is not that students don’t have the ability to succeed. The problem is that they have not acquired all the tools necessary to learn.”
- 5. From Zimmerman and Risemberg (1997) Self-Regulatory Processes of Underachievers and Achievers Processes Underachievers Achievers Time use Are more impulsive Manage study time well Goals Set lower academic goals Set higher specific and proximal goals Self-monitor Monitor less accurately Monitor more frequently and accurately Self-reactions Are more self-critical Set a higher standard for satisfaction Self-efficacy Are less self-efficacious Are more self-efficacious Motivation Give up more readily Persist despite obstacles
- 7. “ A learning-centered syllabus requires that you shift from what you, the instructor are going to cover in your course to a concern for what information, tools, assignments, and activities you can provide to promote your students’ learning and intellectual development” (p. xiv) From O’Brien, J. et al. (2008). The course syllabus: A learning-centered approach. San Francisco: Wiley.
- 16. What is the difference between a federal and unitary government? Federalism authority is divided bet. nat. and regional level Did not exist before 1787 US has been gov. as confederacy-- auth. given to states Unitary authority solely in nat. gov . Ex. Japan and Sweden
- 23. When it comes to academics, I am mostly a.. ….
- 28. Improving Students’ Motivation and Academic Performance in the Classroom Myron H. Dembo, Ph.D Emeritus Professor of Educational Psychology University of Southern California [email_address] January 25, 2010
- 30. Learning Skills and Abilities Do Not Fully Explain Academic Achievement Learning = Skill (content knowledge and learning strategies)+ Will (motivation influenced by students’ beliefs and perceptions)
- 31. What do you like most about the students you teach?
- 32. My Concerns About The Learning Behavior and Motivation Of My Students……
- 36. A social cognitive model of achievement motivation (Dai et al., 1998) Effort, choice, level of activity and persistence Educational experiences, social contexts, gender role socialization, institutional policy and procedures, etc. Aptitudes, temperaments, personality, etc. Self-efficacy, values, goal orientation, attributions, self-worth, attitudes, interests, etc. Social—contextual factors Personal factors Self—Processes Achievement behaviors
- 39. Some students bring to class faulty beliefs and inappropriate academic behavior that limit their success in college , Some instructors misperceptions about students lead to inappropriate instructional practices.
- 40. I don’t want to take this course. I can’t solve this problem. I messed up on the last exam because I am not smart enough to learn this material. I don’t understand this problem but I don’t want to ask a dumb question? Beliefs That Interfere With Students’ Motivation to Learn How do community college instructors or staff deal with these beliefs?
- 43. Do students know where they are going?
- 44. How one thinks about the self and the future Hoped-for possible self we would like to become (e.g., teacher, attorney, professional athlete) Feared possible self we wish to avoid becoming (e.g., a dropout, homeless, unemployed) Expected possible self we are fairly sure we can become (e.g., college graduate) Possible Selves
- 49. Goal Orientation Mastery Orientation Performance Orientation Success defined as… Improvement, progress, mastery, innovation High grades, high performance compared with others Error viewed as… Ability viewed as… Part of the learning process, informational Developing through effort Failure, evidence of lack of ability Fixed
Editor's Notes
- Need to develop self-directed or self-regulated students. This strategic view of learning is distinct from previous models of learning because it shifts the focus of educational analyses from students’ learning abilities and environment at college or home as fixed entities and moves the focus to students personally initiated strategies to improve learning outcomes. There is evidence that a major cause of underachievement is the inability of students to control themselves effectively. Researchers have demonstrated that is possible to teach self-regulated learning processes, and these processes will enhance both students achievement and their perceptions of self-efficacy.
- Think about the large array of tools a plumber brings to each job. If he arrived at jobs with only a few wrenches or pliers, he would not be able to complete many jobs. Just like there are different tools for different jobs; there are different learning strategies for different academic tasks (Levin, 1986). Successful learners also need a large number of "tools" to make schoolwork easier and to increase the probability of their success. Many students who have difficulty learning in school attribute their problem to a lack of ability when the problem actually may be that they have never been properly taught how to learn. Some students use one or two major learning strategies for all tasks in all courses. These students often do not have the necessary tools to learn the complex material they encounter in the courses they are required to take. Educational psychologists use the term self-regulation to identify the different learning and motivation strategies need to acquire to control their own learning. They include strategies for reading comprehension, note taking, dealing with procrastination, help seeking, seeking productive environments for studying.
- Motivation– Goal setting
- The research on teaching and learning is consistent: The more information you provide your students about the goals of a course, their responsibilties, and the criteria you will use to evaluate their performance, the more successful they will be as students and the more successful you will be as an instructor.
- Identify goals and objectives for your course Explain how students can meet these goals. Send a message about what students can expect from you and the campus community to support their learning during the term. Communicate positive expectations for student success Establish the criteria for judging students’ performance. Explaining how students can benefit from working in groups and identify group assignments.
- Dieckmeyer (2007) interviewed community college students about their classroom behavior and reported the following: Juan referred to himself as ‘hidden.’ He explained that he did not like to ask questions; it made him nervous, and he preferred to remain just ‘another face in the class. Similarly, when Anna was asked why students, including herself, didn’t like to ask questions in class, she revealed, ‘they probably don’t want to be in competition. I think they feel more pressure because when they ask a question everyone turns around to look at them.’ Enid was also afraid to ask questions or seek help during class. Sighing deeply she said, ‘I just don’t want to seem like I’m really stupid, asking questions and all that stuff.’
- Problem: Many students feel isolated in college and do not spend time in learning and study sessions with others. One of the most productive sources of social support is working in learning and/or study groups. Tinto (1997) makes the argument that for community college students, activities within the classroom are crucial to promoting social and academic integration. Thus, a key implication from this study was the importance of utilizing learning communities as a means of establishing a safe environment in which students can ask for help. In a learning community students collaborate together regularly, and/or take paired classes together. Minkler (2002) explains that such classrooms also foster active engagement in learning, and promote critical thought processes, while creating a sense of classroom community. A substantial number of studies have consistently reported that cooperation has positive effects on achievement and attitudes toward learning (e.g., Johnson & Johnson, 1989; Johnson et al., 1981 Solution: We should attempt to develop a productive learning community in each class where students learn how to work together in attaining their academic goals. This goal will be attained by cooperative learning assignments and teaching students the necessary skills needed for success in cooperative learning tasks. These experiences and skills will be reinforced in other content courses where instructors will provide opportunities for students to work cooperatively completing assignments.
- It takes two things to be successful in life: skill and will. The skill is the competencies and strategies needed to do things well. The will is the desire and motivation to do things well. In college, the skill component is the cognitive aspect of learning. It involves setting goals and plans and trying to enact them. It also involves working to become proficient at reading, writing, studying, note-taking, and test-taking. The will component is the motivational aspects of learning. It involves motivating yourself with different goals and plans, and trying hard, persisting, and finding what things motivate your to excell –p. x111 Vanderstoep and Pintrich, 2003). The problem is that educational programs attempt to improve learning by focusing entirely on improving the quality of instruction omitting students’ motivation. Understanding students’ motivation to learn, especially if the students have not been successful in school, is an important component of learning.
- An important component in the teaching-learning process is the belief systems of both instructors and students. Students beliefs systems influence their motivation and learning strategies during instruction. Instructors’ belief systems influence their teaching strategies and relationship with students, especially when students face difficulty in learning.
- Information is often not processed accurately by anxious individuals. Students’ beliefs and perceptions interfere with their motivation to act on the information. Faculty and staff needs to assess the accuracy of their own mindsets about students on campus. Faculty and staff need to act on their improved understanding of students beliefs and behavior to improve intervention programs. The dominant paradigm – The student as the author of his or her success. Student success –human beings and their experiences are explained independent of context. Studies of minority students indicate that teacher-student relationships and teacher encouragement are critical “resources” for motivating them…for working hard in school. African-American students have been found to perceive the college environment and their relationships with faculty more negatively than other groups and to believe that faculty do not take their academic ability seriously, even when they are high achieving.
- Research identifies the importance of self-perceptions in the achievement motivation of students These self=beliefs are not innate characteristics but are fashioned through person-environmental transactions with various person and contextual factors playing a role. The answer to the problem of underachievement of students lies in these self-processes influence to a great extent from the classroom policies, procedures, and instruction that students’ experience. School and classroom instructional practices may foster negative effort and ability motivational patterns. Many instructors view motivation as something that happens within the student, i.e., as a personality trait. That is to say, that if the student is not motivated there is little an instructor can do. Motivation is not within the head of the individual but in the interaction of the student with others in a meaningful activity.“ In other words, we can’t discuss a student’s motivation apart from the social context he or she is experiencing.
- It is important for instructors to understand that their goal is not only to dispense knowledge but also to help equip students with self-regulated strategies that will provide them with the tools necessary for becoming independent thinkers and learners for life.
- We can not forget that when low-achieving students enter an instructional program, many bring with them faulty belief systems that impact their learning.
- This slide identifies a number of belief systems that impact learning
- There is no single answer that will explain underachievement among college students nor problems in the motivation to learn. Defensive Dimitri – avoids failure more than desires to succeed, uses failure-avoiding strategies – call on students to name a few from the last lecture! Safe Susan – underachiever, takes easy courses and keeps it safe – to have high grades. She rarely reads any thing that is not r equired. Hopeless Henry – learned helplessness – nothing will bring success so why try? Satisfied Sheila – failure acceptor, does not seek high grades – just give me a “C” Anxious Alberto – high anxiety, low self-confidence The notion that educators need to increase student motivation is an inaccurate statement. Motivation is not one characteristic or any one behavior.
- Setting and Implementing Academic and Career Goals Problem: Each year many students begin taking classes at a community college without any specific goals or purposes. Yet, we expect them to be motivated to achieve at high levels in their academic courses. Unfortunately, many students who attend college without any goals are more likely to drop out than those who have goals (Hagedorn, Maxwell, & Hampton, 2002). Researchers report that when learning is related to future purposes and outcomes, students are more motivated to set personal goals and invest the necessary effort to meet their goals (see Schunk, Pintrich & Meece, 2008).
- Ideas about what one might become in the future and what he or she fears becoming Motivation to learn is influenced by individual’s beliefs, interests, and goals When learning is tied to future purposes and outcomes, motivation to set goals and invest effort to meet goals is enhanced. Markus and Nurris (1986) have discussed the importance of the psychological construct “possible selves,” which are ideas about what one might become in the future. They believe that these ideas can be very motivating. Individuals with clear ideas and goals about what they want to do, be, and be like appear to work harder to attain these hoped-for ideals (Hock, Schumaker, & Deshler, 2003). For example, a student who has identified becoming an occupational therapist as a possible self is more likely to want to get the necessary training for that career than a student who has never thought about a career. When youth from backgrounds of poverty had more academically focused possible selves and strategies to attain them, they had significantly higher grades when compared with youth lacking these possible selves (Oyserman, Bybee, Terry, & Hart-Johnson, 2004). Based on this literature, it appears that we need to help students identify personal goals when they begin their college career even if we know that these goals may change over time. We can’t simply direct students to the career or counseling centers on campus and hope they will use the services to accomplish this important educational outcome.
- A possible selves intervention program Solution: We need to provide students with an opportunity to explore their possible selves and goals early in their college experience. We need to determine how to focus on goals and purposes. Should the main introduction be included in a specific content course or two or should it be introduced as part of an extended orientation program. The focus of this program can use Hock, Deshler and Schumaker‘s (2003) possible selves program. As students explore the questions about themselves, they can use the career and/or counseling center to learn more about programs at the college, requirements, and career opportunities. The end result is for the students to identify goals that may motivate them to persist in college and improve their academic performance.
- explain the purpose for lessons and assignments --explain why mastering certain skills or learning the information is important Why are we learning about this and how it is useful—
- Self-efficacy beliefs are predictive of such motivational outcomes as students’ choice of activities, expenditure of efforts, and persistence. Efficacious students work harder and persist longer than students who doubt their capabilities. There is growing consensus on how instructional practices can enhance students’ self-efficacy and help students assume control over their own learning, develop achievement goals, learn how to value learning, and relate well to teachers and peers in their classrooms. For example, students self-efficacy is enhanced when they experience success on different kinds of tasks and receive feedback that helps them understand that their success was because of their own efforts (Schunk & Pajares, 2002).
- When instructors emphasize the importance of hard work, improvement, and persistence rather than ability as keys to success students’ attributions for their performance are more positive (Dweck, 2002). Educators can facilitate effective self-regulation by providing attributional feedback to students that stresses factors that they can control—such as effort and strategy use—that will help improve students’ self-regulated learning.
- Goal theory is particularly important to understanding the motivation of students. It suggests that the possibility that the desire to win or outperform others may actually trigger defensive acts of avoiding challenging asks and undermine intrinsic motivation to learn. They raise the issue of how students’ incentive or goal orientations are developed and regulated in the service of their achievement motivation. 3. When people believe in fixed traits, they are always in danger of being measure by a failure. It can define them in a permanent way. Smart or talented as they may be, this mindset seems to rob them of their copying resources. ….From the point of view of the fixed mindset, effort is only for people with deficiencies. And when people already know they’re deficient, they have nothing to lose by trying. But if you claim to fame is not having any deficiencies—if you’re considered a genius, a talent, or a natural—then you have a lot to lose Entity theorists believe that having ability is a sufficient condition for learning—that if you have ability, you should not need effort. They agree with statements like: “If you are good at something, you should not have to work hard on it.” 5. A view of intelligence that is not fixed: “Intelligent people, to me, are people that spend time. They dedicate their time. They want something and they are going to achieve it by pursuing it.” Student statement: “If a person is smart in the class…he or she really doesn’t have to study.” Upon asking how she felt if she had to work on an assignment she replied; “Maybe if I was working harder on it and trying extremely hard I would feel a little dumb, because I’m trying to work on it.” Yet, another student reported: “ Intelligent people, to me, are people who spend time. They want something and they are going to achieve it by pursuing it.” She described the high effort she exerted in her school work. Not only did she study hard herself, but she admired others who did so as well. Many low-achievers mistakenly believe that effort is as sign of lack of ability and they feel ashamed of having to work hard to increase their skills. This belief, in turn, resulted in her reluctance to make any extra effort to succeed in her English class. Given this fixed mindset, why would a student seek help?
- Poor students are reluctant to seek help because it can expose their limitations. Zimmerman and Schunk, p. 4 students who placed great importance in attaining goals and completing tasks involving math attended math lab tutoring more frequently. students who held high interest; task value in their writing assignments were found to be more likely to seek help,
- Teaching students content knowledge is not sufficient. It is important for instructors to teach students self-regulated strategies that will provide them with the tools for life long learning. Poor learners are reluctant to seek help because e it can expose their limitations.
- Many students value individual attention from their instructors. One student mentioned that “she appreciated when her reading instructor walked around the room because she could then ask for help. “I kind of whisper she said, “because if it’s in front of the class, I get embarrassed.”
- Solution: Since help seeking is such an important learning strategy, it is important that the instructional program in community colleges deal with student fears and concerns about asking help from instructors and attending tutoring and other academic services provided by the college. This intervention requires that instructional programs deal with students’ beliefs and motivation about seeking help, and teaches them specific help seeking skills such as what questions to ask when visiting instructors during office hours. There is considerable literature available that provides guidelines for how to teach students to give and receive help (see Karabenick & Newman, 2006). Each course syllabus can deal with student fears and anxieties about help seeking in class discussions and writing assignments. More important, students can be introduced to the various academic support services on campus by visiting the services individually or in pairs, and/or writing observational reports of their experiences at the locations. The goal is to emphasize that errors and mistakes help us to learn, and when we seek help, we are likely to acquire the knowledge and skills to become more successful students.