Classroom

Child and Adolescent Management

Development – Metacognitive
Self-Regulated Processes

Cognitive
Learning Processes

Motivational
Dr Sau Yin LAU Affective
The Open University of Hong Kong Attributes
EDU E253F
Spring Term 2020

1 4

Why bother? Without prior notification, you

were given an article to read to
Is self-regulation important to
prepare for a test which was to
learning effectiveness? be held 15 minutes later. The
How important is it? article was 5-page long with a
topic in social science. How
would you tackle the test?

2 5

Influence on School Learning

• In an analysis of 50 years You were given an article to
of research published on read by your teacher. After 3
Educational Leadership hours of reading you could only
by ASCD, among the 28 finish half of the article, and
categories of influences
on school learning,
even worse, it seemed you did
many factors that were not quite understand the article.
related to self-regulation What would you do?
a had very high mean
effect (Wang, Haertel, & Walberg,
1994).

3 6

OU C&A Dev p.1

 Self-Regulation
Can you name five different • Cognitions:
tactics or strategies that you • Cognitive Processes:
have used for your learning? • Rehearsal
• Copying, taking verbatim notes, reciting words
and definitions
• Elaboration
• Summarization, annotation, elaborative
interrogation
• Organisation
• Visual representations

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Self-Regulation
• Cognitions:
Theoreticians seem unanimous ‐
• Meta-Cognitive Processes:
• Planning
The most effective learners are • Goal-setting
• Pre-reading activities
self‐regulating. • Task analysis
• Monitoring
(Butler & Winne, 1995)
• Tracking attention
• Self-testing
• Evaluation

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Self-Regulation Self-Regulation
• Self-regulation is the process whereby • Behaviours:
students activate and sustain cognitions, • Regulation while studying
behaviours and affects that are • Re-reading
systematically oriented toward the
• Slowing down
attainment of goals.
• Focusing
(Zimmerman, 1990)
• Time management

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OU C&A Dev p.2

 Self-Regulation Self-Regulation Process
• Affects: • Forethought Phase
• Self-worth • The students analyze
• Self-efficacy the task, set goals,
plan how to reach
• Self-motivation
them.
• Attribution to self-effort
• A number of
• Interest motivational beliefs
• Goal Orientation also energies the
process and influence
the activation of
learning strategies.

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Self-Regulation Self-Regulation Process

• Self-regulated learning is a self-directive • Forethought Phase
process that learners can use to transform
their intrinsic mental abilities into academic
What do I need/want
skills. to learn?
• It describes how students become masters
of their own learning processes.

Goal setting :
Decide on specific
outcomes of learning

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Self-Regulation Process Self-Regulation Process

• Self-regulated learning involves cyclical • Forethought Phase
processes of forethought, performance
control and self-reflection.
How will learning take
(Zimmerman, 2000)
occur?
Performance
Forethought
Control
Strategic Planning :
Selection of learning strategies
Self- or methods designed to attain
Reflection the desired goals

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OU C&A Dev p.3

 Self-Regulation Process Self-Regulation Process
• Forethought Phase • Performance Phase
• The students executes
the task, while they
Can I learn? monitor how they are
progressing.
• They also use a
number of self-control
strategies to keep
Self-efficacy Beliefs: Beliefs themselves
about my personal capability to cognitively engaged
learn or perform and motivated to
finish the task.

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Self-Regulation Process Self-Regulation Process

• Forethought Phase • Self-Reflection Phase
• The students assess
how they have
performed the task,
Do I value the task? making attributions
about their success or
failure.
• These attributions
generate self-reactions
Intrinsic interest: If the task is that can positively or
valued for own merits, continue negatively influence
efforts will be made even in the how the students
absence of tangible rewards approach the task in
later performances.

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Self-Regulation Process Self-Regulation Process

• Forethought Phase • The three phases can be self-sustaining.
• The forethought phase prepares the learner
for and influences the effectiveness of the
Why am I learning
performance control processes.
this?
• Successful performance control provides
evidence for positive self-evaluation and
develop self-efficacy and positive affect.
Learning Goal Orientation: • Favorable self-reactions cyclically enhance
If mastery of the task rather positive forethought about oneself as a
than the performance outcome learner. They influence subsequent
is concerned, learning will forethought and prepare the learner for further
become more effective learning efforts to achieve mastery.

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OU C&A Dev p.4

 Self-Regulation Process Applications of Self-Regulated Learning
• Start of A Topic:
• KWL
Performance • Recall prior knowledge
Forethought
Control • Induce learning interest and intrinsic
motivation
• Review the learning outcomes
Self-
Reflection

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Applications of Self-Regulated Learning

How can you apply the • During Learning Process:
concepts of self-regulation to • Concept Tests
support your own learning or • Students compare their answers with their
your students’ learning? neighbours and try to convince neighbours of
their answer.
• Read-Recall-Review (Self-Testing):
• Students read, then put away book and notes.
• Students recall all they can, and recite it
aloud or write it down.
• Students review for what they misunderstood
or forgot and then recall it.

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Applications of Self-Regulated Learning Applications of Self-Regulated Learning

• Start of A New Course/Year: • During Learning Process:
• Goal-setting: • Cooperative learning
• “What grade level do I target at?” • Strategies: Think-pair-share; Jigsaw
• “How can I earn an A in this course?” • Achieve group goals, promote group
• Self-assessment instrument on meta- process, celebration of members’ hard work
cognitive skills • Projects
(Linda B. Nilson, Ph.D., Director Emerita, Office of Teaching
Effectiveness and Innovation, Clemson University)

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OU C&A Dev p.5

 Applications of Self-Regulated Learning Applications of Self-Regulated Learning
• During Learning Process: • Post-Quiz & Exam:
• Visual Representations / Graphic Organisers • Reflection on graded exam
• Compare your expected and actual
performance.
• How to you feel about your grade?
• How many hours you studied – enough?
• How did you study?
• Why did you lose points? Any patterns?
• For next exam, set goal and design study
game plan. What will you do differently?
(Barkley, 2009)

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Applications of Self-Regulated Learning

• During Learning Process: Self-Regulation as Split-Mind Cognition
• Visual Representations / Graphic Organisers • Self-regulation is like
getting someone to
watch over your learning.
• Who is that person?

YOURSELF.

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Applications of Self-Regulated Learning

• End of A Topic:
• What is the most useful / valuable /
interesting thing you learned?
• What is the most important point or central
concept?
• What is the most surprising/unexpected
idea?
• What stands out in your mind?
• What helped or hindered your
understanding?
• How does the content connect or conflict
with your prior knowledge, beliefs, or values?

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OU C&A Dev p.6