WSU Tutor Institute 4/13/06 Promoting Academic Achievement: The Will and Skill of College Success Stuart A. Karabenick University of Michigan Combined

WSU Tutor Institute • 4/13/06

Promoting Academic Achievement: The Will and Skill of College SuccessPromoting Academic Achievement: The Will and Skill of College Success

Stuart A. KarabenickUniversity of Michigan

Combined Program in Education & Psychology

Stuart A. KarabenickUniversity of Michigan

Combined Program in Education & Psychology


Goals for This Session Goals for This Session

Explaining Success and Failure The Will — Two Theoretical Approaches to

Motivation Expectancy - Value Achievement Goal Theory

The Skill — Self-Regulation Focus on Help Seeking Assignment

Explaining Success and Failure The Will — Two Theoretical Approaches to

Motivation Expectancy - Value Achievement Goal Theory

The Skill — Self-Regulation Focus on Help Seeking Assignment


Think for a moment…Think for a moment…

About a time when you were academically successful

About a time when you were academically unsuccessful

About a time when you were academically successful

About a time when you were academically unsuccessful


How would you explain why you were successful and why you failed?How would you explain why you were successful and why you failed?

Ability? Effort? Past experiences? Present situation? Motivated toward vs. away

from something? Others?

Ability? Effort? Past experiences? Present situation? Motivated toward vs. away

from something? Others?


Two Theoretical PerspectivesTwo Theoretical Perspectives

Expectancy - Value Theory Beliefs about efficacy and the value of

outcomes Achievement Goal Theory

Reasons and standards for striving

Expectancy - Value Theory Beliefs about efficacy and the value of

outcomes Achievement Goal Theory

Reasons and standards for striving


Expectancy-Value Approach to MotivationExpectancy-Value Approach to Motivation

Can I do X ?Can I do X ?

Do I want to do X ?Do I want to do X ?

XX


Value (e.g., to be a teacher)Value (e.g., to be a teacher)

Utility: Would it be useful for me? Liking: Would I enjoy it? Importance: Is that outcome

important to my identity? Cost: What’s the cost? What do I

have to give up?

Utility: Would it be useful for me? Liking: Would I enjoy it? Importance: Is that outcome

important to my identity? Cost: What’s the cost? What do I

have to give up?


Take a moment…Take a moment…

Think about these components of value for your own decision to attend the Tutoring Institute Interest/Liking Utility Importance Cost

Then discuss these with the persons next to you. How are they the same or different?

Think about these components of value for your own decision to attend the Tutoring Institute Interest/Liking Utility Importance Cost

Then discuss these with the persons next to you. How are they the same or different?


Can I? Do I have what it takes?Can I? Do I have what it takes?

Self-Efficacy “I think I can, I think I can.”

Direct experience Others as models Encouragement

Self-Efficacy “I think I can, I think I can.”

Direct experience Others as models Encouragement


Self-Efficacy as Partial Mediator Self-Efficacy as Partial Mediator

Performance T1Performance T1 Performance T2Performance T2

Self-EfficacySelf-Efficacy


Achievement Goals Theory: Reasons & Standards for SuccessAchievement Goals Theory: Reasons & Standards for Success

Mastery/Learning Goal is to improve, focus on the task Results in deeper processing

Performance Goal is to do better (or not worse) than others Shallow processing / poorer performance

when focus is on not doing worse than others

Mastery/Learning Goal is to improve, focus on the task Results in deeper processing

Performance Goal is to do better (or not worse) than others Shallow processing / poorer performance

when focus is on not doing worse than others


SkillSkill

Cognitive Rehearsal Organization Elaboration

Metacognition Planning Monitoring Regulating

Cognitive Rehearsal Organization Elaboration

Metacognition Planning Monitoring Regulating


Knowledge and Application?Knowledge and Application?

Knowing How Knowing When

Higher level preferred However should match the subject-matter

(e.g., intro chemistry) Being Motivated To Use Them

Knowing How Knowing When

Higher level preferred However should match the subject-matter

(e.g., intro chemistry) Being Motivated To Use Them


Phases and Sub-Processes of Self-Regulation(based on Zimmerman & Schunk)

Phases and Sub-Processes of Self-Regulation(based on Zimmerman & Schunk)

Forethought

Task AnalysisGoal Setting

Planning

Self-Motivation Beliefs

Self-EfficacyOutcome

ExpectationsValue

Goal Orientation

Performance

Self-ControlSelf-Instruction

ImageryTask Strategies

Attention Focusing

Self-ObservationMetacognitive Self-

MonitoringSelf-Recording

Self-Reflection

Self-JudgmentSelf-Evaluation

Causal Attribution

Self-ReactionSelf-Satisfaction

AffectAdaptive

(Defensive?)


Your turn…Your turn…

1. Take 5 min. to consider and to write out your response to the following questions.

2. Then take the next 10 min. to discuss your thoughts with those around you.

3. Have one person summarize your discussion to report out.

1. Take 5 min. to consider and to write out your response to the following questions.

2. Then take the next 10 min. to discuss your thoughts with those around you.

3. Have one person summarize your discussion to report out.


Help Seeking: A Special Case ofBehavioral and Contextual Self-RegulationHelp Seeking: A Special Case ofBehavioral and Contextual Self-Regulation

1. How would you describe students who do and those who do not seek help?

2. How would you characterize situations/contexts that promote and those that discourage student help seeking?

1. How would you describe students who do and those who do not seek help?

2. How would you characterize situations/contexts that promote and those that discourage student help seeking?


Costs and Benefits of Help SeekingCosts and Benefits of Help Seeking

Costs Threat to self-esteem Indebtedness to helper Embarrassment

Benefits Greater likelihood of success Increased knowledge

Costs Threat to self-esteem Indebtedness to helper Embarrassment

Benefits Greater likelihood of success Increased knowledge


Help Seeking and Level of NeedHelp Seeking and Level of Need


More Self-Regulated Learners Are More Likely to Seek Help — When They Need ItMore Self-Regulated Learners Are More Likely to Seek Help — When They Need It

Correlations of Cognitive and Metacognitive Strategy Use During the

Term and Help Seeking IndexesTotal

Academic Help

Seeking During the

Term

Need for Help

During the Term

Help Seeking Holding Level of

Need Constant

Intentions to Seek

Help When Needed

-.02 -.27 .29 .27

e.g.,Rehearsal, Organization, Elaboration, Metacognition, Environment


Different Goals of Help SeekingDifferent Goals of Help Seeking

Executive/Expedient Effort Avoidant

Autonomous/Adaptive/Instrumental Increased knowledge/understanding Decreased need for help subsequently

Executive/Expedient Effort Avoidant

Autonomous/Adaptive/Instrumental Increased knowledge/understanding Decreased need for help subsequently


Adaptive Help-Seeking Process as Self-RegulationAdaptive Help-Seeking Process as Self-Regulation

Detect when help is needed Decide to seek needed help Select most appropriate source Obtain help that will increase

skills/understanding Process the help received

Detect when help is needed Decide to seek needed help Select most appropriate source Obtain help that will increase

skills/understanding Process the help received


Ways to Promote Will and SkillWays to Promote Will and Skill

Increase self-efficacy

Promote value

Develop self-regulation skills

Focus on mastery

Provide quality feedback/information

and…

Encourage others to seek and to provide autonomous help when needed

Increase self-efficacy

Promote value

Develop self-regulation skills

Focus on mastery

Provide quality feedback/information

and…

Encourage others to seek and to provide autonomous help when needed


Your Self-Regulation Assignment for TodayYour Self-Regulation Assignment for Today

1. Choose one facet of your approach to tutoring that you believe needs improvement.

2. Describe how you would accomplish that. What would you need to do, or learn?

3. What experiences/information from today were helpful?

4. Tell how you would know whether you had improved.

1. Choose one facet of your approach to tutoring that you believe needs improvement.

2. Describe how you would accomplish that. What would you need to do, or learn?

3. What experiences/information from today were helpful?

4. Tell how you would know whether you had improved.

Documents

WSU Tutor Institute 4/13/06 Promoting Academic Achievement: The Will and Skill of College Success Stuart A. Karabenick University of Michigan Combined