Self Regulation Theory & Strategies

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  • 1. Self-Regulation Online Learning Modules Module 1: Self Regulation Developed by: Dr. Sara Renzulli, CLAS Academic Services Center

2. What is achievement? When you accomplish something that is important to you by expending effort and developing skills. 3. What is Self Regulation? Self-regulation is an integrated learning process, consisting of the development of a set of constructive behaviors that affect one's learning. These processes are planned and adapted to support the pursuit of personal goals in changing learning environments (NRC/GT). 4. Some additional information about self regulation Self-regulated learning involves the regulation of three general aspects of academic learning (Zimmerman, 1989). 5. Self Regulation of BehaviorSELF REGULATIONSelf Regulation of CognitionSelf Regulation of Motivation and Affect 6. 3 aspects of self regulation (according to Zimmerman) Self Regulation of Behavior: Involves the active control of the resources students have available to them, such as: Their time, their study environment, who they study with, their use of academic support (faculty, tutors etc). Self Regulation of Motivation and Affect: Involves controlling and changing motivational beliefs such as selfefficacy and goal orientation, so that students can adapt to the demands of the course. In addition, students can learn to control their emotions and affect in ways that improve their learning (NRC/GT). Self Regulation of Cognition: Involves the control of various cognitive strategies for learning, such as the use of deep processing strategies that result in better learning and performance than students showed previously. 7. LETS EXPLORE THESE THREE ASPECTS OF SELF REGULATION IN A LITTLE MORE DETAIL.. 8. Self Regulation of BehaviorSELF REGULATIONSelf Regulation of CognitionSelf Regulation of Motivation and Affect 9. (1) Self regulation of behavior Involves the active control of the resources students have available to them, such as: Active control of: Time Study environment Who you study with Positive use of peers and faculty members to help (not hinder) the studying process Appropriate and proactive use of academic support services available to you on Uconns campus. 10. Behavior: Strategy 1Environmental Structuring Actively manipulating the environment in which you study with the intention of increasing academic productivity. Environmental structuring may involve: Finding a quieter environment to study, for example the library instead of a dorm room. Finding an environment that has less people in it. For example, a small study room in the library rather than bookworms caf. Not listening to music while studying. Disconnecting wireless internet (unless needed for course assignments). Leaving cell phones in a different location. Creating an organized, clean space in which to do your work. 11. A few more thoughts on Environmental StructuringBehavior: Strategy 1 Environmental structuring may look different for each individual person. Some learners cannot focus if a room is to quiet and peaceful, while others could be distracted by the smallest sound. It is important step back, and think about what environments have been the most successful places for you to accomplish academic tasks in, then begin recreating that environment. 12. Proactive and frequent use of faculty on campusBehavior: Strategy 2 All Uconn professors, faculty, TAs and other staff want students to succeed in their courses. It is your responsibility as a student to put aside personality differences you may have with faculty members and do what you need to do to be successful in your course work. So some actions you could consider taking are: Going to professors office hours at least twice a month. Contacting the professor before the class starts to ask for the syllabus so you could begin readings. Make sure you introduce yourself to the professor and TAs during the first class. Sit in place in the classroom / lecture hall where you will be able to focus. Ask questions, and participate in class! 13. Proactive and frequent use of peers on campusBehavior: Strategy 3 Friend groups are typically composed of people who have similar interests, personalities, senses of humor, among other traits. Have you ever considered using your friends as an academic resource? If not, this would be a good resource to start using. Find out what your friends majors and minors are, and what their academic strengths and weaknesses are. Ask to study with them in one of their strength areas and observe their studying process. Studying with another student can teach you several things: (1) This can help catch you up on any content you may have missed or did not understand during class. (2) You may learn a new method of studying which you can incorporate into studying for your other courses. 14. Behavior: Strategy 4Taking advantage of the resources @ UCONN One of the many advantages of going to a university such as Uconn is the various support centers in place to assist students with their academics. Listed below are some of the main support centers on campus available to you: Academic services center, CLAS Academic Achievement Center Uconn Connects Writing Center Q-Center Counseling Center 15. CLAS, Academic Services Center What is it? The ASC is an arm of the CLAS Deans office. The staff and advisors in the ASC serve students and faculty in CLAS through: Academic Advising Implementing and informing students of academic regulations and policies Providing trainings and outreach Advise and run the orientation process How could it help me? The academic advisors at CLAS can help students with a variety of questions or concerns. For example, if a student has a question about general education requirement course, graduation requirements, academic probation or dismissal or any other academic question, the ASC is the office to contact. How do I get involved? To make an appointment: Call (860) 486-2822 www.clasadvising.uconn.eduBehavior: Strategy 4 16. Academic Achievement Center (AAC)Behavior: Strategy 4 What is it? The AAC is a center that all students can utilize on campus to receive academic coaching in a number of areas. In addition, the AAC also runs academic workshops, tutoring and the Uconn Connects program. How could it help me? The AAC provides coaching in the following areas: study skills, note taking techniques, time management, goal setting, stress management, procrastination and exam preparation. How do I get involved? Feel free to stop in the AAC offices anytime, ROWE room 217. Or, visit the website for more information: http://web.uconn.edu/uconnconnects/AAC.htm 17. Writing Center What is it? The writing center offers individualized tutoring sessions that can assist you in any stage of the writing process. How could it help me? The writing center could help you improve the grades on your papers, prepare for an essay exam, understand MLA citation use, to name just a few things they do. How can I get involved? Go to the web page: http://www.writingcenter.uconn.edu Click on make an appointment and follow the instructions online. 18. Q- Center What is it? The Q or Quantitative Learning Center is a resource available to students to assist them in quantitative classes. The Q center offers: General Review sessions Downloadable Resources Group and individual tutoring How could it help me? If you are in a quantitative course and need some additional assistance, the Q center is a tremendous resource . How do I get involved? Go to the website and choose which option you would like to get involved in. http://qcenter.uconn.edu/index.php 19. Counseling Services What is it? Uconn counseling services offers individual counseling to students who are experiencing social and emotional difficulties. How could it help me? Talking with a counselor about stress or anxiety related to academic performance has been show in the research to be a successful practice of students who succeed academically. How do I get involved? To make an appointment: Call (860) 486-4705 20. Self Regulation of BehaviorSELF REGULATIONSelf Regulation of CognitionSelf Regulation of Motivation and Affect 21. (2) Self regulation of motivation and affect Involves controlling and changing motivational beliefs such as self-efficacy and goal orientation, so that students can adapt to the demands of the course. In addition, students can learn to control their emotions and affect in ways that improve their learning (NRC/GT). 22. What does this mean? Change from: I dont know if I can accomplish this task. Change to: I can accomplish this task. This class is a waste of time, I cant learn math. Math is challenging, but Ill put extra work into this class. Im not going to try to get a good grade in this course. Im setting a goal grade of a B for this course. 23. M&A: Strategy 1How do you change your attitudes?Decrease self doubtIncrease self efficacy 24. M&A: Strategy 1What is Self Efficacy? Self-efficacy is ones judgment of ones capability per perform given activities. "Perceived self-efficacy is defined as people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances. It is concerned not with the skills one has but with judgments of what one can do with whatever skills one possesses." Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hill. 25. M&A: Strategy 1Self-efficacy influences What activities we select How much effort we put forth How persistent we are in the face of difficulties The difficulty of goals we set 26. High self efficacyM&A: Strategy 1More likely to attempt new and harder tasks.More likely to avoid trying a new or difficult task.Work harder. Low self efficacyPersist longer in the face of difficulties. 27. M&am