SRL Mykkänen 260913

WHAT IS SELF-REGULATED LEARNING?

Arttu MykkänenUniversity of Oulu, Finland

Learning and Educational Technology Research Unit

Contact: [email protected]

mailto:[email protected]

Who am I

• Ph.D Candidate in LET team.• Areas of interest: young children’s self-regulated learning, causal attributions• How SRL is supported in elementary school classrooms? • How students attribute their success in authentic learning situations?

What is Self-Regulated Learning?

“Self-regulated learning and performance refers to the processes whereby learners personally activate and sustain cognitions, affects, and behaviors that are systematically oriented toward the attainment of personal goals” (Zimmerman & Schunk, 2011)


• Active and proactive learning

• Process of learning to monitor, evaluate, and regulate (or change) your own

– Learning and thinking (e.g. remember the topic) – Motivation (e.g. feeling inspired or interested) – Behaviour (e.g. getting organized, getting started)

• Lifelong process that you develop and refine over time• Can be teached and learned


• Self-regulated learning is often described as an active cyclical process whereby students regulate their efforts to optimize: - Cognitive processes- Motivational processes- Behavioral processes• Which are guided by their learning goals

and the contextual features of the environment (Pintrich, 2000; Zimmerman, 1998).

Cyclic model of self-regulated learning

A Cyclic Phase Model

ofSRL

Performance phase

Forethought phase

Self-Reflection phase

Task analysis• Goal setting• Strategic planningSelf motivational beliefs• Self-efficacy• Outcome expectations• Interest/value• Goal orientation

Self-reaction• Self-satisfaction/affect• Adaptive/defencive

Self-Control and Observation• Task Strategies• Help Seeking • Volition strategies• Time management• Metacognitive monitoring

Adapted from Zimmerman, 2011

Self-judgment• Self-evaluation• Causal attribution


Cyclical model of SRL in practice


ofSRL

Performance phase

Forethought phase





”Usually I am good in these kind of tasks. I’ll make a big effort for

learning this topic”

”Is my learning strategy working?? Should I spent more time on this

topic?”

”I did well because put lot of effort for this

task”


Why it is important to self-regulate your learning?

• There is no doubt, that students who self- regulate learning tend to learn better in variety of domains. • Awareness of strengths and weaknesses – What strategies I can use to bridge the caps between ability and task demands?•Motivation – Willingness to deep understanding, instead of having a good grades.

Self-Regulated Learner

• Capable of taking charge of their own learning.• Recognizes own strengths and weaknesses in various learning situations.

– Knowledge of different strategies that can aid meaningful learning

– Motivated to use these strategies in order to reach learning goal

– Can use these strategies depending on the learning situation. (Zimmermann, 2001; Winne &

Perry, 2001)

Self-Regulated Learner

(a) set learning goals(b) implement effective learning strategies (e.g., organization, rehearsal, note-taking) (c) monitor and assess their goal progress(d) establish a productive environment for learning, and (e) maintain a sense of self-efficacy (i.e., perceived competence) for learning.

Zimmerman & Schunk, 2011

A bit like conducting experiments about your learning

• Identify a problem • Set goals • Make plans and set procedures • “Collect data” about how things are going • Compare findings to original goals • Based on your findings, you make changes to the goals, plans or strategies

Think of one learning activity that you have done quite recently

Think about studying

• Think about this course: - What is the meaning of this course? - What does the teachers want you to

learn? - How is this course being evaluated? - What can you do to improve your

learning?- What is your goal for this course?

Motivation and emotion can also be regulated

Motivation regulation and SRL

• Why are positive motivational feelings and beliefs advantageous for students to self-regulate their learning? – To increase students‘ attention to learning processes

and outcomes – high motivation can also effect students’ choice of a

task – high motivation can also increase students’ effort to

learn a difficult task – high motivation can also increase students’

persistence on a time-consuming task– Thus, level of motivation can play a vital role in

initiating, guiding, and sustaining students’ efforts to self-regulate their learning

Cyclical model of self-regulated learning


ofSRL

Performance phase

Forethought phase








Cyclical model of SRL in practice


ofSRL

Performance phase

Forethought phase





” Usually I am good in these kind of tasks. I’ll think I do

good in this task”

”This is harder than I thought!! I’ll buy an ice cream for my self when

I am done”

”I did well because put lot of effort for this

task”


Thank You

Questions or Comments?

SRL Mykkänen 260913

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