Educational Psychology 7e (Canadian Edition) - Chapter 11

CHAPTER 11 Echo3005/Shutterstock SOCIAL COGNITIVE LEARNING TEACHERS and CASEBOOK: VIEWS of MOTIVATION Failure to Self-Regulate m do? You know that both their to know your current students need and their how to take to future charge be organized classes. of their But and self-regulating many of the o...

CHAPTER 11 Echo3005/Shutterstock SOCIAL COGNITIVE LEARNING TEACHERS and CASEBOOK: VIEWS of MOTIVATION Failure to Self-Regulate m do? You know that both their to know your current students need and their how to take to future charge be organized classes. of their But and self-regulating many of the own learning. They to students just have trouble do well in dont seem completing you larger projectsmany decide what is book bags are wait until the last most important. disaster Some areasfilled minute. cant even with long They cant keep up overdue organize their work with assignments. assignment or Their sheets and class would handouts from slips for field what last trips. organized and have so much are drowning CRITICAL semester crumbled in You are concerned on top of their material to in the work cover amount to with school because they as they meet progress district of work they newsletters will need through guidelines, already and to be their but permission much more education. many of your You students have. THINKING What organizational skills do students need to be successful in your subject or class? What could be on the you do to teach proficiency these skills, or achievement while still tests the covering students the material will have to take that will in the spring? How their would you own learning help students develop an authentic sense of efficacy for guiding OVERVIEW In the AND past four behavioural chapters, cognitive problem solving. happening in aspects his or her constructivism cognitive interactions in learning and Social theorya to to are key in as next models theories of learning. 11.2 Define the basic the roles of self-efficacy Apply A two previous and other chapter, In motivation and what is to sciences. and learning and the We this that cultural we chapter, we discusses factors involved as a good the Rather feel than you must using completed this of path who make merits the of understanding discussion at our tour approach, excellent we in when appropriate. you should be able is no such dont to: of learning and modelling/observational will different teachers one of through approachthere best, theories in each and self-regulated grounded best is choices to the back of moved and learning choose cognitive causality, from the each theory are important of instruction, model criticisms agency, models chapter, social agents with a look which early cognitive concepts debating about Social self-efficacy, chapter different that 7. 1986) self-directed such provides We end (1977, motivation learning, self-efficacy, observation and and the agency, sources by your knowledge the meaning in Chapter observing is to and in the learning, including factors that these of self-efficacy, and 1950s for from self-concept self-efficacy for and self-esteem, teaching. learning. self-efficacy different and applications early actions as social at discuss of self-regulated teach the the today concepts self-regulated of four basic learning. theories of learning. THEORY 7, in both known in distinguish components COGNITIVE we saw modelling by observation. important SOCIAL Bandura as chapter reciprocal Define Explain the In learn. as concept attention personal, Chapter These principles learning what in theories. have support 11.6 of people agency. 11.5 As read of these triarchic Describe learn called of learning Banduras humans approaches, you in Concepts chapter. explain 11.4 on all the apply Discuss 11.3 you argue time including roots theorists By the and such factors. behavioural, how individual learning cognitive Dont though They cultural view of the goals. contributions Even 11.1 focus of instruction. the debate. as well, so this consider thing. have We considered and on the interdisciplinary current has its reach social in the different the many theory behaviourism motivation and what processes focus perspectives social and of cognitive of learning critical: of learning, resources motivation of learning. motivation. views learning complex Recent among cognitive behavioural and are aspects explanations head. social social marshal different explanations that dynamic beyond analyzed science These of learning examined at we and information-processing examined look OBJECTIVES 1960s, Albert of others cognitive Stanford Bandura and the theory University. is demonstrated that consequences of those based work Before we on the talk about the people can actions. begun theory, Most by Albert lets meet man. Self-Directed Albert Life: Banduras Europe; they parents never life chose went Albert story the to Bandura should rugged school, be land but they a movie. of northern valued His parents Alberta education. were for immigrants their His father family taught from farm. himself Central Banduras to read 38 384 PART 2 LEARNING AND MOTIVATION in three languages, model of figures giving self-regulated prominently On the way in to young social many jobs, a furniture factory great that theory high including a concept cognitive finishing worked Albert learninga today. school, a stint Bandura as a carpenter at Image Alaska and Highway in degree in three into jobs. even the slot, found he he his a road have needed a in of he to worker on He finished University though enrolled future as Yukon. morning Because time Images the at the years, classes Collection/Getty one had time to morning under-graduate Columbia cram for his all his afternoon class introductory profession his British the to fill one psychology (Bandura, and 2007, p. 46). LIFE His next stop was graduate psychological Iowa. Magazine/The ALBERT BANDURA Pictures in from the You his famous background. may remember Bobo Most of doll what Albert Bandura experiment we on know today from Chapter observational as social 7. learning cognitive are theory After was 28 just in earning joined his the years David Science is research Bandura the school in Ph.D. three than 60 at of years Stanford Professor Psychology of University (in at More Jordan epicentre 1950the faculty old. Starr at the in again), 1953he years later, Emeritus Stanford he is of and has Social taught Brenneis/Life based on the work he began in the 1950s at Stanford some University. of Jon the children Reading of Banduras for how up much in a his theories challenging school, We had to take charge turned In the lasting next beliefs of agency you know useful and learning. Social learning that observation Social that factors theory emphasizes of from cognitive adds such as and social learning with beliefs, put this we learn language; and (Bandura, cognitive self-perceptions, to emphasis social Self-directed learning p20mo-tivationlab.org pictures) reveals learner in his growing two-teacher high that content will look The has the at the pursuit key four is features the me of well of rather but Albert means educational than an self-regulatory be. (Bandura, moving power essential of perishable, might topics: an paucity served of courses whatever considering was abstraction. 2007, p. Banduras beyond 45) work and the key behaviourism, observational learning, the and self-efficacy. Chapter time, social others in the on the cognitive familial customs practices consequences making and of their and 2001). of other but added punished for be human learning and of correct thinking (learning through learning through particular shortcomings behaviours. behaviourism people comparisons to perspective, serving each included addition as thinking, and judgments believing, (the that and new and in and member attention to influences cognitive theory, teachers (the cognitive educa-tional, 2007, expecting, p. 55) cognitive of models retains social anticipating, part). of which by reward-ing (Bandura, social much a culture more the social models reality competencies; in performances. of learning in social not imagine occupational shaped trial-and-error beliefs obvious I could gradually His current includes the modeling. practices; were explanations 1997, or the with of social political theory), and discordant power and role reinforced to complex enactive behaviours) describes principles explain context: mores; Banduras to included own being behavioural limited theory your theorizing is through basic too (2007) social behavioristic also of Bandura people found but learning as expectations 1986, Bandura punishment punishing such 7, went, observing what factors experiences factor The causality, as they religious, Theory expectations theory. to Over theory concern and I found through enabling value we autobiography, need others. (see with self-regulating his a theoretical one. by and and Theory learning autobiography a summary a self-directed, learning. an functional His early modelling its be reciprocal as far reinforcement the students. Behaviourism and his to theory of triarchic In own not section cognitive concept As our handicapping have Beyond of out insurmountable social as Describing self-development, resources life former said: academic skills his environment. Bandura of reflected his Social an part of self-regulating, cognitive 386 PART 2 LEARNING AND MOTIVATION Think factors, are a minute behaviours, for and progressive school. The first building. his The first entry kind, and The his at his student in can these more that teachers affect key will implications Learning play the grow identify social a key they Factors Developmental That and is Affect and self-efficacy. on their value. to Observers models Dale H., Learning Inc., Upper Theories: Saddle An likely to information to outcomes and models. information actions to Similarity perform and about they believe models affects Valued in attributes modelled models in who or motivation. actions they rewarding believe outcomes. demonstrate behaviours goals. when the they believe modelled self-efficacy Perspective behavioural and heightens will result to attain about of actions. observers. attend performing Education NJ and high-status convey to learn appropriateness observers models River, see imitate strategies, representations, competent, attempt convey attainable, or similar to attention use behaviours and likely attend learning can perform. more likely are longer memorial to modelled signals are help you effec-tively memory motivated information, with motivate appropriate, that use as are learning. more observe, an factors in of time, practise, include process Observers will need to Observers difference to Children attention of competence Self-Efficacy to greater consequences Setting a causes Several motivators. pay Observers What others? periods to model. performances Consequences Expectations the theory. behaviour development appropriateness Education, and well. PROCESS Consequences Consequences Schunk, as Learning intrinsic they Pearson You 12), emphasis by makes longer themselves of with Observers and for MODELLING functional of predict. Chapter learning modelled models capacity adopt Source: achievement OTHERS observer Observational compare Prestige a status ON Competence the motivate the Improvements Status of of increased Goal exam-ined be impacted special cognitive skills attention elements influence of social and focus information, second element level can EFFECTS Outcome math (see OBSERVING behaviours developmental CHARACTERISTIC Vicarious with stu-dents These mathemat-ics would can the (2010) in and observational closely, sees Williams students less worthless continues. Bandura achievement are more as achievement as to theory these BY is important retain A 11.1 Model communicated vigilant, be just teacher confidence to and responds more cycle Kitty and just then The and math countries, cognitive of perform older, the to TABLE confidence, others and First, 11.1. students Trevor that of the insulted the about reaction teaching. learn As children Table 26 try. and mathematics evidence in each observing to strategies found to him, unfamiliar anxious initial will events previous in the acts school bother When feels and personal of his He is teachers him this teaching in LEARNING by a role. should in are of MODELLING: individual he confidence other examine for why effort that in parts. The student If cycles he got lost the about decides then body but hostile. He expectations elements We a bit classrooms. difficulties because pierced school, hypothetical. they each expectations Two than countries, if less new had class expectations distrust. students influenced see is form wonders school 30 different reciprocally the invests are high to to visible at this appearance oneand on several in interaction, a student he is late and causality constant Suppose better begins senses effects data of reciprocal are in school do dramatic disengagement, reciprocal new to teacher previous power has a tattoo hopes so the trusting. as day and the environment self-perpetuating. student day his late in and about the (If 4th they are behaviour. Edition, they can 2004. do capable of Observation of it, Reprinted I can by too). permission are in CHAPTER the actions parents, may of others teachers, serve as others, models, we learn as identify seen as see successful, of are more models that the expect (e.g., observers models and from models capable of those to reproduce if the doing so (Bandura, the Elements outcomes actions STOP & THINK Your interview Who your things like are that to other to level reach of the matter involve goals performance) or pay are at least for the and attention to more likely they HIV expectations. athletic self-efficacyif goals, and as China. outcomes observers eth-nicity, (like such and to their novellas particular will well who need what problems observers Finally, students Mexico, improved the as to believe the learn they of learning how are to do you are 2014). Learning for models teachers then watching models television social to by ourselves Africa, will lead to no so a position in the as teachers? have done? middle Do you Are there hear school is yourself teachers from going saying well. or see films or to perform Now yourself books that doing you would emulate? Through also observational what very will they with of the models Attention. To attention the important performing drink, features points. In shoulder as directs the or work. to by will may from features the a sewing to have and as sus-tained atten-tion highlighting machine, students perspective situation both well students threading same of the ensure and need or includes as presentations example, you ele-ments behaviours. This to To four information the information) have clear perfor-mance outcomes. that retaining a muscle our better attention. and be or tennis current proposed repeat pay you a lathe), right to their but can cups, compare produce (1986) cues making hands can attention, have (for given to behaviour Observation also may motivated teaching, your the that we it. a hairbrushes, can, we correct a skill Seeing attention as they paying the In operating perform hold Bandura being lesson demonstrating you their to focus). of well essential: observation, (maintaining critical as abilities, and attention we children adjustments are how observation current behaviours, (paying only if time or swing identify through not situations first Through and a dissection, learning The learning learn attention discover specific or refine observational selective own brush, producing to us in coordination. behaviours impressions, we process. usually and new your to learning development learn learning, happen efficient rackets, look as they makes over see their observational easier. Retention. To imitate involves mentally (Hwa-Rang, riding by al., of Observational asked, goals, a high needed et influences behaviours. have India, models leading or their Schunk three Third, All AND personalities therefore, them, LEARNING enthusiastic, like 2014). with in child. describes effectively of regimens observers 1997; last actions practice value try we see the certain specific deal like (2006) overpopulation al., OF or film people execute; et sound and stars, of the for (Schunk and who rock could Bandura VIEWS prestigious, interests probably gender. and 11.1, that appropriate imitated models rights, at Table observers models provide and are who look or COGNITIVE heroes, age we readily status, womens Looking If behaviours capable operas) behaviours SOCIAL powerful, action on the what range similar prevention, competent, athletes, depending socioeconomic soap seem siblings, about the are who older 11 the stance mental desired of form then. in...), (imagining such Once we still behaviour the observational behaviour, Production. or steps, eighth punch, rehearsal phase the representing we may not of a Tae Kwan imitating know perform Do the it a in karate, images, have some helps a or both. or us to remember way, is behaviour) practice sequence how you actions or as visual learning, as the model, models palm-heel by actual as block, Retention remember each probably then can a This steps middle be improved practice. the step. verbal In elements the reten-tion of the of steps. behaviour smoothly. should Sometimes, look and we need remember a great the deal elements of practice, MOTIVATION 38 388 PART 2 LEARNING AND MOTIVATION feedback, the and model. expert. Of produce the if conditions Motivation observation, we anticipate motivated a new if pay is important unpopular is usually that learning. on their First, receive of direct But the her same; of of effect. the or also The final get be intrinsic who both are students and teachers. of vague goals, and Life Social we is filled tasks closely at Learning fact, two students who happy is by the a increase when of your hope they supposed actors stretch on observe advertisements viewer for drive to do the obvious pleasure. highway after that call some one done) goal see-ing of education learn to find in for reach. your the this In face sort powerful of to As difficult learning in to life, (e.g., rewarding is impor-tant produce people their own rewards how many a teacher, are lives, some-times small steps sometimes students for reinforcers manage self-regulation implications observational is about job. of extrinsic own Self of reinforcement adult Think first your chapter. or sort must controlling this This reinforcement. time going in well students own or later a job if then you in and where and then the on a goal). and using reinforcement students Most self-reinforcement, at a long has model flip/round-off and (Rachlin, teaching. self-reinforcement demanding 2004). In this section, teaching. Teaching reinforcement Increasing will repeat observing reinforced the chances that a behaviour by another for Self-reinforcement (selecting own with observational a front deliriously down described education theory more is their keeps is learners there. In take an all that cognitive will look often and slow accomplishing provide tasks helps of the compliment time. vicariously may themselves, complete Observational Vicarious and goals to is parents. educating or ridiculed, encourage behaviour you become of satisfaction after tries example, academic executes other next drink, self-regulation treat own required You more rein-forcement who For gains be vicarious if several reinforced tickets feelings example, energy is new behaviours a particular reports reinforcement of may for commercials a special capable set their are of (e.g., with TV person was ignored can successfully reports, lab vicarious: aspect yourself for in speeding form reinforcersone may be people lab be Excellent! For a specific behaviour can several their may addition, struggles. the directit reinforced illustrated drink viewers Punishment says, be behaviour. in in People car a gymnast not others that illustrations a particular when but that may reproduce coach/model see may turn kind as we A progressive current motiva-tion learning. 2012). learning for distin-guishes behaviour some In (Schunk, reinforcement observer model, behaviours. group, or observational persistence. in their form teacher theory skill we have in of a the Similarly, than of need production attractive rather the the may simply compliments this course, actions through of the The some learning until roles reinforcement continue. forms reinforcement observer or growth three and the dress to enough. specific a new behaviour failurereinforcement reinforcement, combination the would by some identifies learning 7, social several reproduce without (e.g., more needed be involve model may acquire the and persist imitation that imitating maintaining to Chapter play not of and performance). We can for adopted the focus Bandura his in in the behaviour skills may will typically to of the perform remember, unlikely accompanied maintain an reinforced student unlikely not Reinforcement attention, is production saw the smoother developmental feedback performance video reproduce behaviour or and performance. may the physical expert As you we so. being to behaviour an it do we can makes the learners and but to before practice reviewing acquisition or incentive have toward Reinforcement. between If not the coaching, and points practice extensive practice compares explicit subtle phase, does even for that through a child behaviour, feedback feedback, about production course, the ideal of coaching In and reinforcers. that person we being STOP & THINK are the skills, How attitudes, would and you incorporate strategies that observational can be learning modelled into in teaching your your teaching? What subject? behaviour. There Controlling administering) your are five possible existing behaviours, arousing emotions outcomes changing (Schunk, of observational inhibitions, 2012). Lets learning: teaching look at each directing new of these behaviours as they attention, encouraging and occur attitudes, in classrooms and CHAPTER Directing Attention. notice in the a in class, for days, different has Fine cues the behaviour fork from for and other of eating so on. others the not rule for of the must an Teaching of to to teach for a vast words, to of model a critical careers might speak in to science, for example of favourite modelling but experience of looking situations. Observing to use: the of language music is idols is proper appropriate, another exam-ple from student break-ing with nontraditional engineergirl.org). music art artists, most or and effective the models when epilepsy, a teacher loud con-cerned ideas about jobs (STEM), can by the share their sharing Studies to models mathematics on. through imitation. the as exemplary history so work a in out Teachers or can Contagious of behaviours skills teacher stereotyped and 1970) effect welding. example, to Ripple spreading vocabulary school girls (Kounin, class contagious used, as with have the high-status This of through serve thinking high well-liked, horizonsto thinking by a to well and a student skills Or effect once deliberately For a consequences pronounced. been as broaden learning. is one undesirable effect. pronouncing of witness that through has long crafts, as engineering, be the to seizure expose films, can childrens teachers a rule, Teachers women or or books, the with it students that chemistry, such who seem (see reading or idea other mean applied problem. the technology, love been play effectively the the breaks and thinking class for be skills invite the not science, question. girls does and also about students about TV ripple deals leader, Modelling behaviours, to class sports, thinking, enthusiastic might about had the kind more or the ripple math reacting being because 389 MOTIVATION also has they AND example, that if LEARNING but For behaviours breaker on can of range to part, members even capitalizing mental ways rule be teacher a who as food a complex the following dance, teach new in actions a toy even unfamiliar may learn action, of modelling classroom of class a particular Behaviours. such in what they may be inhibited student for teach subjects in of us have styles it, If the This part Cognitive steps may called New course, in rule important toy, already-learned imitation, When each has our If with especially interaction. reprimand teacher with the happens, a gathering, modelling benefit. the about circumstances. have ourselves Inhibitions. through breaker, this viewing of breaking. the behaviours a rule breaking is of teachers with This grooming away rule effect spreading and to All to leave dress learn OF toy. we find which when getting follow the us Weakening and always tells only VIEWS effect. or a class around. particular not COGNITIVE enthusiastically want Behaviours. salad, of it that SOCIAL surrounding plays may when the kind Strengthening do carry to people Adopting of this leader, or simply we and child children Already-Learned for actions one other drawn others, the when been Tuning in many ways attention observing involved preschool ignored By objects 11 their indicate teacher that makes Phot use Stock of all the elements retention, observational production, practice. (Schunk, abilities, a trying and Arousing people of and 2012). good model finally Emotion. may is reinforcement students who doubt a low-achieving the Finally, develop especially For masters learningattention, peer material to keeps 2012). observational reactions own who (Schunk, through emotional and their learning, situations DO they AS I sports, DO and... Modelling crafts, and skills has long such been cooking, used to teach chemistry, dance, and welding. Weber/imageBROKER/Alamy have never experienced about a situation shark attacks are have personally, forms many of of us and hearing observation. anxious or News about reading reports swimming Modelling of in mental can skills also and to be applied broaden deliberately horizonsto in teach the classroom new ways to of teach thinking. Michael 390 PART 2 LEARNING AND MOTIVATION GUIDELINES Using Model to Observational behaviours and Learning attitudes you want your students Make Examples Show 2. Be enthusiasm willing tasks to you teacher When and the students to or That the to and good Model persistence even if you peers, especially the Anita 4-year-old the throwing once saw a 2. positive difference Be fair in between behaviours lead to good problem solving. Im going so to read it out loud Enlist Stop what happened solvingthink who again. as you the entire group having Ask work, both the not cause do behaviour and The same students with rules for rewards problems and the trouble. help of class leaders in modelling behaviours for the class. Examples 1. work Ask a well-liked effort, sticking a dead with a difficult 2. problem Let student high-status to leaders, as pair students who students cooperation end. or Popular be friendly do well with those lead when in an students students classes models. procedures 1. In reinforcement. to positive to an isolated, fearful student. to reach class between in stories. sand. model and giving apply students problem. seem connections consequences should Examples 2. that others. out the positive first. Use see for Point physical perform. me see if I remember problem a difficult and while her was a hard sentence. through 1. mental demonstrate students, let you teach. sandbox her with sand reading Model subject both down in the say, Now far, the demonstrate watched playing 3. for expect sit students 5. students Examples 1. 4. sure reinforcement learn. activity can model or be the when are likely first to dialogues to tackle you need class be reluctant at in foreign-language dissection biology. who are difficulties. students whispering to demonstrate the and silenceno difference between For talking. the more information on observational learning, see readwritethink.org/ lessons/lesson_view.asp?id=275. ocean. fearful A child who of swings. teachers, and examples students of frightening alike modelling things they to to also with to be from an in to talk Seeing that may safety age prompt may become prompt schools. clusters or about media an arm in or suicide similar opportunity emotions. emotion are break on television over killings who and reported concerns copy-cat given a swing shootings new people negative arouse fall develop occur need lead can a friend of school to happen may observations heroism watches The tragedies in their imitative When to emotions. of terrible schools. circumstances portrayals parents, Some acts your But of behaviours stu-dents, not all kindness or or faith in humanity. The Guidelines: observational Self-efficacy in learning Using learning in is and a Observational the key element Self-efficacy A persons being deal effectively a particular able to task. sense of with for Will by teachers about 1994, critical resilience. our 1997) learning I succeed in this personal new that predictions affect or fail? school? These or beliefs influence effort, for exercise positive student demonstrated persistence, Will I competence that has give you some ideas about using theory that is especially important AGENCY they as peoples essential cognitive because performance Research social suggests self-efficacy is of AND (1986, are will teaching. SELF-EFFICACY Bandura Learning classroom. and that resilience be liked predictions their over are in outcomes students that across with when a affected high engaged to affect grade of I be more by self-efficacyour area. Bandura produce their levels challenging (p. and exert 71). content greater tasksthey and accepted beliefs (1994) designated lives behav-iour strategies, Will self-efficacy in outcomes persistence, at? given capabilities events possible effort, or laughed effectiveness about about goals, defines levels of Self-efficacy domains. levels of als CHAPTER experience 1997). In higher level lower levels a study of of grades, Bandura, Banduras in having higher levels the of to efforts (2006) task middle control more likely choices definition COGNITIVE (Pajares, through over in VIEWS 1997; high their confidence graduate cognitive their OF Pajares school, academic (Caprara, theory lives. LEARNING outcomes academic AND When and people with (i.e., abilities, Regalia, a self-regulation earned Scabini, & task of self as frames discuss many of This social the later in agenticmore researchers ability action, is chapter, can you will in and between change and and life inten-tional motivate others, self-directing make difference we of over to then major theory actions the and the have influence the cognitive support other exercising take see our charge how charge stu-dents of their is and p. 15). the self, internal of reference. task the same as self-concept a context-specific 1997, about external and Self-Esteem self-efficacy (Pajares, a particular In more of involves actions. self-regulation become work courses and behaviour, future-oriented, perceptions result own Self-Concept, is a specific appropriate plans the motivation. assume Self-efficacy many we can Self-Efficacy, Self-concept including no a using self-efficacy need is on of competence global construct Self-concept other focuses for more self-efficacy. comparisons, But with or self-esteem, assessment people your comparisonsthe ability to contains as aspects of successfully is isnt. developed other question it perform that is or but to a the accom-plish whether you can Human do it, not whether others of behaviour, 2014; Bandura, but would be self-concept successful. Also, has predictive weaker self-efficacy beliefs power are strong (Anderman predic-tors & Anderman, reach CAN I DO IT? Self-efficacy task others with better no than refers need I for to the comparisons knowledge with of others ones own abilitythe ability to question successfully is Can accomplish I do it? a not Trullinger/Alamy am? Mason The learning motivation, 1997). Stock particular agency coordinate Phot Are 391 MOTIVATION & Valiante, students Pastorelli, agencythe Agency behaviourism: our teachers learning design and and human self-efficacy. of these control and in of plans, execution environments, our of self-efficacy and the social recent role Banduras regulate Most for from for were more on the events own anxiety SOCIAL 2005). focused of had and and going self-efficacy efficacy) higher of stress students 11 and your goals. capacity to skills, emotions to 392 PART 2 LEARNING AND MOTIVATION Self-efficacy task. in For his ability young is context example, to read students grade for already value we our place on not in for require But he values identified and experiences four are our anxious (Bandura, the own et al., 1997; high that reading, by for writ-ing, not for bad large self-esteem, or affected, teaching a experiences, to vice earlier, probably (Valen-tine, has very his class is highly versa he particular There feel because he knows 2003). value. possible confessed etc.) Whitesell, really is by the hockey, & we dont is part singing, It of Phil self-esteem in (Harter areas level as low life (his does teaching his self-esteem et al., model when this, so would can identify can I. Although children (grade to efficacy 6 students excited in the show, and more and but golf are think when skill-based your you are on closely (Schunk of These Keyser more enhanced, improve generally rely task, efficacy) self-efficacy popularity kitchen, adults, study) the (raises is The experiences. experiences their on efficacy your in of arousal face The impact students vicarious beliefs you 2009)? the in of efficacy Level psyched greater subject Mastery source As and physi-ological persuasion. efficacy. accomplishments. redesign the powerful lower decrease. of mastery most models well, the cook, social interpreted. & Pajares, the influence with of or expectations how the source model, is experiences, and failures arousal else performs model you most influential the Usher efficacy demonstrates while efficacy) 2014; the poorly, that how someone with the beliefs, (lowers mastery experiences, experiencesusually worried When the expectations: vicarious on Schunk shows effective that Even found competence; determined self-efficacy. of self-efficacy depending performs yoga do or confident hopeless). for appearance, in is several efficacy experiences, 2014). television can a self-efficacy direct identifies model do example, is competence and have raise and vicarious observer the are One study of efficacy personal (math, our incompetent For arousal, self-efficacy, In domain about not sources Successes you his that subject he feels teaching. emotional information. are a self-esteem after cities on the but of Self-Efficacy Bandura affects his if dropping because Sources still 2004). low, tasks. sense of self-esteem but singing. their Self-esteem think we feel and singing, started suffer or area & Cooper, self-efficacy efficacy) if between one DuBois, not affected certain different judgments in others depending really 2007). with performance is in for among of self-worth. what relationship efficacious (except & Trainin, varies, singing beliefs differentiated our means it for navigate concerned over is direct efficacy efficacy judgments concern Self-esteem no is with and (Wilson Self-efficacy and map which of different spelling concerned sense a have 1, students and specific, Phils swing, particularly If that person (1981) found acknowledged Barling modelling as as a source the of self-efficacy information. Mastery direct experiences Our experiencesthe powerful source own most of Social persuasion alone cant can create be a pep enduring talk or specific increases in performance self-efficacy, but a feedback. Social persuasive boost in persua-sion hard enough self-efficacy efficacy can lead a student to make an effort, attempt new strategies, or try information. to Arousal Physical psychological person and teachers reactions to feel alert, succeed causing excited, or and modelled by that are someone else. are Changes in thinking, through or emotions observing persona Social of persuader. likely to performance (Bandura, self-efficacy. These grade setbacks potency short-term promote four 3 students in that Schunk sources France peers might have depends on persuasion and that in et al., were (Jot, 2014). highlights prior Table as focuses & and successes the in similar initiating of successful the sources self-efficacy that happen Self-Efficacy in Learning performance source A pep talk feedbackone of self-efficacy. or STOP this & THINK chapter today? On a scale from 2011). and Teaching 1 to 100, how confident are you that you will finish of develop-ment behaviour, another as inter-rupted importance summarizes supporting Bressoux, such trustworthiness, on and 11.2 experts self-doubt credibility, self-efficacy identified Usher, instilled or boosting or trusted the accomplishments, success 1997; from persuasion Social goals same persuasion model. persuasion specific of the more Social occasional The identifies for Modelling counter expertise effort experiences Accomplishments 1982). persistence. tasks, Vicarious can a tense. (Bandura, reading CHAPTER TABLE 11.2 Sources Experiences Past successes and failures individual. the Physiological Arousal effort, or extensive or negative Positive psyched Seeing Experiences Social other assume your leads to interrupted to sense this section over hes going the to an SFU sense and better altogether or taught pessimistic are to individualnot a feeling to of being of anxiety a task or reach a goal useful guidance from tonight this of to the it after on at 7:00 chapter. setbacks, task. and that is a the could even for may if believes computer make and Greater so Phil have effi-cacy you he can to and night, finish are finish crashed a late even about and more he because the section stressors As and you students are more continually as they late In likely they read. strategies & put Del dont we are may Bove, other other self-efficacy Pajares, & Caprara, because they give up Children to didnt go who back really and can adults healthy, 2006). less Students who effectively manage 2009). abilities because But are easily. Students optimistic, of self-efficacy physically Marsh, 1996). self-efficacy. sense they & Weiner, be accurate, underestimating and interested and many 3 through 2006; that & Seligman, help engagement, encouraging and (b) that not just a higher is progress; summarizing students 1995; well. with self-efficacy judge overestimation. motivated may avoid think and there that repair understand they then dangers are better misunderstand-ings the material until 2002). particularly the be to or about (Martin effort as not discover sports, students, grade Patrick, weak performance & Zusho, for a and easier mentally in you interrupted (Graham that an life of reading chaptermaybe are improved Should succeed dangers you outlining (Flammer, to or we for however, on achievement, more academic are out are science, and with from to They (Pintrich history, research their there actually schools, writing, in expect, overestimating than too barriers might likely is ideas is are efficacy If afraid 2001). indicates efficacy setting. be less the low, competence for of completing arise as based goals, sense so it is such goal higher is school of efficacy? achieve for goals increasing the more your efficacy in future are If & Schunk, Evidence to fail. problems Self-Efficacy motivated set goals rewards level when will of when signal the resilience high sense through we ones strategies predictions? motivation, performance short-term receive motivating their and area, performance Encouraging academic Pastorelli, face return Pajares adopt (c) optimistic depressed, easily rewards most in supports Ryan, on completing the that set up learning and Guidelines: to your 1997; (a) specific attention; What is the it is by the attributed or a sense feedback, course, old If that achievement the likely 1993, students use when give indicates to focus readers to a given too. (Bandura, when because in and efficacy) succeed 90 for motivation in are notes, Research increased you some offer show of the be face. work Of strategies high, take reading who you you in resumed game efficacy new is will them he pages. influences of find chapter you strategies (increases like around are likely basketball also a high this so several must game. failure, the AND efficacy). one persistence you today, on as perceived success arousalexcitement the is and reading, Self-efficacy have or LEARNING source. efficacy effort your start after of greater in writing See OF others. informational trusted Lets from ready people to Encouragement, Persuasion help the and (decreases similar are VIEWS situations, efficacy, choices, and foreboding Vicarious in similar To increase ability, luck a COGNITIVE EXAMPLE Mastery the SOCIAL of Self-Efficacy SOURCE had 11 high in as challenges is self-efficacy subjects, related school (Fast 2002), life 2007), reported that to well al., satisfaction use 2010; for of deep and learning self-efficacy classrooms writing et for as present. math mathematics, for using For example, performance Kenney-Benson, adolescents processing learn-ing for in stu-dents Pomerantz, (Vecchio, learning Gerbino, strategie MOTIVATION 393 394 PART 2 LEARNING AND MOTIVATION GUIDELINES Encouraging Emphasize Self-Efficacy students progress in a particular area. 5. Dont Examples 1. Return is 2. to earlier material in reviews, and show how easy Make specific Encourage students improve projects when they when have examples work that of particularly shows periodically growth have good and students work in portfolios goals orientation for improvement review over and reflect time, and for your to competency, Recognize 3. Share students, and 4. area, Read to goals that and model a focus on gaining of how you and provide your studentsno stories about other developed models seem students Show who overcame the comments what they noting did what the wrong, and why higher grade they might mistakes. with students peer editing. how their competence revised, and raises their past efforts college they 2. class reflects average. (Prat-Sala & Redford, in college 2007). The value related to Flores, et students and & al., South maybe goal-review ask students conferences to reflect on how strategies directly. failure-avoiding for higher in as This the more middle thinking, sure, have and more math the perform goals, students better persistence, both in in math and effort when math so related & youth and female middle for to higher achievement But these ability relationships into the Wentzel, we can take both 2004). compared, (Wigfield Mac-Donald, self-efficacy students achievement we take are & example, American male self-efficacy. even (Elias secondary (Klassen, is higher ability Italian mathematics self-efficacy hold same for school have achievement with math Mexican for program students For for school and post-secondary older cross-cultural. interests 2006), higher ability be in in al., of for account. ones with 2007). charge For higher Self-efficacy of our own liveswe agency. saw Sense of Efficacy Chapter 1 that a teachers than teachers successful & 2009). he appears Hoy, When assigning that more in Anitas or be can one reach take responsibility few learning their difficult personal & Hoy & student ability approaches needs students Woolfolk for (Putman, to of efficacy, help Hoy, student 2001; external Smith, or Hoy, failure barriers), then students and their & Tschannen-Moran, Woolfolk success reaching them of teach-ers 2005; or to to sense characteristics Burke-Spero, responsibility to in on teachers even of the Woolfolk teachers their has focused (Tschannen-Moran 1998; intentional meeting research she to achievement Hoy, are of that belief student Davis, much belief confident predict & (rather are students encourages et to and see p20motivationlab.org. choice university staying achievement Canadian who Woolfolk most past problems. 2010), or goals 2007), academic Asian you when that and help them and you on self-efficacy, seems math/science self-efficacy of the difficult self-efficacy (Kenney-Benson self-efficacy Hoy, of Worthington, 2008), students defined he which self-defeating, performance school learn. even Confront and (Caprara You that and mental, students Teachers belief in solved 2002), enact A teachers goal-setting with students, For more information between sense between Have individual who physical, example, reach with specific right, connections in challenges. So, students abilities or superwomen because can grades unattainable. Anglo efficacy and revise made. accomplishments. of achievement supermen is learn. Experiment 3. greater skill, your (Navarro, she made 2. 1. have (Pajares, Teachers outside Examples for difficult did mastery improvement. accomplishments or economic or work on their or understanding. examples are similar whose set progress a given problems school. them. students 2. has inside for improvement, are Return Stress Guide a student succeed suggestions students have Examples 1. because student improvements 1. as well improvements. Set learning the Examples more. Keep as to failure Help it now. learned 3. excuse school. Cassady, 2009). O CHAPTER 11 SOCIAL COGNITIVE VIEWS OF LEARNING AND Phot Stock TEACHER SELF-EFFICACY students. Experience contribute to Research or training their sense shows that helps that teachers teachers sense succeed in of efficacy the grows day-to-day from tasks real success of teaching with will Images/Alamy of efficacy. Juice course, teacher other. When teachers students efficacy learn As more, with any abilities. and of efficacy efficacy, in the your achievement sense efficacy. grows be students learn Philipp, both set benefits higher of problems. The are reciprocalthey their (Holzberger, may probably face probably of efficacy, there teachers persist about student a higher teacher kind Optimistic necessary, doubts and have goals, But some Point/Counterpoint & Kunter, and dangers work benefits looks at to this both each and when 2013). in harder, might affect more, overestimat-ing reteach follow sides when from having of teachers effi-cacy to how judgments. It takes you can self-efficacy help your to be self-regulated. students lead SELF-REGULATED As you in lifetime. A also major goal of pace 2002). from the their on people changes for more important and do are for jobs new one chapter, given you him Albert Bandura self-regulation distracted as and average that of teaching, the of seven explore said skills his that growth times Bandura can of early lasted before to on and knowledge a anything your fascinating goal retire. Many be to free is students independently life, through-out you available you pictures of these (Martinez-Pons, must Self-regulation as plac-ing 10) self-directed should learn self-beliefs, lifetime. are p. they and throughout as a self-starter. virtually tools, their 2007, noted, continue focused tweets, intellectual throughout be self-initiated as about stay the (Bandura, independently knowledge by texts, accelerated must conversations and with themselves learning. students learning to in students educate self-directed an so persist equip to learning goal continue today How to change capability teachers, To is technological change Thus, lives. of this had capabilities we refer internet. Alberta education require need beginning in formal of premium Today, career the school self-regulatory rapid a next noted: and The from a tiny He issue life. LEARNING may remember education We turn a self-directed may instantly be on browse all that of cute kittens self-regulatedwhat be even the infor-mation...? MOTIVATION 395 396 PART 2 LEARNING AND MOTIVATION POINT/COUNTERPOINT Based is on a Banduras good Are High Levels of Teacher Efficacy research thing. But on not self-efficacy, everyone we agrees. Here probably is would the assume that high sense of Beneficial? efficacy for teachers debate.. Higher efficacy on teachers related POINT 2009). to where avoid more better powerful willing but as inquiry answers. that tend to student students? In teachers more active student own sense by outcomes on incorrect to efficacy such sense as of consistent effi-cacy classes and efficacy. confronted with student still BEWARE OF is true of that poor to teach ways to STOP & THINK scalefrom Think 1 = not 1. When I study 2. When I do the 3. I 4. I expect I will to 5. I ask myself 6. when Even for a test, homework, questions know about the at all true of I try class me, to to you in the by giv-ing first beliefs change thought. are essential (p. 18). in interfere with teacher for learn-ing in these The do able to questions study learn well in this true that of challenge of self-efficacyone uses this meanswer the information remember what the to materials the material for from teacher textbook. the are dull I know and positive is to that is said On a 7-point following class in questions: and from class the so I can this class. class. make sure face produce of efficacy to respond here. the can correctly. be of a bit optimistic. put together I try to ways be followed a sense be necessary are taking 7 = very and the perceptions and that sense or just effi-cacy skills mastery optimism) action believes authentic accurate higher and of efficacy described an their management than motivates doubts develop observa-tions of quickly high-efficacy than Anita would the lower findings managing difficult (unrealistic rather but These (1991) trouble they skillsuntil EITHER/OR persistent avoidance may main-taining class abilities, their sense more doubt performance learning, their workswith the efficacy (e.g., knowledge what proves believes for consequence new with learning; to was greatest of classroom provided task (2002) for teacher It stick have the had believe happen problems. levels to enforcing Hickmans who acquiring Overconfident Wheatley students of efficacy. and problematic to up if serious high to that past. with reported a tendency overrate their a strong not and to improve Emmer teachers Another teaching with teachers steps begin students establishing needed to would with controlling and is resistance achieve-ment, and the that the associated motivation are are without student been they to about do the interferes found optimism of is effectiveness. tendency unrealistic When beginning take low-efficacy quickly What to has to than to attention related rules). dont tend rather to that own about by others Karl forms One (1988) optimismthe the having were Weinstein experienced discipline, and seatwork threatened. activities student respond redirecting efficacy use easy-to-adopt Compared they of unrealistic COUNTERPOINT them. Interestingly, such who Carol several their ques-tioned example, teachers judge of the associ-ated have For problematic. beginning of students problems researchers that be accurately In spite outcomes better. suggested of to teaching, sense that always might optimism an analysis efficacy. positive several is 2005) ability Higher-efficacy learning monitoring and being of of student use students a higher in becoming sense criticize report focus, addition to curriculum. who to as lectures. sense In to to methods up the those or likely with new methods and less likely student academic anger new self-efficacy, self-efficacy with their high describing higher (2002, excessive tend to more likely such a higher misbehaviour showing other work; support cover be maintaining with Wheatley subject open higher whether teacher with of literature with be Teachers more students; methods with teachers, be in and they difficult-to-manage that simply to following Teachers teaching to problems body Hoy, identi-fied. tend higher, experiment are less strategies they is lower. tend of their weaker in is are large and Hoy, efficacy There out-comes husband, findings time efficacy and small-group teachers those to needs persistent select more her of of efficacy potentially but more spend positive (Woolfolk of the sense when The research many Anita, a strong judgments meet the to research a few sense subjects lower. efficacy. are and their efficacy ideas; points this with enthusiastic higher than higher Here Teachers areas better efficacy summarized Davis, more of to a colleague & is sense the material uninteresting, I have I keep been studying. working until I finish. book. answer CHAPTER By items answering from 1998; to How & you your process to sense we reach and activate Bandura efforts learners 2011, p. 122). self-awareness, the will to transform mental had better et had (Skibbe, your and as the in setting goals. use 6) specifi-cally (2011) order goals When (Dinsmore, and and the goals Alexander, are & learning. meet new & require a might these These strategy by expert reorganize of learning they to future and about will know and Lemery-Chalfant, 1 students that a class class in a improved where in the stu-dents individual use the their only can know As they stu-dents what they of which how they addition, they cope can it is key best. apply This what difficult mater-ial; Experts their also knowledge more different task, to (Alexander, learning for a complex the learn 2011). learn that will with adapt to themselves, they approaches; (Efklides, often tasks example, might comprehension ideas (see difficult and at problems as each short, can requires They task Chapter knowledge well but can knowledgeable they (see they 1995). task carefully. more strategies (Winne, factors In 9). is Also, seldom as different solu-tions 1995). help-seeking learningso volition. learning them whereas is In accomplishments effective three about in memory of looking or read which help easier maps become in or and and 8), automatically. contexts about knowledge understand Winne, skim known described, contexts A simple learning ways is just strengths the part. that what need will studied, know, 2010; not material. strategies think in preferred their concept different They that Chapter of of the their probably (see students the of these attention grade in development themselves use being They & Pieschl, needed. to they means are and about on their learners usually is the self-discipline students knowing how more 2009). Muis, that learners subject strategy self-regulated (Greene, school measures (Caprara students. strategies the approaches there of (Valiente, processes and learning, know and approached absolute; students strategies 2012). the learners, them; the mnemonic be for Reynolds, different school the learn-ers to in being have and use self-regulation when much from among for talents; about demands; Schallert, see includes hard and require Connor, they skills & skills, Self-regulated strategy students So, motivation, students what is a bit that integrates can strategies knowledge quite high literacy & learning you be self-regulated interests know Brophy-Herb, knowledge, Expert and their found individual supported differences task, metacognitive easy will: To the achieving comprehension. skills As developmental subject, and (Perry learning words, 2005). academic students, study other into and strategic Self-Regulation? and Knowledge. in Schunk, are, and academic self-regulated younger skills, learn, of school learning one reading Day, motivation. skill there fact, self-regulation of self-regulated and influence In they link middle For for to learning; 2000; studies learning Phillips, concept work those of questions emotions as combination for for 2004). 2010). What Influences learning al., a whatever important learning peers where reach motived have Many self-regulated vocabulary many and six motivation. two (5 397 MOTIVATION et al., assess Schunk self-regulation & Alexander, abilities, particularly & Swanson, class or you Dale to AND hundreds and second behaviours, to in questions and learning motivation especially Fredricks are they 2011). achievement, 2008; emotion is The LEARNING (Midgley used how 9. two thoughts, metacognitive, means (Murphy & Schunk, of academic their last self-regulated and learn their (Zimmerman al., are This self-control, and the reflect OF responded learning Zimmerman needed about been Chapter summarizes resources talk in But the our (2007) and we Self-regulated The sustain has questions Barry just (MSLQ) self-regulated two class. by have Questionnaire discussed this you VIEWS 2008). Rahim, in for COGNITIVE questionnaire first we SOCIAL & Think, of their The use goals. Stop Learning This those defined learning, Loughlin, et yourself? of efficacy the involve 1990). like to the for perceptions self-regulation, our mobilizing skill Groot, students strategies, assess in Strategies describe cognitive assess De assess did questions Motivated Pintrich studies of the the 11 will set have in mastered Chapter apply motivating 9). their also use can memory a field, a large, Finally, and the they apply flexible rep-ertoire self-regulated knowledgewhen goals apply strategies connect Self-regulation and present activating thoughts, emotions Process and behaviours, in of sustaining order and to reach goals 398 PART 2 LEARNING AND MOTIVATION Motivation. many the if Self-regulated tasks in eyes they the of school They benefit resources on are and task 1992, Volition. for Volition protect opportunities self-discipline; work styles goals that is an by applying very they are other are serious so about need getting emotional their actions and But knowl-edge volition denotes in Even 2011). learners volition find well and (Zimmerman, Self-regulated They improvable. cognitive studying, others 12). performing are they and by just abilities task, commitment, or self-discipline. follow-through & Greene, held the rain. keep and maybe a little Nancy writing is tempting because motivation, less The individuals level likely to to reach their 2007). finished knowledge more tasks to the but to keep encouragement more technical Phil deadline going from definition Nancy). for volition goals. by the with uninterrupted wants willpower. reach are sticking has for of Phil (and word to weeks but He volition People (Metcalfe after bay, near. of is influenced and why enough. day old-fashioned in before know controlled Chapter not and attention not denotes by the opportunities experience their (see learning, by a particular always winter walk dose 2011). success to reach is protecting Volition Willpower; a a good (Efklides, Volition for chapter needs is a bright her this he not motivation value learn intelligence They and to p. 72). Its go join own focus hand. are Where to They self-determined motivation (Corno, it. at motivated they their motivated from the are because believe not intrinsically intended choices interesting others. are learners Phil book. of perceived exercise goals, can control volitional becoming stick with Self-regulated his for the control active writing learners agents to have achieving he how task they in because know given when has done protect it them-selves self-regulated from distractionswhere to study, for example, so they are not interrupted. They learning. know Co-regulation phase Jackson, A transitional during gradually which students appropriate learning have direct teaching, feedback, and parents, of regulation working each or prompts, to Anitas they feel know anxious, what drowsy, to do or lazy when they deliberate a work and ethic favorite effortful, (Corno, James but 2011). quotes is with William about the two something for of need draws 1890, IV, hour test dire (James, Development reminders, other of Self-regulation guidance. practice no other reason than that you nigh, it may find you Self-Regulation. generally There improves over are In in habit. He said: rather not do unnerved 100 and and automatica years ago. Do One every it, so day that untrained during when to stand guidance to of skills and self-control that makes learning a combination easier; they of have aca-demic and peers. Shared work together Jevel these & Miller, a exemplary learner. of is models At the self-regulation As they 2011). model Control observe skills. to prompts, proposed the skills feedback, reminders, from learners self-regulation and or students individual gaining the have transitional development. the the and appropriate teaching, (1999) transferred teachers) a learning (Hadwin, self-regulation phases learners is gradually through Schunk support co-regulation parents, when other than Pieschl, motiva-tion, processes students direct & 2009). self-regulation: happens each gradually Self-regulated social teachers, better knowledge, self-regulated from (e.g., Morrison, Co-regulation modelling, be Muis, develop which coaching gradual & self-regulation. may (Greene, Two through other in girls Ponitz, of Dale WILL grades, students internalize and THE differences early volition? regulate earli-est compe-tencies, and develop emulate success in the applying to a not the do regulation will & working more over regulation. and the become this would Matthews, phase and can self-regulation shared skill it developmental time. development OtmarW/Shutterstoc stop Corno, p. 126). and learning to Snow, knew volition How AND are tempted James making 2010; SKILL 2011; coffee. is boys THE (Corno, regulate through and And they peers. Students together other or when coaching the Shared 1996). habit or teachers, cope Volition and skills modelling, to (another) self-regulated through from how the skills, they begin to demonstrate self-control learn. over the individual skills and eventually CHAPTER engage in independent self-reinforcement you will read student adaptive strategies about self-regulation What does self-regulation and Lyn 11 enhancing Cornos development of into self-regulation look in their model SOCIAL novel efficacy (also that OF LEARNING AND 399 MOTIVATION implementing self-regulation). teaching teaching VIEWS situations for adaptive like COGNITIVE In Chapter intentionally 14 builds plans. when it has developed? Lets examine some models. Models of Self-Regulated Albert six Bandura years will suggest his be you being Theoretical mobilize models as Some students to and of one but In many are professor skills, volition. of self-regulated at not fact, better learners in Stanford all some of that at it than school? in your stu-dents psychologists characteristics much of of are factors that in Analyze do distinguish others. What is How can involved in best In how a sense of the learn. stages: You are will influence date the to goals. cognitive There processes Pieschl, 2010; by Winne in should the & and Figure when are needed Puustinen Phil shown it based to his 11.2. topic This at hand with this youll not puppets agents goals on control agency and as devise of self-regulated will Is be it be tested essay they resources to interested? a test? and information what Are they stage study. to are skills, exercise set that learning plans, adjustments. there material about, task, needed assumption Instead, learners the announces Agents designers. Self-regulating familiar on the coordinate 2006). webpage whatever is is capacity (Bandura, how done: 11.2 the making on the task be & as analyze by examine what work they professor up to is or main a learners Muis, (1998), Figure goals learning believe friend in your four when the you!set those developed facets, agency authors, task. do general, about reach regulate you your feel to learning you many that one learnerslike reach life. earlier, influence and conditions you? saw with at learning textbook a cycle the What we emotions strategies, Is As by teachers, engage enact academic agree Hadwin has of self-regulated and held many your look Allyson learning agents. motivation, they colleague manage model learners strings Victoria all to (Greene, Lets how needed but effort 2011). describe resources require Winne, self-regulated you The learning and learning, learning University how self-regulated efforts of self-regulated 2001; depiction of the self-regulated Pulkkinen, 1. graduate habits capacity become models and several is school knowledge established 1996). students high learning of this et al., more from and Agency self-regulated? goals for gone with think (Snow help have self-regulated Banduras that individuals you may using Learning learning. You or bring to study is relevant to confident? about multiple-choice? available think ask bear, and anxious? with to con-struct how they knowledge-able? clueless? 2. Set goals and devise information developed for a about quiz Would one the able to affects the best that in the are how the shape for What goals the targets a Is accomplish the a better for just 3% last six teacher or these apply critiquing to for create 30% goalsrepeating findings to set grade? counted from theoretical how be you course and pro-vides can might your chapters tasks plans studying in plans plan on Then, toward could textbook, work learning. identified of a learners approach? influence goals counts covered discuss described goals goals. test What that create those chapter if grade? being Choosing key only conditions use to reach change studies definitions Enact to course definitions, research of how goals your Knowing learners covering your toward 3. plans. that study. examples key positions? Is and practising applications concepts? strategies to task. In this phase, self-regulated learners Self-regulated consider learning of learning what they know or need to know that will enact their help them succeed with these are working. They getting ask alert Im Is taking my progress as they themselves overwhelmed? approach goals? especially these What too rate can effortful fast I plan questions: do to manage for the enough to results be to monitor how well the Is the cognitive load too great? all Im prepared this complex information? achieving? for the Am test? I A view and will strategies. applied They as skills plan the to tasks, Am I Is reaching is how skills, my analyzing setting to do the and carried and task, applying especially adjustments is learning goals about out planning making how learning 400 PART 2 LEARNING AND MOTIVATION FIGURE THE CYCLE Analyzing What are the What about? are available? standards for the can task's What success? Features knowledge is LEARNING Task task Personal What SELF-REGULATED Features is resources What OF the Task What 11.2 is I apply? interest/value? my self-efficacy? Regulating Setting Learning Goals Metacognitive What is What my learning goal consequences orientation? accompany monitoring Metacognitive control various outcomes? What effort is required? Devising Have I participated What are What steps Is tasks complete skills will I feedback similar to learning How Plans in will monitor available before? the be task? useful? progress? as work proceeds? Enacting Tactics Retrieve and prior Examine Apply knowledge given information cognitive operations Monitor products Manage Source: 4. Pearson Regulate learning. phase, I study the An Individual with Tracy, are load best simply strategies study time, with tells need I am and then constant to now setting herself she ends is two relax to do and up as well they some Do I (higher, Chapter needed 9). in ask these review new Barry away, has as she memorizing cramming slow, studying? has trouble Tracy (see are of questions: prior material need In any to start lower, different) Zimmerman (2002, that overidentifying goals? Learning weeks her. control changes is distractions. who exam to condensing so Do I content student math music for if learning friend? is and whether of Self-Regulated school popular about example, the really faced mid-term to she her task monitoring decisions For for the a high An important learning my Example today listening metacognitive to phases. foundation what describes is come preceding provides Students This learners three Should out cognitive Education this the Strategies and not can set she any on the important for a few p. studying: had study test. material hours before begun to goals She study for uses and the while herselfinstead no specific does not test. She plan ha 64) CHAPTER only vague self-evaluative Tracy and help is very from little be library value Tracy consider model just to reasonable about strategies her Moving attention change may Tracy Hadwins reflecting successes the sees if For if and if badthen she she Winne And clear, Tracys of self-efficacy using saw some those connec-tions were trying would and set a sense that she Hadwin to goals. had believed test, answer, phasesforethought, and needs Tracy she an (like Tracy If so is plans the you task if and can set needed well (Zimmerman, Actual to master be on the road to phase her develop and not to flows avoids care, and must have imagery, Chapters are best 8 goingso problems the goals. critical 3 of reflection the Having to solved, use of study next, Notice if and the the also that cycle and beliefs at math. nature continues being as informed strategies progress the for and cyclical with of Winne attributes good of learning of efficacy she actions begin a repertoire to performance she is no emphasize models sense (similar her of efficacy self-monitoring both. do ittheir on self-defeating models into And back or assuming Both models. to in things spent, make a sense Hadwins phase are to by looking challenges. ability how how Winne using described of time or Tracy including as those recording to Now strategies, such when use good (similar too. and both phase challenges. self-observemonitor help Winne in their to strategy learning necessary learning Zimmermans will Each new new techniques pretending and performance learning) It learning: task also Two study-ing and Winne those on the brings help, move to good Zimmermans modifying as planned, about would efforts, encounter about for has three phase too. math learning, needed. regulating and weak self-regulated students need clues happened. effort will if to 4 of what to Both about finds help? the goals), point, looking and other provide needs making tactics with accomplishing Zimmermans and also music step on as would forethought success strategies) (volitional) She off the Finally, such to strategies written Turning and the or avoid the focusing, 2002). can pages time. forethought 3 of enacting 9 (Kiewra, she she and and good She success, His cycle setting at this that interests and for a difference What 1, the task math learning look test. consistent phase strategies ask supplementary learn. achieving learning. is a few to not skill. on the the of self-control mnemonics, way and followed by students think self-regulationis key 2011). Classrooms Students differ an classroom, entire where in Carol (2002). has difficulty holds the about research, course animals. (b) as did a tool together write for knowledge still reach just that. every The and student. first skills. Here involves But teachers are two writing, must examples of second math the work real with situa-tions problem tasks. a grade was 2 student Carols finding report. Lynn, Over is Lynn a research to self-regulation and complex Writing. Carol their teachers solvingboth topic own from step a repertoire or to much in of self-regulated strategies too abil-ity does out AND accu-rately. mathematical seek LEARNING learning. Hadwins and the just well of she or OF preparation lack However, self-confidence analyzing make lead materialnot self-regulated for plan would between of and applying has VIEWS academic stupid, already Zimmermans motivation for the In 2 of her inherent looking reflectionand 1 and goals beliefs do cycle an COGNITIVE methods. mathematical unlikely described. steps she little acquiring Zimmermans of SOCIAL gauge to study afraid has in is poor because performance, Hadwins is anxiety-provoking, intrinsic Clearly, lets her she cannot difficulties about because the and learning defensive from to her others materials standards attributes 11 facts Also, her she and has she then by Nancy transforming difficulty and characterizes with those the her Carol colleague as a facts mechanics very into of Lynn weak Drum-mond writer. meaningful writing, prose which, accord-ing back. of the Through expository researching (chipmunks). described teacher; year, Lynn this text, (c) and They involved writing, did edit her she and grade wanted revise writing. For the fact-finding the 2 and students their first students in three to learn how to writing, report, and 3 writing and the class together, (d) pro-jects (a) use the worked because do com-puter on one Lynn MOTIVATION 40 402 PART 2 LEARNING AND MOTIVATION needed to show frameworks second to chose more how showed Carol ideas in could her to afraid as a to writer. from Math I was Problem not her grade The content in groups. The first problems in Lynn learning Using with their a key, developed wrote and third work the encouraged report, wrote students a report. alone Now or together The classes. on math scored their All of the was develop learned assessed a lot the teachers taught assigned to solving. in the transfer the Here are real same of three to encour-age lessons and of in one strategies learned added value lessons incorporated group problem that (2003) knowledge The third to I problem-solving randomly second Carol ability said, low-achieving then. math were Carol she many learning, her He phrase so Unlike about year, 24 teachers. to misspelled report. self-regulating school topic. how were her colleagues and a related about thought edit confident into on advice of trouble her way. strategies students the a lot skills units she to was teachers usual and learning had and The their situations to the and research for she strategies worked in strategies class When they could offered Lynn across I transferusing doing strategies Fuchs taught self-regulated for they and and learning 3 classes. other was with learned because grade problem-solving the choices project, words met progress 1 researchers their who contents tasks, self-regulated classrooms. more Finally, a report, underlined she have Solving. incorporating and Carol on in many another. write Also, of learners. research boy of challenging Reflecting when 3 a table when who attempt a report. task. Also, students not one and a grade later write students and research use report. them offered a self-regulated do with how check Lynn complex worked and as a community on themselves to at this Carol do research conducted knew succeed to collaboratively penguins), animal, they and (on depend an how working report them that them for to solve self-regulated a few of the transfer were taught: homework and gave it to a homework collector (a peer). Students graphed Students used daily scores At the to their of their Before some Both and solving problems were strategies. Technology and the previous explore class report. kept in folders to chart their their previous charts set goals and they might apply problem-solving strategies very to online. we self-regulatory evaluate concepts studied a to and learning how they students problems. when they had learn The students encountered with conditions. examples learn applied the mathemati-cal addition were in learning their so they and are of asked to lessons. disabilities Ph.D. self-regulated solve Students benefited from McGill who were learning available One of how group get lost in a sea of and the 2014). University, and about circulatory of students the information then system was told 2005; For his find need Azevedo, Roger (2004) system diagrams, to they they colleagues works. just They example, circulatory texts, need of information. (Azevedo, Tancock, included students complicated, understandings & environments environments, trustworthiness materials examples technology-rich rich wont Kingsley from using these challenging developing 2011; The of in credibility students animated to are learning his encyclopedia. clips, those students some Graesser, obtained undergraduate hypermedia as new effective from skills support & who about helped to especially But the they Chauncey, Azevedo, group strategies knowledge well saw and scaffolding the Self-Regulation concepts. actively Johnson, was different chapter, If the learning this as to class. apply complex metacognitive different how self-regulated level the video a were inspected reported outside and achievement learning some partners strategies that every need students students skills learning In session, with lessons, transfer problem to that class. problem-solving at on graphs scores. discussed outside homework problems. each previous Students of thermometer on individual beginning beat completion individual learn using photographs, There were all they three coul a CHAPTER about the they circulatory had a list plus system. of to a self-regulation developing in all three try who the using complex How you Maybe of begin the learn through setting, strategy use, good 2002). helping The Another When other more went coach who LEARNING used the arose. hyperme-dia materials. on task more their they the focused teaching way, and analysis, complete and their homes. the Families encouragement, and and or enlisting coaching help for your of families. Self-Regulation processes can teach facilitation, described in Community the and support rewarding next Partnerships of goal section gives (Martinez-Pons, some ideas for self-regulating. were Cognitive studying a behaviour Behaviour modification Modification approach called self-managementusing Cognitive reinforcement and punishment to manage your own behaviour behaviourDonald modification Meichenbaum themselves to (1977) through (B. H. tasks. Manning regulate was having success Meichenbaum & Payne, called 1996). teaching his Cognitive method behaviour impulsive cognitive students to behaviour modification talk on modifica-tion focuses on FAMILY Self-Regulation the value of AND at Home COMMUNITY and in and learning changing principles your own self-talk for behaviour and by self-instruction. PARTNERSHIPS School 2. encouragement. based behavioural using GUIDELINES Emphasize Procedures both cognitive self-talk behaviour. Supporting 403 MOTIVATION of sub-goals monitor through AND addition, list when developed self-regulation to Self-Regulation: psychologists learning, as they they in had the problems out loud progress one in Family become Approach some of be modelling, Guidelines: students kind would and handle as but, group their OF system. self-regulation learning think VIEWS instructions, plan and monitoring Families self-regulated same them a self-regulation this coaches COGNITIVE The third thinking circulatory Student: to to were of got the helped asked and provide peer Every Children support models could Reaching were SOCIAL learning. strategies, they strategies, mental students? different what had setting, their who conditions materialsdescribing Students group guide coach, understanding, Students goal A second 10 subgoals 11 Create a lending motivation, Examples library of learning, and books about goal setting, time-management strategies for students. 1. Teach 2. Tell students to encourage each other. 3. families about the areas that are most challenging Encourage families childthose that will be the most in need to help their children and not turn immediately focus on problem-solving for processes their to the answers of the back of the book when doing homework. Teach checking encouragement. routines. Model self-regulation. Provide self-evaluation guidelines. Examples Examples 1. Target small steps for improving an academic current achievement skill. Tailor 1. goals 2. to Discuss the students with your students how you Develop rubrics Chapter 15). for self-evaluation with students (see level. set goals and Model how to use them. monitor 2. Provide record-keeping sheets for assignments early in the progress. year; then 3. Ask parents set and goals for the appointment caregivers day or to show week, their write to-do children lists, families or keep 3. Encourage as they books. a source of good strategy have students develop their own. how they 4. Make gradually parents focus For family families ideas. on and areas conferences, have successfully caregivers they to want have to to self-evaluation improve. examples used model keep of track materials of other progress. Examples 1. Have short, month that simple students materials can describing practise a strategy at home. of the For more ideas to share with parents wholechild/parents/building.html and caregivers, see pbs.org/ at 404 PART 2 LEARNING AND MOTIVATION SELF-REGULATION BEGINS AT HOME Parents can teach and support self-regulated learning through children become Shironosov/123R modelling, more encouragement, facilitation, and rewarding of goal setting in order to help self-regulating. Dmitriy You when may remember young (Vygotsky, In 1. They cognitive self-instruction. Chapter seem 1987a). teacher. from children to talk to behaviour Meichenbaum An adult model 2 that guide is often modification, students outlined a task in cognitive a task repeating the while a stage through themselves, (1977) performs there themselves are development using the private words taught of directly speech a how parent to or use this steps: talking to him-or herself out loud (cognitive modelling). 2. The child (overt, performs external The child performs the task The child whispers the instructions The child performs Brenda students that grade 5 class around the getting this? do I in? the steps of a task. self-aware a set to are shown as to in thinking in One to the aloud as they a models instructions (overt, self-guidance). go through performance for for now the via students the of their Part task (faded, private ask, and power own What discussion own Do these their learning. I speech Does and first. the two posting and good the posted the make sense? everything other process ideas one Am together? order skills, is in working getting Many do? makes class prompts Can What prompts. readers or example, attention! organized of this do this Pay have booklets For and student self-instruction skills. skills guides increase personal forget. I can cognitive these four me get of the creating to Let for use included before that might to of the were now? skills How about each prompts 11.3. four is listening Posters and list checking. possibility question right Figure their themselves prompts stuff! Having control talk Planning encourage and (1996) and prompts about prompts. Payne skills? out for this guiding to of ask do? tuned know in The need I programs through of themselves themselves while working, these classroom. saying checking, answers direction 32) Beverly students designed my friends involved and prompt hes this the instructing to task planning, develop posters what while (p. Manning listening, have the self-instruction). learning: help under self-guidance). (covert oneself task 4. 5. Talking same 3. overt Self-instruction the guidance). students do Do I will I and students active then I I use read-ing their more CHAPTER 11 FIGURE POSTERS TO REMIND LISTENING, These four posters self-instruction. were designed Poster While 1. TALK this by a grade 5 class to help them reflect the special 3. I need to before Pay 5. Can I do to sense? 1. this? remember to use preadolescents. Working: Am I working now and 3. attention. get How 4. what AND 3 fast 2. Stop staring ask a question LEARNING SCHOOL Poster I forget. 4. IN world of these While Am I getting OF THROUGH CHECKING 1 make VIEWS THEMSELVES AND Listening: Does 2. TO WORKING, Some of the reminders COGNITIVE 11.3 STUDENTS PLANNING, SOCIAL back much to work. time Do I need he's saying enough? at my girlfriend to is left? stop and start over? do? 5. This is hard for me, but I can manage. Poster While Planning: 1. Do I have 2. Do I have out for 3. Let 4. I While everything right tuned now? will this stuff! I first. Did I finish 2. What do this do everything? I need Am I proud 4. Did in? 4 Checking: 1. 3. organized order know together? my friends me get What 5. Poster 2 I write Count to recheck? of this all work? the words? them. 5. I think I finished. myself. I organized Did I daydream too much? Source: B. H. Classroom Manning Use, & 1st methods also in that example, the beginning year. school training and seem half personal the Brank, & school and 2006). tools effective ways Both emotional the to get based of Coping self-regulation Both along with Power skills. Harris and on study skills, similar with the peer approach is programs have with classmates their behaviour We turn and Tools this area coping Tools for effective and in have such for others, In proved to as depression. Getting Along of self-regulation school ses-sions learning to developing how Along helping teachers. next self-statements, practising Getting For children, training anger), of by 1992). entire Different perspectives problems to the it cognitive and their (especially pressure modification psychological Program been parents making even this, modification. aggression. feelings, is all with & Pressley, through and with the student developed both of feelings seeing dealing for has modelling, task Given behaviour continuing angry The Graham, others student, 1991). skills Education. and of the Pressley, cognitive anger awareness the & (Harris, training year focuses and teaching. the on and Pearson Meichenbaums matching good generalize includes from and Another on cognitive dealing 1990; setting, away skills, Penfield, students (Harris, academic goal focus 2003). of Program organizational & Wells, principles based NJ., Meichenbaum teacher other are Personal River, use self-instruction. careful situations for Saddle by to between to Strategies Upper feedback, be able often Inc., advocated interaction learning of one Metacognitive Education, students programs students problem-solving (Lochman to new Power for change developing social students intervention emphasize relax program in the last The and Students: Pearson as it is and the to and of strategies, level, Coping Teachers teaching dialogue modification Entire for permission just motivational designing behaviour by modification include no surprise Self-Talk than developmental involved is (1996). Reprinted components discovery, students Payne. behaviour more guided D. 1994. Cognitive many B. edition, to say (Daunic, aggressive addition, be some programs next. no Smith, middle in psycho-therapy, of the include most MOTIVATION 40 406 PART 2 LEARNING AND MOTIVATION Emotional Social Self-Regulation and emotional personal others (e.g., anxiety, those emotional maximize and Individuals who anger, frustration, signals, and successful emotional in become to that to successfully barriers broad range 2002). of skills these those goals. emotional strategies, (CASEL) lists social ways that for that strategies for can do not include Zeidner, & Academic, and high supporting situation coping Collaborative core and having strategies (Matthews, the five focus or learning These and incorpor-ate in as coping a social self-regulation that behaviour common effective of academic themselves characterized most developing aspects achieving important Learning is emotional in goals and are The both effective emotion 2008). for emotions identify situations Boseck, critical interpret regulate social situations the including To illustrate Emotional in & laden ensure are effectively eventually (Cassady emotionally enacted self-regulation excitement), engagement intelligence success be competencies development. a Roberts, Social, emotional and skills and competencies: Self-awarenessaccurately maintaining assessing a well-grounded Self-managementregulating persevere and in and goals; using family, school, Relationship based community resisting interpersonal Responsible decision standards, consequences of situations; impulses, and personal others; differences; healthy seeking help when recognizing recognizing and the of students over managing, consideration respect for decision-making well-being relationships preventing, on norms, applying rewarding needed based social actions; and pressure; decisions to strengths; toward with and social appropriate contributing control progress empathizing maintaining conflict; various and inappropriate concerns, and resources makingmaking safety stress, monitoring similarities and cooperation; resolving social and values, appropriately of group skillsestablishing on and emotions and handle and perspective individual interests, to setting expressing the appreciating emotions obstacles; awarenesstaking feelings, of self-confidence your overcoming academic Social your sense others, skills ones school to and of ethical and likely academic and community (casel. org/why-it-matters/what-is-sel/skills-competencies/) A and later of Italy grades in number in (Elias early Valiente academic & Schwab, 2006). years the They found who emotional can and teachers was are not them able to (Chang, classroom well is first gives an help negative to a good them in these social skills? were early as five years important Carlos kindergarten academic students in with related to particularly helping Guidelines: to achieve-ment. negatively learning relations States the example, achievement, for The For and So path many through shyness emotions. on develop some and related in school, their for develop increase peers as Encouraging well. Emo-tional ideas. SELF-EFFICACY AND LEARNING area years develop 2009). demonstrate as a positive of sadness, United especially schools. emotionality, positively them can students TOWARD stress the students anger, SELF-REGULATED In 300 set probably Self-Regulation Teacher almost levels can help TEACHING followed the as is in students peers self-regulation self-control, in competence with to learn effortful lower popularity emotional years social how self-control showed and several and are learning (2010) self-regulation resilience, How that that behaviours Developing students between and students prosocial achievement colleagues relations achievement their when his followed that to and assess that found are related the studies have level of considerable of teaching, effective Those both concern high coping teachers the of emotional levels strategies who high for teachers, of stress are levels self-regulation to most school leads to handle effective of teaching the many at handling self-efficacy (Montgomery leaders, burnout and for research-ers. teachers pressures stressors discussed & Rupp, 2005). who that face in earlier The the as mos CHAPTER 11 SOCIAL COGNITIVE VIEWS OF LEARNING AND 407 MOTIVATION GUIDELINES Encouraging Create Emotional a climate of trust in your Self-Regulation classroom. 2. For older students, literature, Examples emotions 1. Avoid listening to 2. Follow through 3. Avoid unnecessary tattle with opportunities tale fair stories about to improve Provide and their give students students recognize and readings, analysis reversals to of help characters them in identify the others. strategies for coping with emotions. Examples work. 1. Help of or role students. consequences. comparisons, use films, express their Discuss or how the feelings. practice other management alternatives person such feels, strategies seeking such as stopping help, as self-talk to and think using or leaving anger the scene. Examples 2. 1. Provide a vocabulary emotions 2. in Be clear 3. of emotions, characters and Encourage or descriptive students feelings. Protect note descriptions of strategies anger, write your in privacy own journals of these Help emotions. disappointment, about their writings (see students own trust Have about how you emotions in others and cultural differences in emotional write in their about or discuss how they show family. develop 2. empathy. Teach students to check it outask other people are feeling. Examples 1. For young think children, she feels commonly reported challenges, and & likely to such 2012; reduce negative 1998). training teachers, and STOP & THINK today? What is did develop you How learn a growing classroom Stoeger & Ziegler, develop self right and Wagner, is now? What what strategies their research goals are & buffer (Chan, mindfulness resources on the expectations et have you to control is emotional (Roeser Roache, or serve unnecessary others & teacher (Ramon, 2001), in and release and appropriate beyond support attention and Shapka, you al., set for using and 2013). your right now reading to learn? strategies? that students (self-regulated body to (Neuman 2011; academically need to learning of research interactions learning focus more stressors stressor recent recognize studying promotes & emotionally (Collie, 2013). external when the for Hoy, Dick received them for learning, agree learning (Van even has helps you Woolfolk peers more stressors becoming their competence, Padilla-Munoz, are professional without from emotional interpersonal Teachers manage parents of the promoting (Cano-Garcia, 1999). can support impact compassion are plan those Most teachers lifelong seek about misbehaviours, standards Cropley, they strategies judgment, greater & if 1988; the that which student meeting from and develop without your pressures burnout practice situation biases, How teachers promising for present limit professional views One life Wilkinson, then are Steptoe, emotion-regulation often do you as Griffith, perspective, 1987; these 2011), and in which stress professional disruptions Applying behaviours, the a healthy Kyraciou, How For ideas of teacher 2005; things face. things? pressuresuch Carrasco-Ortiz, keep Chandras sources as student Romi, at say those work-related maintain charged, Perry, Look when you handle or anxiety. recognize students emotions recognize Talk Examples 1. students students. expression. above). Help for stories. about to the and Model offers support & Roskos, Zimmerman effective develop and guidance students 1997; & about and of efficacy how development Perry, 1998; of self-regulated Schunk, forms skills a sense 2011). for to design of and Sinatra This attitudes for independ-ent, learning). tasks Fortu-nately, and engagement structure in & Taasoobshirazi, research learning indicates and self-regulated 2011; that stu-dents a sense o see casel.org. how they 408 PART 2 LEARNING AND MOTIVATION efficacy for learning over long Also, to have some about to work of the support. And learning involving and then from them giving As you Complex research are those is that their and been make students 2011, p. 130). control with judgments acquisition and examine of learning and products, about their progress and seek feedback peers just the level self-regulated regulation. more over what effective to choices self-regulated providing Lets development have 10. need make processes with by to and key to shared task to learning called the need develop collaboration facilitate of most but Throughout enough the and just application each of in of these self-regulated research-based closely. refers and Mercer, & Nordby, of more important, progress. solving. design 2002). the process, the For students to and in that, to according aspect of to cope so Sternberg is you learning challenging situa-tions, adaptations is (Matthews, from (1997, Zei-dner, Chapter 2000), choosing can Turner, stressful make goal such intrinsic provide the with Remember that and metacog-nitive advised that with and intelligence environments 1996; (1988) modify cope 2002). their at and tasks educational Roberts, and Good, to emotions, important about thinking Corno complex to might succeeding students order and (Perry, models. self-efficacy Learning regulate complex products cognitive & a involve cognitive information and for From and elaborative their design problems. Turner, pyramids and with deep, refine of Egyptian (McCaslin to & range of Rohrkemper conditions fact, 1988; difficulty. of Furthermore, opportunities an wide students motivation teachers In students Furthermore, skits, in increases 1997). frustra-tion. for goals a variety students engage of units. a strategies. tasks level in a study develop Corno, multiple diagrams, provide them their of example, tasks require not students maps, to tasks & address production reports, lead disabilities. beneficial and thematic engage that or students. they projects for for of tasks, when and struggles (Rohrkemper difficult of time, complex tasks them overly the written These In academically allow production difficult and complex periods too motivating example, long are learning overwhelm are meaningfor that have be to tasks processes, Even not tasks students dont need view, over the students when the complex VandeKamp, problem assign that of metacognitive learning are students on in has Rahim, true tasks extend in to challenge chunks result & pace, help reflect self-regulation want point tasks to need what evaluating co-regulate support also extend Chapter students they at that in learning, They self-evaluation work this for products; write, can to must especially The term large or tasks described Tasks complex design whom. for to earlier, (Perry indicates 1997); with and meaningful activities and read teachers helps saw support dont This It and to to opportunities learning ways and complex, self-efficacy processes criteria teachers information Teachers setting in constructivist and self-monitoring them process, time where, of efficacy, in them the learning much standards. them. entire their on, a sense those like learning taskhow because and by over involve much self-regulated control what teachers of time, develop difficulty using when periods or 4 one adapting succeed. Phot Control Stock Teachers can them John/Alamy DEVELOPING STUDENT CONTROL In order to develop self-regulated learning (e.g., share choices. about what control with When students to produce, students have how to by giv-ing choices produce St. and self-efficacy processes their learning for and learning, products; processes, students need teachers products, can and to help progress. have some by involving control students over in their learn-ing evaluating it, where more to likely work, to (increased whom anticipate self-efficacy) to work with), a successful and they are outcome consequently Marmaduke increase effort and persist when difficulty arises CHAPTER (Turner & Paris, them to take and have to Also, by involving responsibility for evaluating control the Ryan their & as Deci, by (Turner, learning task, in These they choices creates are making decisions, higher qualities of levels of pro-gress, they motivation in effective, AND invite perceive presented highly LEARNING monitoring students motivation OF teachers goals, when maintain of VIEWS setting Finally, by theories 2000). COGNITIVE planning, 1997). activities, predicted SOCIAL students learning outcomes over complete (e.g., 1995). 11 Chapter 12 self-regulating learners. Giving that students particular tasks materials, with determine other Highly give have the routines, and who & and Rahim, can high skills 2011). offer they choices draw, or speak Highly when their from their they need these are waiting them teachers are while choices they for which versus and tailor example, students write good skills a or minimum they but stu-dents make new more; babies, the sure and learning write they are readily they to ensure choices must dem-onstrate can write, and they give available encourage they have to suit the support do can feedback if you refer to about the characteristics to of select that to is work shared need skills use their you students at a level and best to unique students example, they or can students written some so students some and the how What posted, encourage might what knowledge about give For consider finished? teachers might making. to perhaps youre generated choices decision them making when effective they ask commitment, do are good can are you the resources Alternatively, model and highly For and teachers lists Fi