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Amanda Gordon

EDEP 822

Spring 2011

THEORIES OF SELF-REGULATED LEARNING

Operant View Social Cognitive View

What motivates students to

self-regulate during

learning?

Students are motivated when

external reinforcement occurs.

Self-reinforcementwill

continue if results are

successful and will cease if

they are not helping thestudent.

Strong association betweenbehavior and the consequenceof behavior.

Interdependent web of person,

behavior and environment.

Motivation to self-regulate

occurs when students have an

expectation of an outcome.

They are motivated by thatoutcome and not by a reward

(which is how it differs from

the operant perspective).

Self-efficacycan also

motivate students.

Through what process or

procedure do students

become self-aware?

Self-monitoring and self-

recordingare very importantwhen helping students to

become self-aware.

Students will increase self-

awareness by recording theiractions that can then be

observed directly.

Through self-observation

comes self-perception whichincreases self-awareness.

Self-observations can be

assisted through self-recording

(similar to operantperspective).

Key processes or responses

that self-regulated students

use to attain their academic

goals

There are 3 types of keyresponses: self-monitoring,

self-instruction and self-

reinforcement.

Self-instructive statements

will lead to certain behavior

that will ultimately lead toreinforcement (stimulus-response).

Self-reinforcement will be

sustained through external

rewards.

There are 3 types of keyprocesses: self-observation,

self-judgment, and self-

reaction (evaluative vs.tangible).

They all work together- self-

observation leads to self-evaluation which ultimately

leads to self-reaction.

Importance of goals (unlike

operant theorists)

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How does the social and

physical environment affect

student self-regulated

learning?

Strong relationshipbetween

observable behavior andenvironment.

Internal processes are seen in

observable behavior.

Social processes such as

modelingand mastery

experienceshave had a strong

impact on self-regulated

learning and increased self-

efficacy.

How does a learner acquire

the capacity to self-regulate

when learning?

External factorsplay a large

part in students learning to

self-regulate. They are setforth in the beginning to help

students learn to self-regulate

and then are gradually taken

away.

Important factors when

learning to self-regulate aregood modelsand externalrewards.

Self-regulation does not

automatically develop in

students. Students must learnto self-regulate.

Developmental levelof

children plays a part in self-regulated learning (operant

theorists hardly focus on this)

References

Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. In M.

Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Self-regulation: Theory, research and

applications (pp. 13-39). Orlando, FL: Academic Press.

Zimmerman, B.J. (1989a). A social cognitive view of self-regulated academic learning.Journal

of Educational Psychology, 81(3), 329-339.

Zimmerman, B.J. (1989b). Models of self-regulated learning and academic achievement. In B.J.

Zimmerman & D.H. Schunk (Eds.), Self-regulated learning and academic achievement:

Theory, research and practice (pp. 1-25). New York: Springer-Verlag.