WSU Tutor Institute 4/13/06 Promoting Academic Achievement: The Will and Skill of College Success...
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Transcript of WSU Tutor Institute 4/13/06 Promoting Academic Achievement: The Will and Skill of College Success...
WSU Tutor Institute • 4/13/06
Promoting Academic Achievement: The Will and Skill of College SuccessPromoting Academic Achievement: The Will and Skill of College Success
Stuart A. KarabenickUniversity of Michigan
Combined Program in Education & Psychology
Stuart A. KarabenickUniversity of Michigan
Combined Program in Education & Psychology
WSU Tutor Institute • 4/13/06
Goals for This Session Goals for This Session
Explaining Success and Failure The Will — Two Theoretical Approaches to
Motivation Expectancy - Value Achievement Goal Theory
The Skill — Self-Regulation Focus on Help Seeking Assignment
Explaining Success and Failure The Will — Two Theoretical Approaches to
Motivation Expectancy - Value Achievement Goal Theory
The Skill — Self-Regulation Focus on Help Seeking Assignment
WSU Tutor Institute • 4/13/06
Think for a moment…Think for a moment…
About a time when you were academically successful
About a time when you were academically unsuccessful
About a time when you were academically successful
About a time when you were academically unsuccessful
WSU Tutor Institute • 4/13/06
How would you explain why you were successful and why you failed?How would you explain why you were successful and why you failed?
Ability? Effort? Past experiences? Present situation? Motivated toward vs. away
from something? Others?
Ability? Effort? Past experiences? Present situation? Motivated toward vs. away
from something? Others?
WSU Tutor Institute • 4/13/06
Two Theoretical PerspectivesTwo Theoretical Perspectives
Expectancy - Value Theory Beliefs about efficacy and the value of
outcomes Achievement Goal Theory
Reasons and standards for striving
Expectancy - Value Theory Beliefs about efficacy and the value of
outcomes Achievement Goal Theory
Reasons and standards for striving
WSU Tutor Institute • 4/13/06
Expectancy-Value Approach to MotivationExpectancy-Value Approach to Motivation
Can I do X ?Can I do X ?
Do I want to do X ?Do I want to do X ?
XX
WSU Tutor Institute • 4/13/06
Value (e.g., to be a teacher)Value (e.g., to be a teacher)
Utility: Would it be useful for me? Liking: Would I enjoy it? Importance: Is that outcome
important to my identity? Cost: What’s the cost? What do I
have to give up?
Utility: Would it be useful for me? Liking: Would I enjoy it? Importance: Is that outcome
important to my identity? Cost: What’s the cost? What do I
have to give up?
WSU Tutor Institute • 4/13/06
Take a moment…Take a moment…
Think about these components of value for your own decision to attend the Tutoring Institute Interest/Liking Utility Importance Cost
Then discuss these with the persons next to you. How are they the same or different?
Think about these components of value for your own decision to attend the Tutoring Institute Interest/Liking Utility Importance Cost
Then discuss these with the persons next to you. How are they the same or different?
WSU Tutor Institute • 4/13/06
Can I? Do I have what it takes?Can I? Do I have what it takes?
Self-Efficacy “I think I can, I think I can.”
Direct experience Others as models Encouragement
Self-Efficacy “I think I can, I think I can.”
Direct experience Others as models Encouragement
WSU Tutor Institute • 4/13/06
Self-Efficacy as Partial Mediator Self-Efficacy as Partial Mediator
Performance T1Performance T1 Performance T2Performance T2
Self-EfficacySelf-Efficacy
WSU Tutor Institute • 4/13/06
Achievement Goals Theory: Reasons & Standards for SuccessAchievement Goals Theory: Reasons & Standards for Success
Mastery/Learning Goal is to improve, focus on the task Results in deeper processing
Performance Goal is to do better (or not worse) than others Shallow processing / poorer performance
when focus is on not doing worse than others
Mastery/Learning Goal is to improve, focus on the task Results in deeper processing
Performance Goal is to do better (or not worse) than others Shallow processing / poorer performance
when focus is on not doing worse than others
WSU Tutor Institute • 4/13/06
SkillSkill
Cognitive Rehearsal Organization Elaboration
Metacognition Planning Monitoring Regulating
Cognitive Rehearsal Organization Elaboration
Metacognition Planning Monitoring Regulating
WSU Tutor Institute • 4/13/06
Knowledge and Application?Knowledge and Application?
Knowing How Knowing When
Higher level preferred However should match the subject-matter
(e.g., intro chemistry) Being Motivated To Use Them
Knowing How Knowing When
Higher level preferred However should match the subject-matter
(e.g., intro chemistry) Being Motivated To Use Them
WSU Tutor Institute • 4/13/06
Phases and Sub-Processes of Self-Regulation(based on Zimmerman & Schunk)
Phases and Sub-Processes of Self-Regulation(based on Zimmerman & Schunk)
Forethought
Task AnalysisGoal Setting
Planning
Self-Motivation Beliefs
Self-EfficacyOutcome
ExpectationsValue
Goal Orientation
Performance
Self-ControlSelf-Instruction
ImageryTask Strategies
Attention Focusing
Self-ObservationMetacognitive Self-
MonitoringSelf-Recording
Self-Reflection
Self-JudgmentSelf-Evaluation
Causal Attribution
Self-ReactionSelf-Satisfaction
AffectAdaptive
(Defensive?)
WSU Tutor Institute • 4/13/06
Your turn…Your turn…
1. Take 5 min. to consider and to write out your response to the following questions.
2. Then take the next 10 min. to discuss your thoughts with those around you.
3. Have one person summarize your discussion to report out.
1. Take 5 min. to consider and to write out your response to the following questions.
2. Then take the next 10 min. to discuss your thoughts with those around you.
3. Have one person summarize your discussion to report out.
WSU Tutor Institute • 4/13/06
Help Seeking: A Special Case ofBehavioral and Contextual Self-RegulationHelp Seeking: A Special Case ofBehavioral and Contextual Self-Regulation
1. How would you describe students who do and those who do not seek help?
2. How would you characterize situations/contexts that promote and those that discourage student help seeking?
1. How would you describe students who do and those who do not seek help?
2. How would you characterize situations/contexts that promote and those that discourage student help seeking?
WSU Tutor Institute • 4/13/06
Costs and Benefits of Help SeekingCosts and Benefits of Help Seeking
Costs Threat to self-esteem Indebtedness to helper Embarrassment
Benefits Greater likelihood of success Increased knowledge
Costs Threat to self-esteem Indebtedness to helper Embarrassment
Benefits Greater likelihood of success Increased knowledge
WSU Tutor Institute • 4/13/06
More Self-Regulated Learners Are More Likely to Seek Help — When They Need ItMore Self-Regulated Learners Are More Likely to Seek Help — When They Need It
Correlations of Cognitive and Metacognitive Strategy Use During the
Term and Help Seeking IndexesTotal
Academic Help
Seeking During the
Term
Need for Help
During the Term
Help Seeking Holding Level of
Need Constant
Intentions to Seek
Help When Needed
-.02 -.27 .29 .27
e.g.,Rehearsal, Organization, Elaboration, Metacognition, Environment
WSU Tutor Institute • 4/13/06
Different Goals of Help SeekingDifferent Goals of Help Seeking
Executive/Expedient Effort Avoidant
Autonomous/Adaptive/Instrumental Increased knowledge/understanding Decreased need for help subsequently
Executive/Expedient Effort Avoidant
Autonomous/Adaptive/Instrumental Increased knowledge/understanding Decreased need for help subsequently
WSU Tutor Institute • 4/13/06
Adaptive Help-Seeking Process as Self-RegulationAdaptive Help-Seeking Process as Self-Regulation
Detect when help is needed Decide to seek needed help Select most appropriate source Obtain help that will increase
skills/understanding Process the help received
Detect when help is needed Decide to seek needed help Select most appropriate source Obtain help that will increase
skills/understanding Process the help received
WSU Tutor Institute • 4/13/06
Ways to Promote Will and SkillWays to Promote Will and Skill
Increase self-efficacy
Promote value
Develop self-regulation skills
Focus on mastery
Provide quality feedback/information
and…
Encourage others to seek and to provide autonomous help when needed
Increase self-efficacy
Promote value
Develop self-regulation skills
Focus on mastery
Provide quality feedback/information
and…
Encourage others to seek and to provide autonomous help when needed
WSU Tutor Institute • 4/13/06
Your Self-Regulation Assignment for TodayYour Self-Regulation Assignment for Today
1. Choose one facet of your approach to tutoring that you believe needs improvement.
2. Describe how you would accomplish that. What would you need to do, or learn?
3. What experiences/information from today were helpful?
4. Tell how you would know whether you had improved.
1. Choose one facet of your approach to tutoring that you believe needs improvement.
2. Describe how you would accomplish that. What would you need to do, or learn?
3. What experiences/information from today were helpful?
4. Tell how you would know whether you had improved.