The Development of The Development of Self-Regulation: Do Self-Regulation: Do Parents make a Parents make a difference?difference?

Rachelle TomacRachelle TomacResearch Development Portfolio Research Development Portfolio PresentationPresentationCEP 900 Fall 2005CEP 900 Fall 2005Dr. David WongDr. David Wong

Research Question:Research Question:

Do Children learn to be self-regulated Do Children learn to be self-regulated learners thorough interactions with learners thorough interactions with parents?parents?

Why is this important to me as a School Why is this important to me as a School Psychologist?Psychologist?– Self-regulated learnerSelf-regulated learner: a student who is : a student who is

motivated to perform well, set realistic motivated to perform well, set realistic goals, use effective strategies, self-monitor, goals, use effective strategies, self-monitor, and able to adjust strategy use as and able to adjust strategy use as necessarynecessary

– A self-regulated learner is a good student, A self-regulated learner is a good student, and if the child in not a good student we and if the child in not a good student we strive to teach him/her these skillsstrive to teach him/her these skills

Major Views of Self-Major Views of Self-Regulation:Regulation:

Social-Cognitive View Social-Cognitive View

Self-Determination Theory: Self-Determination Theory: Support verses ControlSupport verses Control

Social-Cognitive Model of Social-Cognitive Model of the development of self-the development of self-regulation (Zimmerman)regulation (Zimmerman) The childThe child

– observes a model performing a behavior of observes a model performing a behavior of interestinterest

– Emulates the model’s performanceEmulates the model’s performance– Uses self-control as he/she independently Uses self-control as he/she independently

attempts the model’s learning techniquesattempts the model’s learning techniques– Self-regulates the use of the technique Self-regulates the use of the technique

across new situations based on how well it across new situations based on how well it workedworked

Research says that “adults/parents can Research says that “adults/parents can initiate children’s development of self-initiate children’s development of self-regulative behaviors”regulative behaviors”

Social-Cognitive View Social-Cognitive View in use:in use: Zimmerman developed the “Self-Zimmerman developed the “Self-

Regulation Empowerment Program”Regulation Empowerment Program” 3 Steps:3 Steps:

– EmpowermentEmpowerment– Study/Learning StrategiesStudy/Learning Strategies– Cyclical Feedback LoopCyclical Feedback Loop

Forethought, performance control, and self Forethought, performance control, and self reflectionreflection

Self-Determination Self-Determination Theory Deci, Ryan, Theory Deci, Ryan, Eccles, GrolnickEccles, Grolnick Individuals have innate needs for: Individuals have innate needs for:

– Autonomy Autonomy – Competence Competence – RelatednessRelatedness

Motivation to meet these needs is on a Motivation to meet these needs is on a continuum from extrinsic to intrinsiccontinuum from extrinsic to intrinsic– External RegulationExternal Regulation: behaves in a way to obtain a : behaves in a way to obtain a

reward or avoid punishmentreward or avoid punishment– Integrated RegulationIntegrated Regulation: becomes involved in an : becomes involved in an

activity because of the sheer pleasure experienced activity because of the sheer pleasure experienced from the task itself (improving the quality of the from the task itself (improving the quality of the action and sense of well-being)action and sense of well-being)

How do these theories How do these theories help me to develop my help me to develop my research?research? My Research:My Research:

– Dr. Evelyn Oka collected the dataDr. Evelyn Oka collected the data– Parent-Child Interactions video-Parent-Child Interactions video-

recordedrecorded– Use theory and literature to develop Use theory and literature to develop

a way to analyze the dataa way to analyze the data Goal: to correlate qualities of the Goal: to correlate qualities of the

parent-child interaction to the child’s parent-child interaction to the child’s level of self-regulationlevel of self-regulation

Coding the Parent-Coding the Parent-Child InteractionsChild Interactions What is important:What is important:

– Directiveness (V or NV)Directiveness (V or NV)– Non-directiveness (V or NV)Non-directiveness (V or NV)– AffectAffect– Engagement (motivational behaviors)Engagement (motivational behaviors)– Autonomy/self-esteem (motivational Autonomy/self-esteem (motivational

beliefs) beliefs) – SynchronySynchrony

Coded interviews: Coded interviews: What I expect to seeWhat I expect to see Interactions of highly self-Interactions of highly self-

regulated children and parent will regulated children and parent will display:display:– More positive affectMore positive affect– Higher degree of synchrony Higher degree of synchrony

(appropriateness and responsiveness)(appropriateness and responsiveness)– More consistent use of non-directive More consistent use of non-directive

instructional stylesinstructional styles

Why is this important, Why is this important, what do I have to add to what do I have to add to the literature?the literature? Synchrony over time is more important Synchrony over time is more important

and accurate than the dual categories and accurate than the dual categories of ‘control’ vs ‘support’.of ‘control’ vs ‘support’.

Better understanding of qualities that Better understanding of qualities that lead to self-regulationlead to self-regulation– In a diverse populationIn a diverse population– Serve as the basis for developing both Serve as the basis for developing both

school and family based school and family based intervention/prevention programs in self-intervention/prevention programs in self-regulationregulation

Future Directions for Future Directions for my Research:my Research: Longitudinal StudyLongitudinal Study

– Participants would be 23-26 yrs oldParticipants would be 23-26 yrs old– Motivational Scales / Levels of Self-Motivational Scales / Levels of Self-

Regulation and AutonomyRegulation and Autonomy– Autonomy=Satisfaction?Autonomy=Satisfaction?

Is this a vital skill to satisfaction Is this a vital skill to satisfaction not only throughout school, but in not only throughout school, but in life?life?

Questions?Questions?

Thank YouThank You