WHAT IS SELF-REGULATED LEARNING?

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Marika Koivuniemi & Marta Sobocinski6.11.2015

TASK 1

• Think your own learning and recall one situation where you• Succeeded• Failed

• Think reasons why you..• Succeeded• Failed

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INTRODUCTION

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Learning and teaching

21st century learning

skills

• Technological changes• Changing working methods• Fast changes of knowledge

• Communicating• Critical thinking and problem solving• Creative thinking• Collaborating

How we should LEARN and TEACH?

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We need to learn how to SELF-REGULATE

our learning!

WHY TO REGULATE?

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Motivated and willing

to learn

Wellbeing

Better learning results

Skills for your life

SELF-REGULATED LEARNING

Theoretical models of self-regulated learning (SRL) seek to explain why some students succeed in their

studies and are more capable to regulate their behaviour,

and others failure in both sense

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Self-regulated learning is an active, constructive and goal directed process where learners monitor, regulate, and

control their cognition, motivation, emotions, and behaviour, guided and

constrained by their goals and the contextual features in the environment

(Pintrich, 2000)

DIFFERENT MODELS OF SRL

• Winne & Hadwin (1998), Zimmerman (1989; 2000), Pintrich (2000), Boekaerts (1996)

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Learner is active and constructive participant

Situatedness: Happens in

relationship between the person and the

context

Usually cyclical process

Goal directed process

Learners can regulate certain

aspects of cognition, motivation, emotion

and behaviourSIMILARITIES

WINNE & HADWIN

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Understanding tasks

Goals and plans

Applying strategies

Adapting and

regulating

What is my task?

How should I evaluate and control my learning?

How I should work to reach the goals? What strategies should I use?

What are my goals? What I should do to reach these goals?

MonitoringControllingEvaluating(Feedback)

ZIMMERMAN´SSOCIAL COGNITIVE MODEL OF SELF-REGULATION

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From “Motivating self-regulation problem solvers” by B. J Zimmerman & M. Campillo, 2003. In J. E. Davidson & R. J. Sternberg (Eds.), The psychology of problem solving. (pp. 239). Cambridge University Press, New York.

WHEN IS NEED FOR SELF-REGULATION?

• Students’ don’t regulate their behaviour constantly

• ”Self-regulation emerges when students judge there might be better ways to achieve their goals than whichever method they are currently using” (Winne & Hadwin, 2008)

CHALLENGES ARE NEEDED

• Regulation is adaptive responses to different challenges

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CRITICAL IS..

• Do the students recognize WHEN they should regulate their learning

• HOW they should do it

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SELF-REGULATED LEARNER• Is aware of own learning (strengths and weaknesses) in

METACOGNITIVE level

• Is capable use different strategies that can aid their learning in cognitive, motivational and emotional level

• Has willingness to learn in order to reach the learning goals

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LEARNING DOES NOT HAPPEN IN ISOLATION

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LEARNER

Teachers

Other studentsEnvironment

Own health

ETC….Community

SOCIAL COGNITIVE VIEW OF SRL

• Personal, behavioural and environmental factors influence one another in a reciprocal way

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Zimmerman, 1989

Example: learner sees the rubrics from a course (environmental queue), he interprets it based on his previous performance (behaviour), which in turn had influenced his self-efficacy beliefs (self). Based on this evaluation he uses the rubrics (environment) to set a goal (self), which will affect the strategies he uses (behaviour)

TYPES OF REGULATION IN COLLABORATION

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MY task understandingMY goals and plansMY strategy use

OUR common task understanding, goals, strategies chosen together

1. Self-regulated learning

2. Co-Regulated learning

3. Socially Shared Regulation of learning

Hadwin, Järvelä & Miller, 2011; Järvelä & Hadwin, 2011; Malmberg, Järvelä & Järvenoja, 2015, Miller & Hadwin, 2015

Each of my team members’ task understanding, goals, plans

TYPES OF REGULATION IN COLLABORATION

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Järvelä, S. & Hadwin, A. (2013). New Frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25-39.

EXAMPLES OF REGULATION

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SRL

CO-REGULATION

SHARED REGULATION

Järvelä, S. & Hadwin, A. (2013). New Frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25-39.

TASK 2

• Reflect situations you recall at the beginning and think..• Why you succeeded or failed• How you could done better

01.05.2023TIEDEKUNTA TIEDEKUNTA / osasto osasto osaston osasto / Etuniminen Sukuniminen-Sukuniminen

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FIRST SOLO WORK

• Readings:• Boekaerts, M. and Corno, L. (2005).Self-Regulation in the Classroom: A Perspective

on Assessment and Intervention. Applied Psychology: An International Review, 54 (2), pp. 199-231.http://onlinelibrary.wiley.com/doi/10.1111/j.1464-0597.2005.00205.x/full

• Hadwin, A.F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially-shared regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.),Handbook of self-regulation of learning and performance (pp. 65-84). New York, NY: Routledge.

• Zimmermann, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, Vol. 81, No. 3, pp. 329-339. 

01.05.2023TIEDEKUNTA TIEDEKUNTA / osasto osasto osaston osasto / Etuniminen Sukuniminen-Sukuniminen

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