REGULATING MOTIVATION ANDEMOTIONS IN LEARNING – UTILIZINGWINNE & HADWIN’SSRL MODEL

Aishah Bakhtiar, PhD Candidateaishah@uvic.ca

Presented in Rovaneimi, September 5, 2017

TWO BIG IDEAS• Taking control of motivation and emotions involves consideration

of the larger context of the learning task.• Adaptation as the mark of productive regulation of learning.

WINNE & HADWIN SELF-REGULATED LEARNING MODEL

Construct interpretations of thetask, task conditions, contexts &

target outcomes(e.g. What am I supposed to do?)

Draw on task interpretations to setpersonal goals & make plans abouthow to strategically approach the

task(e.g. I plan to spend 1 hour to work on X?)

Engage in task by drawing flexiblyon a range of cognitive, socio-

emotional, behavioral andmotivational strategies

to achieve personal goals for task(e.g. I am using this note-taking strategy to cope

with my anxiety of not having ALL info)

Recognize what is working andisn’t, and make changes if needed:

Small scale changes (within thetask) & Large scale changes (future

tasks)e.g. The strategy was not working, I need help and

directions

WHERE ARE THE MOTIVATION & EMOTIONS?

4

CognitionCognition

BehaviorBehavior

Motivation

Motivation

EmotionsEmotions

HOW DO STUDENTS “COPES” WITH A TASK?CONDITIONS: Task, resources, time,beliefs about learning, motivation,emotions knowledge, etc.

OPERATIONS: Select info, Monitorunderstanding, Assemble info,Rehearsing info, Translating info

PRODUCTS: Positive outcomes and/or challenges. Can be cognitive,behavioural, motivational, emotional

EVALUATIONS: Judgement ofexperience, progress, outcomes

STANDARDS: What one expect toaccomplish

Task PerceptionsWrite an essay onfamous behaviour

psychologistTask may be difficultfor me to complete

Monitoring and Evaluating

PlansSpend 2 hours writing

4 pagesPersist with the task

EnactmentStuck on Page 1Not motivated to

continue

Adaptation:Need to review what the task is asking

Take 5 minute break, and return to the task refreshed

CONDITION

Self(I am not

confident I cando a good job)

Task/ Situation(Task is difficult;

Paper is duetomorrow)

Domain(Did not

perform well onsimilar courses

and tasksbefore)

Social(Teacher expects

highly of me)

Task PerceptionsEssay requires

explanations onresearch influence

Clarity gives me moreconfidence

PlansOutline influences by

theoretical andpractical

Efficacy Management-maintain confidence

EnactmentInformation is

organized using theplanned outline

Confidence is still strong

Monitoring and Evaluating

AN EXAMPLE OF A COPING CYCLE

• Involves engagement in multiple phases of learning(i.e. Task Understanding, Goal Setting, Enacting,Adapting)

• Prompt monitoring and evaluating as a route toadaptation• IF this isn’t working• THEN you should try that• ELSE re-evaluate and try something new

WHAT DOES THIS MEAN IN TERMS OF SUPPORT?

AN SRL APPROACH TO REGULATING MOTIVATION ANDEMOTIONS

Understanding the source of yourmotivation and emotions. How

much do you need? Whatmotivates and does not motivate

you?

Be proactive. What needs tochange? What strategies can you

try?Take control of that

motivational or emotionalproblems. Try strategies and

monitor if they work.

Learn and Adapt from your ownsuccess and hurdles

RESEARCH EXAMPLE FROM MY OWN WORK• In the context of an online collaborative work

Positive Climate Group Negative Climate Group

Different collective COPES emerged

10

Cond

ition

s • Priorknowledge/expertise

• Preparation

• Plansregardingemotionregulation

• Willingnessto step up

• Level ofsupport/scripting forplanning

Oper

atio

ns • Types ofinteractions

• Co-regulatorysupport

• Sharedadapation

Prod

ucts • Planning

engagement

• Emotionsexperienced

• Atmosphere

• Success inadapting

Evalu

atio

n • Valence ofemotions

• Satisfaction

• Judgmentsofcollaboration

Stan

dard

s • Group vs.individualfocus

CC OO PP EE SS

Findings indicate:Socio-emotional climate may be influenced by IncomingSocio-emotional climate may be influenced by Incoming

conditions (preparation, domain knowledge, quality of planning,and plans about how to addressemotions when they arise

The way emotionsare regulated during initial planning seemstomatter

Negative emotions during interactions seem to constrain(condition) shared adaptation in the face of a challenge

Encouragement and motivational statements serve asaneffective strategy (operation) for creating a positive climate

Supportplanning

Scaffold earlyinteractions

Prompt positiveand respectfulinteractions

KIITOS!aishah@uvic.ca