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TRANSCRIPT
Kate Martinek
How Self- Regulated Learning can help underachievers succeed in school
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What is Self-Regulated Learning?
Self-regulated learning (SRL) involves
being metacognitively, motivationally,
and strategically engaged in learning
(Zimmerman, 1990 in Perry,
Hutchinson & Thauberger, 2007). In
simpler terms, students who are strong
self-regulators are able to:
• Set effective goals,
• Strategically achieve those goals
and
• Monitor their progress (Risemberg
& Zimmerman, 1992)
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As well, they see the importance of
interpreting tasks given to them by
teachers (Butler & Schnellert, 2013).
Why is Self-Regulated Learning
Important?
Self-regulated learning actively involves
students in the learning process and
places them in a position to have
greater control over their own learning
(Kramarski, Desoete, Bannert, Narciss
& Perry, 2013). Learners who are
strong self-regulators are likely to
achieve at higher levels (Risemberg &
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Zimmerman, 1992; Kramarski,
Desoete, Bannert, Narciss, & Perry,
2013). Additionally, self-regulation is
not just important for school. It is a life
long skill that generally translates into
greater personal success long after
school (Butler & Schnellert, 2013).
Self-regulated learning moves in a cycle
(see Figure 1), so once the skills are
taught and internalized, a student
continues to enhance their self-
regulation automatically.
Key Terms Stated Simply:
Self-Regulated Learning: How learners become masters of their learning.
Metacognition: Knowing about your knowing.
Self-efficacy: One’s belief in their ability to achieve a goal.
Self- Regulated Learning
2 Lorem Ipsum
Goal Setting
Goal setting is an important cornerstone of SRL. A skilled self-regulated learner enters a learning activity with a goal in mind and use specific strategies to achieve that goal, they reflect upon their progress as they go and they are able to change strategies if needed (Schunk, 1990). For example, a highly self-regulated learner working on a math would maybe set out with the goal of solving a math word problem and decide to use algebra as a strategy. If the students then runs into challenges as they go, they might want to reassess the strategies they are using and try using manipulatives or diagrams to support their learning. When the student is successful they build self-efficacy, which in turn promotes further goal setting and self-regulated learning strategy use (see Figure 2). Of additional importance is the finding that self-set goals have the potential to lead to greater self-efficacy and performance (Schunk, 1990), when students are involved in the process of goal setting, stronger results are seen.
Figure 2. Social cognitive process involved in self-regulated learning (Schunk, 1990)
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Who are our Underachievers?
Gifted learners are often faced with
the expectation that since they are
gifted they should not be struggling in
school. However, gifted students are
susceptible to the same learning
challenges as anyone else, in addition
to challenges uniquely common to the
gifted population of learners such as
perfectionism. First and foremost, it is
important for educators to consider
each learner as an individual rather
than an assumed set of traits. Gifted
learners may have dual exceptionalities
(learning disability, ADHD, ASD,
etc.), and challenges with motivation
and socio-emotional adjustment
(Wellisch & Brown, 2012) just as any
other student may. Interestingly, in a
study by McCoach and Siegle (2003) it
was found that the greatest areas of
difference between gifted achievers
and underachievers were found in the
areas of goal valuation and motivation
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and self-regulation, suggesting further
development of these areas would be
of benefit.
Self-Regulated Learning for All
Learners
Self-regulated learning is not just for
gifted students. It allows for all
students to learn at their ability level
and pace (Stoeger & Ziegler, 2010). A
typical classroom will have a wide
range of learners including, but not
limited to, students with learning
exceptionalities or behavioural
challenges. SRL-supportive
environments have been shown to
support all learners in working
strategically to support their own
learning (Butler & Schnellert, 2013).
SRL has been shown to have a positive
effect on motivation and achievement
in students with diverse abilities in
‘typical’ classrooms (Stoeger &
Ziegler, 2010)
Figure 1. Cycle of self-regulated learning (Zimmerman, Bonner, & Kovach, 1996)
Self- Evaluating and Monitoring
Goal Setting and Strategig
Planning
Strategy implementation and Monitoring
Strategic Outcome
Monitoring
Self-Regulation: • Self-observation • Self-judgement • Self-reaction
Goal Setting Self-Efficacy
3 3
Things to Try…
• Goal setting
• Student Reflection
journals, what
worked? What didn’t?
• Incorporate Choice
into assignments. How
something is
presented, what topic,
etc.
• Focus on Student
Strengths to build self-
efficacy
• Create ‘strategy lists’
for students to refer to
in different subject
areas
Improving Self-Efficacy
Self-efficacy is one’s belief in their ability
to achieve a goal or accomplish a task.
As seen in Figure 2, Self-efficacy is an
integral part of the SRL cycle but
unfortunately many students struggling
in school have low self-efficacy (Butler &
Schnellert, 2013). Students who have
low self-efficacy for learning may avoid
tasks whereas those with high self-
efficacy are more likely to participate”
(Schunk, 1990). Additionally, one’s self-
efficacy is linked to achievement
motivation and these self-beliefs are
shaped by an individual learners
interaction with their learning
environment (Yun Dai, Moon, &
Feldhusen, 1998). Since self-efficacy is
part of the SRL cycle it is hard to know
which comes first. By providing a
positive and supportive, strength based
learning environment teachers can set
the foundation for strong self-efficacy in
a classroom, which will work to further
support SRL. As students succeed at
what they do they will further develop
their self-efficacy.
The Role of the Teacher
While students may be the central
focus of self-regulated learning, the
role of the teacher is crucial to
fostering the self-regulated skill
development many students are
lacking. It has been shown that gifted
students can be taught to better
regulate their learning (Risemberg &
Zimmerman, 1992) and that SRL is
particularly effective when teachers
themselves are engaged in developing
their own SRL (Perry, Hutchinson,
Thauberger, 2007). A focus group
discussion led by Siegle, Rubenstein &
Mitchell (2014) found that university
honors freshmen “most often
attributed their interest and
motivation in high school to their
interactions with their teachers” which
speaks volumes to the positive effect a
teacher can have on their students.
With new practices and theories being
continually developed it can be
challenging for teachers to feel self-
efficacious themselves, luckily, self-
regulated learning is based upon
‘common sense practices’ that many
teachers are already using in their
classes. Teachers can help promote
SRL in their classes by continuing to
encourage autonomy, differentiating
assignments, fostering students
metacognitive development and
creating a supportive classroom
environment based on different
Individual strengths (Butler &
Schnellert, 2013). Also, simple
additions to classroom routines such as
allowing students choice, flexibility
and control of their learning (Willard-
Holt, Weber, Morrison & Horgan,
2013) through self-regulated strategies
such as goal setting and reflection can
lead to greater self-efficacy and in
turn, increased self-regulated learning.
References
Butler, D.L., Schnellert, L. (2013). Success for student with learning disabilities: What does self-regulation
have to do with it?
Kramarski, B., Desoete, A., Bannert, M., Narciss, S., & Perry, N. (2013). New perspectives on integrating
self-regulated learning at school. Education Research International, 1-4. doi:10.1155/2013/498214
McCoach, D. B., & Siegle, D. (2003). Factors that differentiate underachieving gifted students from high-
achieving gifted students. Gifted Child Quarterly, 47(2), 144-154. doi: 10.1177/001698620304700205
Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational
Psychologist, 25(1), 71-86. doi:10.1207/s15326985ep2501_6
Perry, N. E., Hutchinson, L., & Thauberger, C. (2008). Talking about teaching self-regulated learning:
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learning. International Journal of Educational Research, 47, 97-108.
Risemberg, R. & Zimmerman, B. J. (1992). Self-regulated learning in gifted students. Roeper Review, 15,
98-101. doi: 10.1080/02783199209553476
Siegle, D., Rubenstein, L.D., & Mitchell, M.S. (2014). Honors students' perceptions of their high school
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doi: 10.1177/0016986213513496
Stoeger, H., & Ziegler, A. (2010). Do pupils with differing cognitive abilities benefit similarly from a self-
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Wellisch, M., & Brown, J. (2012). An Integrated Identification and Intervention Model for Intellectually
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Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond
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