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    Summary de Zimmerman

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    Self-Regulation: Where Metacognition and Motivation Intersect -Barry J. Zimmerman and Adam R. Moylan

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    Summary de Zimmerman

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    mitoh316
    47 views3 pages
    Self-Regulation: Where Metacognition and Motivation Intersect -Barry J. Zimmerman and Adam R. Moylan

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    Self-Regulation: Where Metacognition and Motivation Intersect -Barry J. Zimmerman and Adam R. Moylan

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    47 views3 pages

    Summary de Zimmerman

    Uploaded by

    mitoh316
    Self-Regulation: Where Metacognition and Motivation Intersect -Barry J. Zimmerman and Adam R. Moylan

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Self-Regulation:

    Where
    Metacognition
    and
    Motivation
    Intersect -Barry J. Zimmerman and
    Adam R. Moylan
    Forethought Phase

    Task Analysis Processes decomposing a learning task and


    its context into constituent elements, and constructing a
    personal strategy from prior knowledge of these elements eg.
    Breaking a math problem into sequential steps
    o Setting goals:
    specifying the outcomes that one
    expects to attain e.g solving a page of decimal problems
    during a one-hour study session
    o Strategic
    planning:
    Choosing
    or
    constructing
    advantageous learning methods that are appropriate for
    the task and environmental setting
    Sources of self-motivation They are directly linked to goal
    setting and strategic planning
    o Self-efficacy: beliefs about ones capabilities to learn or
    perform at designated levels
    o Outcomes expectations: beliefs about the ultimate end
    of ones performance eg receiving social recognition or
    obtaining a desirable employment position.
    o Task/Intrinsic Interest or valuing: refers to ones liking
    or disliking a task because of its inherent properties rather
    than for its instrumental qualities in gaining other
    outcomes. Deci calls it intrinsic motivation
    o Learning goal orientation: their beliefs or feelings
    about the purpose of learning. They seek to improve their
    competence via learning
    Performance goal orientation: seek to protect
    their competence perceptions via favorable
    comparisons with the performance of others.

    Performance Phase

    Self Control: use of task specific and general strategies


    o self-instruction: overt or covert descriptions of how to
    proceed as one executes a task eg. self- questioning as
    one reads textual material. Related to verbalization.

    o Imagery: forming mental pictures to assist learning and


    retention eg. converting textual information into visual
    tree diagrams, flow charts, and concept webs
    o time management: strategies for accomplishing
    learning tasks on schedule eg. setting specific task goals,
    estimating time requirements for those tasks, and
    monitoring progress in attaining those goals.
    o environmental
    structuring:
    increasing
    the
    effectiveness of ones immediate environments, such as
    using a computer to write an essay because the word
    processing program provides feedback regarding spelling
    and grammar. Help-seeking
    o help-seeking methods: soliciting assistance when
    learning or performing, such as seeking out a tennis
    coach to assist one to master the service motion.
    These enhance more motivation than metacognitive
    process
    o interest incentives: seeks to render mundane tasks
    more attractive by increasing game-like qualities, such as
    competing with a classmate in recalling foreign language
    words.
    o self-consequences: setting rewarding or punishing
    contingencies for oneself, such as putting off the task of
    answering email messages until after completing a
    homework reading assignment in chemistry
    Self observation: self control ones performance
    o Metacognitive monitoring/self-monitoring: informal
    mental tracking of ones performance processes and
    outcomes, such as ones learning processes and their
    effectiveness in producing learning.
    o self-recording: creating formal records of learning
    processes or outcomes, such as a graph of a students
    spelling errors in his or her written assignments.

    Self- Reflection Phase

    Self Judgement
    o Self evaluation: A comparison comparisons of ones
    performance with a standard. Three types of evaluative
    standards (Bandura)
    prior levels of performance
    mastery of all components of a skill
    social comparisons with the performance of others,
    such as siblings, peers, and classmates
    o Casual
    Attributions:
    beliefs about the causal
    implications of personal outcomes, such as ones fixed
    ability, effort, and use of strategies.

    Self Reactions
    o Self-satisfaction: cognitive and affective reactions to
    ones self-judgments.
    o Adaptive/Defensive Decisions: students willingness to
    engage in further cycles of learning by continuing their
    use of a strategy or by modifying it

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