Empowering learnsers through self-regulation

8/3/2019 Empowering learnsers through self-regulation

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EMPOWERING LEARNERS

THROUGH SELF-REGULATION

Carlo Magno, PhDDe La Salle University, Manila


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Activity 1

Answer the A-SRL-S scale inside your kit


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ScoringMemory Strategy 1. Add the encircled numbers from items 1 to 14, the

divide it by 14.Put the answer in the box on the right side.

2.53

Goal Setting 2. Add the encircled numbers from items 15 to 19, thedivide it by 5.Put the answer in the box on the right side.

2.74

Self-evaluation 3. Add the encircled numbers from items 20 to 31, thedivide it by 12.Put the answer in the box on the right side.

2.84

SeekingAssistance

4. Add the encircled numbers from items 32 to 39, thedivide it by 8.Put the answer in the box on the right side.

3.12

Environmentalstructuring


2.82

LearningResponsibility


2.96

Organizing 7. Add the encircled numbers from items 50 to 54, thedivide it by 5.

Put the answer in the box on the right side.

3.26


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Self-regulation

Self-regulated learners are active, goal-directed, and personally responsible fortheir own learning.

Self-generated thoughts, feelings, andactions that are cyclically adapted toachieve ones personal goals

(Zimmerman, 2002, p. 65).


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(1) Self-regulated Learners

Construction workers pour cementoutside the classroom, clearlyvisible through the windows,

Vincent manages to ignore thisinteresting scene and focus on hiswork.


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14-year old Rosalindpractices her piano

scale exercises,even though shedrather hang out with

her friends, becauseshe dreams ofplaying Chopin.


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Malik has been building ablock structure for fiveminutes, when another

preschooler walks by andaccidentally knocks itover. Malik manages toswallow his

disappointment andstarts to build thestructure again.


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SRL Skills

Set specific goalsfor themselves Adapting powerful learning

strategiesfor attaining the goals

Monitoringones performance for

signs of progress Restructuringones physical and

social context to make itcompatible with ones goal.

Managingones time efficiently Self-evaluatingones methods

Attributing causationsto results

Adaptingfuture methods


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Phases and subprocesses of self-regulation

Performance Phase

Self-controlImagery

Self-instructionAttention focusing

Task strategySelf-observation

Self-recordingSelf-experimentation

Forethought PhaseTask Analysis

Goal-settingStrategic planning

Self-motivational beliefs

Self-efficacyOutcome expectations

Self-reflection PhaseSelf-Judgment

Self-evaluationCausal Attribution

Self-reaction

Self-satisfactionAdaptive defensive


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How do we activate SRL?

Activationself-determination,

disengagement,initiative, andpersistence

Inhibitionanxiety, worry,

thoughtsuppression, and

fear of negativeevaluation

Self-regulation

+

-

Source: Magno, C. (2009). Functions of activating and inhibiting self-regulatedlearning. Dudweiler Landstr. 99, 66123 Saarbrcken, Germany: LAP Lambert

Academic Publishing AG & Co.


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SRL Activation and Inhibition Model


thoughtsuppression, andfear of negative

evaluation

Self-regulation

(-) If activationis low


thought

suppression, andfear of negative

evaluation

Self-regulation

No effect Ifactivation ishigh

Source: Magno, C. (2009). Functions of activating and inhibiting self-regulatedlearning. Dudweiler Landstr. 99, 66123 Saarbrcken, Germany: LAP Lambert

Academic Publishing AG & Co.


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Issue: Most schools base theirmajor decisions and interventionson results of achievement,aptitude, and diagnostic tests thatare based on ability of students.

Most assessment of learning isfocused as an outcome and notas a process.

Most of the assessment isfocused on ability as a constructand not on certain cognitive andstrategic processes of studentsthinking.

Why assess self-regulated learning in

schools?


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Protocols in Assessing SRL

Questionnaires

Structured interview

Teacher judgment Think aloud techniques

Error detection tasks

Observation of performance


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Self-Regulated Learning InterviewSchedule (SRLIS)

Zimmerman and Martinez Pons (1986)developed the SRLIS

14 prompts asked among college students

from different learning contexts.Self-evaluation Environmental structuring

Organizing and transforming Self-consequences

Goal-setting and planning Rehearsing and memorizing

Seeking information Seeking social assistance

Keeping records and

monitoring

Reviewing records


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Self-Regulated Learning Interview

Schedule (SRLIS) SRLIS responses were differentiated for low

and high achievement groups

Participants responses in the highachievement group were rated higher on the14 SRLIS categories

The ratings for the 14 categories significantly

predicted the achievement test scores usingthe MAT:

= .44, R=.56 for predicting the English subtest

= .41, R=.55 for predicting the Math subtest


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Self-Regulated Learning Interview Schedule(SRLIS)

Self-efficacy for self-regulated learning(Zimmerman, Bandura, & Martinez-Pons,1992).

SRLIS was used by teachers toobservations students' self-regulatedlearning performances in classroom

situations (Zimmerman & Martinez-Pons,1988).


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Academic Self-regulated Learning Scale

SRLIS was adapted for higher educationstudents in the National Capital Region(Philippines)

N=1454 college students from differentcolleges and universities in NCR.

The responses from the SRLIS was

classified according to the 14 categoriesby Zimmerman and Martinez-Pons

Items were created based on theresponses extracted for each category


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Adapted SRLIS for Filipino CollegeStudents

Self-regulation Component Prompt

Rehearsing and memorizing Assume your teacher is discussing with your class the history of the

Philippine revolution. Your teacher says that you will be tested on the

topic the next day. What method will you use to help you learn and

remember the information being discussed?

Organizing and transforming Assume your teacher asked your class to write a short paper on a topic

on the history of your school. Your score on this paper will affect your

course card grade.In such cases, what method in particular will help

you plan and write your paper?

Seeking information Teachers usually expect much accuracy with students math home

work. Many of these assignments must be completed without the helpof the teacher. What particular method do you use when you dont

understand a math problem when youre already at home?

Self-evaluation When completing homework assignments such as science reports or

English grammar exercises, what method do you use in particular for

checking your work after it is finished?


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Adapted SRLIS for Filipino CollegeStudents

Goal-setting and planning Most teachers give important tests at the end of the

semester/term, and these tests greatly affect course grades. What

particular method do you use for preparing for these tests?

Keeping records and

monitoring

When taking a test in school, what particular method do you use

for obtaining as many correct answers as possible?

Self-consequencing Many times students have difficulty completing homework

assignments because there are other more interesting things they

would rather do, such as watching TV, daydreaming, or talking

to friends. What particular method do you use to motivate

yourself to complete your homework under these circumstances?

Environmental structuring Some students find it easier if they can arrange the place where

they study. What particular method do you use for arranging the

place where you study?


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111 items were administered to N=222

college students Principal Components Analysis were

conducted

Seven factors were extracted thataccounts for 42.54% of the total variance.

A d i S lf l d L i S l


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Seven factors of academic self-regulatedlearning for Filipino learners (Magno,2009) :

Memory strategy

Goal-setting

Self-evaluation

Seeking assistance

Environmental structuring

Learning responsibility Organizing


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Memory Strategy

Initiated efforts to memorizematerials by overt or covertpractices.

Mnemonic strategies used toeasily memorize items

Use of specific aids to

facilitate memory


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Goal setting

Setting of educational goalsor subgoals and planning forsequencing, timing, andcompleting activities relatedto those goals.

Having a goal in mind when

engaging in a task. Planning to facilitate the

attainment of goals


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Self-evaluation

Initiated evaluations ofthe quality or progressof their work.

Welcoming feedbackfrom others to improveones work.

Continuousassessment of oneswork to attainimprovement.

Monitoring ones workfor progress


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Seeking assistance

Initiated efforts to solicithelp from peers, teachers,and adults

Engaging in team effort tosupplement ones effort

Participation with others

to achieve goals


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Environmental Structuring

Initiated efforts to selector arrange the physicalsetting to make learningeasier.

Avoiding distractionsand focusing on ones

work.


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Learning Responsibility

Doing things as soon as the teacher givesthe task

ConcernwithdeadlinesPrioritizing

schoolwork

Finishing all

schoolworkfirst


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Rearrangement of instructionalmaterials to improve learning.

Marking important information Anticipating the type of

assessment that will tale place

Organizing


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With N=309participants, the seven factorswere confirmed in a measurement modelwith good fit (RMR=.02, GFI=.94,

CFI=.91) Convergent validity was also established

where all factors increase with each other

The items also showed adequate fit usingthe one-parameter Rasch model withacceptable item characteristic curves(ICCs).


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A-SRL-SSubscales M Varianc

e

Cronbachs

Alpha

No.

ofitem

s

CFA

Standardized

Parameter

estimate

Person

Reliability

Item

Reliability

Memory Strategy 2.53 .81 .82 14 .70*** .76 .99

Goal-setting 2.73 .99 .87 5 .54*** .42 .80

Self-evaluation 2.84 .70 .84 12 .69*** .80 .84

Seeking assistance 3.12 .68 .74 8 .62*** .30 .97

Environmental

structuring

2.82 .94 .73 5 .51*** .34 .95

Responsibility 2.95 .69 .75 5 .68*** .27 .97

Organizing 3.26 .69 .78 6 .65*** .71 .77


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Convergent Validity of the Subscales of the A-SRL-S

(1) (2) (3) (4) (5) (6) (7)(1)

Goal-setting ---(2)

Memory Strategy 0.52*** ---(3)

Self-evaluation 0.32***0.55*

** ---(4)

Seeking Assistance 0.27***

0.39*

** 0.49*** ---(5)

Environmental

Structuring 0.25***

0.27*

** 0.35***

0.31

*** ---(6)

Responsibility 0.28***

0.43*

** 0.48***

0.44

***

0.41

*** ---(7)

Organizing 0.42***

0.43*

** 0.35***

0.41

***

0.38

***

0.51

*** ---


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All the rest of the factors were consistent withZimmerman and Martinez-Pons factors ofself-regulation.

A new factor emerged from the study:Learning responsibility

Items: Rechecking homework if it is done correctly Doing things as soon as the teacher gives the task Concern with deadlines

Prioritizing schoolwork Finishing all schoolwork first

Responsibility for learning - Learners liability,accountability, and conscientiousness of thelearning task and learning experience


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Construct validity of the A-SRL-S

The SRLIS were further validated with the

MSLQ and LASSI MSLQ and LASSI are the usual measures

of self-regulation across a wide range ofstudies.

N=755 college students in NCR


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Predictive validity of the A-SRL-S

The use of self-regulation strategy is deemedeffective when it results to students achievement

such as increase in their grades (Kitsantas,Winsler, & Hui, 2008; Stumpf & Standley, 2002;Tuckman, 2003; Zwick & Sklar, 2005).

Consistent effect size in a metanalysis study by

Dignath and Buttner (2008).

N=2052 college students

Grades were standardized for all scores


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2=6671.40, df=21, NFI=92. RFI=.99, IFI=.92, TLI=.93, CFI=.92,and RMSEA=.03.


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Other studies:

The effect of instruction on the A-SRL-S (Ramos& Tolentino-Annonuevo, 2011)

Engagement-promoting teacher instructionalstyle: Teacher Autonomy (Reeve, Jang, et. a., 2004)

Nurturing students intrinsic motivation Use of non-controlling informational language

Acknowledge the students point of view

Teacher Structure (Skinner & Belmont, 1993) Presents clear, understandable, explicit and detailed

directions Offers a program of action to guide students ongoing

activity

Offers constructive feedback

The scales were administered to 333 participants


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Other studies:

All seven factors of theA-SRL-S weresignificantly correlatedwith teacher autonomyand support.

SEM was used to testthe effect of TIS on A-

SRL-S. 2 = 74.274, df =26

McDonaldNoncentrality= 0.95

PGI=.951

Adjusted PGI=.915

Other studies:


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Other studies:

Effect of Autonomy supportive, situational interest and SRL on achievement in Math (Riva)

Indirect effect from autonomy to achievement via A-SRL-S has an explained variance of5.8%

Total indirect effect including situation interest is 16.71% explained variance

SITUATIONALINTEREST

SRL_STRATEGIES

TRG_SI

E7

.84

MSI_F

E8

.93

MSI_V

E9

.86

ORG_ST

D8

.79

LN_RS

D7

.77

ENVI_ST

D6

.75

SK_AS

D5

.77

SF_VL

D4

.78

GOL_SET

D3

.72

MEM_ST

D2

.71

AUTONOMYSUPPORTIVEBEHAVIOR

AUTO_6E6

.65AUTO_5E5

.66AUTO_4E4

.70

AUTO_3E3 .75

AUTO_2E2.70

AUTO_1E1

.68.58

.20

.34

F1

F2

ACHIEVEMENT

ANA_CNP H4

.52

CRT_PRD H5

.67

REM_CNP H2.53

REM_FACT H1.50.19

.16

.29

F3


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A-SRL-S with other factors

Individuals who are more responsible for theirlearning are better able to self-regulate to achieve inschool (Magno & Kitsantas).

Responsibility forLearning

A-SRL-S Grades


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A-SRL-S with other factors

The prediction from ADOG to SRL resulting to studentsachievement is better mechanized when individuals havehigh levels of ability in schools (Magno & Bembenutty).

Prior SchoolAbility

Academic delay ofgratification

A-SRL-S Grades

Teaching Self regulation


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Teaching Self-regulation1. Explicit instruction, direct reflection, metacognitive

discussion, and participation in practices with

experts learners.2. Modeling and reflective analysis in learning.

3. Assessing, charting, and discussing evidence ofpersonal growth.

4. Choosing appraisal and monitoring of behavior.


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Teaching Self-regulation

5. Gainingautobiographicalperspective on

education andlearning

6. Participation in a

reflective community


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Self-regulation is a fusion of skill and will,inferred by metacognition from self and

others and is fueled by affect and desire.


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Workshop

Form a group

List down different self-regulation

strategies you use in the followingsituations that were not covered in theitems in the A-SRL-S:

When reading a book/article/any info When doing a homework

When studying for a test

While taking a test

Empowering learnsers through self-regulation

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