Self-regulation
1
Self-Regulation Leads to Learning for All Ages
Rhonda L. Rawls
Florida Gulf Coast University
Running Head: SELF-REGULATION LEADS TO LEARNING
2
Abstract
Self-regulation refers to the strategies that learners use to direct their attempts to learn both in school and out of school. Such strategies include setting goals, deliberating about appropriate learning strategies, and monitoring progress (Zimmerman, 1989). Research shows that individuals who use self-regulating strategies in their learning perform better than those who do no apply self-regulation to their learning (Yan, 1996). Preparing learners to use self-regulation strategies is important whether they are elementary students or graduate students.
Self-regulation
3
Self-Regulation Leads to Learning for All Ages.
In our dynamic society skill and knowledge are perishable commodities. Individuals must be aggressive in their learning and continue this learning through-out their life. We cannot rest upon our heels and expect to be spoon fed instruction as history has trained us to anticipate. Self-regulation learning skills will be one of the most important learning strategies students will carry with them as they leave school and venture into the world of work. The present review has two purposes: (a) to demonstrate that self-regulation is related to achievement and learning: and (b) to suggest self- regulation can be taught to individuals of all ages.
Research at the Elementary School Level
Self-regulation is not a term one would naturally associate with young children but, the realization that academic success could be increased if the young learners utilized self-regulation strategies inspires educators to investigate ways to implant self-regulation strategies into them. Martinez-Pons (1996) realized parental role modeling could be utilized to influence young learners to adopt the practice of self-regulation.. While earlier research by himself and Zimmerman (1986) strongly suggested that self-regulation yielded a higher academic achievement, Martinez-Pons felt examining the relative effects of parental self-regulation modeling, as the
Self-regulation
4
device to instill self-regulation in the students, had not been adequately studied. Through out the study he focused attention on 20 areas of interaction between parental inductive behavior and student self-regulatory processes. By examining this large number of areas Martinez-Pons was able to draw a correlation between the effects of parental self-regulatory inducement on student self-regulation and academic achievement.
The results of his study showed that parental self-regulatory modeling, i.e. applying goal setting, motivation and strategy usage, was observed by the elementary students and assisted them in their own self-regulation. A comparison of the students self-regulation use and their academic achievement, at the conclusion of the academic year, also yielded a connection. One interesting point of Martinez-Pons’ research was the finding that many of the parents had no knowledge of self-regulation and a large part of the study was designed to provide intervention steps (parental training) as these deficiencies were uncovered.
Research at High School Level
Zimmerman and Martinez-Pons (1986) studied 40 tenth graders who were high achievers and 40 who were low achievers. Through an interview/questionnaire process 14 self-regulated learning strategies (e.g., goal setting, keeping records,
Self-regulation
5
self-reward) were identified as being used in class, on homework and when studying. The high-achieving 10th-grade students reported significantly greater use of 13 of the self-regulated strategies identified. The low achievers also utilized self-regulated learning strategies but to a lesser extent.
More recent research by Bergin (1996) carried the study of self-regulation outside the school setting into self-initiated activities unrelated to school. 210 high school students (racially mixed) from a midwestern city were surveyed to determine their out-of-school activities. Results of the study indicated: (a) many of the out-of-school activities were prompted by school interests, projects and homework: and (b) a greater number of activities in which the students were involved was a better predictor of achievement than the amount of time they spent in a particular activity. Bergin pointed out that the survey instrument used was broad and it would be worth while to address the use of a narrower instrument in future research.
Research at College Level
The progression from dependency to self-direction is not something new. This movement is presumed to be part of the process of maturing into adulthood. It is
not acceptable to expect that just because someone is an adult that they have the
Self-regulation
6
capability to self-regulate themselves.
Stoynoff (1996) investigating the learning strategies, sampled a group of 32 undergraduate international students. They were classified into one of three categories: high, moderate, or low achievers, based upon the student’s cumulative grade point average. In an interview, the students were asked to describe specific ways by which they prepared for exams. The interviewers’ questions were generated from the 8 categories developed by Zimmerman and Matinez-Pons (1986) in their research with high school students. Results suggest that the high achievers not only used more self-regulating strategies than the low achievers, but that the high achievers used the strategies more effectively. From the group of 32 students, Stoynoff selected the two highest achievers and the two lowest achievers and examined their profiles to further explain the differences. The lower achievers spent less time studying, did not seek assistance with their assignments, and did not join study groups. Stoynoff concluded that individuals who employ self-motivation and goal setting strategies will perform better academically. Wolters’ (1998) study of self-regulated learning and regulation of motivation further supports Stoynoff’s findings that individuals will regulate their level of effort in academic tasks using a variety of strategies.
Self-regulation
7
Self-regulation plays an important part in the classroom. Many colleges are removing the classes from the classroom and offering them as distance learning experiences. In this setting, to know and utilize self-regulation strategies would be a great advantage to the learner.
In 1996 Lan studied 72 graduate students who were engaged in a distance learning program, seeking a degree in Bachelor of Health and Science. The students were assigned to a self-monitoring group, an instructor-monitoring group, or a control group. The purpose of the study was to investigate the effect of self-monitoring on students academic performance. The self-monitoring group tracked of the frequency and intensity of their learning activities. The instructor monitoring group evaluated the instructor’s teaching and the control group received no treatment. The study reveled that the self-monitoring group performed better academically than the other two groups.
Conclusions
Although the research reviewed involved learners of different ages, cultures and academic settings, the results indicated an increase in academic performance when self-regulation strategies were used.. Also, of special significance is Bergin’s
Self-regulation
8
classroom setting. This will provide individuals with a tool for lifelong learning.
Self-regulation
9
References
Bergin, David A. (1996). Adolescents’ out-of-school learning strategies. Journal
of Experimental Education, 64, 309-323
Lan, William Y. (1996). Self-regulated learning strategies of international students: a study of high- and low- achievers. The Journal of Experimental
Education, 64, 101-115.
Martinez-Pons, Manuel. (1996). Test of a model of parental inducement of
academic self-regulation. The Journal of Experimental Education, 64, 213-227.
Stoynoff, Stephen J. (1996). Self-regulated learning strategies of international
students: a study of high- and low- achievers. College Student Journal, 30, 329-
336.
Wolters, Christopher A. (1988). Self-regulated learning and college students’
regulation of motivation. Journal of Educational Psychology, 90, 224-235.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic
learning. Journal of Educational Psychology, 81, 329-339.
Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured
interview for assessing student use of self-regulated learning strategies.
American Educational Research Journal, 23, 614-628.