Week 7: February 22 – March 1

  • Reminder: Essay Set #1 is due February 22 (Sunday) at 11:59 PM

  • SCHEDULE CHANGE – With Essay Set #1 due Sunday, we thought it appropriate to change this week’s schedule a bit.

  • Wednesday, 2/25, 11:59 PM: (1) Base Group Check-in, (2) Initial responses to discussion questions

  • Sunday, 3/1, 11:59 PM: (3) Base Group Check-out, (4) TWO secondary responses to any of your classmates’ posts (e.g., 3 questions x 2 secondary responses = at least 6 total secondary responses).

Check-in Question: Self-regulated learning (SRL) emphasizes a learner’s own proactive role, but that doesn’t mean that the self is the only source of regulation. For you, what else (or who else) helps you to regulate your goal attainment?

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  1. The Zimmerman and Kitsantas (1999) study illustrates programmatic work that begins with dart tossing but progresses to a more academic task likely to support generalizations to classroom settings. Note that in these studies motivation is a dependent or outcome variable rather than an independent or predictor variable.
    • pp. 241-2: Note: the four levels of self-regulation are not in themselves motivational variables but they describe metacognitive and self-regulatory processes that are needed to sustain goal-oriented achievement striving.

    • pp. 245-6: Note the almost perfect pattern of results, given the predictions (this is rare except in tightly controlled laboratory studies of single variables).
    With this background, please answer the following:

    (1a) pp. 244: Potential validity problem: How might a student answer the attribution question if she thought that she had done quite well and could not likely do much better under any circumstances?

    (1b) Results/discussion: Why do you think that self-recording has its own independent effects? Do you see implications for teachers here?

    (1c) pp. 248: Why should strategy attributions preserve learners’ self-efficacy beliefs much longer than ability or effort attributions? What are the implications of this for attributional retraining?

  2. Focusing on two primary studies (i.e., Zimmerman & Kitsantas, 1999; Shih & Alexander, 2000) you were asked to read this week, what is your view of the significance of their findings for theory and research on SRL?

  3. From a self-regulated learning perspective, “[student] motivation does not stem from the task itself, but rather from their use of self-regulatory processes, such as self-monitoring [e.g., during performance and self-reflection phases], and the effects of these processes on their self-beliefs” (i.e., forethought phase) (Zimmerman, 2000, p. 67). In contrast, from an intrinsic motivation perspective, motivation derives from the task itself. How do we reconcile these two views? For teachers, does one view represent better advice than the other? Always, sometimes, or never? For example, why might a focus on process goals be more helpful feedback to learners than a focus on product (outcome) goals, at least in the early stages of learning?
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