Self-Regulated Learning Models
Description of Solo Task
I attended the lecture on Models of Self-regulated learning? by Héctor J. Pijeira Díaz. I read the three articles and attempted to summarize the articles based on Panadero's article to have an in-depth understanding of the SRL models. Like I said in my previous post, I am a novice in the field of Education and I seek to knowledgeable in this field so my aim is to understand the models. I am willing to put in the effort because I believe its worth it. I came to a conclusion on two ideas I consider important and I used the ICE to elaborate further.
Short Term: To understand the 6 common models of SRL
Positive. It has been good so far.
ICE NOTES
Topics in Article
Goals
Long Term: To be an expert in Self-Regulated LearningShort Term: To understand the 6 common models of SRL
Confidence in Achieving goals
Positive. It has been good so far.ICE NOTES
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Agency
Self-regulation is impossible without the willingness for the individual to take full responsibility for
h their actions. In all the models discussed in this post, one common feature is the cyclical movement within the phases of self-regulation. A break in the loop may possibly imply a halt in the continuous flow of feedback which is a conscious effort the individual takes. The individual is actively engaged in the process of self-regulation because it involves thinking, monitoring, controlling, feedback, and adjusting the state of data to make room for feedback. As humans, we are naturally agentic which means we have the ability to control our actions and learning through deliberate planning, monitoring and controlling of the process of learning and the outcome (product). The human agency also involves taking decision hence knowledge of and knowledge about strategies and the process of self-regulation are crucial because has an influence on the individual's (cognitive) abilities to regulate themselves.
From Bandura's perspective, self-regulation originates from oneself though some external motivation helps an individual to regulate him or herself. Personally, one source of motivation in any task is an understanding or reason why I have to do it. So I do ask questions why I have to. It a convincing answer is given, it serves as a reminder in challenging phases of the task I am engaged in. Finding a reason to engage in a task may involving asking yourself a couple questions or using an external help. The picture below is a conversation in which a cat questions probably its owner why she studies and encourages her to study. From her responses, we can identify her expectations at the end of her studying. Are the reasons she gave capable of motivating her to study? Maybe maybe not. A detailed analysis her study phases and how she regulates herself will provide a better answer.
SMART operations of the COPES model
Searching, Monitoring, Assembling, Rehearsing, and Translating are tactics and strategies that are used in performing the task. Mainly cognitive because an individual searches for information from his or her mind and decides (JoL vrs FoK) the task is novel or not. If it's not new then prior experience is activated and learner employs similar strategies or modifies strategies depending on goal (improve previous outcome). If task is novel, then the learner will have to find more information within the environment to gain understanding of the task. After understanding the task, the individual proceeds to setting goals (mastery or performance, short and long term, sub goals). With the goals in place, the individual monitors progress as she progress which may result in goal adjustments. Monitoring enables the learner to be aware not only of their strengths and weakness but also the strengths and weakness of the strategies and make the necessary changes. Bringing the different parts or aspects of the task together to form the larger whole is assembling. If task were divided and conquered, then this the phase where all the aspects are integrated. Rehearsing in the form of summarizing, rereading, making notes, etc. helps individuals to commit what is been learned into memory. In my previous studies, memorizing was key to remembering for future use and exams purposes. My current studies does not require me to memorize so most of time and attention is committed to understanding the topic but as a students it is always good to have some form of notes or mind map to serve as reminder. In some situations the phrase "Practice makes one perfect" works in that by practicing, one becomes an expert or competent in do a task. Many professions (sports, dance, catering, musicians, etc) all practice often to be perfect. Apprentices also practice or rehearse the steps of performing a task several times to gain mastery. In translating a learner makes decision on how to represent or update current representation of the mind. Assimilation and accommodation are used to update the current mental representation. SMART operations applies to any task in our daily lives.
Agency
Self-regulation is impossible without the willingness for the individual to take full responsibility for
h their actions. In all the models discussed in this post, one common feature is the cyclical movement within the phases of self-regulation. A break in the loop may possibly imply a halt in the continuous flow of feedback which is a conscious effort the individual takes. The individual is actively engaged in the process of self-regulation because it involves thinking, monitoring, controlling, feedback, and adjusting the state of data to make room for feedback. As humans, we are naturally agentic which means we have the ability to control our actions and learning through deliberate planning, monitoring and controlling of the process of learning and the outcome (product). The human agency also involves taking decision hence knowledge of and knowledge about strategies and the process of self-regulation are crucial because has an influence on the individual's (cognitive) abilities to regulate themselves.
From Bandura's perspective, self-regulation originates from oneself though some external motivation helps an individual to regulate him or herself. Personally, one source of motivation in any task is an understanding or reason why I have to do it. So I do ask questions why I have to. It a convincing answer is given, it serves as a reminder in challenging phases of the task I am engaged in. Finding a reason to engage in a task may involving asking yourself a couple questions or using an external help. The picture below is a conversation in which a cat questions probably its owner why she studies and encourages her to study. From her responses, we can identify her expectations at the end of her studying. Are the reasons she gave capable of motivating her to study? Maybe maybe not. A detailed analysis her study phases and how she regulates herself will provide a better answer.
SMART operations of the COPES model
Searching, Monitoring, Assembling, Rehearsing, and Translating are tactics and strategies that are used in performing the task. Mainly cognitive because an individual searches for information from his or her mind and decides (JoL vrs FoK) the task is novel or not. If it's not new then prior experience is activated and learner employs similar strategies or modifies strategies depending on goal (improve previous outcome). If task is novel, then the learner will have to find more information within the environment to gain understanding of the task. After understanding the task, the individual proceeds to setting goals (mastery or performance, short and long term, sub goals). With the goals in place, the individual monitors progress as she progress which may result in goal adjustments. Monitoring enables the learner to be aware not only of their strengths and weakness but also the strengths and weakness of the strategies and make the necessary changes. Bringing the different parts or aspects of the task together to form the larger whole is assembling. If task were divided and conquered, then this the phase where all the aspects are integrated. Rehearsing in the form of summarizing, rereading, making notes, etc. helps individuals to commit what is been learned into memory. In my previous studies, memorizing was key to remembering for future use and exams purposes. My current studies does not require me to memorize so most of time and attention is committed to understanding the topic but as a students it is always good to have some form of notes or mind map to serve as reminder. In some situations the phrase "Practice makes one perfect" works in that by practicing, one becomes an expert or competent in do a task. Many professions (sports, dance, catering, musicians, etc) all practice often to be perfect. Apprentices also practice or rehearse the steps of performing a task several times to gain mastery. In translating a learner makes decision on how to represent or update current representation of the mind. Assimilation and accommodation are used to update the current mental representation. SMART operations applies to any task in our daily lives.
Reflections
My goal to read and understand the models in Panadero's the articles was a tough one. The time spent on writing this post was considerably less than the post on "What is Self-regulated Learning?" I read the articles and Héctor's lecture slides to get an overview of the various models and what they have in common. Motivated by the desire to understand the core models of SRL, I read the articles a couple of times to understand the phase and stages of the model. Understanding the models was a challenge due to the complex interactions between the phases or facets and the stages of the SRL components. I can say that I succeeded (still not an expert yet. but I am heading 👉👉 to the stage of Expertise). I am happy to have achieved the short-term goal I set but in future, I will certainly make changes to the approach (add more visual and make concept maps) I used. I aim toward improving my current understanding of the SRL literature and self-regulate my learning and if possible that of my colleagues whiles working in groups.Personal Use
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A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8.
Panadero, E. (2017).
Self-regulated learning is an active process of deliberately monitoring learning. It includes the cognitive, metacognitive, motivational, behavioral and emotional aspect of learning. The 6 models discussed in this paper includes Zimmerman model, Boakaerts, Winne and Hadwin, Pintrich, Efklides, and Hadwin, Jarvela and Miller.
SRL models
Zimmerman's Models
Zimmerman is known to be one of the first authors of Self-regulated learning. He has 4 models of SRL to his credit. Namely the Triadic view, Cyclical phases and the more recent Multilevel model.
Zimmerman’s Triadic view model (1989 has 3 forms of self-regulation; person (cognitive beliefs and affective states), behavior (keeping a record of learning activities) and environment (social and physical environment). These forms of self-regulation affect the effectiveness of learning. Cyclical phases model (Zimmerman& Moylan, 2009) also has 3 phases. The Forethought, Performance or volitional control and the reflection phase. In the Forethought state, the learner analysis the task (sets goals and standards for assessment) and plans how to perform the task. This includes setting goals for achieving the task, the motivational beliefs (self-efficacy, outcome expectations, task value, interest, and learning or goal orientation) of the student come to play. The motivation of students sustains their interest in achieving the set goals. The Performance phase is where the task (eg.) is done and may require some form of control. When performing the task, learners observe (monitoring and recording their actions) themselves and control their actions. The process of controlling oneself involves using learning or task strategies, instructions, managing time, organizing task information, creating a conducive learning environment, seeking help, sustaining motivation through rewards and self-talk as a way of motivating oneself. The reflection phase is the phase when the learner assesses his or her progress based on their goals and assessment at the Forethought phase. Also, the learner tries to find reasons for their success and failure. How the learner reacts to the success or failure determines whether the student is satisfied or not and willingness to continue to perform the task (Panadero & Alonso-Tapia, 2014). Zimmerman’s cyclical model has undergone some modification to include and emphasize on the role of metacognition (monitoring thought-processes) and motivation (source of motivation) in self-regulation (Zimmerman & Moylan, 2009). The most recent SRL model proposed by Zimmerman is the Mutli-level model. In this model, the skill of self-regulation is acquired through a 4-stage training. Namely, Observation, Emulation, Self-control and Self-regulation. At the observation state, learners watch an expert perform and learns. Then the learner begins to copy or emulate the steps of the expert but with some form of support at the Emulation state. Complexity levels in task can be introduced to the learner at this stage. As the learner heads towards mastery, a combination of the learners own strategies and that of the expert are used for doing the task plus with little support. At the Self-control stage the learner works independently under structured conditions. Lastly, the self-regulation stage is where learner may have obtained mastery work under unstructured conditions. Learners can adapt their skills in different context.
Bokearates' Models
Bokerates has 3 models to her credit. Namely 6-Component model, The Adaptable Learning model and the Dual processing model.
Bokerates’ first model, by its name, is composed of six components. These include content domain (conceptual, procedural, and inert knowledge and misconceptions), cognitive strategies (including elaboration, structuring, etc.), cognitive regulatory strategies (which was comprised of planning, setting and representing goals in the mind, monitoring progress, and evaluating achievement), meta-cognitive knowledge and motivational beliefs (beliefs, capacity, goal orientation, etc.), motivational strategies (finding a reason for the task, rewards, etc.). Model of adaptable learning is Bokerates’ second model of SRL. In her model, she proposes two reasons for self-regulation. Mastery and Coping reasons. The task in context, knowledge and skill, and self are sources of information that influences an individual to seek the mastery or coping pathways. At the center of her model is appraisal which unique for every task (knowledge, skill and context). Dual processing self-regulation model is a recent modification of the Adaptable learning. Assessment is an inclusion that allows students to assess themselves and choose a pathway.
· Winne and Hadwin have 2 models to their credit. The second model is an improvement upon their first model. Their models (COPES), which views self-regulation form the metacognition perspective, comprises of 4 study stages. Namely, task definition, goal setting and planning, enactment, and adaptation.
· Stages of the COPES model
o Task Definition is the first stage of learning where the learner develops an understanding of the task and defines it, set preliminary goals, chooses their goal orientation, etc.
o Goal Setting and Planning stage where the learner outlines goals in details and plans how to perform the learning task.
o Enactment stage is the stage in learning where the learner uses strategies and tactics to implement the detailed plan at the Goal setting and Planning stage. Learners need to monitor the effectiveness of the strategies and tactics been used and make adjustments when necessary.
o Adaptation stage: As learning goes on, the learner monitors learning activities and makes decisions about their learning strategies based on the products at the preceding stages. These decisions leads to changes in task definition, goals, plans, etc.
· The COPES is an acronym formed from phases of the model thus Conditions, Operations, Products and Evaluations and standards.
o Conditions Phase: This phase consist of task conditions (resources, instructions, etc.), cognitive conditions (beliefs, values). It considers how the individuality of person and environmental factors has impact on the
o Operations Strategies: strategies used to perform task (smart: searching, monitoring, assembling, rehearsing, practice, translating (i.e. accommodating or assimilating) the knowledge.
o Products: are the outcome of the Operations phase. Tangible and intangible outcomes or results
o Evaluation and standards: Judgments and feedback about the products generated at the stages of learning. The standards maybe internally or externally generated. Comparison of product with your goal set at the Task Definition stage. Peer-review is an example of external feedback. The reviewers have their external standards for judging the quality of the work.
o Standards: Assessment criteria for determining the quality of product
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| COPES and Study Phases |
· Copes model has a visible cycle or loop within the phases (conditions, operations, products, and evaluation). As the learner sets goals at the goal setting and planning stage of learning, the learner also set standards for measuring the quality of the product(s) and evaluation of the product.
Pintrich's Models
Pintrich (2000) is composed of 4 phases (Forethought, planning, and activation; Monitoring, Control and Reaction and reflection) and 4 areas of regulation (Cognition, Motivation/affect, Behavior, and Context of the task. Together, the phases and the stages provide in-depth understanding of SRL processes. Pintrich’s models were discussed in details in the “What is SRL?” post and hence it will not be discussed further here.
MASL model
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Efklides’ MASL model like the COPES is based on Metacognition. The Metacognition and Affective affective model of Self-regulated Learning (MASL) has 3 main components: the task, person, and interactions between the person and the task.
o A task can be complex, situated, it may have constraints. At the task level of the MASL model, the understanding of the task (task definition, complexity, planning, and goal setting) by the individual, mental representation of the task and the previous experiences or knowledge has an effect on the individual’s perception of the task.
o The Person feature of the MASL model comprises interactions between the individual’s self-efficacy, ability, motivation, metacognition (skills and knowledge), effort, self-concept, control beliefs and affect. At this level, an individual thinks and decides to engage in a task by analyzing. Analyzing the task may lead the individual to think previous knowledge, skills, and strategies that are applicable to this new task. The individual also reflects on feelings, thoughts, and interest in previous tasks related to this new task. These experiences affect the individuals the decision to engage in the task, motivation, effort, etc.
o The task vrs person level is the stage at which the task is performed. Cognition, metacognition, affect and regulation of affect and effort are the main functions at this level. The Cognition function accounts for the detailed task representation, use of prior knowledge (metacognitive experiences) when task is familiar or building task representation from scratch in novel instances. Emotions (happiness, interest, and curiosity) are expressed in situations of familiarity and unfamiliarity. The individual engages their cognitive whiles performing the task. Depending on their metacognitive experiences, the individual recalls what he or she knows already and what feels he knows already. Monitoring and controlling is cognitive processes and strategies is important and may require the individual to put in much effort. Performance under Cognition function takes care of evaluations of achievements and feedback. Metacognitive experiences are employed before the task representation, during cognitive processing, and at the performance level. Affection, monitoring, and regulation of affect and effort are interactions that occur within the Task and personal level (Efklides, 2011).
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