Self-Regulation
The discipline of Self-Regulation designates those methodical processes whereby a student mandates their reflections, sentiments, and deeds towards the realization of their ambitions. Investigation into this matter commenced as a branch of psychological study concerning the cultivation of self-command amongst both adults and the young. In former times, such inquiry was largely conducted within clinical bounds, wherein scholars instructed subjects in the amendment of such grievous habits as belligerence, intemperance, carnal irregularities, discord amongst fellows, and unruly conduct within the domestic or scholastic sphere. Of late, the scope of Self-Regulation has been widened to encompass the realm of scholarly acquisition and intellectual distinction.
Behavioral Theory
The lesson serves to furnish the student with an understanding of a behavioural theory perspective on self-regulation that derives largely from the work of Skinner. Researchers working within the framework of his operant conditioning theory apply operant principles in divers settings (e.g., clinical, academic) with adults and children. The object of these studies is to reduce dysfunctional behaviours and replace them with more adaptive behaviours.
Social Cognitive Theory
This lesson elucidates the principles of social cognitive theory that have been applied extensively to self-regulation. From a social cognitive perspective, self-regulation requires choice on the part of the learner. This does not imply that learners always avail themselves of the available choices, especially when they are uncertain regarding their course of action and consult the teacher. When all aspects of the task are controlled, however, it is accurate to speak of achievement behaviour as being “externally controlled” or “controlled by others.” Such a situation arises when a teacher affords students no latitude in methods, outcomes, and other conditions. The potential for self-regulation varies depending upon the choices available to the learners.
Information Processing Theory
Theories of information processing have evolved from their original formulations to incorporate cognitive and motivational processes of self-regulation. The present lesson sets forth an information processing model of self-regulation which comprises these components, and treats of research and applications concerning strategies of learning—a cardinal feature of self-regulation from the standpoint of information processing.
Constructivist Theory
Herein we shall delve into the discussion concerning the constructivist approach in learning processes, with an endeavour to re-evaluate the concept by relying upon the knowledge base with which the student is already furnished. Constructivist researchers have addressed self-regulation, which appears natural given that a central constructivist assumption is that learners construct knowledge and the means for acquiring and applying the same. There are divers sources for constructivist accounts of self-regulation, including cognitive-developmental theories, antecedents of contemporary cognitive theories, and Vygotsky’s theory. Irrespective of the source, constructivist views of self-regulation rest upon certain assumptions. Two cardinal points underlying these assumptions are that sociocultural influences are critical and that people form implicit theories respecting themselves, others, and how best to manage demands. These are discussed in their turn.
Motivation and Self-Regulation
Motivation is intimately bound up with self-regulation. Persons motivated to attain an end engage in such self-regulatory activities as they believe will aid them (to wit: the organisation and rehearsal of material, the monitoring of progress in learning, and the adjustment of strategies). In its turn, self-regulation promotes learning, and the perception of greater competence sustains motivation and self-regulation for the attainment of new goals. Thus, motivation and self-regulation exercise a reciprocal influence. The present lesson is entirely devoted to this subject.
Self-Regulation: Instructional Applications
Summary of the Section. The principles of self-regulation treated of in this series of lessons lend themselves admirably to instructional applications. The most efficacious applications are those wherein self-regulatory processes are incorporated into the instruction of academic learning. Three departments which are especially germane are academic study, composition, and mathematics.