Perspectives of SRL
development
Theoretical literature review
Introduction
• Self-regulated learning (SRL) theories
attempt to model how each of these
cognitive, motivational, and contextual
factors influences the learning process
(Pintrich, 2000; Winne, 2001; Winne &
Hadwin, 1998; Zimmerman, 2000).
Challenges
• A lot of text
• Weak structure
• Bad practical
implementation
Konopkin SRL model
Perspectives
• Interpretation of SRL
What is SRL
Different models of SRL
Benefits of SRL
• Motivation In SRL
Role of motivation In SRL
Types of motivation
Ways of development
• Teachers perspective
How to implement SRL
SRL of teacher
Methods
• Literature review
For each aspect, beginning with the determination of task conditions, the relevant
research is examined, along with general comments about what the model
contributes to research in that area, including possible new directions.
• Analyze
The theoretical analyze makes the structure that can hold or support a theory of
a research study. The theoretical issues are introduces and describes the
theory which explains why the research problem under study exists.
• Conclusion
Articles
• A Motivational Science Perspective on the Role of Student
Motivation in Learning and Teaching Contexts. Journal of
Educational Psychology. 2003
• Zimmermann, B. J. (1989). A Social Cognitive View of SelfRegulated Academic Learning. Journal of Educational Psychology,
Vol. 81, No. 3, pp. 329-339.
• Boekaerts, M. and Corno, L. (2005).Self-Regulation in the
Classroom: A Perspective on Assessment and Intervention. Applied
Psychology: An International Review, 54 (2), pp. 199-231
• Butler, D. L. and Cartier, S. C. (2004). Promoting Effective Task
Interpretation as an Important Work Habit: A Key to Successful
Teaching and Learning. Teachers College Record, 106 (9), pp.
1729-1758
• R. Keith Sawyer Optimising Learning: Implications of Learning
Sciences Research “Learning in the 21st Century: Research,
Innovation and Policy
• Greene, J. & Azevedo, R. (2008). A Theoretical Review of Winne and
Hadwin’s Model of Self-Regulated Learning: New Perspectives and
Directions. Review of Educational Research. Vol. 77, No. 3, pp. 334—372
• Dowson, M. and McInerney, D.M. (2003). What do students say about their
motivcational goals?: Towards a more complex and dynamic perspective on
student motivation. Contemporary Educational Psychology 28, pp. 91-113
• Wolters, C. A. (2003). Regulation of Motivation: Evaluating an
Underemphasized Aspect of Self-Regulated Learning. Educational
Psychologist, 38 (4), pp. 189-205.
• Inge Bakkenes, Jan D. Vermunt, Theo Wubbels (2010) Teacher learning in
the context of educational innovation: Learning activities and learning
outcomes of experienced teachers Learning and Instruction 20 533-548
• Nada Dabbagh,Anastasia Kitsantas Personal Learning Environments, social
media, and self-regulated learning: A natural formula for connecting formal
and informal learning Internet and Higher Education 15 (2012) 3–8
• Dignath, C., Buettner, G., Langfeldt, H-P. (2008). How can primary school
students learn self-regulated learning strategies most effectively? A metaanalysis on self-regulation training programmes. Educational Research
Review, 3, pp. 101-129.
• Daniel C.Moos Alyssa Ringdal Self-Regulated Learnin in the Classroom: A
Literature Rewiev of the Teacher’s Role. Educational Research International
2012
What Do Students Say About Their
Motivational Goals?: Towards A
More Complex And Dynamic
Perspective On Student Motivation.
1. Introduction
1.1. The Range Of Students’
Motivational Goals
1.2. The Structure Of Students’
Motivational Goals
1.3. The Interactivity Of Students’
Motivational Goals
1.4. Summary
2. Method
2.1. Participants
2.2. Procedures
2.2.5. Field Notes
2.3. Coding Processes
2.4. Analyses
2.4.1. Category Formation
2.4.2. Sub-Categorisation And MetaCategorisation
2.5. Relationship Of The Present Study
To Previous Research
3. Results
3.1. Individual And Class Goal
Descriptions
3.2. The Structure Of Students’ Goals
Goals
3.4. The Interactivity Of Students’
Multiple Goals
3.4.1. Conflicting Goals
3.4.2. Converging Goals
3.4.3. Compensating Goals
4. Discussion
4.1. Authenticity Of Goals
4.2. Social And Academic Goals
4.3. Structure Of Goals
4.4. Managing Multiple Goals
4.5. Key Implications
4.6. Limitations
5. Conclusion
Activities And Learning Outcomes
Of Experienced Teachers
1. Introduction
1.1. Active And Self-Regulated
Student Learning
1.2. Teacher Learning
1.3. The Present Study
1.3.1. Research Questions E
Hypotheses
2. Method
2.1. Sample
2.2. Instrument And Procedure
2.3. Data Analysis
2.3.1. Interrater Reliabilities
3. Results
3.1. Types Of Learning Activities
3.1.1. Experimenting
3.1.2. Considering Own Practice
3.1.3. Experiencing Friction
3.1.4. Struggling Not To Revert To Old
Ways
3.1.5. Getting Ideas From Others
3.1.6. Avoiding Learning
3.2. Types Of Learning Outcomes
3.2.1. Changes In Knowledge And
Beliefs
3.2.1.1. Awareness.
3.2.1.2. Confirmed Ideas.
3.2.1.3. New Ideas.
3.2.2. Intentions For Practice
3.2.2.1. Intention To Try New
Practices.
3.2.2.2. Intention To Continue New
Practices.
3.2.2.3. Intention To Continue Current
(Old) Practices.
3.2.3. Changes In Practices
3.2.4.3. Surprise.
3.3. Relations Of Learning Activities
And Outcomes With
Type Of Learning Environment
4. Discussion
Self-Regulation in the
Classroom:
A Perspective on Assessment
and Intervention
1.Introduction
2.Self-Regulated Learning:
Directing The Learning Process
3.Self-Regulation For Different
Purposes
4.Top-Down Self-Regulation
5.Bottom-Up Self-Regulation
6.Using Volitional Strategies To
Stay On Or Switch Tracks
7.Shifting Definitions Of Srl
Imply Changing Measurement
8.Instruments That Assess SelfRegulation
9.Sr In Classrooms: A Typology
Of Interventions
10.Cognitive-Behavior
Modification Interventions
11.Direct Instruction In Learning
And Metacognitive Skills And
Strategies
12.Second Generation
Classroom Interventions Based
On Principles Of
Socioculturalism
13.Current Developments:
Learning Communities In
Schools And Beyond
14.Discussion
15.Directions For Future
Research On Self-Regulation In
The Classroom
Promoting Effective Task
Interpretation As An Important
Work Habit: A Key To
Successful Teaching And
Learning
1.Defining Academic Work
2.Defining Engagement
3.Task Interpretation Within
Learning Activities
4.Task Interpretation And
Metacognitive Knowledge
Metacognitive
1.Task Interpretation And
Conceptions About Tasks
2.Task Interpretation And SelfRegulation In Action
3.Task Interpretation And Personal
Goals And Motivation
4.Summary: The Essence Of Task
Interpretation
5.Where Task Interpretation
Breaks Down
6.Faulty Metacognitive
Knowledge About Tasks
7.Misconceptions
8.Inefficient Self-Regulation
9.What Leads To Problems In
Task Interpretation?
10.Instruction And Evaluation
Practices
11.Individual Processing Problems
12.Recommendations For
Promoting Task Interpretation As
An Important Work Habit
Practices
1.Conclusion
Ways of development
• Interpretation of SRL
• Motivation In SRL
• Teachers perspective