Self-Discipline

samenwerking met zimmerman
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Self Regulation
Self regulated learning
process by zimmerman et al.
Skills needed
knowledge
self-awareness
self-motivation
behavioral skills to implement
beliefs
percieved efficacy
intrinsic interest
traits
Goals
strategies
monitoring
restrestructuring physical and social
time use efficiently
self-evaluating
causal attributing
adapting
Winne and Hadwin
4 phases of self-regulation
task perception
goal setting and planning
enacting
adaptation
Iran-Nejad and Chissom
3 sources of selfregulated learning
active/executive
dynamic (unintentional)
interest-creating discovery
Student performance perspective
enable accelerated learning while maintaining long-term retention rates
Lovett, Meyer and Thille
Locus of control
Cassandra B.Whyte
Expert learners
Palincsar & Brown
Schema creation through active engagement
Paris
Application of self-regulated learning in practice
3 main areas (paris and Paris)
Literacy instruction
Cognitive engagement
Self assessment
strategies
reciprocal teaching
open-ended tasks
project-based learning
authentic assessments
autonomy-based assignments
portfolios
Self-Assessment
fosters planning, assess what skills the learner has and what skills are needed. Allows students to internalize standards of learning so they can regulate their own learning (Laskey & Hetzel, 2010).
Wrapper Activity
activity based on pre-existing learning or assessment task. This can be done as a homework assignment. Consist of self-assessment questions to complete before completing homework and then after completion of homework. This will allow the learner to draw their own conclusions about the learning process (Laskey & Hetzel, 2010)
Think Aloud
This involves the teacher describing their thought process in solving a problem (Joseph, 2010)
Questioning
Following new material, student develop questions about the material (Joseph, 2010)
Reciprocal Teaching
the learner teaches new material to fellow learners (Joseph, 2010)
Behaviours
finishing homework assignments by deadlines,
studying when there are other interesting things to do,
concentrating on school subjects,
taking useful class notes of class instruction,
using the library for information for class assignments,
effectively planning schoolwork,
effectively organizing schoolwork,
remembering information presented in class and textbooks,
arranging a place to study at home without distractions,
motivating oneself to do schoolwork,
participating in class discussions
Bandura
DeSmedt
bandura
persoon
four dimensions of core self-evaluations
Locus of control
neuroticism
self-efficacy
self-esteem
Sources / Reference
https://en.wikipedia.org/wiki/Self-regulation_theory
https://en.wikipedia.org/wiki/Rubicon_model_(psychology)
https://en.wikipedia.org/wiki/Self-regulated_learning
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. http://doi.org/10.1207/s15430421tip4102
https://en.wikipedia.org/wiki/Self-regulated_learning
rubicon model