Self-Regulated Learning
ProfCast to Save Brianne
Before listening to this ProfCast, print- out the story
of Brianne and her college challenges. If Brianne
were a close friend of yours, what would you tell
her she should do to increase her chances for
success in college. Be honest with Brianne …
She needs honesty from her friends ! !
Traxoline Student
Let’s Review Brianne’s Problem
 Brianne is having trouble in college and part of the problem
is how she learned in high school. Reflect on her problems
in relation to the following topic?
Where does she study ?
When does she study ?
How does she study
What motivates her to study for a test/class?
Characteristic of Self-Regulated Learners
The things Brianne isn’t doing
The most important characteristic of
expert learners is the plan they implement:
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Clear goals: performance and process goals
Clear strategies to achieve their goals (time management)
In “control” of their motivation and their affect
Keep record of progress & self-monitor & self-reinforce
Characteristic of
Self-Regulated Learners
The most important characteristic of
Expert learners is the plan they implement:
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Clear goals: performance and process goals
Clear strategies to achieve their goals (time management)
In “control” of their motivation and their affect
Keep record of progress & self-monitor & self-reinforce
Rehearse and memorize information (and a plan for how)
Elaborate information into their own lives (make it real for them)
Organize and transform information (and a plan for how)
Use deeper level processing skills (integrating information in
their lives, compare it to prior learning, and monitoring comprehension)
Academic success is not just about “smart”
Self-Regulated Learning
“Self-Regulated learning involves the active, goaldirected, self-control of behavior, motivation, and
cognition for academic tasks by individual
students.”
P. Pintrich, p.5, 1995
There are three dimensions to Self-Regulated Learning
1. Observable Behavior
2. Motivation and Affect
3. Cognition or Cognitive Strategies
Broad Overview of SRL
What is regulated?
SRL of Behavior
 Time, Study Environment, People, Resources
SRL of Motivation & Affect
 Controlling motivation beliefs and anxieties
SRL of Cognitive Strategies
 Rehearsal Strategies
 Elaboration Strategies
 Organization Strategies
Self-Regulation of Behavior
How is Brianne regulating her behavior ?
SR of Behavior is active control of resources including:
 Time – Time management; When she studies; Distributed Practice
 Study Environment – Where; Temp, light, noise
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Self-Regulation of Behavior
How is Brianne regulating her behavior ?
SR of Behavior is active control of resources including:
 Time – Time management; When she studies; Distributed Practice
 Study Environment – Where; Temp, light, noise
 Peer – Who & When: alone, pairs, groups
 Faculty – Class questions, Office hours, E-Mail
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Self-Regulation of Behavior
How is Brianne regulating her behavior ?
SR of Behavior is active control of resources including:
 Time – Time management; When she studies; Distributed Practice
 Study Environment – Where; Temp, light, noise
 Peer – Who & When: alone, pairs, groups
 Faculty – Class questions, Office hours, E-Mail
 Textbook – Reading, studying, SQ4R
 Notes – Note taking skills, classroom attention, organization
 Extra Materials – Ed Sykes, MCPT, PPs, Basic Concepts
Using SR of Behavior Requires:
 Knowledge of available resources
 Self-Efficacy to manage resources
 Value the goal enough to use the resources
 Actively monitor of her behavior
 If Brianne doesn’t know she doesn’t
know… she won’t know to use this ! ! !
 And it is likely she thinks she know even
when she doesn’t really know.
Broad Overview of SRL
What is regulated?
SRL of Behavior
 Time, Study Environment, People, Resources
SRL of Motivation & Affect
 Controlling motivation beliefs and anxieties
SRL of Cognitive Strategies
 Rehearsal Strategies
 Elaboration Strategies
 Organization Strategies
Self-Regulation of
Motivation and Affect
Will is our
Skill is our use of the
motivational
orientation
 Goals
 Values
 Expectancies
Which influences us to use 
appropriate resources.
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Self-Regulation of
Motivation and Affect
Will is our
Skill is our use of the
motivational
orientation
 Goals
 Values
 Expectancies
appropriate resources.
 Resource management
 Cognitive Strategies
 Reflection strategies
Which influences us to use 
If Brianne doesn’t have the will (discipline) she won’t use the skills.
Self-Monitoring & Attributions
Self-monitoring reveals & elicits beneficial
attributional pattern in success & failure:
 Success  If your success is due to effort & strategies
Increased self-efficacy & positive affect
 Failure
 If your failure is due to lack of effort or poor strategies
Increases the chances for change
Self-monitoring should begin to help Brianne
control her affect and motivation
Strategies for Regulating
Motivation & Affect
SR of Motivation
SR of Affect
Beliefs – Self-efficacy Anxiety – Test
& Attributions
Interest & Valuing
anxiety is controllable
Fear of Failure
The key is to know yourself and keep your emotions
in check. The best way to do that is to plan far in
advance and use Distributed Practice.
Self-Regulation of Cognitive Strategies
This is the key to changing learning ! ! !
Rehearsal Strategies
Elaboration Strategies
Organizational Strategies
What does this Mean ?
The procedure is actually quite simple. First you arrange things
into different groups depending on their makeup. Of course, one
pile may be sufficient depending on how much there is to do. If
you go somewhere else due to lack of facilities that is the next
step, otherwise you are pretty well set. It is important not to
overdo any particular endeavor. That is, it is better to do too few
things at once than too many. In the short run this may not seem
important, but complications from doing too many can easily arise.
A mistake can be expensive as well. The manipulation of the
appropriate mechanisms should be self-explanatory, and we need
not dwell on it here. At first the whole procedure will seem
complicated. Soon, however, it will become just another facet of
life. It is difficult to foresee an end to the necessity for this task in
the immediate future, but then one never can tell.
Understanding the Importance of Connecting
New Learning to Old Learning
The procedure is actually quite simple. First you arrange things
into different groups depending on their makeup. Of course, one
pile may be sufficient depending on how much there is to do. If
you go somewhere else due to lack of facilities that is the next
step, otherwise you are pretty well set. It is important not to
overdo any particular endeavor. That is, it is better to do too few
things at once than too many. In the short run this may not seem
important, but complications from doing too many can easily arise.
A mistake can be expensive as well. The manipulation of the
appropriate mechanisms should be self-explanatory, and we need
not dwell on it here. At first the whole procedure will seem
complicated. Soon, however, it will become just another facet of
life. It is difficult to foresee an end to the necessity for this task in
the immediate future, but then one never can tell.
Washing Clothes
Putting learning into context is crucial ! ! !
Cognitive Rehearsal Strategies
 Rehearsal Strategies – Not all strategies are alike
Mnemonics – Tricks to increase recall
Acronyms using initial letters – N.A.S.A
Creative Sentences – “Every good boy does fine.”
Rhymes & Songs – “30 day hath September”
Visualization – The more vivid the better
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Cognitive Rehearsal Strategies
 Rehearsal Strategies – Not all strategies are alike
 Mnemonics – Tricks to increase recall
Acronyms using initial letters – N.A.S.A
Creative Sentences – “Every good boy does fine.”
Rhymes & Songs – “30 day hath September”
 Visualization – The more vivid the better
 Thoughtful Rehearsal –
Mindless rehearsal of nonmeaningful material is a waste of time. What does it mean ?
 Massed vs. Distributed Practice – Don’t overburden your brain. This is CRITICAL ! Think minutes not hours. But it
requires that you care enough to plan ahead and set aside minutes.
These “tricks” are not for dumb students. They are strategies
that good students use all the time. Try them, they work!
Cognitive Elaboration Strategies
Elaboration aids retention by linking new
information to information in LTM – Make it
real & personal for you !
 Understanding not just memorizing (No traxoline)
 Paraphrase concepts into your own words
 Summarize and re-write text, lecture, and your notes.
 Create Analogies that are yours – How do concepts relate?
 Asking & Answering Questions in class, with partner
 Create Your Own Examples – Key to success & Level II
Cognitive Organization Strategies
Memorize these “words”
FB
IMT
VU
SAHB
OC
IA
Cognitive Organization Strategies
Memorize these “words”
FB
IMT
VU
SAHB
OC
IA
How about this list
FBI
MTV
USA
HBO
CIA
What makes the second list so much easier to remember?
Cognitive Organizational Strategies
The 2nd list is easier to remember because it has meaning.
How much of what you learn has personal meaning to you?
 Organize information into meaningful patterns TO YOU !
 Research on “non-sense” words has demonstrated that
humans learn by making sense of non-sense. Are you
making sense of what you learn or learning non-sense?
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Cognitive Organizational Strategies
The 2nd list is easier to remember because it has meaning.
How much of what you learn has personal meaning to you?
 Organize information into meaningful patterns TO YOU !
 Research on “non-sense” words has demonstrated that
humans learn by making sense of non-sense. Are you
making sense of what you learn or learning non-sense?
 Do you believe that taking the extra time to organize
information is taking too much time and effort?
Cognitive Organizational Strategies
Giving information meaning and structure
increases retention and saves you time ... in
the long run.
Memorize these words:
Girl
Heart
Robin
Purple
Finger
Flute
Blue
Organ
Man
Hawk
Green
Lung
Eagle
Child
Piano
As you memorize them, think about how you are doing that.
Cognitive Organizational Strategies
Giving information meaning and structure increases retention
Memorize these words:
Girl
Purple
Blue
Hawk
Eagle
Heart
Finger
Organ
Green
Child
Robin
Flute
Man
Lung
Piano
Would it be easier to remember this list?
Green
Man
Piano
Blue
Girl
Flute
Purple
Child
Organ
Heart
Lung
Finger
Eagle
Hawk
Robin
What makes the second list easier? If it works so well, why
aren’t you doing that with material you are learning? What
can you do to make the material you teach easier?
Cognitive Organizational Strategies:
Learning & Teaching Strategies
Organizational strategies are effective and the
more complicated the information the more
effective they are is supporting learning.
 Outlines
 Graphic Organizers
 Concept Maps (Inspiration)
 Hierarchies
 Ed Syke Games
 When you need to compare & contrast
create a method that helps you “see” this.
Comparing Learning Strategies:
Rehearsal vs. Elaboration vs. Organization
Brianne’s Solution
1. What should Brianne do to regulate her behavior ?
2. What should Brianne do to regulate motivation & affect?
3. What rehearsal strategies should Brianne use?
4. What elaboration strategies should Brianne use?
5. What organizational strategies should Brianne use?
6. Is it possible (likely?) that Brianne can change? What
will she need to do to have the discipline to change?