Final – Project Option A (just a working notes draft)
The effect of self-regulation and problem solving on learning performanceIntroduction
Self-regulation
(1) De Corte, 2004 The CLIA-model: A Framework for Designing Powerful Learning Environments for Thinking and Problem-solving. Both studies were carried out in parallel with the development of the framework, and were instrumental in identifying and specifying the different components of the model. They yielded both promising initial support for the model by showing that CLIA-based learning environments are indeed powerful in facilitating in students the acquisition of high-literacy learning results, especially the acquisition and transfer of self-regulation skills for learning and problem solving.
(1) DeShon, 2005 A Motivated Action Theory Account of Goal Orientation. A dynamic self-regulation model of goal orientation, termed motivated action theory, is presented to integrate the various conceptual perspectives and to provide guidelines for future goal orientation research.
(1) Fuchs, 2003 Enhancing Third-Grade Students’ mathematical problem Solving with Self-regulated learning Strategies. Self-regulated learning (SRL) incorporated goal setting and self-evaluation. SRL positively affected performance.
Problem solving
(1) Bielaczyc, 1995 Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving. Increased strategy application was accompanied by significantly greater performance gains. The results indicate that the particular self-explanation and self-regulation strategies used in training contribute to learning and problem-solving performance.
(1) Evensen, 2001 A Qualitative Study of Six Medical Students in a Problem-based Curriculum; Toward a Situated model of Self-Regulation. The study, using a situated research strategy, resulted in a grounded theory built around the central phenomenon of stance. In short, learners illustrated different types of stances-proactive, reactive, retroactive, interactive, and transac¬tive-that served to govern their perceptions of themselves and the environment, their selection of goals, and their adoption of learning strategies. Furthermore, recursive patterns of stances were longitudinally described as either evolving or shifting. Findings indicated that more successful students demonstrate an evolving, interactive-transactive stance that affected the ways they participated in the learning environ¬ment and the professional identities they were beginning to develop.
Thoughts (Metacognition)
(1) Cleary, 2004 Self-Regulation Empowerment Program: A School-Based Program to Enhance Self-regulated and Self-motivated Cycles of Student Learning. In sum, as students make the transition to middle school, many of them develop negative self¬-motivational beliefs and struggle to deal with the academic demands for greater self-management. The key issue addressed in this article is how middle-school students can be empowered to exert greater control over their learning so that they become more proactive, self-motivated learners.
(2) Fuchs, 2003 Enhancing Third-Grade Students’ mathematical problem Solving with Self-regulated learning Strategies. Problem-solving transfer instruction taught problem–solution methods, the meaning of transfer, and 4 superficial-problem features that change a problem without altering its type or solution; it also prompted metacognitive awareness to transfer. The authors contrasted the effectiveness of transfer plus SRL to the transfer treatment alone and to teacher-designed instruction.
Feelings
Behavior (social)
(1) Ewart, 1991 Social Action Theory for a Public Health Psychology. Social action theory clarifies relationships between social and personal empowerment and helps explain stages of self-change.
(1) Goodman, 1994 Preschool children’s Use of Speech During phases in Task Completion. Results were analyzed by puzzle phases (begin¬ning, middle, end). Two verbal categories-verbalizations of plans or thoughts and questions and answers to self-were overly represented in the beginning and middle phases, which is also where the failed acts were concentrated. The patterns of co¬occurrences and one-step sequences also showed a relationship between task-relevant speech (social and private) and failures or successes requiring trial and error. That relationship appeared primarily at the beginning and middle phases, with nearly an opposite pattern at the end. Results are taken as support for the indication of verbal self-regulation functioning within a task.
Physiological
Traditional Learners
Infants
Pre-school
(2) Goodman, 1994 Preschool children’s Use of Speech During phases in Task Completion. Abstract: Analyzed the integration of speech and motoric behaviors
emitted by 38 3½-5 yr olds during phases in the process of solving 6
jigsaw puzzles. Ss' activities during puzzle solving were videotaped;
speech was transcribed; speech and nonverbal behavior were unitized and
categorized; and the occurrence, category, and duration of each act was
noted, using an event recorder. Data were analyzed by puzzle phases
(beginning, middle, end). Two verbal categories (verbalizations of plans
or thoughts and questions and answers to self) were overly represented
in the beginning and middle phases, which was also where the failed acts
were concentrated. The patterns of co-occurrences and 1-step sequences
also showed a relationship between task-relevant speech (social and
private) and failures or successes requiring trial and error. That
relationship appeared primarily at the beginning and middle phases, with
nearly an opposite pattern at the end. Results are taken as support for
the indication of verbal self-regulation functioning within a task.
Goodman, continued). The data consisted of the videotaped verbal and nonverbal behavior engaged in by 38 preschool-age children (ages 3'h to 5 years) while completing a series of six age-appropriate jigsaw puzzles. Each child was individually ob¬served in the presence of a familiar adult. Following the videotaped ses¬sion, speech was transcribed; speech and nonverbalbehavior were unitized and categorized; and the occurrence, category, and duration of each verbal and nonverbal act were noted on an event recorder. Previous research (2, 3) provided the schemes for categorizing the ver¬bal and nonverbal behavior. Two categories of social speech and six categories of private speech adequately described the data. Social speech, speech directed to the examiner, included task-relevant and task-irrelevant social speech. Private speech was classified as follows: (a) verbalizations of plans or thoughts (task-relevant, an analysis of the situation, a reason for action or inaction, a plan, or a self-instruction); (b) questions and answers to self (a plan, self-instruction, or analysis of the situation phrased as a question); (c) description of activity (task-relevant labeling of current or im¬mediately prior activity or content of the puzzle); (d) wordplay (singing, humming, or word repetition); (e) comments to absent or nonhuman others (the content suggests that the phrase is spoken "as if" to an audience or to an object); (f) emotional expletives (positive or negative feeling about the task).. It should be noted that two-thirds of the speech occurred in three of the eight verbal categories: task-relevant social speech (24% of the speech), verbalizations of plans or thoughts (24%), and questions and answers to self (19%). Each other category occurred less than 15% of the time. Inter¬rater reliability, with agreement calculated separately for each category, was .91 overall. Puzzle-solving performance was unitized according to when a child picked up a puzzle piece and then placed it on the board or returned it to the table. Puzzle-solving acts were categorized as follows: (a) immediately suc¬cessful placement (placed correctly with little or no hesitation); (b) success following spatial reorientation (spatial readjustment of the piece prior to correct placement); (c) success following trial and error (one or more unsuc¬cessful attempts prior to correct placement); (d) failure, due to placement error (placed in wrong slot); (e) failure, piece returned to table (following unsuccessful attempt to place piece, child returns piece to table), and (f) no motor behavior (child pauses between acts). An interrater agreement of 96.1076 was achieved. Each puzzle trial was equally divided into thirds, representing begin¬ning, middle, and end phases of puzzle solving. All data were summarized across the six trials.
Elementary 3-5, 6-12
(2) De Corte, 2004 The CLIA-model: A Framework for Designing Powerful Learning Environments for Thinking and Problem-solving. Abstract: A major challenge for education and educational research is to build on our present understanding of learning for designing environments for education that are conducive to fostering in students self-regulatory and cooperative learning skills, transferable knowledge, and a disposition toward competent thinking and problem solving. Taking into account inquiry-based knowledge on learning and recent instructional research, this article presents the CLIA-model (Competence, Learning, Intervention, Assessment) as a framework for the design of learning environments aimed to be powerful in eliciting in students learning processes that facilitate the acquisition of
productive knowledge and competent learning and thinking skills. Next,
two intervention studies are described that embody major components of
this framework, one focusing on mathematical problem solving in primary
school, and a second one relating to self-regulatory skills in
university freshmen. Both studies were carried out in parallel with the
development of the framework, and were instrumental in identifying and
specifying the different components of the model. They yielded both
promising initial support for the model by showing that CLIA-based
learning environments are indeed powerful in facilitating in students
the acquisition of high-literacy learning results, especially the
acquisition and transfer of self-regulation skills for learning and
problem solving.
De Corte, continued). The learning environment in the classroom was fundamentally changed, and its design, implementation, and evaluation were done in close cooperation with the teachers of the four participating experimental classrooms and their principals. The intervention consisted of a series of 20 lessons taught by the regular classroom teachers (for a detailed report about this study see Verschaffel, De Corte, Lasure, Van Vaerenbergh, Bogaerts, & Ratinckx, 1999). In terms of the CLIA-framework the learning environment can be described as follows.
(3) Fuchs, 2003 Enhancing Third-Grade Students’ mathematical problem Solving with Self-regulated learning Strategies. The authors assessed the contribution of self-regulated learning strategies (SRL), when combined with problem-solving transfer instruction (L. S. Fuchs et al., 2003), on 3rd-graders’ mathematical problem solving. SRL incorporated goal setting and self-evaluation. Problem-solving transfer instruction taught problem–solution methods, the meaning of transfer, and 4 superficial-problem features that change a problem without altering its type or solution; it also prompted metacognitive awareness to transfer. The authors contrasted the effectiveness of transfer plus SRL to the transfer treatment alone and to teacher-designed instruction. Twenty-four 3rd-grade teachers, with 395 students, were assigned randomly to conditions. Treatments were conducted for 16 weeks. Students were pre- and posttested on problem¬solving tests and responded to a posttreatment questionnaire tapping self-regulation processes. SRL positively affected performance.
Fuchs, continued). From six schools in a southeastern urban school district, 24 third-grade teachers volunteered to participate. Stratifying so that each condition was represented approximately equally in each school, we randomly assigned teachers to three conditions (8 per condition): control (teacher-designed instruction informed by the basal), transfer (Fuchs et al.'s, 2003, solution plus transfer, with some modifications described in the following para¬graphs), and transfer plus SRL. Teacher groups were comparable on gender, age, education, and years teaching. Students were the 395 children in these classrooms who were present for each pre- and posttest. Student groups were comparable on gender, reduced or free lunch, race, special¬education status, and English-as-a-second-language status. Also, the 395 children in the complete data set were demographically comparable with the remaining 58 pupils who were absent on one or more pre- or posttest. At the beginning of the study, on the basis of classroom observations and scores from the preceding year's district accountability testing, teachers designated children's initial mathematics achievement status as high, av¬erage, or low (i.e., HA, AA, or LA, respectively). Students were distributed across HA, AA, and LA status, respectively
Adolescents 13-17
2) Cleary, 2004 Self-Regulation Empowerment Program: A School-Based Program to Enhance Self-regulated and Self-motivated Cycles of Student Learning. Abstract: This article describes a training program, Self-Regulation Empowerment Program (SREP), that school professionals can use to empower adolescent students to engage in more positive, self-motivating cycles of learning. It is a two-part approach whereby self-regulated learning coaches (SRC) (a) use microanalytic assessment
procedures to assess students' self-regulation beliefs and study
strategies and (b) train students to use these strategies in a cyclical,
self-regulation feedback loop. Ultimately, students learn how to set
goals, select and monitor strategy effectiveness, make strategic
attributions, and adjust their goals and strategies. The program was
developed from social-cognitive theory and research and integrates many
of the essential features of the problem-solving model. Interventions
used in the SREP include graphing, cognitive modeling, cognitive
coaching, and structured practice sessions. A case study is presented to
illustrate procedures for implementing the program. Implications for
school psychologists and teachers also are presented and discussed.
Clearly, continued). A case study is presented to highlight the primary processes and tech¬niques used by an SRC when working with Anna, a 12-year-old Caucasian student. Anna partici¬pated in a mainstreamed educational program and performed well in many of her classes. However, she struggled in science and social studies due primarily to her failing test grades. A previous psychoeducational evaluation revealed that Anna was of average intellectual potential and pos¬sessed age-appropriate memory, reading comprehension, and written expression skills. However, she displayed below-average word attack skills and weak computational skills. As a result, she was provided with a variety of school-based support services (e.g., achievement center, remedial math and reading) to support her educational program. Despite these support services, Anna showed minimal improvement and was recommended to participate in the SREP. She was provided with eight 35-min sessions of individualized training with the SRC. It should be noted that the training procedures used in this case study were not based on a script or manual of specific procedures that must be followed in all situations.
Young adults (college)
2) Bielaczyc, 1995 Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving.
Abstract: Examined the causal nature of the relation between
particular strategies students use while studying to explain
instructional materials to themselves and student performance on
associated problem-solving tasks. A set of self-explanation and
self-regulation strategies used by 24 high-performance university
students was identified. Strategy training was used to manipulate Ss'
application of the strategies. Following introductory programming
lessons, Ss received interventions involving explicit training in the
strategies (instructional group) or a similar set of interventions with
no explicit training (control group). The instructional group showed
significantly greater gains than the control group in the use of
self-explanation and self-regulation strategies from the pre- to
postinterventions lessons. Increased strategy application was
accompanied by significantly greater performance gains.
Bielaczyc, continued). There were 24 participants in the study. The instructional group had 11 participants; the control group had 13 participants. The participants were either university students or recent graduates. No participants had prior programming experience; all had completed at least one semester of college-level calculus. The participants were recruited through campus advertisements and were paid $5.00 per hour. Five participants did not continue after the introductory session of the study: Two participants had difficulty in giving verbal protocols during the pretest, and three participants made no programming errors on Lesson 1. Of the participants completing the study, one was dropped due to a mistake in the procedure.
(3) De Corte, 2004 The CLIA-model: A Framework for Designing Powerful Learning Environments for Thinking and Problem-solving. Abstract. A major challenge for education and educational research is to build on our present understanding of learning for designing environments for education that are conducive to fostering in students self-regulatory and cooperative learning skills, transferable knowledge, and a disposition toward competent thinking and problem solving. Taking into account inquiry-based knowledge on learning and recent instructional research, this article presents the CLIA-model (Competence, Learning, Intervention, Assessment) as a framework for the design of learning environments aimed to be powerful in eliciting in students learning processes that facilitate the acquisition of productive knowledge and competent learning and thinking skills. Next, two intervention studies are described that embody major components of this framework, one focusing on mathematical problem solving in primary school, and a second one relating to self-regulatory skills in university freshmen. Both studies were carried out in parallel with the development of the framework, and were instrumental in identifying and specifying the different components of the model. They yielded both promising initial support for the model by showing that CLIA-based learning environments are indeed powerful in facilitating in students the acquisition of high-literacy learning results, especially the acquisition and transfer of self-regulation skills for learning and problem solving.
(De Corte, continued). Starting from a constructivist perspective on learning, several aspects of expertise, namely metacognitive, affective, and cognitive skills and related metaknowledge, were integrated into the real instructional context of an experimental group (E) of 47 first year students in business economics. The intervention focused on the acquisition in students of eight regulatory skills that were taught in a series of ten sessions of 90 minutes each, supplemented by numerous homework assignments aimed at practising and transferring knowledge and skills. As explained below, this learning environment likewise embodies numerous components of the CLIA framework. The study involved also two control groups of 47 students each: in the first control group (C1) a treatment was applied that focused on cognitive activities such as `analyzing' and `rehearsing'; the second control group (C2) was a non-treatment group. All students in the three groups were selected from the total group of freshmen (N=352) taking into account several entrance characteristics (prior academic knowledge, intelligence, cognitive study skills, attribution behavior, self-judgements about executive regulation activities, and gender). E and Cl were independent, but equivalent groups in terms of average level of intelligence, and prior knowledge; E and C2 were matched groups.
Doctoral
(2) Evensen, 2001 A Qualitative Study of Six Medical Students in a Problem-based Curriculum; Toward a Situated model of Self-Regulation. The authors followed 6 first-year medical students through their first semester in a problem-based learning curriculum to understand how they self-regulated their learning. The study, using a situated research strategy, resulted in a grounded theory built around the central phenomenon of stance. In short, learners illustrated different types of stances-proactive, reactive, retroactive, interactive, and transac¬tive-that served to govern their perceptions of themselves and the environment, their selection of goals, and their adoption of learning strategies. Furthermore, recursive patterns of stances were longitudinally described as either evolving or shifting. Findings indicated that more successful students demonstrate an evolving, interactive-transactive stance that affected the ways they participated in the learning environ¬ment and the professional identities they were beginning to develop. The purpose of this naturalistic study of first-year medical students in a problem-based learning (PBL) curriculum was to generate a substantive, or grounded theory (Strauss & Corbin, 1990) that could explain the development of and differences in students' strategic learning behaviors and performance outcomes. Consonant with this methodology, the phenomenon of focus, stance, emerged through the course of data collection and ongoing analyses undertaken over a period of one semester within the day-to-day context of the medical school. From the outset, the research investigated how medical students in a PBL context self-regulated their learning.
(Evensen, continued). A total of 6 PBL students participated in this study. They were among 19 PBL students who volunteered by way of a mailed solicitation that apprised them of the objective of the study (to understand teaming in the first year of medical school), informed them of the incentive for participation ($250 for each of the students selected), and required them to complete what was called a Learning Styles Survey. Because previous research concerning the learning preferences of phy¬sicians has used the Kolb (1976) Learning Style Inventory (LSI) (e.g., Baker, Wallace, Bryans, & Klapthor, 1985), the survey designed for the present study incorporated items from the LSI and selected items from the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1991). A review of responses showed almost no variability on the MSLQ items. This may have been the result of a tendency to provide socially desirable responses, a ceiling effect, or the truncating of the instrument. On the other hand, a diversity of responses was detected on the LSI, with, as expected, the largest group of learners (10) aggregated in the assimilator quadrant. Kolb, Rubin, and McIntyre (1984) claimed that mastering learning and problem-solving entails a four-cycle process that generally corresponds with the cognitive strengths of the four major learning styles: assimilator, accommodator, diverger, and converger. They further asserted that the nature of the teaming process is such that opposing perspectives are essential for optimal teaming and that the most effective teaming systems are those that can tolerate differences in perspective. We arranged with the coordinator of the program, therefore, that 4 PBL students were selected on the basis of their divergence of responses on the LSI, 1 student representing each of the four styles. In addition, 2 students were randomly selected from the remaining 15 volunteers; both fell within the assimilator quadrant on the LSI.
Special needs
Women
Workers
(2) DeShon, 2005 A Motivated Action Theory Account of Goal Orientation. Abstract: Rapid organizational change is increasing the pressure
on employees to continually update their skills and adapt their behavior
to new organizational realities. Goal orientation is a promising
motivational construct that may explain why some individuals adapt to
change better. Unfortunately, the current goal orientation literature is
in a state of conceptual and methodological disarray. This presentation
reviews the goal orientation literature and identifies numerous
conceptual ambiguities, including definitional inconsistencies,
dimensional inconsistencies, and inconsistencies in the
conceptualization of stability. These conceptual ambiguities result in a
confusing array of goal orientation measures and manipulations and
ultimately an incoherent empirical database. A dynamic self-regulation
model of goal orientation, termed motivated action theory, is presented
to integrate the various conceptual perspectives and to provide
guidelines for future goal orientation research
(DeShon continued). The purpose of this study is to first identify the conceptual and methodological inconsistencies in the goal orientation literature. We then propose a theoretical framework to resolve the identified conceptual and methodological inconsistencies. In this review, we focused on adult goal orientation processes relevant to the work
setting. We began our literature search with the articles used in
Button et al.’s (1996) review of the goal orientation literature. We
then conducted a search of the PsycINFO database from 1995 to
June 2005 for articles containing any of the following keywords:
achievement motivation, achievement goals, goal orientation, mastery
orientation, learning orientation, performance orientation,
mastery goals, learning goals, and performance goals. Given our
focus, we excluded research examining the role of goal orientation
in the context of health, kinesiology, leisure studies, and child
education. This restricted search identified the 88 published empirical
studies (Table 1). We examined each of these studies and
identified the major differences in conceptual and operational
treatments of goal orientation that we next present.
Programs
Education
(3) Bielaczyc, 1995 Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving. Use of the trained self-explanation and self-regulation strategies led to im¬proved cognitive skill acquisition and programming performance. Instructional group participants received training on specific strategies between programming lessons and showed greater improvement in applying these strategies across the lessons than control group participants. This increased application of the trained strategies by the instructional participants was accompanied by greater perform¬ance gains compared' with the control participants. The study confirms that the trained self-explanation and self-regulation strategies play an important role in the learning process. Our conjecture is, however, that the effectiveness of the strategies themselves varies depending on several factors, including (a) a learner's prior knowledge (both domain-general and domain¬specific knowledge), (b) the quality of the content of the explanation generated from applying a particular strategy, (c) the cohesiveness or clarity of the materials being studied, and (d) the state of one's evolving understanding. That is, given two students who are both applying the same self-explanation and self-regulation strategies, we would expect the effectiveness of the resultant self-explanations to depend on factors such as those listed here. For example, given similar strate¬gies, a student whose evolving model of recursion is more robust at a given point in the materials than another student's would be expected to be able to generate higher quality explanations at that point than the other student. Furthermore, we would expect the resultant declarative representation to become part of a more advanced knowledge base.
(3) Cleary, 2004 Self-Regulation Empowerment Program: A School-Based Program to Enhance Self-regulated and Self-motivated Cycles of Student Learning. An assessment and intervention program designed to enhance motivational and self¬regulated cycles of learning in middle-school and high-school students was presented and dis¬cussed. This program integrates many of the essential features of the problem-solving model with Self-regulation Empowerment Program 549 key self-regulation processes from Zimmerman’s (2000) dynamic feedback model of self-regulation. It focuses primarily on empowering students to become self-directed problem solvers whereby they proactively set goals, monitor performance processes and outcomes, evaluate their performance, and then make strategic adjustments to improve their performance. Although this model has yet to be formally tested using experimental designs, anecdotal data from case studies suggest that it may have positive effects on student achievement and motivation. The potential effectiveness of this model is based not only on its development of self-regulatory processes but also on its message for establishing “hope” and “empowerment” in students and their respective parents and/or teachers. Empowering students to become more self-directed learners and helping teachers and parents further develop these skills in their children can significantly increase stu¬dents’ motivation and achievement in school (Zimmerman, 1989, 2002). Thus, it is highly recommended that school psychologists supplement their norm¬referenced assessment batteries with microanalytic procedures, particularly when assessing chil¬dren who have motivational and strategy deficiencies. The training program presented in this article is an assessment and intervention approach for working with individual students. Although school psychologists and counselors may be able to provide this type of individualized training, teachers may find it more difficult because of large class sizes. However, teachers can create self-regulation problem-solving classrooms by incorpo¬rating some of the SREP principles into their daily activities. For example, in self-regulation classrooms, teachers would provide frequent performance outcomes (e.g., tests, quizzes), give immediate strategic feedback, encourage graphing procedures to self-record performance out¬comes and processes, and teach various study or learning strategies. Although all of these features can have positive changes on students’ self-regulated beliefs and behaviors, the key element is teachers giving frequent performance opportunities for students.
(4) De Corte, 2004 The CLIA-model: A Framework for Designing Powerful Learning Environments for Thinking and Problem-solving. In this article the CLIA-model was presented as a framework for designing learning environments that aim at pursuing in students high-literacy goals of education in response to new societal demands. Although the two intervention studies summarized in the previous sections were not designed as formal test of the model, they yield nevertheless promising support for it by showing that CLIA-based learning environments are indeed powerful in producing in students high-literacy learning results, especially the acquisition and transfer of self-regulation skills for learning and problem solving. As such the two studies prove to be useful with respect to several promises of design-based research put forward by the Design¬-Based Research Collective (2003), namely the exploration of the potential of novel learning and teaching environments and the development of contextualized theories of learning and teaching, Major components of the CLIA-framework that were embodied in both learning environments are: metaknowledge and strategic aspects (heuristics and self-regulatory skills) of competence, but they were acquired embedded in the respective domain-specific contents; constructive, self-regulated, situated and collaborative learning representing essential characteristics of effective learning processes; the six guiding principles for the design of the instructional intervention; assessment tasks and instruments aligned and integrated with instruction aimed at monitoring students' progress toward competence in view of improving learning and teaching.
(3) Evensen, 2001 A Qualitative Study of Six Medical Students in a Problem-based Curriculum; Toward a Situated model of Self-Regulation. A synthesized theory of academic self-regulation would first acknowledge the strong effect of new learning environments that require learners to assume new ways of participating and, in a very real sense, becoming new persons. Second, the theory would predict that different forms of self-regulation emerge as learners negotiate their way through the learning space by interpreting environmental factors and assessing personal factors. Third, it would look seriously at the function of models to the self-¬regulatory process and its development.
(4) Fuchs, 2003 Enhancing Third-Grade Students’ mathematical problem Solving with Self-regulated learning Strategies. Mathematical problem solving, which requires students to apply knowledge, skills, and strategies to novel problems, is a form of transfer that can be difficult to effect (cf. Bransford & Schwartz, 1999; Mayer, Quilici, & Moreno, 1999). One method to promote mathematical problem solving is to help students regulate their learning; that is, to become more metacognitively, motivationally, and behaviorally active in their own learning (cf. De Corte, Ver¬schaffel, & Eynde, 2000; Zimmerman, 1995). The capacity to self-regulate learning is associated with self-efficacy and intrinsic task interest (Schunk, 1986, 1996; Zimmerman, 1995) as well as academic achievement (e.g., Pintrich & DeGroot, 1990; Zimmer¬man & Martinez-Pons, 1986, 1988). That self-regulation covaries with academic achievement prompts the question of whether in¬struction designed to increase student behaviors associated with self-regulated learning strategies (SRL) promotes learning. Theoretically, the use of SRL should promote learning. Goal setting serves a motivational function, which may mobilize and sustain effort to achieve objectives (Cervone, 1993). When com¬bined with self-evaluation, goal setting serves an informational purpose (Schunk, 1994), whereby students may monitor their progress against a standard and thereby adjust their use of skills and strategies to increase the probability of goal attainment (Graham & Harris, 1997), even as students come to appreciate the value of applying those skills and strategies (Zimmerman, 1995). Results strengthen previous work (Fuchs et al., 2003) showing that mathematical problem solving may be strengthened with explicit transfer instruction that (a) broadens the categories by which students group problems requiring the same solution meth¬ods (i.e., promotes a higher level of abstraction) and (b) prompts students to search novel problems for these broad categories (i.e., increases metacognition). On the immediate- and near-transfer problem-solving measures, students in the problem-solving trans¬fer treatment reliably outgrew those in the control group. Effect sizes (ESs) were large, regardless of students' initial achievement status (1.91 and 1.98 for HA, 1.22 and 1.78 for AA, and 1.24 and 1.83 for LA) and similar to those reported by Fuchs et al. On the far-transfer measure, however, effects did not reliably favor the problem¬solving transfer treatment over the control group, as Fuchs et al. had found (even though ESs were moderate to large: 0.47 for HA, 0.54 for AA, and 0.69 for LA).
(2) Goodman, 1994 Preschool children’s Use of Speech During phases in Task Completion. Abstract: As indicated in Table 1, the data from the beginning phase showed the greatest discrepancy from expected values. In contrast, in the middle and end phases, verbalizations are likely to be proportionately distributed across categories of puzzle-solving behavior. Thus, again the relative significance of the beginning phase was indicated. That is, in the beginning of the puzzle children selectively emitted speech during certain categories of motoric acts to the neglect of others. In the middle and end phases, no such distinctive clustering was observed. .A second question asked of the data on the co-occurrences was whether the occurrence of speech in a particular verbal category was independent of the occurrence of motoric events. The following verbal-motor pairings were noted. The pattern of verbal-motor pairings by categories was almost exactly the same in the beginning as in the middle phase. In both the beginning and middle phases, the following pattern emerged: (a) failures were accom¬panied by verbalizations of task-relevant social speech and questions to self; (b) trial-and-error successes were accompanied by verbalizations of plans or thoughts; and (c) the motoric category of immediate successes and the ver¬bal category of description of activity were not accompanied by any par¬ticular verbal or motor category, respectively, than others. In the end phase, a totally different pattern of co-occurrences appeared as follows: (a) failures were accompanied by verbalizations of plans or thoughts; (b) trial ¬and-error successes were accompanied by questions to self; and (c) im¬mediate successes were accompanied by task-relevant social speech. To summarize, when the particular verbal-motor co-occurrences were examined, the distinction between the beginning and middle of the task and the end of the task appeared again. That is, the task-relevant social speech and questions to self that accompanied failure in the beginning and middle of the puzzle switched to accompany success (immediate or trial-and-error) at the end. And the verbalizations of plans or thoughts that accompanied success (trial-and-error) at the beginning and middle of the puzzle switched to accompany failure in the end.
Business
(3) DeShon, 2005 A Motivated Action Theory Account of Goal. The title of this article is purposefully ambiguous. Is the focus
on goal orientation as an achievement motivation construct or on
goal-oriented behavior as a dynamic process that unfolds over time
in achievement situations? Our primary point is that there is no
difference between these two conceptualizations of action. Goal
orientation refers to the clusters of actions undertaken in the
pursuit of achievement goals in specific situations. As such, goal
orientation is best viewed as a specific instantiation of more
general models of self-regulation and action. In MAT, goal oriented
behavior results from constantly shifting activation levels
among competing goals that provides a mechanism for modeling
behavior as a dynamic stream of choices (either conscious or
unconscious) over time and situations. The MAT perspective of goal orientation provides researchers with a great deal of flexibility in the methods used to investigate antecedents and consequences of adopting particular achievement goals (i.e., goal orientations). Manipulations that focus on enhancing or suppressing the salience of goals central to the self and manipulations that affect the expectancies connecting actions to the desired higher level goals are both excellent ways to study the antecedents and consequences of goal orientation. Measuring naturally
occurring levels of achievement goal pursuit with a focus on
inter- or intrapersonal differences can substantially improve our
understanding of this critically important motivational process in
both artificial and natural environments. However, the flexibility
provided by MAT comes at a very real cost. It is the responsibility
of the researcher to clearly identify the aspects of goal orientation
under investigation and to clearly limit inference to the aspects of
goal orientation actually investigated.
Health care
(2) Ewart, 1991 Social Action Theory for a Public Health Psychology.
Many illnesses can be prevented or limited by altering
personal behavior, and public health planners have turned to psychology
for guidance in fostering self-protective activity. A social theory of
personal action provides an integrative framework for applying
psychology to public health, disclosing gaps in our current
understanding of self-regulation, and generating guidelines for
improving health promotion at the population level. A social action view
emphasizes social interdependence and interaction in personal control of
health-endangering behavior and proposes mechanisms by which
environmental structures influence cognitive action schemas, self-goals,
and problem-solving activities critical to sustained behavioral change.
Social action theory clarifies relationships between social and personal
empowerment and helps explain stages of self-change.
(Ewart, continued). Social-contextual analysis also has implications for the view that habit changes occur in a sequence of qualita¬tively distinct behavioral stages (Horn & Waingrown, 1966; Kristeller & Rodin, 1984; Prochaska & Di¬Clemente, 1983). A stage conception is useful if proposed stages reflect different functional mechanisms or processes of self-change. The problem is to identify the critical mechanisms, influences that activate them, and condi¬tions that cause people to move from one behavioral stage to the next. Social action theory specifies mechanisms involving motivational appraisal and problem solving, indicates the order in which they are activated (e.g., ap¬praisal prior to problem solving), and identifies generative capabilities and proximal social interaction processes that must be present before motivation can generate sustained action. Data from studies of smoking cessation suggest that smokers proceed from contemplation to active ces¬sation and abstinence as envisaged here (Prochaska, Ve¬licer, DiClemente, & Fava, 1988). What propels people from stage to stage? The mod¬el's contextual dimension suggests that social and biolog¬ical contexts play a critical determining role. Social set¬tings and relationships activate health goals (e.g., parents worry that their smoking may harm their young child), provide helpful action schemas (e.g., a co-worker's suc¬cessful abstinence provides a model of how to quit), and facilitate the modification of problem scripts (e.g., a spouse agrees to help). Biologic conditions and mood states (e.g., worry about illness symptoms) also activate health goals and may facilitate the implementation of ac¬tion schemas (e.g., reduced work stress makes it easier to stop smoking). Moreover, contextual influences determine longer term success. For example, a stressful environment, the presence of other smokers, and unpleasant mood states related to nicotine craving and withdrawal are ma¬jor contextual obstacles to prolonged nonsmoking (Mar¬latt, Curry, & Gordon, 1988). Indeed, a social contextual view suggests that maintenance may best be understood as a process of identifying and altering physical, social, and biological contexts that undermine motivational and problem-solving mechanisms of self-change.
Tests and measurements
(4) Bielaczyc, 1995 Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving. Empirical Study Keywords: strategy instruction, use of self explanation & self regulation strategies while studying & subsequent performance, college students
(4) Cleary, 2004 Self-Regulation Empowerment Program: A School-Based Program to Enhance Self-regulated and Self-motivated Cycles of Student Learning. Case study Keywords: Self-Regulation Empowerment Program; adolescent students; self-motivation; learning strategies; self-regulation
(5) De Corte, 2004 The CLIA-model: A Framework for Designing Powerful Learning Environments for Thinking and Problem-solving. Models Keywords: learning environments; thinking; problem solving; self regulatory skills; cooperative learning skills; competence; transferable knowledge; Competence; Learning; Intervention; Assessment; CLIA model
(4) DeShon, 2005 A Motivated Action Theory Account of Goal. Literature review. Keywords: multiple goals, self-regulation, goal orientation, action, motivation
(4) Evensen, 2001 A Qualitative Study of Six Medical Students in a Problem-based Curriculum; Toward a Situated model of Self-Regulation. Empirical Study; Longitudinal Study. Keywords: medical students; problem based learning curriculum; self regulated learning; learning strategies; learning environment; professional identities
(3) Ewart, 1991 Social Action Theory for a Public Health Psychology. Report. Social Action Theory for a Public Health Psychology
(5) Fuchs, 2003 Enhancing Third-Grade Students’ mathematical problem Solving with Self-regulated learning Strategies. Empirical Study. Enhancing Third-Grade Students' Mathematical Problem Solving With Self-Regulated Learning Strategies
Publications
(5) Bielaczyc, 1995 Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving. Cognition and instruction. Curriculum & Programs & Teaching Methods (3530).
(5) Cleary, 2004 Self-Regulation Empowerment Program: A School-Based Program to Enhance Self-regulated and Self-motivated Cycles of Student Learning. Psychology in the Schools. Curriculum & Programs & Teaching Methods (3530).
(6) De Corte, 2004 The CLIA-model: A Framework for Designing Powerful Learning Environments for Thinking and Problem-solving. European journal of Psychology of Education. Curriculum & Programs & Teaching Methods (3530).
(5) DeShon, 2005 A Motivated Action Theory Account of Goal. Journal of Applied Psychology.
(5) Evensen, 2001 A Qualitative Study of Six Medical Students in a Problem-based Curriculum; Toward a Situated model of Self-Regulation. Journal of Educational Psychology. Curriculum & Programs & Teaching Methods (3530)
(4) Ewart, 1991 Social Action Theory for a Public Health Psychology. American psychologist.
(6) Fuchs, 2003 Enhancing Third-Grade Students’ mathematical problem Solving with Self-regulated learning Strategies. Journal of Educational Psychology.
Implications
On Cognitive Psychology
On the learner (self)
posted by Ann Marie @ 6/24/2006 07:38:00 PM
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