Self-regulation is the ability to manage your emotions and behavior in accordance with the demands of the situation. … It is a set of skills that enables children, as they mature, to direct their own behavior towards a goal, despite the unpredictability of the world and our own feelings.
Self-regulated learning is a cyclical process, wherein the student plans for a task, monitors their performance, and then reflects on the outcome. The cycle then repeats as the student uses the reflection to adjust and prepare for the next task.
Examples of good self-regulation skills include good time management, the ability to rapidly select the most efficient problem-solving strategies and the ability to actively monitor emotional states such as frustration.
Scaffolding is breaking learning into chunks and then providing a strategy or a structure to make it easier for students to be able to accomplish each chunk of learning. In order to effectively scaffold instruction, you need to know what a child is capable of doing on their own.
About Self-Regulated Learning
Self- regulation abilities include goal setting, self- monitoring, self-instruction, and self-reinforcement (Harris & Graham, 1999; Schraw, Crippen, & Hartley, 2006; Shunk, 1996).
There are four basic self-regulation strategies that all students need to be able to use: goal-setting, self-monitoring, effective use of self-instructions or self-talk, and self-reinforcement.
According to Pintrich (2000) model, SRL is compounded by four phases: (1) Forethought, planning and activation; (2) Monitoring; (3) Control; and (4) Reaction and reflection. Each of them has four different areas for regulation: cognition, motivation/affect, behavior and context.
In addition to developing personal responsibility about learning, self-regulation also solidifies the content of learning. Self-regulation practices improve the encoding of knowledge and skills in memory, especially in reading comprehension and writing.
The three essential components of academic self-regulation—planning, problem solving, and self-evaluation—usually occur in a specific sequence (Cleary & Zimmerman, 2002; Zimmerman, 2008).
Self-regulation strategies reduce disruptive problems in the classroom by encouraging students to manage their own behavior. Such strategies provide teachers with time to work with small groups or one-on-one with students who require extra instruction.
Answer: The process of self-regulation consists of three steps — monitoring your behavior, judging your behavior and reacting to your behavior.
Examples of Self-Regulation in Children
Regulating their reactions to emotions like frustration or excitement. Calming themselves down after something exciting or upsetting happens. Being able to focus on a task. Refocusing their attention on a new task.
Phase 1. Forethought/preaction—This phase precedes the actual performance; sets the stage for action; maps out the tasks to minimize the unknown; and helps to develop a positive mindset. Realistic expectations can make the task more appealing.
Not a mental ability, like intelligence Not an academic skill It’s a self-directive process that learners can use to transform their intrinsic mental abilities into academic skills. …
Self-regulation is a skill that allows people to manage their emotions, behavior, and body movement when they’re faced with a tough situation. It also allows them to do that while staying focused and paying attention. Lots of kids and adults struggle with self-regulation. … Self-control is mainly a social skill.
The act of self-regulating is dependent on several different factors that interact with each other, those that are individual to the child or youth as well as those that are external or environmental, including biology, skills, motivation, caregiver support, and environmental context.
“Self-Regulation refers to the self-directive process through which learners transform their mental abilities into task related skills” (Zimmerman, 2001). This is the method or procedure that learners use to manage and organize their thoughts and convert them into skills used for learning.
The Benefits of Self-Regulating Learning
As mentioned earlier, self-regulated learning is a sequenced series of practices that virtually any learner can understand and develop. It does not require any particular level of ability or intelligence (Schraw, 1998; Schraw & Dennison, 1994; Schunk & Zimmerman, 1998).
Students stated that inability to use self-regulation strategies, such as inability to make daily schedules, lack of a defined goal, lack of concentration, and personal factors such as stress, pessimism, lack of motivation, carelessness, and lack of interest in the field of study can inhibit SRL.
The following sections outline the research behind the six principles of self-regulated learning, which are motive, method of learning, time, social environment, physical environment, and performance.
The Short version of the Self-Regulation Questionnaire (SSRQ) is a 31-item self-report measure of the ability to regulate behavior to achieve one’s goals. … The measure has one total scale computed by summing the items (after reverse-coding certain items, as needed).
“Self-regulation” is a skill kindergartners need to allow them to listen, to wait, and to react calmly to things they don’t want to hear. In fact, it’s a skill people of all ages need to function calmly and peacefully in day-to-day life, it’s just the younger they start, the better.
First, in play, children learn to inhibit their impulsive behaviour and follow rules which transform their behaviour from impulsive and spontaneous to mediated and voluntary. … Third, children develop internal representations which guide their behaviour.