国外教育心理学课件2-概念概念概述ChrisH.ppt

Self-Regulation Chris Hill March 18, 2004 Self-Regulation Defined lThe standards we set for ourselves, the extent to which we monitor and evaluate our own behavior, and the consequences we impose on ourselves for our successes and failures are all aspects of SELF- REGULATION Components of Self-Regulated Behavior lSelf-Determined Goals and Standards lSelf-Monitoring lSelf-instructions lSelf-Evaluation lSelf-Imposed Contingencies Self-Regulated Behavior Chart lBefore the Response lSelf-Determined Goals and Standards lDuring the Response lSelf-Monitoring lSelf-Instructions lAfter the Response lSelf-Evaluation lSelf-Imposed Contingencies Self-Determined Goals and Standards lPeople set goals for themselves to achieve lWe also make standards for the behavior that is best suitable to achieve the goals lDifferent people have different goals lStudents are more likely to be motivated by self-determined goals rather than goals that are given to them Self-Monitoring lIn order to be well self-regulated we must observe oneself in action which is called self-monitoring lStudents are not always accurate at observing their behavior lSelf-focused observing and recording can make changes in a persons behavior lExample: if a student writes down every time that they interrupt class, they will see how much they do it and be less likely to do it as often Self-Instructions lSelf-Instructions are a way to teach kids to remind themselves about appropriate actions lAn effective way to teach students to give themselves instructions would be this five step approach l1. The teacher models self-instruction by repeating instructions aloud while simultaneously performing the activity l2. The teacher repeats the instructions aloud while the student performs the activity. l3. The student repeats the instructions aloud while performing the activity l4. The student whispers the instructions while performing the activity l5. The students simply “thinks” the instructions while performing the activity Self-Evaluation lStudents will eventually learn to judge their behaviors lSome ways to encourage self-evaluation are: lAssemble portfolios of what they think is their best work, with self-evaluations of each entry lWrite in daily or weekly journals, in which they address the strengths and weaknesses of their performance lParticipate in peer conferences, in which several students discuss their reactions to one anothers work Self-Imposed Contingencies lThere are many different responses that students can have of themselves. lNot all contingencies are just mental, sometimes people can reward themselves with special perks if they are satisfied with their work. lExample: If someone is happy with a performance that they gave, they would make special time to do something fun. Self-Regulated Learning lStudents must regulate their behavior and their own cognitive process. Such as the processes below. lGoal-Setting lPlanning lAttention Control lApplication of learning strategies lSelf monitoring lSelf-Evaluation Self-Regulated Problem Solving lTo help students deal more effectively with social conflicts and other interpersonal problems, we might ask them to take some of the following steps: lDefine the problem lIdentify several possible solutions lPredict the likely consequences of each solution lChoose the best solution lIdentify the steps required to carry out the solution lCarry out steps lEvaluate the results Self-Regulation with Special Needs Students lSpecial Needs students are among those in greatest need of self-regulation lSpecial Needs students are more likely to benefit when they have goals that they can accomplish References lhttp:/www.