Self-Regulated Learning

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Self-Regulated Learning by Mind Map: Self-Regulated Learning

1. Performance Goal Orientation

1.1. Approach Focus

1.1.1. Besting: Goal to outperform others in group

1.1.1.1. No clear link to cognitive strategies

1.1.1.2. Links moderated by efficacy beliefs - these tend to be strong for outbesting students

1.1.1.3. Self-handicapping and avoidance of help-seeking

1.1.1.4. Positive relation with interest and task value

1.1.2. Normative standards for Self-Evaluation

1.2. Avoidance Focus

1.2.1. Not looking Stupid

1.2.2. Generally negatively related to self-regulated learning

1.2.2.1. Low perception of self-efficacy

2. Mastery Goal Orientation

2.1. Focus on progress and undertanding; Mastering tasks and contents

2.1.1. High influence on use of SRL strategies

2.1.2. Strong links to positive attribution

2.1.3. Strong link to adaptive help-seeking

2.2. Standards of Self-Improvement

2.3. Deep Understanding and increasing competence

2.4. (Avoidance Focus: Avoiding not mastering)

2.4.1. Generally negatively related to self-regulated learning (eg less adaptive monitoring)

2.4.2. Negative motivational beliefs / anxiety

3. Cognitive Strategies

3.1. Planning / Activation (eg Target Goal Setting, Knowledge Activation)

3.2. Monitoring (eg Metacognition)

3.3. Control (eg Selection and Use of cognitive strategies)

3.4. Reflection / Reaction (eg Evaluation of Performance, Attributions, Judgements)

4. Motivation

4.1. Forethought, Planning (eg Perception of difficulty, Task value and interest, Goal orientation)

4.2. Monitoring (eg Awareness of efficacy levels and self-doubts)

4.3. Control (eg Use of strategies for managing motivation: self-talk, extrinsic rewards, self-handicapping)

4.4. Reaction and Reflection (eg Attrbutions, Evaluation of self-efficacy )

5. Behavior/General Effort

5.1. Planning and Activation (eg Time and effort planning)

5.2. Monitoring (eg Awareness of time use, Self-observation)

5.3. Control ( eg De- or Increase of effort, Help-seeking, motivational strategies)

5.4. Reaction/Reflection ( Reflection on past Choices and Behavior)

6. Context/Task Environment

6.1. Forethought (eg Task perceptions. General knowledge activation on task types)

6.2. Monitoring (eg Awareness of opportunities and constraints)

6.3. Control (eg Control study context,Leave context, Negotiate Task) - Student-centered classrooms!

6.4. Reflection ( eg Evaluation of context- what is working, what isn't)

7. ASSUMPTION OF ACTIVE; CONSTRUCTIVE LEARNERS

8. ASSUMPTION OF POTENTIAL FOR CONTROL AND REGULATION

9. ASSUMPTION OF GOAL OR CRITERION AGAINST WHICH TO EVALUATE

9.1. Target Goals: Specific Outcomes

9.2. Purpose Goals: Achievement motivation