1. Presented by Chaky

2. About This book is about How to become successful learner
How to become self-regulated

3. What is self-regulation?
The ability of learners to control the factors or conditions affecting their learning
Teacher is bad
Textbook is confusing
Room is noisy
Very tight schedule
Self regulated students find a way to learn

4. Example of self-regulation
Factors
Self-regulated behavior & attitude
Textbook is confusing
Underlining, summarizing, make a chart
Room is noisy
Find a better room
Tired
Take a break and eat some pizza
Teacher is bad
Consult internet resources
Very tight schedule
Manage time and plan tasks

5. Why are some individuals less successful learners?
Reasons
Typical attitudes 1
They hold faulty beliefs about their ability, learning and motivation
“I am not capable…”
“I am not born intelligent…” 2
They are not aware of their ineffective learning behavior
Study a lot vs. study efficiently
“I got good grades in my high school, why should I change my learning strategies…” 3
They fail to sustain effective learning and motivational strategies
“I feel so tired…”
“This course is too boring…I cannot take it anymore…” 4
They are not ready to change their learning and study behavior
“Why do I need to change?”

6. 6 Components of self-regulation
Non self-regulated
Self-regulated 1
Motivation
Give up a task easily
Self-motivated; self-talk to move on 2
Methods of learning
Stick with one familiar methods
Constantly improve and monitor their methods of learning 3
Use of time
“I don’t have time”
Prioritize tasks; Plan schedule 4
Physical environment
“My room is so noisy”
“I go to the library to study before exams” 5
Social environment
Do not seek help from others; afraid of appearing dumb
Seek help from appropriate ones 6
Monitor performance
“I do badly on the test…so unlucky”
“I evaluate results from the test and determine how I should improved”

7. So how to change behavior?
Self-observation and
Evaluation
Goal setting and
strategies planning
Strategic-Outcome
Monitoring
Strategic implementation and
monitoring

8. 1. Motivation

9. Motivation Four kind of people: Motive to Approach Success Low High
Motive to avoid failure
Failure Acceptors
Success-Oriented Students
Failure Avoiders
Overstrivers

10. Motivation Learn insights about your motivation: What are my goals?
Why I want to achieve this goal?
What are my hopes, expectations, and fear about the future?
What are the causes of my successes and failure?

11. Motivation Goals greatly influence motivation Two kind of goals
Mastery goal
Self-improvement
Performance goal
Can be better than others
Student with mastery goal is more likely to try harder than student with performance goal

12. Do you know where you are going?
Goal setting

13. Motivation SMART goals Specific “I want to get A” Measurable
“I want to get into Harvard University”
Action-oriented
“I want to finish my homework everyday before playing games”
Realistic
Timely
“…before September”

14. Motivation
SMART Goals Poor: I want to do well in English. Better: I want an A on my next essay in English Poor: I want to study my mechanics textbook. Better: I want to read Chapter 7 in my mechanics textbook this evening and answer the problems at the end of the chapter.

15. Motivation Self-efficacy and attributions are important for motivation
“I can do it” vs. “I cannot change”
“I failed because of luck” vs. “I failed because I need to try harder”
Positive emotions facilitate motivation
Bad emotions include anxiety and worry
Fear of failure is a significant reason student behave away from success

16. Motivation Managing emotions
Crooked A---C Thinking (Irrational thinking)
causes
A C
Activating Consequences:
Event Emotional and
Behavioral

17. Motivation Managing Emotions
Straight A---B---C thinking (rational emotive therapy)
Actives/triggers Causes
A B C
Activating Beliefs and Consequences:
Event self-talk Emotional & Behavioral

18. Some Irrational Thinking Patterns
A: Everyone seems so smart
C: I don’t think I can do well in class
B: I think I am not born smart as them
A: My friend did not listen to my feeling
C: I am really angry
B: I feel I am not important to my friend
A: He waste my time
A: He wastes my time
B: I think he did not prepare enough
A: Professor does not like me
C: I am not happy
B: I think I am not important to him

19. Motivation
Self-talk is the key to positive emotion; we should avoid these following type of self-talk
Type
Characteristics
Attitudes
Change to
Worrier
Imagines worst situation
“What if….”
“I can do it”
Critic
Judge yourself harshly
“I am so stupid”
“I believe myself”
Victim
Feels helpless or hopeless
“I cannot change”
“I can continue and do slowly at a time”
Perfectionist
Unhappy with flaws
“I should…I must….”
“It’s okay to make mistakes…”

20. 2. Learning strategies

21. Methods of learning Types of strategies Rehearsal (short term memory)
copying, taking verbatim notes, reciting words and definitions
Elaboration (link to previous knowledge)
summarization, make notes, answering question
Organizational (provide structure)
Select main idea
Outlining
Mapping

22. What Research Tells Us About Good Readers
Determining importance
Summarizing information
Drawing inferences
Generating questions
Monitoring comprehension

23. 3. Use of time

24. Time management Control time = control life
Usual problem is not lack of time, but is poor time management
First step toward time management
Assess present use of time and time wasted
Second step
Determine goal
Prioritize tasks

25. Determine goal and prioritize task Urgent vs. Important
Quadrant 1:
Important/Urgent
Crisis
Pressing problems
Projects at last minute
Quadrant 2:
Important/Not Urgent
Planning
Writing ideas
Reading books
Meditation
Long-term projects
Quadrant 3:
Urgent/Not Important
Interruptions
Time-specific but non-essential events
Quadrant 4:
Not Urgent/Not Important TV
Internet
Chat

26. Time Management Procrastination is number one enemy
“Let’s do it tomorrow”
Counter-procrastination techniques
Using self-talk
“If I do it now, I can relax later”
Give self rewards
“If I complete 50%, I will order a pizza”
Break task into smaller tasks
“I’ll complete this page”
Don’t finish everything, just around 80%

27. Identify Your Favorite Procrastination Beliefs
It’s not due yet.
I work better under pressure.
I don’t feel like doing it now.
I don’t know where to begin.
I’m too tired.
I need to sleep on it.
Before I start, I think I’ll take a break.
I need a good stiff drink first.
Someone else might do it, if I wait.

28. 4&5: Physical and social environment

29. Management of Physical Environment
Evaluating study environments
Improve attention
Consider: Where attention got misdirected and the type of distraction (internal or external)
Manage internal and external distractions

30. Management of Social Environment
Help seeking
When or when should not seek help from others?
Student should know that seeking help is not “dumb”
Should maintain regular contact with the knowledgeable
Should improve communication skills
Be a active listener
Ask question and interact

31. 6. Monitoring performance

32. Evaluating performance
Goal
Performance
Gap
Actual
Time

33. What are the major components that influence academic success?
Motivation (Why?)
Methods of learning (How?)
Use of time (When?)
Control of one’s physical environment (Where?)
Control of one’s social environment (With whom?)
Control of one’s performance (What?)

34. So how to change behavior?
Self-observation and
Evaluation
Goal setting and
strategies planning
Strategic-Outcome
Monitoring
Strategic implementation and
monitoring