Self-Regulated Learning From Teaching to Self-Reflective Practice Ch10 Factors influencing children’s acquisition and demonstration of self- regulation on academic tasks 指導教授： Chen, Ming-Puu 報 告 者： Chen, Wan-Yi 報告日期： Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to self- reflective practice. NY: The Guilford Press.

2 Introduction We believe that this perspective is relevant to any program that seeks to enhance academic achievement through improved student self- regulation of academic tasks Curricula designed to increase student self-regulation in an academic domain lead to improved achievement

3 Self-regulation on academic tasks Indicators of verbal task regulation –Students demonstrating or reporting higher levels of self-regulation have higher academic achievement Private speech and achievement –Higher observed levels of student private speech are associated with gains in achievement over time –Private speech is rare when tasks are very difficult for learners

4 Self-regulation on academic tasks Task-regulatory speech and achievement –More task regulatory speech than children perceived as little self-directed Effects of inducing self-regulatory behavior –Self-regulatory behavior is associated with improved academic achievement –The evidence shows that in normal classrooms it is able students who engage in self-regulatory behavior and who presumably benefit from doing so

5 Summary Higher achieving students make more overt use of task-regulatory speech

6 Why only able students are observed to regulate tasks verbally in class The development of verbal task regulation –Regulation of tasks refers to selecting, planning or modifying (constructing) implementing, and evaluating tasks –task regulation also includes interrupting and relinquishing tasks

7 Why only able students are observed to regulate tasks verbally in class Self-regulation and learning –Being verbally regulated by others on a novel task –Being able to perform the task with some verbal guidance or “hints” –Reaching a level of internalization or mastery in which the former learners can now verbally regulated others

8 Why only able students are observed to regulate tasks verbally in class Why high-achieving students use more task- regulatory speech in school –Less advanced students gain little school experience verbally directing tasks because classroom tasks often demand skills

9 Conditions supporting self-regulation It also involves creating valid opportunities for exercising verbal task regulation What is crucial to eliciting task-regulatory speech is the combination of a task within the student’s area of competence and a role that necessitates explaining the task

10 Conclusions Must also create and maintain ongoing working conditions in which students can successfully exercise their task-regulatory potential with others and with themselves on a regulator basis

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