Literaturnachweis - Detailanzeige
| Autor/in | Schunk, Dale H. |
|---|---|
| Titel | Self-Monitoring as a Motivator during Instruction with Elementary School Students. |
| Quelle | (1997), (22 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Elementary Education; Elementary School Students; Expectation; Learning Motivation; Learning Theories; Mathematics Skills; Models; Self Efficacy; Self Evaluation (Individuals); Self Motivation; Student Motivation |
| Abstract | Self-monitoring refers to deliberate attention to aspects of one's behavior, and is an important component of self-regulated learning, which depends on favorable self-evaluations of one's capabilities and progress toward learning goals. This paper argues that self-regulated learning is enhanced when students self-monitor their learning progress, and that positive self-evaluations sustain learning by sustaining motivation. The paper begins by summarizing social cognitive theoretical ideas on self-regulation, self-efficacy, and achievement goals and then describes a social cognitive model of self-regulated learning. The paper next describes several research projects that explored the role of self-monitoring during cognitive skill acquisition. The studies involved elementary school students learning mathematical skills; in the first study, students self-monitored their completed work, and in the next two studies the focus of self-monitoring was on learning progress and performance capabilities. All three studies supported theory and research on the benefits of self-monitoring in learning. The paper concludes with a discussion of the implications of self-regulation for teaching and learning. Contains 26 references. (EV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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