Self Regulated Learning : Self Controlled Learning

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Question # 1 – Self Regulated Learning Self-regulated learning it is a proactive process where students can use their self-directive process and self-beliefs to develop academic skills such as goal setting and self-monitoring to improve ones academic performance. There are two main parts self-regulation and motivation. In self-regulation, students monitor their goals and performance. They use self-regulation to ensure academic achievement. This requires students to take responsibility of their learning as well as be motivated. Motivation whether it is intrinsic or extrinsic plays a major part of self-regulation learning. Students need to want to achieve the academic goal at hand. Motivation and engagement varies based on the academic content on hand and the goals associated with said content. Students must create measurable goals to pursue. Achievement goal theory focuses on the reason students choose to engage in certain tasks. Engagement isn’t necessarily attached to the goal or the outcome of the task (for example passing a class or wining a competition) rather on why students are engaging and pursuing those tasks (for example in order to learn and develop skills, appear smart, or to proceed to more advanced studies). The Achievement Goal theory categorizes goals in two categories Mastery goals, and Performance goals. Mastery goals are learning goals where the motivation is to learning and understanding a skill or materials on hand. It includes engagement with the main purpose is to develop a new competence. Performance goals on the other hand are goals that are tied to one’s ego or ability. The purpose is to demonstrate one’s ability where one can appear smart rather than develop a new skill. It focuses on demonstrating a h... ... middle of paper ... ...ased intuition. Verbatim processing and focusing on the details of risks and benefits disguises the gist that these are bad decisions and promote risk taking in adolescents. Adolescents, who engage in gist-based thinking, take fewer risks compared to those who engage in verbatim thinking. Experience creates an all-or-none thinking based on consequences of risks. Adults and adolescents who avoid risk rely on looser distinctions than risk takers. However, adolescents who endorsed more precise representations were more likely to take risks than those who endorsed more gist-based representations. As adolescents mature, they appear more capable of regulating the social and emotional influences that previously biased their judgment and decision-making toward risky behavior. There is a pattern of direct growth in impulse control and delaying gratification with development.
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