Culture and Self-Regulation in Educational Contexts

Assessing the Relationship of Cultural Group to Self-Regulation

Authored by: Dennis M. McInerney

Handbook of Self-Regulation of Learning and Performance

Print publication date:  March  2011
Online publication date:  May  2011

Print ISBN: 9780415871112
eBook ISBN: 9780203839010
Adobe ISBN: 9781136881664

10.4324/9780203839010.ch28

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Abstract

Self-regulated learning has been defined as self-generated thoughts, feelings, and actions for attaining educational goals which includes such processes as planning and managing time; attending to and concentrating on instruction; organizing, rehearsing, and coding information; establishing a productive work environment; and using social resources effectively (Zimmerman, 2000, 2004). There are a number of theoretical perspectives on self-regulation (see, for example, Puustinen & Pulkkinen, 2001; Schunk, 2001; Zimmerman & Schunk, 2001), but the predominant ones are Pintrich (2000) and Zimmerman, (2000, 2004). Pintrich’s model of self-regulated learning consists of phases: forethought, planning, activation, monitoring, control, reaction and reflection. There are cognitive, motivational, behavioral, and contextual self-regulatory activities related to each phase. Zimmerman (2000, 2004) presents a cyclical three phase model: forethought phase, performance phase, and self-reflection phase, each of which has sub-elements. For the forethought phase, there are task analysis and self-motivation beliefs; for the performance phases, self-control and self-observation, and for the self-reflection phase there are self-judgment and self-reflection.

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