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Huong Dinh Kaisa Pihlaja Daniel Bolaos 2.12.2014

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1. Introduction (5) 2. Activating prior knowledge: case presentation (5) 3. Brief discussion (10) 4. Case descriptions and analysis (10) 5. Game phase (10) 6. Videos: experts at work (5) 7. Solution models. Contrast with prior knowledge. (10) 8. Questions (5)

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Determine whether task will be followed- through or abandoned: Effective SRL mediated by will to persist. High correlation with academic performance, due to clear way for SR in cognitive and metacognitive processes.

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HADWIN and WINNEZIMMERMANN

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But, what is motivation, and what affects it?

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Rose is a very confident student. She does well is school she gets good grades and is also very popular among other students when they are doing group work. Rose enjoys studying and she loves to learn new things. She is planning to become a teacher one day, so she is very dedicated to her studies. Every week Rose carefully plans all the tasks she is meant to do that week. When she is studying alone, that is, doing her reading and writing assignments, she organizes a quit place to do her work so that she can concentrate fully on the task at hand. She knows that when she puts her best effort in studying she will perform well and it will help her to reach her goal of becoming a teacher. Rose also likes to work in groups as she feels that she gets a lot of new information and inspiration from other group members. She listens carefully to others in the group, and tries to work constructively within the group, paying special attention to that all group members have an equal chance of participating in the work. After the week of studying, Rose sums up what she has learned. If she feels that there is something left unclear, she sets goals for the next week to find out more about that either by looking up for more information or by discussing the issues with her peers or teachers. Rose is performing well in humanities and sciences, but what she finds difficult is sports. Rose feels awkward that shes not able to control her body as well as her mind, she feels very clumsy when doing sports. However, Rose knows that shes a good learner, but also that she cannot be perfect in everything, so she decides to do her best.

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Highly motivated and self- regulated learner Motivational sources: high self-efficacy feeling, clear learning goals, interest, task value, long FTP (future time perspective), and the view that she can control her own learning (causality). Emotional stability and the ability to take others into account.

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Sam is studying LET program at the University of Oulu. He was taking the Survival Finnish course this autumn semester. He felt that this course was quite easy and did not spend too much time or attention on it; he just tried to attend all the lessons and finished his homework on time. There was a final examination at the end of the term. As part of his learning habits, he decided to spend the two days before the exam to completely focus on studying Finnish. Sam was confident about his ability and set a clear goal for undertaking this course: getting a 5 as his final grade. In the end, he succeeded. He felt his learning outcome was satisfying. Also, as part of his course examination, he was expected to make a video depicting basic Finnish interactive situations (greetings, restaurant, and shopping contexts). Being more of a lone rider, he thought it would prove quite the challenge, especially since he was not sure what he was supposed to do as part of the group. For him, it seemed like discussions with his peers never led to real progress in regards to goal negotiation. He grew more frustrated as time passed, since he felt that pressure was on him and not much had been achieved; he had stopped believing that his performance can actually affect the group outcome positively. Expectedly, his group did not perform well.

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Efficient self-regulated learner at solo work: goal orientation self-efficacy self-handicapping Inefficient self-regulated learner at group work: Self-efficacy

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Polly is a student at the University of Oulu. She decided to enroll in the environmental engineering program mainly due to the fact that there appeared to be nothing more interesting when she scanned study possibilities. Likewise, her father said he would feel proud if she enrolled in said program. Thus, she strives to attain the highest possible grades not to let her family down; whenever she gets a good grade, she magnets the paper to the fridge and celebrates by giving herself a treat (usually chocolate or beer), and never doubts to say, "I am a very lucky girl!" Nonetheless, Polly wonders about how accurate university exams are, since she does not feel "more of an engineer" after presenting her tests. There have not been many high grades in her studies, and she does not perceive her efforts as meaningful, considering that they are very similar to those she used in high school (where she was a low achiever academically). She wonders what is wrong with herself since she does not perform well in individual assignments normally, or when the teacher assigns group tasks. To make things worse, her boyfriend has dumped her a couple of months ago, and up until today it has led her to think that she does not want to go to school anymore. She normally opts for skipping class.

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1. Performance-orientation: (achieving high grades). Aims at avoiding unfavorable comparisons, not at learning. 2. Situational interest toward studies: making her family proud. Studying her program due to not having other options 3. Extrinsic motivation: Sticking papers to fridge. Studying is about grades and treats, not about the value of learning per se. 4. Locus of control: Being lucky when getting high grades. Not controllable, so no future improved expectations. 5. External causal attribution: ill-designed exam. Outside her influence. Feelings of no effect. 6. Low self-efficacy: Poor beliefs about personal results. Hard to affect goal achievement. Based on previous experiences. Inefficient SR learner poor emotional and motivational stability and awareness

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It is crucial to deal with motivation and emotional aspects prior to tackling cognitive issues. No need for help in motivation regulation strategies and neither with emotion control. Imposing intrusive self- regulation strategies might actually decrease the already existing good practices she has adopted.

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It is crucial to deal with motivation and emotional aspects prior to tackling cognitive issues.

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Solution model based on case analysis for addressing particular needs (goal orientation, interest, intrinsic/extrinsic motivation, causal attribution, self-efficacy). Outcome: increasing engagement and persistence, self-confidence and control. Inefficient SR learner poor emotional and motivational stability and awareness

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Crucial to deal with motivation and emotional aspects prior to tackling cognitive issues StrategyOutcome Self-consequating: self-administered verbal recognition based on goal- reaching. May focus efforts and develop awareness for intrinsic value of studying. Goal-oriented self-talk: self-elicited reasons for persistence. May focus attention on task per se (not on the result). Shift from performance to learning orientation. Develop sense of agency (active learner role). Interest enhancement: Increasing attractiveness of task (e.g. gamifying). May yield enjoyment and potentially greater persistence. Self-handicapping: inclusion of additional obstacles to increase challenge level. May yield appropriate causal attribution, increased self-esteem, decrease worry for evaluation (increase intrinsic motivation toward learning).

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