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)
Slide 3
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.
Slide 4
HADWIN and WINNEZIMMERMANN
Slide 5
But, what is motivation, and what affects it?
Slide 6
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.
Slide 7
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.
Slide 8
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.
Slide 9
Efficient self-regulated learner at solo work: goal orientation
self-efficacy self-handicapping Inefficient self-regulated learner
at group work: Self-efficacy
Slide 10
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.
Slide 11
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
Slide 12
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Slide 19
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.
Slide 20
It is crucial to deal with motivation and emotional aspects
prior to tackling cognitive issues.
Slide 21
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
Slide 22
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).