Self-Regulation Research Article Review
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The academic success of individual students is greatly affected by their self-regulation of behavior and cognition. It is an important aspect to their learning and the way in which they become the self-regulators of their thinking and development in learning. The journal article by Effeney et al. (2013), entitled “Self-Regulated Learning: Key Strategies and Their Sources in a Sample of Adolescent males” discusses the key to the self-regulation of learning by nine adolescent students. The study identified the different sources and strategies of the students as they handle their studies.
There is a very large question of how teachers handle the self-regulated learning development of the students in class without a proper program about it. The paper made it clear that parents and the relationship of the students among its peers are very important factors to the development of the students as young adolescents. The study aims to identify the types of self-regulated learning strategies used by the students and the social forces that affect it.
The study uses an interview method in the nine students. According to Effeney et al. (2013, p.61), to gather enough data they used the self-regulated learning interview schedule. Their findings show that the higher ranked students are more advanced in gaining self-development relative to the lower ranked students. It also showed that the higher ranked students are self-reliant that may reflect their development in self-regulation in terms of skill and motivation.
The most common strategy they found out is the use of an ordered manner of thinking which is based from solving problems in mathematical courses. The subjects clearly stated that they needed to be organized since it is needed in their studies. The study reported that parents are at a close relationship with the subjects at bringing their best in their studies. It also showed that the routines enforced by the parents in the students have a great impact on their development (p. 66). There are environmental modifications that parents have done to get the best attention of their children in learning, and this in one of the factors of their strategic self-regulation.
The study clearly showed that due to the stressful and busy lives of the subjects, they have developed skills and strategies based on organization and planning. It is clear that the higher ranked students are efficiently developing their self-regulated learning though strategies like planning, transforming, organization, and goal setting compared to the lower ranked students (pp. 63-67). The experiences and the environment of the subjects greatly affect their development, especially their teachers and parents.
Self-Application and Risk & Resiliency Connection
This research is greatly useful to my learning and growth because it opened my mind to the different strategies of the students in learning. This can be a great opportunity for my self-improvement. The points discussed in the study will be a great help in the future, because I can already take note of how to handle students and help them develop their self-regulated learning. I can easily integrate the ideas in the study to my way of imparting knowledge to students.
While the study done was greatly focused on the strategies of students in developing their self-regulated learning, there is also a direct connection to risk and resiliency of students. The connection goes from the mastery and control of the students to their limitations and strengths, which is one of the building blocks of our lesson two about resiliency. The understanding of this part in needed to fully comprehend self-regulation. Through this, there can be a clear path on understanding the student’s way of thinking and development of self-regulation.
Effeney, G., Carroll, A., & Bahr, N. (2013). Self-Regulated Learning: Key strategies and their sources in a sample of adolescent males. Australian Journal of Educational & Developmental Psychology, 58-74.
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