Principle 7 advances the proposition that not only can self-regulation in students assist in learning, but also that it can be taught. Principle 8 promotes the idea that student creativity can be fostered. A close look at both of these principles demonstrates their inclination towards the students’ internal capacity to improve their learning experiences. Zumbrunn, Tadlock, and Roberts (2011) explained that self-regulation in students helps promote better learning habits thereby strengthening one’s study skills, application of learning strategies to foster positive academic outcomes, as well as allowing students monitor their performance and evaluating academic progress. With the benefits of self-regulation identified, it is important to note that creativity is one particular aspect, which promotes positive academic outcomes in students.
Zimmerman (2002) explained that in self-employment settings noting that individuals, both young and old have to self-refine their skills in order to survive. However, important to note is that “ Their capability to self-regulate is especially challenged when they undertake long-term creative projects, such as works of art, literary texts, or inventions” (Zimmerman, 2002, p. 66). This particular assertion creates a link between creativity and self-regulation. Analytically, Zimmerman (2002) somewhat anticipates issues with creativity in that it can bring about costly outcomes in an individual’s pursuit of a certain objective. Kaufman and Beghetto (2013) noted that studies found a higher incidence of mental illness in individuals involved in artistic professions. Thus, one can note that when it comes to limiting the potential negative effects of creativity, self-regulation is required. In such a case, one cannot foster creativity in students without teaching them self-regulatory skills.
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Consider a case where a student is asked to analyze an artistic work. He could look at the painter’s use of color, painting techniques, alongside other aspects. However, the student could go to the extent of making arguments about why the painter used a particular material. He would be extending the analysis to a level that it would be difficult to determine the basis of his assertions. In such a case, self-regulation would help the student refrain from imposing his own subjective experience or understanding of a particular art movement in analyzing the piece of work.
References
Kaufman, J. C. & Beghetto, R. A. (2013). In Praise of Clark Kent: Creative Metacognition and the Importance of Teaching Kids When (Not) to Be Creative. Roeper Review, 35 , 155-165.
Zimmerman, B. J. (2013). Becoming a self-regulated learner: An overview. Theory Into Practice, 41 (2), 64-70.
Zumbrunn, S., Tadlock, J. & Roberts, E. D. (2011). Encouraging self-regulated learning in the classroom: A review of the literature. Metropolitan Educational Research Consortium.
