Self-Regulated Learning

Topic that you are currently attempting to learn

I am currently attempting to learn a topic on intrinsic motivation. The topic relates to the human behavior that is propelled by internal rewards. In other words, it is the inner drive that stimulates a person to pursue a task because the action is enjoyable but not for external rewards. As explained by Bjork et al., (2013) intrinsic motivation is the pursuit of an activity not for some separable consequence but for its inherent satisfaction. 

Motivation for learning about the topic

One of the motivations that stimulates me to learn the indicated topic is curiosity and interest. As explained by Littlejohn et al., (2016) curiosity is the intense desire to pursue novel and challenging topics and events. Curiosity instils the desire to understand the meaning and the foundations of the topic at hand in order to reduce cognitive uncertainty and information gap. Interest as a motivator plays an integral role in pushing me to expand my knowledge about the topic. In addition, curiosity pushes me to take a step in an attempt to reduce discomfort triggered by information gap that is characterized by lack of knowledge on what the topic entails.

Each phase of the self-regulated learning (SRL)

Self-regulated learning is a three phase cycle. During the first stage, effective self-regulators engage in forethought or planning. The phase employs largely metacognitive strategies. During the forethought stage, learners set goals and devise success criteria and planning strategies necessary to actualize the set goals. Littlejohn et al., (2016) emphasize that the set goals should be based on external and internal sources. Forethought requires combination of positive self-efficacy beliefs for successful completion of a learning task. The second phase entails volitional control over performance. During this stage, learners employ the formulated strategies to manage and manipulate the surrounding environmental conditions. Learners also monitor the progress made towards attaining set goals. The phase also involves making evaluative judgements about their self-efficacy and performance. The last phase of self-regulated learning is reflection. During the episode, learners evaluate their performance with an intent of making future improvements. The stage also entails determination of factors that contributed to non-performance. Effective self-regulated learners make causal contributions on variables they can control. The inclination during this stage is to make adaptive changes to enhance future performance. 

Benefits and challenges of self-regulated learning

First, self-regulated learning equips students with the ability to proactively evaluate and improve their individual learning. In the modern world, successful individuals must be metacognitive and should have the capability to evaluate their learning process. Self-regulated learners are able to direct their focus towards the topic at hand. Assessing and continuously improving learning enables students to focus their attention without being swayed by immediate impulses ( Bjork et al., 2013) . By proactively evaluating and improving one’s one learning, students overcome insurmountable obstacles leading to discovery of workable solutions. Second, self-regulated learning is important in developing personal responsibility and solidifying content of learning. Through self-regulated learning, students master the art of encoding knowledge and skills in writing and comprehensive reading leading to solidified content of learning. According to research SRL increases a learner’s effort and motivation due to the cognizance of personal responsibility.

One challenge associated with self-regulated learning is lack of instructional processes that support self-directed learning. Notably, this can prove hard for learners who cannot devise their own instructions processes. The lack can likely trigger confusion and uncertainty leading to derailed learning. Second, self-regulated learning is susceptible to hurdles such as anxiety and frustration when students embark on their learning journey ( Driscoll, 2005) . Anxiety is common particularly when learners are young and inexperienced. The frustration is likely to cause demotivation leading to ultimate failure. Additional hurdles include procrastination which if encountered would make progress and monitoring difficult. 

Applying self-regulated learning to a topic

I would want to apply self-regulated learning to master a topic on mindfulness meditation. Through SRL I will purpose to understand what it entails and how to practice it. The first phase that is, forethought will entail analyzing the meditation mindfulness topic. The second step will involve setting goals and strategies to actualize formulated targets. The first goal will be to understand what mindfulness entails and the second to learn how to practice mindfulness exercises. The strategy will involve compiling a series of mindfulness instructional videos that will introduce me and guide me through the entire scope of mindfulness meditation. The second phase that is, performance will entail implementing the devised plan through self-instruction. I will set a daily schedule to watch the mindfulness videos. Watching the instructional videos will allow me to understand what mindfulness mediation is and how to engage in mindfulness exercises. I will perform the exercises simultaneously while watching the instructional videos. The last phase on self-reflection will involve assessing my own performance vis-à-vis the success criteria. I will perform the exercises in presence of a mindfulness expert and request them to rate my ability to engage in mindfulness meditation. The expert feedback will be a vital source for appropriate change or improvement.

Strategy to apply self-regulated learning to improve this learning situation

Searching for more instructional videos will be a key strategy to improving the learning situation. I will seek additional instructional materials from the internet to enable me enhance my ability to master the entire scope of mindfulness meditation. The supplemental materials will be essential in allowing me to pin point the areas where deviation occurred. 

Main activities used in each phase

During the forethought phase, the main activities will include setting goals, choosing learning and motivational strategies, deciding to participate and arranging environmental conditions. In the performance stage, the key activities will entail employing strategies to focus attention, enhancing encoding and executing task ( Driscoll, 2005) . Additional activities will involve tracking performance, judging progress towards goals and adjusting performance as deemed necessary. In the self-reflection phase the main activities will include making judgments about learning performance, inferring causal attributions and evaluating goals attainment in a manner that promotes self-improvement.

References

Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions.  Annual review of psychology ,  64 , 417-444.

Driscoll, M. P. (2005).  Psychology of learning for instruction . Allyn & Bacon.

Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs.  The Internet and Higher Education ,  29 , 40-48.