Developing Self-Regulated Learners: Beyond Achievement to Self-Efficacy (Psychology in the Classroom)

156 Pages·1996·5.88 MB·English

by  Barry J. Zimmerman

Developing Self-Regulated Learners
Beyond Achievement to Self-Efficacy
PSYCHOLOGY IN THE CLASSROOM: A SERIES ON APPLIED EDUCATIONAL PSYCHOLOGY
A collaborativ proj Cl of PA Division 15 (Edu ationa' Psychology) and APA Books.
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Barbara L. McCombs and Sharon McNeely, Series Editors
Advisory Board
ylvia id I, ational Education Association
Debbi \ al h Chicago Teachers 'nion. rn rican Federation
of T a hers
Ron Brandl, Execmive Editor, Ass ciation lor upervision and
Curriculum D velopment
Isadore ewton, University of Akron
Merlin Wiurock, ni ersil), of California, Los Ang les
David B riiner. Arizona tate nh ersity
Noreen \i ebb, University of Califomia, Los Angeles
Series Titles
Becoming Refleclive tud 'nt and Teachers \.\lith Portfolio
altd AUL/lenlic A ses mel1t-Paris & Ayres
CreaLing Respollsible L al'l1cr : The Role of a Positive Cla room
EnVironment-Ridley & Walthers
Dev loping Self-Regtllated Leamer' : Beyond Achievement to elf-cffi 'ICy
Zimmerman, Bonner K va h
:Y
Inventiv lraLegies for Teaching Macl1el?lalics- liddleton G p~ rl
~OlivCllitlg Hard La Reach Slllden - M Combs & Pope
IV Approac11 s Lo Literacy; Helpi11g tud til Develop Reading
and Writing Ilills-Marzano & Paynt l'
o ercoming tudenr Failur .' Changing lOCive alld InccfIlives
for Leaming-COvington &: Teel
Teachingfor Thinkillg- temberg &: pear- w rling
In Preparation
Designing Int grated CUITicula-Jones, Ra mussen, &: Lindberg
Effeclive Learning and Study Strategies-Wein tein & Hume
Positive Mr, Ctiv Iimates-Mills &: Timm
Dealing With Anxi l)' in rhe School-Tobias & Tobias
Developing Self-Regulated Learners
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Beyond Achievement to Self-Efficacy
Barry J. Zimmerman, Sebastian Bonner, and Robert Kovach
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The Graduate School and University Center
The City University of New York
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AMERICAN PSYCHOLOGICAL ASSOCIATION WASHINGTON, DC
Copynght © 1996 by thc American Psychological Associalion. All righLS
reserved. Except as permittcd under the United tates .Opyrighl Ac of
1976, no parl of this publication may b reproduced or disl1ibUled in any
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Lhe prior written pcrmission of th publisher.
Published by
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Library of Congress Cataloging-in-Publication Data
Zimmerman Bany j.
Developmg self-regulatcd Icamers: Beyond achievement 10 self
efficacy / Barry J. Zimm rlllan, ebastian Bonner, and Robert Kovach.
p. em. - (Psychology in th classroom)
In tudes bibliographical referen e .
156 1-55798-392-5 (pbk. alk. pap r)
1. Learning 2 Sclkomrol. 3. ludy skills. 4. A ademic
achievement. 1. Bonner, bastian. II. Kova h, Roben.
Ill. Title. IV. Series.
LB1060.Z56 1996
370. 15'23-d<:20 96-32053
CIP
British Library Cataloguing-in.Publication Data
A CIP record is available from the British Ubrary.
Prill/cd ill the United St(lle of America
First Edition
TABLEOFCONTENTS
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Preface
~~~ ~
WAcknowl edgements
Self-Regulation and Learning
Rationale and Goals
1'1 Goal Understanding the Principles of Self-Regulated Learning
1:
Students With Self-Regulated Learning Deficiencies
Self-Regulated Learning: The Academy Model
Applymg Self-Regulatory Processes in the Classroom
The Teacher's Role in Developing Self-Regulated Students
Five Skills for Proficient Academic Learning
Inaugurating the Cycle of Self-Regulation
On the Road to Rewards
Self-Directed Questions
Suggested Readings
Goal 2: Developing Time Planning and Management Skills
Self-Evaluation and Monitoring
Goal Setting and Strategic Planning
Strategy Implementation and Monitoring
Strategic-Outcome Monitoring
Self-Efficacy Perceptions
Personal and Social Benefits of Time Planning and Management
Self-Directed Questions
Suggested Readings
1471 Goal 3: Developing Text Comprehension and Summarization Skills
Self-Evaluation and Monitoring
Goal Setting and Strategic Planning
Strategy Implementation and Monitoring
Strategic-Outcome Monitoring
Self-Efficacy Perceptions
Self-Directed Questions
Selected Readings
L691 ~~
Goal 4: Developing Classroom Note-Taking Skills
Self-Evaluation and Monitoring
Goal Setting and Strategic Planning
Strategy Implementation and Monitoring
Strategic-Outcome Monitoring
Self-Efficacy Perceptions
Self-Directed Questions
Selected Readings
Goal 5: Developing Test Anticipation and Preparation Skills
Self-Evaluation and Monitoring
Goal Setting and Strategic Planning
Strategy Implementation and Monitoring
Strategic-Outcome Monitoring
Self-Efficacy Perceptions
Self-Directed Questions
Suggested Readings
11071 Goal 6: Developing Writing Skills
Self-Evaluation and Monitoring
Goal Setting and Strategic Planning
Strategy Implementation and Monitoring
Strategic-Outcome Monitoring
Self-Efficacy Perceptions
Self-Directed Questions
Suggested Readings
k!
Final Issues: Introducing Self-Regulated Learning Into the Classroom
Key Instructional Capabilities
The Parents’ Role
Investment in Self-Regulated Learning
Conclusion
b
Glossary
References
~ ~~~
1141 About the Authors
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PREFACE
If you give a man a fish, you feed him for
a day
If you teach a man to fish, you feed him
for a lifetime
Confucius (551-479 B.C.)
We believe that all students have the power to become
“smart learners” if they use self-regulatory processes to
study more effectively. Each of us came to this conclusion
from compelling personal experience as learners, teachers,
and researchers. Barry J. Zimmerman is an educational psy-
chologist who for more than 25 years has investigated how
effective students learn on their own. He has discovered
remarkable similarity in the techniques that successful stu-
dents use to read, study, write, and prepare for examina-
tions, regardless of whether they attend schools in the in-
ner city or the suburbs, in the Northeast or Southwest, and
in the United States or as far away as Australia. He teaches
graduate-level courses on self-regulated learning processes
at the City University of New York. Sebastian Bonner is a
doctoral student who has taught undergraduate courses in
self-regulation to classes of future teachers and has con-
ducted impressive case studies of individualized tutoring
of students experiencing academic difficulty. Robert Ko-
vach is a high-school social studies teacher who has de-
veloped innovative procedures for assessing his students’
self-regulated methods of learning and their understanding
of the effectiveness of those methods. We decided to write
this guide to share our collective insights because each of
us has profited personally from the use of these processes
and has seen their power with our students. The impact of
these processes extended beyond students’ academic
achievement. We have witnessed their self-efficacy beliefs
grow as they became more self-regulatory-until they, like
the Confucian fisherman, could personally feed their
hunger for knowledge for a lifetime.
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Preface vii
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ACKNOWLEDGE M E NTS
We would like to acknowledge the assistance on ear-
lier drafts of this teacher’s guide of the following students,
teachers and educational psychologists: Alexandra M. Ar-
lak, student at Leonia Middle School, Leonia, NJ; Jed Wang
Bonner, student at Manhattan Country School in New York
City; Maryann Dragunas, Paul D. Schreiber High School
(SHS), Port Washington, NY; Shirley Feldmann, professor
of educational psychology at the Graduate School and Uni-
versity Center, City University of New York (CUNY); Bert
Flugman, director of the Center of Advanced Study in Ed-
ucation, CUNY; Martin Hamburger, SHS; Manuel
Martinez-Pons, professor of education, Brooklyn College,
CUNY; Barbara L. McCombs, series editor at Mid-
Continental Regional Educational Laboratory; Ann Mingo-
rance, SHS; Sharon L. McNeely, series editor at North-
eastern Illinois University; Anne Simmons, art teacher at
Hart Magnet Elementary School in Stanford, CT; and Ellen
Zimmerman, SHS. We are grateful for their thoughtful sug-
gestions and creative insights.
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viii Preface
introduction
In this age of informatiot the explosion of knowledge and
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the need for technical ski I has posed tremendous new bur-
dens on our schools, fami ies, employers, and communities.
The traditional view of edi cation as an activity for the young
is being increasingly supplanted by contemporary demands
for lifelong learning. But how well have we equipped our
youth to assume the burden of learning for themselves?
Introduction
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