Ilustration Group of Children Taking Picture photo by Cotkphoto, Unsplash.Com
With any project-home based classrom assignment, a student can work on many different tasks to move towards completion of the project during, the online school. Some students may jump right in without a plan and ultimately spend time spinning their wheels without completing the porject, or complete a project that contains little substantive content. Other students may be different, they have a succesfully to make a plan, strategically prioritizing tasks and setting goals of achievement for completing them. The result is generally sucessfull to demostrates application of their content learning, that would be considered to be a self-regulated learner or student.
Self-regulation refers to processes, that learners use to activate and maintain cognitions, emotions, and behaviors to attain personal goals. Student are typically reffered to as self-regulated learners, if they are goal-directed, display strategic behaviors, and show high levels of self-awareness, self-reflection, and adaptation in their thinking (Zimmerman, 2000). Self-regulation is widely considered important for the academic success of students. There is limitted about how students self-regulate during complex, long-term learning tasks, such as the project-based learning activities that commonly occur as part of science. A prominent perspective on SRL comes from Zimmerman’s Self-Regulation Model which is grounded in Social Cognitive Theory.
The research literatur has established self-regulated learning (SRL) processess, to be highly predictive of students achievement across virtually all academic skill areas. The coontent domains, including literacy of reading, mathematics, writing, and science (Bembenutty, Cleary, & Kitsantsas, 2013). In particular, self-regulation in project-based learning environments is needed as this has been less studied, than self-regulation during discrete learning tasks (Schunk & Zimmerman, 2003).
Motivation processess, such as self-efficacy play a role in this model as well. The most essential process for motivating students behavior and it is strongly related to academic achievement. As the case, when student faced with a challenging tasks of learning situation, student with well-developed self-efficacy tend to engage in self-regulatory learning behaviors, such as applying cognitive strategies. While, students who are less self-efficacious might give up, because the challenging activity is perceived as not within their ability.
Research has shown, that directing students attention to the strategy aspects of learning, can have positive effects on students self-efficacy, less is known about how they learn to do for themselves. At least part of the answer may lie in an under-reaserched motivational aspect of SRL—causal attributions (Chapman & Tunmer, 2003).
Kontributor: Tessa Revananda Putri