Zimmermans's Phase Model of Self-Regulation

A schematic reproduction of Zimmerman’s Model Moving from Forethought Phase to Performance Phase to Self-Reflection Phase

A Cyclic Phase Model of Self-Regulated Learning	PERFORMANCE PHASE Self-control  *Task strategies  *Imagery  *Self-Instruction  *Time Management  *Environmental structuring  *Help Seeking Self-Observation  *Metacognitive self-monitoring  *Self-Recording
FORETHOUGHT PHASE Task analysis  *Goal setting  *Strategic-planning Self-Motivation beliefs  *Self-efficacy  *Outcome expectations  *Task value/interest  *Goal Orientation		SELF REFLECTION PHASE Self-judgment  *Self-Evaluation  *Causal Attribution Self-reaction  *Self-satisfaction/affect  *Adaptive/defensive

Barry Zimmerman Discusses Self-Regulated Learning Processes Emerging Research Fronts Commentary, December 2011    Barry J. Zimmerman talks with ScienceWatch.com and answers a few questions about this month's Emerging Research Front paper in the field of Social Sciences, general.

http://archive.sciencewatch.com/dr/erf/2011/11decerf/11decerfZimm/               

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A Review of Self-regulated Learning: Six Models and Four Directions for Research     Ernesto Panadero^*

Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología, Universidad Autónoma de Madrid, Madrid, Spain

Edited by: José Carlos Núñez, Universidad de Oviedo Mieres, Spain

Reviewed by: Eva M. Romera, University of Córdoba, Spain; Carlo Magno, De La Salle Araneta University, Philippines

*Correspondence: Ernesto Panadero, se.mau@oredanap.otsenre

This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5408091/  This article compares Zimmerman’s work to more current models.   Fairly technical and long but the last section highlights its importance:     

 

Educational Implications   

            Four educational implications will be discussed. Short excerpts follow.

 _{“First, if we examined the psychological correlates (e.g., self-efficacy, effort regulation, procrastination) that influence academic performance (Richardson et al., 2012), the conclusion is that the vast majority of these correlates are included in the SRL models. Additionally, SRL interventions promote students’ learning (Dignath et al., 2008; Rosário et al., 2012). Therefore, a first implication is that teachers need to receive training on SRL theory and models to understand how they can maximize their students’ learning (Paris and Winograd, 1999; Moos and Ringdal, 2012; Dignath-van Ewijk et al., 2013….”      …..*Self Regulated Learning (SRL)}

_{“A second implication relates to how to teach SRL at different educational levels. Different models work better at different educational levels (Dignath and Büttner, 2008). Furthermore, another review shows that teachers at different educational levels used different approaches to SRL (Moos and Ringdal, 2012), …. and (c) primary teachers implement more SRL practices. There is, therefore, a misalignment between what SRL research says about its implementation at different educational levels (Dignath and Büttner, 2008), and what teachers actually do in their classroom (Moos and Ringdal, 2012)…..”}

_{“A third implication is related to creating environments that leads students’ actions toward learning. All of the models consider SRL as goal-driven, so students’ goals direct their final self-regulatory actions. However, as Boekaerts (2011) argues, students also activate goals not oriented to learning (well-being pathway) and, as a consequence, students might self-regulate toward avoidance goals (e.g., pretending they are sick to miss an exam) (Alonso-Tapia et al., 2014). There is a line of research that explores how teachers can create a classroom environment that is conducive toward learning goals (Meece et al., 2006; Alonso-Tapia and Fernandez, 2008). Educators need to maximize the learning classroom climate for SRL to promote learning.”}

_{“Fourth, a SRL skill developmental approach is more beneficial for learning. We already know that SRL skills develop over time with practice, feedback, and observation (Zimmerman and Kitsantas, 2005). We also know that students experience a high cognitive load when performing novel tasks, as claimed by cognitive load theory (Sweller, 1994). If we consider what we know on how to design instructional environments to minimize the impact of cognitive load (Kirschner, 2002), then a SRL skill developmental approach should be chosen. Such an approach would consider the four stages for acquisition of SRL, formulated in Zimmerman’s Multi-Level model (Zimmerman and Kitsantas, 2005): observation, emulation, self-control (including automaticity), and self-regulation. This approach will maximize SRL skill development and has been proposed for self-assessment, which is a crucial process for SRL (Panadero et al., 2016).”}

Efklides

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FIGURE 13

Socially shared regulated learning model 2. Adapted from Hadwin et al. (2011).

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