The presentation contains information about self-regulation and how it is used in teaching and learning. The factors of self-regulation are emphasized. Studies on self-regulation on teaching and learning are also included.

1. Carlo Magno, PhD
De La Salle University, Manila

2. Activity 1
 Answer the A-SRL-S scale inside your kit

3. Scoring
Memory Strategy 1. Add the encircled numbers from items 1 to 14, the
divide it by 14.
Put the answer in the box on the right side.
2.53
Goal Setting 2. Add the encircled numbers from items 15 to 19, the
divide it by 5.
Put the answer in the box on the right side.
2.74
Self-evaluation 3. Add the encircled numbers from items 20 to 31, the
divide it by 12.
Put the answer in the box on the right side.
2.84
Seeking
Assistance
4. Add the encircled numbers from items 32 to 39, the
divide it by 8.
Put the answer in the box on the right side.
3.12
Environmental
structuring
5. Add the encircled numbers from items 40 to 44, the
divide it by 5.
Put the answer in the box on the right side.
2.82
Learning
Responsibility
6. Add the encircled numbers from items 45 to 49, the
divide it by 5.
Put the answer in the box on the right side.
2.96
Organizing 7. Add the encircled numbers from items 50 to 54, the
divide it by 5.
Put the answer in the box on the right side.
3.26

4. Self-regulation
 Self-regulated learners are active, goal-
directed, and personally responsible for
their own learning.
 “Self-generated thoughts, feelings, and
actions that are cyclically adapted to
achieve one’s personal goals”
(Zimmerman, 2002, p. 65).

5. (1) Self-regulated Learners
Construction workers pour cement
outside the classroom, clearly
visible through the windows,
Vincent manages to ignore this
interesting scene and focus on his
work.

6. (2) Self-regulated Learners
14-year old Rosalind
practices her piano
scale exercises,
even though she’d
rather hang out with
her friends, because
she dreams of
playing Chopin.

7. (3) Self-regulated Learners
Malik has been building a
block structure for five
minutes, when another
preschooler walks by
and accidentally knocks
it over. Malik manages
to swallow his
disappointment and
starts to build the
structure again.

8. SRL Skills
 Set specific goals for themselves
 Adapting powerful learning
strategies for attaining the goals
 Monitoring one’s performance for
signs of progress
 Restructuring one’s physical and
social context to make it
compatible with ones’ goal.
 Managing one’s time efficiently
 Self-evaluating one’s methods
 Attributing causations to results
 Adapting future methods

9. Phases and subprocesses of self-regulation
Performance Phase
Self-control
Imagery
Self-instruction
Attention focusing
Task strategy
Self-observation
Self-recording
Self-experimentation
Forethought Phase
Task Analysis
Goal-setting
Strategic planning
Self-motivational beliefs
Self-efficacy
Outcome expectations
Self-reflection Phase
Self-Judgment
Self-evaluation
Causal Attribution
Self-reaction
Self-satisfaction
Adaptive defensive

10. How do we activate SRL?
Activation
self-
determination,
disengagement,
initiative, and
persistence
Inhibition
anxiety, worry,
thought
suppression, and
fear of negative
evaluation
Self-regulation
+
-
Source: Magno, C. (2009). Functions of activating and inhibiting self-regulated
learning. Dudweiler Landstr. 99, 66123 Saarbrücken, Germany: LAP Lambert
Academic Publishing AG & Co.

11. SRL Activation and Inhibition
ModelInhibition
anxiety, worry,
thought
suppression, and
fear of negative
evaluation
Self-regulation
(-) If activation
is low
Inhibition
anxiety, worry,
thought
suppression, and
fear of negative
evaluation
Self-regulation
No effect If
activation is
high
Source: Magno, C. (2009). Functions of activating and inhibiting self-regulated
learning. Dudweiler Landstr. 99, 66123 Saarbrücken, Germany: LAP Lambert
Academic Publishing AG & Co.

12.  Issue: Most schools base their
major decisions and interventions
on results of achievement,
aptitude, and diagnostic tests that
are based on ability of students.
 Most assessment of learning is
focused as an outcome and not
as a process.
 Most of the assessment is
focused on ability as a construct
and not on certain cognitive and
strategic processes of students
thinking.
Why assess self-regulated learning
in schools?

13. Protocols in Assessing SRL
 Questionnaires
 Structured interview
 Teacher judgment
 Think aloud techniques
 Error detection tasks
 Observation of performance

14. Self-Regulated Learning Interview
Schedule (SRLIS)
 Zimmerman and Martinez Pons (1986)
developed the SRLIS
 14 prompts asked among college students
from different learning contexts.
Self-evaluation Environmental structuring
Organizing and transforming Self-consequences
Goal-setting and planning Rehearsing and memorizing
Seeking information Seeking social assistance
Keeping records and
monitoring
Reviewing records

15. Self-Regulated Learning Interview
Schedule (SRLIS)
 SRLIS responses were differentiated for low
and high achievement groups
 Participants responses in the high
achievement group were rated higher on the
14 SRLIS categories
 The ratings for the 14 categories significantly
predicted the achievement test scores using
the MAT:
 β = .44, R=.56 for predicting the English subtest
 β = .41, R=.55 for predicting the Math subtest

16. Self-Regulated Learning Interview
Schedule (SRLIS)
 Self-efficacy for self-regulated learning
(Zimmerman, Bandura, & Martinez-Pons,
1992).
 SRLIS was used by teachers to
observations students' self-regulated
learning performances in classroom
situations (Zimmerman & Martinez-Pons,
1988).

17. Academic Self-regulated Learning Scale
 SRLIS was adapted for higher education
students in the National Capital Region
(Philippines)
 N=1454 college students from different
colleges and universities in NCR.
 The responses from the SRLIS was
classified according to the 14 categories
by Zimmerman and Martinez-Pons
 Items were created based on the
responses extracted for each category

18. Adapted SRLIS for Filipino College
Students
Self-regulation Component Prompt
Rehearsing and memorizing Assume your teacher is discussing with your class the history of the
Philippine revolution. Your teacher says that you will be tested on the
topic the next day. What method will you use to help you learn and
remember the information being discussed?
Organizing and transforming Assume your teacher asked your class to write a short paper on a topic
on the history of your school. Your score on this paper will affect your
course card grade. In such cases, what method in particular will help
you plan and write your paper?
Seeking information Teachers usually expect much accuracy with students’ math home
work. Many of these assignments must be completed without the help
of the teacher. What particular method do you use when you don’t
understand a math problem when you’re already at home?
Self-evaluation When completing homework assignments such as science reports or
English grammar exercises, what method do you use in particular for
checking your work after it is finished?

19. Adapted SRLIS for Filipino College
Students
Goal-setting and planning Most teachers give important tests at the end of the
semester/term, and these tests greatly affect course grades. What
particular method do you use for preparing for these tests?
Keeping records and
monitoring
When taking a test in school, what particular method do you use
for obtaining as many correct answers as possible?
Self-consequencing Many times students have difficulty completing homework
assignments because there are other more interesting things they
would rather do, such as watching TV, daydreaming, or talking
to friends. What particular method do you use to motivate
yourself to complete your homework under these circumstances?
Environmental structuring Some students find it easier if they can arrange the place where
they study. What particular method do you use for arranging the
place where you study?

20. Academic Self-regulated Learning Scale
 111 items were administered to N=222
college students
 Principal Components Analysis were
conducted
 Seven factors were extracted that
accounts for 42.54% of the total variance.

21. Academic Self-regulated Learning Scale
 Seven factors of academic self-regulated
learning for Filipino learners (Magno,
2009) :
Memory strategy
Goal-setting
Self-evaluation
Seeking assistance
Environmental structuring
Learning responsibility Organizing

22. Memory Strategy
 Initiated efforts to memorize
materials by overt or covert
practices.
 Mnemonic strategies used to
easily memorize items
 Use of specific aids to
facilitate memory

23. Goal setting
 Setting of educational goals
or subgoals and planning for
sequencing, timing, and
completing activities related
to those goals.
 Having a goal in mind when
engaging in a task.
 Planning to facilitate the
attainment of goals

24. Self-evaluation
 Initiated evaluations of
the quality or progress
of their work.
 Welcoming feedback
from others to improve
ones work.
 Continuous
assessment of one’s
work to attain
improvement.
 Monitoring ones work
for progress

25. Seeking assistance
 Initiated efforts to solicit
help from peers, teachers,
and adults
 Engaging in team effort to
supplement ones effort
 Participation with others
to achieve goals

26.  Initiated efforts to select
or arrange the physical
setting to make learning
easier.
 Avoiding distractions
and focusing on ones
work.

27. Learning Responsibility
 Doing things as soon as the teacher gives
the task
•Concern
with
deadlines
•Prioritizing
schoolwork
•Finishing all
schoolwork
first

28.  Rearrangement of instructional
materials to improve learning.
 Marking important information
 Anticipating the type of
assessment that will tale place
Organizing

29. Academic Self-regulated Learning Scale
 With N=309 participants, the seven factors
were confirmed in a measurement model
with good fit (RMR=.02, GFI=.94,
CFI=.91)
 Convergent validity was also established
where all factors increase with each other
 The items also showed adequate fit using
the one-parameter Rasch model with
acceptable item characteristic curves
(ICC’s).

30. A-SRL-S
Subscales M Varian
ce
Cronbach’s
Alpha
No.
of
item
s
CFA
Standardiz
ed
Parameter
estimate
Person
Reliabili
ty
Item
Reliabili
ty
Memory Strategy 2.53 .81 .82 14 .70*** .76 .99
Goal-setting 2.73 .99 .87 5 .54*** .42 .80
Self-evaluation 2.84 .70 .84 12 .69*** .80 .84
Seeking assistance 3.12 .68 .74 8 .62*** .30 .97
Environmental
structuring
2.82 .94 .73 5 .51*** .34 .95
Responsibility 2.95 .69 .75 5 .68*** .27 .97
Organizing 3.26 .69 .78 6 .65*** .71 .77

31. Convergent Validity of the Subscales of the A-
SRL-S
(1) (2) (3) (4) (5) (6) (7)
(1)
Goal-setting ---
(2)
Memory Strategy 0.52*** ---
(3)
Self-evaluation 0.32***
0.55*
** ---
(4)
Seeking Assistance 0.27***
0.39*
** 0.49*** ---
(5)
Environmental
Structuring 0.25***
0.27*
** 0.35***
0.31
*** ---
(6)
Responsibility 0.28***
0.43*
** 0.48***
0.44
***
0.41
*** ---
(7)
Organizing 0.42***
0.43*
** 0.35***
0.41
***
0.38
***
0.51
*** ---

32. Academic Self-regulated Learning Scale
 All the rest of the factors were consistent with
Zimmerman and Martinez-Pons factors of
self-regulation.
 A new factor emerged from the study:
Learning responsibility
 Items:
 Rechecking homework if it is done correctly
 Doing things as soon as the teacher gives the task
 Concern with deadlines
 Prioritizing schoolwork
 Finishing all schoolwork first
 Responsibility for learning - Learners’ liability,
accountability, and conscientiousness of the
learning task and learning experience

33. Academic Self-regulated Learning Scale
 Construct validity of the A-SRL-S
 The SRLIS were further validated with the
MSLQ and LASSI
 MSLQ and LASSI are the usual measures
of self-regulation across a wide range of
studies.
 N=755 college students in NCR

34. Academic Self-regulated Learning Scale

35. Academic Self-regulated Learning Scale

36. Academic Self-regulated Learning Scale

37. Academic Self-regulated Learning Scale

38. Academic Self-regulated Learning Scale

39. Academic Self-regulated Learning Scale
 Predictive validity of the A-SRL-S
 The use of self-regulation strategy is deemed
effective when it results to students’
achievement such as increase in their grades
(Kitsantas, Winsler, & Hui, 2008; Stumpf &
Standley, 2002; Tuckman, 2003; Zwick & Sklar,
2005).
 Consistent effect size in a metanalysis study by
Dignath and Buttner (2008).
 N=2052 college students
 Grades were standardized for all scores

40. Academic Self-regulated Learning Scale

41. Academic Self-regulated Learning Scale
χ2
=6671.40, df=21, NFI=92. RFI=.99, IFI=.92, TLI=.93, CFI=.92,
and RMSEA=.03.

42. Other studies:
 The effect of instruction on the A-SRL-S (Ramos
& Tolentino-Annonuevo, 2011)
 Engagement-promoting teacher instructional
style:
 Teacher Autonomy (Reeve, Jang, et. a., 2004)
 Nurturing student’s intrinsic motivation
 Use of non-controlling informational language
 Acknowledge the students’ point of view
 Teacher Structure (Skinner & Belmont, 1993)
 Presents clear, understandable, explicit and detailed
directions
 Offers a program of action to guide students’ ongoing
activity
 Offers constructive feedback
The scales were administered to 333 participants

43. Other studies:
 All seven factors of the
A-SRL-S were
significantly correlated
with teacher autonomy
and support.
 SEM was used to test
the effect of TIS on A-
SRL-S.
 χ2
= 74.274, df =26
 McDonald
Noncentrality= 0.95
 PGI=.951
 Adjusted PGI=.915

44. Other studies:
 Effect of Autonomy supportive, situational interest and SRL on achievement in Math (Riva)
 Indirect effect from autonomy to achievement via A-SRL-S has an explained variance of
5.8%
 Total indirect effect including situation interest is 16.71% explained variance
SITUATIONAL
INTEREST
SRL_STRATEGIES
TRG_SI
E7
.84
MSI_F
E8
.93
MSI_V
E9
.86
ORG_ST
D8
.79
LN_RS
D7
.77
ENVI_ST
D6
.75
SK_AS
D5
.77
SF_VL
D4
.78
GOL_SET
D3
.72
MEM_ST
D2
.71
AUTONOMY
SUPPORTIVE
BEHAVIOR
AUTO_6E6
.65
AUTO_5E5
.66AUTO_4E4
.70
AUTO_3E3 .75
AUTO_2E2
.70
AUTO_1E1
.68
.58
.20
.34
F1
F2
ACHIEVEMENT
ANA_CNP H4
.52
CRT_PRD H5
.67
REM_CNP H2.53
REM_FACT H1
.50.19
.16
.29
F3

45. A-SRL-S with other factors
 Individuals who are more responsible for their
learning are better able to self-regulate to achieve in
school (Magno & Kitsantas).
Responsibility for
Learning
A-SRL-S Grades

46. A-SRL-S with other factors
 The prediction from ADOG to SRL resulting to students
achievement is better mechanized when individuals have
high levels of ability in schools (Magno & Bembenutty).
Prior School
Ability
Academic delay of
gratification
A-SRL-S Grades

47. Teaching Self-regulation
1. Explicit instruction, direct reflection, metacognitive
discussion, and participation in practices with
experts learners.
2. Modeling and reflective analysis in learning.
3. Assessing, charting, and discussing evidence of
personal growth.
4. Choosing appraisal and monitoring of behavior.

48. Teaching Self-regulation
5. Gaining
autobiographical
perspective on
education and
learning
6. Participation in a
reflective community

49.  Self-regulation is a fusion of skill and will,
inferred by metacognition from self and
others and is fueled by affect and desire.

50. You can download this slide
at:
 http://www.scribd.com/doc/81278771

51. Workshop
 Form a group
 List down different self-regulation
strategies you use in the following
situations that were not covered in the
items in the A-SRL-S:
 When reading a book/article/any info
 When doing a homework
 When studying for a test
 While taking a test