Some academic self-discipline: Focus on the teacher rather than daydream, control anger rather than throw a tantrum, stay focused during a long-term assignment despite the frustration, and read the directions before getting started on a test.

These examples lead to a fundamental property of self-discipline: an emphasis on consciously controlling adverse personal performance.


Some examples and a fundamental property of self-discipline

Self-regulation is similar in meaning to related self-hyphenated terms, such as self-control, self-management, self-directed behavior, and self-discipline

University of Minnesota - Twin Cities

Self-regulation requires an individual to consciously manage their thoughts, behaviors, and feelings.

Self-regulation

Zimmerman, B., & Kitsantas, A. (2014). Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement. Contemporary Educational Psychology, 39(2), 145-155. https://doi.org/10.1016/j.cedpsych.2014.03.004

Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement

Students do not effectively self-regulate their media multitasking, although some evidence suggests that they adjust their reading time. Media multitasking persists despite students' awareness that it divides their attention. The impact on performance of a task is not accurately predicted by students. Multitasking during study may hinder the development of an effective learning strategy. As a result, media multitasking inhibits metacognition and self-regulation, preventing implementation of the appropriate learning strategy and resulting in poor performance.

Self-regulation's relation with students' academic performance

The role of media multitasking on comprehension is dependent on self-regulation and self-awareness. After returning to the primary task, students with a high level of metacognition or self-awareness recognized deficiencies in comprehension and reread portions of the article. Media multitasking affects performance differently depending on the type of work. No matter the context, students tend to multitask with smartphones whether they're learning in class, studying outside the class, or working on homework alone or in collaboration. Technology-related distractions have an adverse effect on homework effort and the environment, although media such as smartphones provide access to educational resources and facilitate collaboration.

Summaries of perceptions of multitasking and self-regulation

Students’ self-initiated, strategically guided, and self-sustained efforts to learn.

 A learner uses cognitive, emotional, and behavioral processes to activate and maintain their cognitions, emotions, and behaviors to reach their personal goals. To monitor their effectiveness and adapt their performance, learners use these goals to create self-oriented feedback loops. Motivational beliefs are essential to setting challenging goals and maintaining self-regulation efforts on demanding tasks. Being cognitive emotions, and the environment must be controlled in order for learners to respond to feedback adaptively.

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