Self regulation library

Planning, monitoring and adapting thoughts, feelings and actions to the process of ataining a personal goal. This is important for organizing learning schedules and regulating daily academic life and learning time. When students are not in a physical school location, self-regulated learning is even more important to make up for the lack of external structure to the school day.

Self-Regulated Learning

Bergen-Cico, D., Razza, R., & Timmins, A. (2015). Fostering self-regulation through curriculum infusion of mindful yoga: A pilot study of efficacy and feasibility. Journal of Child and Family Studies, 24(11), 3448–3461. https://doi.org/10.1007/s10826-015-0146-2

Fostering self-regulation through curriculum infusion of mindful yoga: A pilot study of efficacy and feasibility

There are two types of self-regulation that are differentiated in research.
- Cognitive Self-Regulation
- Emotional Self-Regulation

Types of Self-Regulation

Inhibitory control is an aspect of self-regulation and executive function that is especially important for children upon entering school since it can help with learning what to do in a school environment that is different from what they are used to at home. Low levels of inhibitory control have been associated with worse academics.

Inhibitory Control in Elementary-School Years

Children who are diagnosed with ADHD are more at risk to struggle with emotional regulation (self-regulation) due to their social hardships associated with their developmental disorder. 

Self-regulation and ADHD

Research shows evidence that self-regulation is a predictor of academic growth and some improved academic skills, such as math and reading. This social emotional development occurs in preschool aged children and will develop alongside executive functioning.

The Link Between Self-Regulation and Academic Growth and Achievement

The marshmallow test is a famous experiment by Walter Mischel designed to assess self-regulation in young children. In the study, a preschooler was left alone in a room with a single marshmallow on a table. The child was given a choice: eat the one marshmallow immediately, or wait for the researcher to return and receive a second marshmallow as a larger reward.

Mischel's Marshmallow Test

A student's primary goal is to improve their physical fitness by running a 5k race in two months. They often feel tired after work and are tempted to watch TV instead of training. Which of the following actions best demonstrates the use of self-regulation to achieve their goal?

Being able to control your time, schedule, behaviors and to adapt to situations in order to obtain a personal goal.

Grinnell College

Boston College

Google

- Intelligence
- Cognitive Development
- Motivation
- Self-Regulation
- Self-Concept
- Study Habits
- Student Diversity
- Learning Science
- Learning Disabilities
- Physical Development
- Memory
- Knowledge
- Levels of Education
- Academic Anxiety
- Academic Goals & Achievement 

Focuses of Educational Psychology

Walter Mischel, a student of Julian Rotter and colleague of Albert Bandura, was a prominent personality psychologist known for two major contributions. First, his extensive review of empirical literature led him to conclude that personality traits are not as consistent across situations as previously believed, sparking the 'person-situation debate'. Second, he made significant contributions to the understanding of self-regulation, or willpower, particularly through his research on delayed gratification, exemplified by his famous marshmallow test.

Walter Mischel

Reference of Foundations of Large Language Models Course

Spielman, R. M., Jenkins, W. J., & Lovett, M. D. (2020, April 22). Psychology (2nd ed.). OpenStax. https://openstax.org/books/psychology-2e/pages/1-introduction

OpenStax Psychology (2nd ed.) Textbook

Intelligence is a complex cognitive characteristic involving the capacity to acquire and apply knowledge and skills. It enables individuals to reason, solve problems, plan, and adapt to new situations using logic, understanding, and creativity. Numerous theories have been developed to explain its nature, such as Sternberg's triarchic theory and Gardner's proposal that intelligence comprises multiple factors. Other perspectives also emphasize the significance of emotional intelligence.

Intelligence

A person's own perception or evaluation of themselves, includes feelings, attitudes, behaviors, desires, and judgements that one considers to be characteristic of themselves.

Self-Concept

Understanding or awareness of something or the sum total of one's understanding/awareness of all things.

Knowledge

Information and knowledge encoded into the brain to be retrieved 

Memory

Motivation

How personality affects an individual's behavior in an educational setting, thereby influencing their learning experience.

Personality Psychology in Education

Learning science an interdisciplinary field that works to further our understanding of learning as well as to engage in the design and implementation of learning innovations. Contributing fields include cognitive science, computer science, educational psychology, anthropology, and applied linguistics. 

Learning Science

Learning disabilities are cognitive disorders that impact specific areas of cognition, such as language or reading. They are classified as specific neurological impairments, distinguishing them from global intellectual or developmental disabilities. A key characteristic is that they often affect individuals with average to above-average intelligence, meaning the disability is confined to a particular cognitive area and is not an indicator of overall intellectual capability.

Learning Disabilities

The levels of education indicate how rigorous a curriculum is. Students start at the lower levels and move up as they graduate from each level.
- Higher level
- Secondary level 
- Basic education

Levels of education

Self-Regulation

The demographics of a group of students. The more varried the demographics are, the more diverse the group is.

Student Diversity

Cognitive development refers to the changes in an individual's mental processes. This domain includes the development of learning, attention, memory, language abilities, thinking, reasoning skills, and creativity.

Cognitive Development

A person's overall subjective evaluation on their worth, and how they feel about the evaluation. Those with high self esteem tend to feel hopeful, and those with low self esteem tend to feel hopeless and withdraw. Typically either a positive or negative evaluation of traits, abilities, etc.

Self-Esteem

Physical development is the sense of students’ health needs related to their age or maturity and the foundation of many academic tasks. 

* For Example:
- Successfully manipulate a pencil
- How long they can sit still without discomfort

Physical Development in Students

 “The acquisition of knowledge and skill through active help and support among status equals or matched companions”

Peer Learning

The learner’s dictionary defines study as “ the mental effort to obtain knowledge.” This means that studying is essentially the “art of learning” which can help the individual not just obtain information but also the habit and skill to study. Habit on the other hand is defined as “ a pattern of activity which through repetition, has been learned to the point that it has become automatic and can be carried on with a minimum of conscious effect.”


Study Habits

Academic Anxiety is the feelings of concern, worry, and dread associated with academic settings and tasks. Assignments, tests, exams, subjects, and societal pressures (parents, peers, instructors, etc.) are all factors in academic anxiety. There will usually be noticeably high areas of concern in the following areas: physiological, cognitive, behavioral, and (occasionally) social. 

Academic Anxiety 

Academic goals are aspirations applicable to the advancement of your education. They involve the knowledge you acquire and the projects you complete as a student.

Academic Goals

Based on an extensive survey of psychological literature, Walter Mischel concluded that empirical data failed to support the core principle that an individual's personality traits remain consistent across various situations. This finding suggested that the situation itself could be a more powerful determinant of behavior than internal traits.

Learn Before

Related

Learn After