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What is Self-Regulation

Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development
The learner’s ability to direct behavior and control impulses so that they meet academic standards, and achieve learning goals and outcomes.
Published in Chapter:
Learner-Centered Pedagogy in Technology Integrated Classrooms: An Agenda for Teacher Preparation and Professional Development
Esther Ntuli (Idaho State University, USA) and Arnold Nyarambi (East Tennessee State University, USA)
DOI: 10.4018/978-1-5225-0892-2.ch016
Abstract
Research evidence exists to support the implementation of learner-centered approaches in technological usage and in teaching methodologies. This chapter uses qualitative observation data on implementation of learner-centered approaches in technology integrated classrooms collected by two participant observers. Findings indicate that the problems that some instructional technology researchers in the past decade have found still persist despite the extensive technology professional development designed to enhance the use of technology in a learner-centered approach. The TPACK framework which is used as a guide to effective technology integration has not been fully utilized by many who offer professional development or those who design technology courses at teacher preparation programs. Two major problems noted in observation notes are: 1) those who provide professional development do not begin with the background of the TPACK framework; 2) the TPACK framework is usually discussed in isolation of other frameworks such as the UDL framework.
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Immigrant and Refugee Children's Social and Emotional Well-Being During the Transition to Preschool
The ability to modulate one’s behavioral, attentional, and emotional responses in a voluntary manner.
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Effects of Basic Computer Training on the Self-Efficacy of Adult Learner’s Utilization of Online Learning
Behavior motivated and regulated by internal standards and self-evaluative reactions to people’s own actions.
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I Don't Know What to Say, I Have No Words: How Can We Explicitly Teach and Cultivate Language to Express Our Emotions?
The ability to find equilibrium when faced with both internal and external stressors so that learning, interactions with others, and learning can remain optimal.
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Quality Online Learning in Higher Education
Refers to those processes that occur at an individual level that play an important role in student academic achievement.
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Towards a Theory of Formative Assessment in Online Higher Education
It refers to an active constructive process which stimulates the learners to assume primary responsibility for their learning by going beyond achievement of the expected learning outcomes to engage with tasks and processes that match their own learning goals, interests and contextual needs.
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Educators Partnering for Successful Student Transitions: Collaborating to Enhance College Readiness
The ability to independently monitor one’s own learning progress, check for understanding, and utilize appropriate strategies to overcome challenges in learning.
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Social-Emotional Learning in Secondary ELA Classrooms
Noticing where one is emotionally or cognitively and the ability to control oneself to accomplish behavioral and/or academic goals.
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Taming Procrastination: Origins, Manifestations, and Solutions for the Online Instructor
The ability to make behavior choices that are in a person’s best interest and that allow the individual to complete tasks within assigned deadlines.
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Social and Economic Maxims of ICT in Education
Abilities of self-monitoring, self-reinforcement, and goal setting for an effective and meaningful learning.
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Disruptive Democratisers?: The Complexities and Incongruities of Scale, Diversity and Personalisation in MOOCs
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Optimizing Conditions for Learning and Teaching in K-20 Education
It is the ability to monitor one's own emotions, cognitions, and behavior. It involves the ability to be aware of one's understanding and the ability to adjust one's internal and/or external contexts in order to foster further learning and performance. In essence, self-regulation is one's ability to adapt. Self-regulation develops over the course of one's development and is sensitive to both internal and external contextual factors.
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Creating Virtual Learning Experiences Based on Engaging Interactions and Collaborative Work in Graduate Programs: A Cognitive Analysis
The ability to control, monitor, and self-direct behavior, emotions, and body to pursuit objectives in life.
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Teaching Critical Thinking Skills to Foster Social-Emotional Learning
The ability to monitor and manage one’s emotions, thoughts and behaviors that are acceptable to others.
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De Facto Ethics Principles and Applications
When a person or group governs or polices itself without outside assistance or influence.
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Mindfulness in PK-12 Classrooms as a Means to Promote Emotion Regulation
One’s capacity to regulate levels of attention and personal emotions.
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The State of E-Compliance for U.S. Retailers in Global Markets
A state whereby companies monitor their own actions to ensure that they abide by rules established by peers and/or public laws and regulations established by a government to protect users.
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Learning and Study Strategies for Online Teaching
Self-regulation is learning controlled by learners and due to self-generated thoughts, feelings, strategies, and behaviors, which are oriented toward the attainment of goals.
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Restriction of Addictive Shopping Behavior: Toward a More Responsible Consumption
A controlled process that helps individuals to restrain the usual consequences of an impulse.
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Cell Phone Conversation and Relative Crash Risk Update
A change in tactical driving behavior to compensate for adverse effects on safety from a secondary task. A synonym for compensation.
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Emotional Self-Awareness, Self-Care, and Occupational Stress in Mental Health Professionals
A cluster of emotional intelligence that reflects a capability to regulate one’s emotional states, manage triggers, and adapt to new situations.
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The 10 “C”s Towards Authentically Supporting Doctoral Students: Gracefully and Successfully Supporting Doctoral Students Towards Completing the Capstone Experience
This is an area of study, focused upon framing and supporting the learner’s ability to progressively move forward through a step-by-step process towards a successful outcome. This may be a checklist, a timeline schedule, or innumerable other tools that support the person’s endeavors.
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Microfinance Regulation and Consumer Socio-Economic Security
In the absence of a regulating law in some markets, microfinance institutions come together under one umbrella, usually a federation or a network, to agree on best practices and code of ethics for the microfinance industry. Usually, self-regulation is not legally binding. Responsible pricing ensures that pricing is transparent, affordable to clients, and sustainable for financial institutions offering the services.
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Educational Responsibility in the Deepfake Era: A Primer for TPACK Reform
Defined as a learner negotiating content without object or other scaffolding.
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Instructional Real World Community Engagement
This is the learner’s ability to understand one’s own affective actions and reactions, recognize and control one’s own environmental conditions, as well as observe one’s own conduct and reactive performance.
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Overview of the Significance of Different Learner Characteristics in Computer-Based Language Learning Environment
An integrated learning process, consisting of the development of a set of constructive behaviors that affect one’s learning. These processes are planned and adapted to support the pursuit of personal goals in changing learning environments.
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Strategies for Efficient, Meaningful, and Inclusive Online Learning Environments: It's About Time
Theoretical model for explaining individual capacity to engage in tasks without close supervision or coercion. Typically including functions of planning, monitoring, and reflecting.
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Assuring Quality in Online Course Delivery
Refers to those processes that occur at an individual level that play an important role in student academic achievement.
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Supporting Writing and the Writing Process Through the Use of Assistive Technology
The ability to monitor and manage one’s own thoughts and behaviors without intervention from others.
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Promoting Student Self-Regulation and Motivation Through Active Learning
Processes that allow learners to control goal-directed activities over time and across changing circumstances ( Karoly, 1993 ). Self-regulated learners are students with meta-cognitive, motivational, and behavioral control during their learning process ( Zimmerman, 1989 ).
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E-Health and Psychology: Self-Regulation to Help Software Design
A process where the person is an active decision maker developing strategies to achieve goals, while managing emotional responses using cognitive and behavioral strategies.
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The Impact of Consumer Choice Goals on Inovativeness
Self-regulation introduces the concept of regulatory focus, which underlies the hedonic principle that people seek pleasure and avoid pain ( Higgins, 1997 ). This theory has two foci: promotion and prevention, which are different in their strategies to achieve a final end state.
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Technology Integration and the Teacher-Student Relationship
Accomplishing any goal requires exerting and managing motivational, cognitive, and emotional effort.
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Online Learning and Quality Practice With Administrative Support and Collaboration
Those processes that occur at an individual level that play an important role in student academic achievement.
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Enhancing Autonomy, Active Inquiry and Meaning Negotiation in Preschool Concept Mapping
(1) control of external behaviors, i.e. adaptation and compliance, (2) control of cognitive systems, i.e. attention control, monitored thinking, problem solving, and independent learning. (Ref: A historical examination of self-regulation: helping children now and in the future, Yesman Post, Wanda Boyer and Laura Brett, Early childhood education journal, 2006)
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Applying Gamification to Enhance the Universal Design for Learning Framework
Theoretical model for explaining individual capacity to engage in tasks without close supervision or coercion. Typically including functions of planning, monitoring, and reflecting.
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Metacognitive Knowledge and Self-Regulation of In-Service Teachers in an Online Learning Environment
The ability to monitor and control one’s thoughts, performance, emotions, and evaluation processes.
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Can Blended Learning Enhance Students' Tendency to Regulate Their Own Learning?: An Experience From Pedagogical Experiments
Is the learner’s ability to understand own affective actions and reactions, recognize, and control one’s own environmental conditions.
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Supporting Self-Regulated Learning with ICT
The capability to guide one’s behavior along a specific path to a directed aim or goal. It includes goal setting, self-monitoring, self-evaluation, and other metaskills. It is strictly intertwined with motivation, self-efficacy (the belief that one is able to achieve the aim) and the ability to cope with failure. Research in self-regulation flourished in the 1980’s, while in the 1990’s important contributions started to appear in several related sectors, such as educational, organisational, clinical, and health psychology. The importance of self-regulation and self-regulated learning is widely recognized in that these capabilities are regarded as the main reason why our ancestors survived while other species extinguished due to the changing environmental conditions. Today, the need for self-regulation is even more important due to the fast technological evolution of our society, which makes life-long learning and the ability to adapt very desirable qualities of the individual.
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Socially Shared Metacognition Among Undergraduate Students During an Online Geology Course
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Mindfulness-Based Interventions in Attention Deficit Hyperactivity Disorder
The autonomous and conscious management of arousal or activity in attention, emotion, and stress response systems in ways that progress towards attainment of goal-directed actions.
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The Impact on Literacy Instruction Using a Technology Platform: Applications for Preservice and Inservice Teachers
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Classroom Applications of Automated Writing Evaluation: A Qualitative Examination of Automated Feedback
Learners’ monitoring, regulation, and control of their cognition, motivation, behavior, and some aspects of the learning environment in pursuit of learning goals.
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Appropriating Zoom to Provide Access to One-to-One Writing Support
A student's ability to manage their own learning process, including goal setting, strategy usage, progress monitoring, and necessary adjustments, critical for successful independent learning.
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Relational Discourse Connects Strength, Weakness, Opportunity, and Threats in Online Course Design: Designing Motivational Collegial Engagement
A component of motivational learning theory, self-regulation is the ability to control oneself and one’s learning process towards successful completion. This may be designed into the learning process by a course instructor or instructional designer (extrinsically), or it may be implemented (intrinsically) by the learner.
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Teacher-Student Interaction Within the Context of Online Teaching and Learning
The student's ability to manage their own learning processes. Being able to decide when and how much to work on which subject and to comply with this decision.
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What Is It They Want?: Student Perceptions of Emergency Remote Teaching
The ability to control one’s learning environment. It includes metacognitive strategies such as goal setting, monitoring, and planning.
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Teacher Presence
The ability to control one’s actions and reactions.
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Creating Authentic Spaces in Early Childhood Classrooms: Recommendations and Reflections of Successful Practices
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Cell Phone Conversation and Relative Crash Risk
A change in tactical driving behavior to compensate for adverse effects on safety from a secondary task.
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Massively Multiplayer Online Games as Spaces for Metacognition and Self-Regulated Learning
An individual’s ability to effectively control his or her behavior through various processes such as monitoring, goal setting, reflecting, making decisions, planning, evaluating, and in general, managing one’s self ( Kopp, 2001 ).
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The Role of Self-Regulation in Experiences of Digital Distraction in College Classrooms
The processes involved in striving towards a desired goal by monitoring thoughts and behaviour and, if these are incongruent with the goal, taking actions to support alignment.
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Showcasing Dreams, Desires, Vision, Whimsy, Illusion, and Anxious Uncertainty: Understanding Aspects of Perseverance and Determination Towards Doctoral Capstone Successes
Self-regulation is the ability of a person to control and guide one’s own progression forward, towards achieving a specified task. This task may be as simple as a step-by-step process towards tying one’s shoelace or as complex and uncertainly speculative and ambiguous as successfully journeying through a doctoral capstone experience. The ability to self-regulate one’s own behaviors and emotions are necessary so as to achieve success and attain the goal, specifically related to this discussion as successfully completing the doctoral capstone and attaining one’s doctoral degree.
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The Role of Executive Function and Self-Regulation in the Development of Computational Thinking
The behavioral aspects of executive function, including working memory, attention, and inhibition control.
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Online Learning and Metacognition: A Design Framework
A component of metacognition. Refers to the ability of students to exert control over their learning by undertaking activities such as planning, goal setting, strategy selection, monitoring, debugging and evaluation.
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Meeting Higher Education Expectations in the Digital Age and Reliability of Assessment in E-Learning Settings
It refers to an active constructive process which stimulates the learners to assume primary responsibility for their learning by going beyond achievement of the expected learning outcomes to engage with tasks and processes that match their own learning goals, interests and contextual needs.
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