Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students

Inigrated Self-Regulation framework

we built on the iSRL model (Ben-Eliyahu and Bernacki 2015)to propose that the regulation of affect, behavior, and cognitions sets the stage for successfully employing learning strategies and, ultimately, enhances academic achievement.

Better self-regulation (emotional arousal, planning capabilities, focus... etc.) are better equipped to achieve academically.

Three basic forms of self-regulation:

• emotional
• behavioral
• cognitive

Strategies:

• deep processing
• engagement
• organization

These strategies preceded the learning and acquisition in the learning process. (Unlike other frameworks which propose an interplay between learning and self-regulation strategies.)

Affective Regulation

Negative emotions

• reprisal - reframing situation to reduce negative emotions
• suppression Reprisal is generally considered better than suppression The authors have found that suppression of emotions had a positive association with emotional states in disliked courses, but emotional regulation was not necessary for favorite courses.

It is interesting to me that these theories only address emotions related to the course/learning subject. Activity itself. It seems that there is a lot more emotional regulation required to successfully learn. Specifically regulation of emotions that are completely disconnected from the learning content seems likely relevant in the learning process. If a student is angry about something completely unrelated to the course, regulation strategies may still need to be employed in order to learn.

Also the framework only deals with negative emotions. Don't positive emotions like excitement also come into play.

Behavior Regulation

This paper deals with two types of behavior regulation related to the learning process:

• environmental regulation - choosing/creating environments conducive for learning
• time planning - what, when and how long to study

Cognitive Regulation

Focus - attend to relevant stimuli (control and abusing attention) Metacognition - important in goal setting, monitoring progress, using strategies, self-instruction

Learning Strategies

Deep Processing

Deep processing of the materials refers to elaboration of the content to other content domains or across learning contexts.

Contested with surface processing --> rehearsal

Organization

techniques that facilitate learning processes Eamples

• note taking
• highlighting
• making lists

Engagement

First, our definition of engagement focuses on behavioral-cognitive strategies such as attending class, preparing for class, paying attention, and participating

Current study

Research questions/Hypothese

• regulation processes to operate differently based on whether students like the courses and the where they are taking in high school or college
• Regulation varies across context
• regulation is more necessary in disliked contexts
• college students will be more adept at regulation than high school students

Method

Sample 178 high school students (college-bound) 280 college students

Design survey fo 3 actions

• favorite classes
• least favorite classes
• demographic information

Measures

• All components of self-regulation (forms and star=iguee) were measured through groups of items
• achievement -> grades

Findings

Group differences

Higher levels of self-regulation and metacognition were reported for favorite courses

• more likely to reframe situations in a positive light
• more likely to adjust study locations and planning
• higher focueds
• more vatity in learning strategies

Age-related differences:

• high school students -> higher reports of reappraisal and engagement
• College students higher environmental regulation and planning could this just because they have the space to do these things

Structural Equation Models

...the findings from the path analyses suggest that there are slight differences in the way that aspects of regulation relate to learning strategies and achievement across contexts and age groups.

• reprisal was positively related to learning strategies for high school students
• suppression was negatively related to learning strategies for high school students and in favorite course in college students
• reappraisal was positively correlated with deep processing for high school students
• Ability to adjust one study envi was related to deep processing only for college students in fav courses
• planning was constantly associated with learning strategies

Learning Strategies and Achievement few direct effects

• fav course engagement was positively associated with achievement

high school students in their least favorite course who employed an organizational self-regulated learning strategy received lower achievement, suggesting that organization detracts from rather than facilitates achievement in disliked learning situations

Indirect paths

favorite classes both groups

focus --> engagement --> achivement

least fav, high school students

metacog --> organization --> [negative] achievement

planning & metagognition [positively] --> organisational strategies --> Lower Performance

(too much focus on organization leads to lower performance in the least fav classes)

Reflection

It's notable that they don't make the distinction between learning and academic success. For example, right now, I spend more time reading this paper thoroughly or I can skim sections to move on to more pressing academic tasks there going to be related to my success as a grad student (running analyses for papers).

Considering the relation between liking a professor/class and long-term retention is negative, how might these findings have differed if the study used a distal measure. Could they have been inverted?