First solo task

Name: Ricardo E. Devai

1. PLANNING PHASE
In this task, Im going to work on three articles to find concepts, write ICE notes and
create a concept map to connect ideas at the end. Main topic is self-regulated learning
and aspects belonging to Zimmermans triad model. This work will be done in 3 days and
Im confident about completing the task.

2. ARTICLES AND ICE NOTES

Keywords (at least 9): self-efficacy, self-regulated learning strategies, behavioral self-
reaction, cognitive models, SRL, covert forms of self-regulation, task value, goal
orientation, self-monitoring

Concept definitions
Paper 1: (Zimmerman, 1989)
Concept 1: [self-effi cacy]
Page 329: Self-efficacy refers to perceptions about one's capabilities to organize and
implement actions necessary to attain designated performance of skill for specific tasks
(Bandura, 1986).

Concept 2: [self-regulated learning strategies]

Page 329: Self-regulated learning strategies are actions and processes directed at
acquiring information or skill that involve agency, purpose, and instrumentality
perceptions by learners.

Concept 3: [behavioral self-reaction]

Page 334: Students seek to optimize their specific learning responses.

Paper 2: (Zimmerman, 2013)

This article offers an interesting perspective on how changes from cognitive modeling to
Self-Regulation took place in the research of Zimmerman. The article helps to understand
Zimmermans research path.
Concept 1: [cognitive models]
Page 136: Cognitive models are distinguished by their display of multiple examples of
problem-solving actions, which are explained or justified as they are performed.

Concept 2: [SRL]
Page 137: The degree to which students are metacognitively, motivationally, and
behaviorally active participants in their own learning processes.

Concept 3: [covert forms of self-regulation]

Page 138: Covert forms of self-regulation refer to observing and adapting specific feelings
and thoughts.

Paper 3: (Panadero and Alonso-Tapia, 2013)

I was interested to see a review perspective on Zimmermans work and how the authors
complemented it with some perspectives from different researchers.
Concept 1: [task value]
Page 453: The importance that the task has for the students personal goals.

Concept 2: [goal orientation]

Page 454: The students belief about the purposes of their learning.

Concept 3: [self-monitoring]
Page 455: It compares what it is being done against criteria that assess the quality of the
process being followed.

ICE notes
ICE note 1: [self-efficacy]
I found the concept of self-efficacy very interesting because it takes a variety of forms.
Zimmerman (1989) presents self-efficacy as a skill perception process; it is also a key
variable affecting self-regulated learning (Zimmerman, 1989). Students with high self-
efficacy have displayed better quality learning strategies (Kurtz & Borkowski, 1984). The
behavioral performance affects self-efficacy perceptions and the other way around. In
addition, students' self-efficacy beliefs can affect their manipulation and choice of
learning environments. Zimmerman (1985). Therefore, this concept is tightly connected
with personal, behavioral, and environmental triad.

This concept reminds me of students in class who would raise hands for some tasks
because they were sure they could do it. This perception of self-efficacy also leads
students to higher achievements, since they can trust their current expertise level. As
Bandura (1991) says, the stronger the perceived self-efficacy, the higher the goal
challenges people set for themselves and the firmer is their commitment to them.

We can see an example of self-efficacy skill in a handcrafter, working with clay pots. Once
the handcrafter learns the steps required to make a pot, he will start working on that. As
he works, he will notice things like: hand position, pressure applied on the pot, spinning
speed. Therefore, he will have to make adjustments during the process to produce a
beautiful pot. Besides, he will also consider the environment, temperature, where pots
should remain to dry properly. Eventually, hell learn new techniques and apply them to
work with different materials and new designs.

ICE note 2: [covert forms of self-regulation]

I found covert forms of self-regulation very interesting because they are so diverse, just
like a toolbox, especially now with all the tech available. A person may take a picture,
write a note, search for a message in Whats App to find someones phone number, and
so on. The logic behind this seems like a spider web and it is an interesting area to do
research. The term covert itself is often used in literature for the personal realm in the
Zimmermans triad. In some areas, where there are conflicting views and rules, a person
may seek for help whenever theres an unusual problem to solve. Since this concept is
closely related to behavior and environment, changes in these latter two will trigger
different covert forms.
Previously, I would classify everything as metacognition, but now it seems there is a
significant difference here. While metacognition is related to evaluating thinking process,
covert forms of self-regulation are actions performed under the influence of brain
synapses. It reminds me of Kolbs theories on experiential learning in which actions are
triggered after ones assumption on how to do something or as a combination of
perceived and recognized techniques through self-efficacy perceptions.
A recent example was seen on TV. A news reporter said that to control his emotions, he
has to think about something crazy and impact to neutralize his emotions and avoid
crying in front of the cameras. This is a covert form. No one can see imagery evoked, but
him. And this process involves self-monitoring, which is a covert form of self-
observation (Zimmerman, 2002). The news reporter needs to be aware when these
strong feelings may happen and switch immediately to another imagery.
Concept map
References

Bandura, Albert; Jourden, Forest J. Self-regulatory mechanisms governing the impact of social comparison on
complex decision making. Journal of Personality and Social Psychology, Vol 60(6), Jun 1991, 941-
951. http://dx.doi.org/10.1037/0022-3514.60.6.941

Kurtz, B. E., & Borkowski, J. G. (1984). Children's metacognition: Exploring relations among knowledge,
process, and motivational variables. Journal of Experimental Child Psychology, 37, 335-354.

Panadero, Ernesto, and Jess Alonso-Tapia. "How do students self-regulate? Review of Zimmermans cyclical
model of self-regulated learning." Anales de Psicologa/Annals of Psychology 30.2 (2014): 450-462.

Zimmerman, B. (1985). The development of "intrinsic" motivation: A social learning analysis. Annals of Child
Development, 2, 117160.

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning.

Journal of Educational
Psychology, 81, 329339. http://doi.org/10.1037/0022-0663.81.3.329
Zimmerman, Barry J. "Becoming a self-regulated learner: An overview." Theory into practice 41.2 (2002): 64-70.

Zimmerman, Barry J. "From cognitive modeling to self-regulation: A social cognitive career path." Educational
Psychologist 48.3 (2013): 135-147.

3. REFLECTION
Considering initial planning, I had chosen a third article that didnt bring new concepts.
This article (03 SRL involves more than metacognition - Zimmerman, 1995) dealt with
additional aspects, but it did not bring new ideas. Then I searched for another article and
found an interesting review on Zimmermans work.
As for time completion, I expected to do it in three days, but I needed four days.
Everything is ready, but the concept map. I prefer to do it in the morning (environment),
when I feel more confident and willing to work on more complex things.
I usually like to have everything ready the day before, but had to deal with the concept
map and decided to do it on the following day for quality reasons.