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ERIC Number: ED404035
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Self-Monitoring as a Motivator during Instruction with Elementary School Students.
Schunk, Dale H.
Self-monitoring refers to deliberate attention to aspects of one's behavior, and is an important component of self-regulated learning, which depends on favorable self-evaluations of one's capabilities and progress toward learning goals. This paper argues that self-regulated learning is enhanced when students self-monitor their learning progress, and that positive self-evaluations sustain learning by sustaining motivation. The paper begins by summarizing social cognitive theoretical ideas on self-regulation, self-efficacy, and achievement goals and then describes a social cognitive model of self-regulated learning. The paper next describes several research projects that explored the role of self-monitoring during cognitive skill acquisition. The studies involved elementary school students learning mathematical skills; in the first study, students self-monitored their completed work, and in the next two studies the focus of self-monitoring was on learning progress and performance capabilities. All three studies supported theory and research on the benefits of self-monitoring in learning. The paper concludes with a discussion of the implications of self-regulation for teaching and learning. Contains 26 references. (EV)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A