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ERIC Number: ED543821
Record Type: Non-Journal
Publication Date: 2011-Apr
Pages: 13
Abstractor: As Provided
Reference Count: 19
Barry J. Zimmerman: An Expert Mentor through Cyclical Phases of Self-Regulatory Feedback
White, Marie Catherine
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, Apr 8-12, 2011)
The purpose of this presentation is to highlight how Dr. Barry Zimmerman, as a mentor, incurs in his students the sense of self-efficacy. The theoretically framework of this presentation focus on how concomitant Zimmerman's mentoring approach is with his cyclical phases of self-regulation of learning. His first question to me was, "In what area do you want to become an expert?" Any description of Zimmerman as a mentor would include the seamless way he appropriates his research and theories to influence the way he guides his students. From the beginning, the agenda is set, the dissertation process is begun, and the presence of the expert mentor is evident, but not overwhelming. This is evidenced in that each step is a mutual decision between the mentor and the mentee, and cyclically processed. Guidance to set goals in the forethought phase is designed to encourage the student to identify appropriate strategies, examine self-efficacy beliefs, and take charge of his/her research. With a sense of independence the student becomes a researcher in the performance stage, which leads to engaging in self-reflection. Feedback from Dr. Zimmerman is the outcome of one's own self-evaluation, a thorough examination of attributions, and a considerable amount of revisions. At that point, the mentor has made his imprint, and the mentee becomes the model for future students. It is expected that attendees of this presentation will not only see Zimmerman, the renowned researcher and theorist, but the mentor who derives great satisfaction from the success of his students.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A