Mind Map Gallery Self-Discipline

Self-Discipline

Like everything else that brings progress, the greatest struggle is always within ourselves. That's why you need to learn self-discipline.

Edited at 2020-09-25 10:54:01

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Self-Discipline

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Outline

Self Regulation

Self regulated learning

Self-regulated learning (SRL) is one of six domains of self-regulation, and is aligned most closely with the interests of teachers.[1] Broadly speaking, it refers to learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn.[2][full citation needed] "Self-regulated" describes a process of taking control of and evaluating one's own learning and behavior

process by zimmerman et al.

Skills needed

knowledge

self-awareness

self-motivation

behavioral skills to implement

beliefs

percieved efficacy

intrinsic interest

traits

Goals

strategies

monitoring

restrestructuring physical and social

time use efficiently

self-evaluating

causal attributing

adapting

Winne and Hadwin

4 phases of self-regulation

four flexibly sequenced phases of recursive cognition

task perception

goal setting and planning

enacting

adaptation

Iran-Nejad and Chissom

3 sources of selfregulated learning

active/executive

dynamic (unintentional)

interest-creating discovery

Student performance perspective

enable accelerated learning while maintaining long-term retention rates

Lovett, Meyer and Thille

Locus of control

Cassandra B.Whyte

Expert learners

Palincsar & Brown

Schema creation through active engagement

Paris

Application of self-regulated learning in practice

3 main areas (paris and Paris)

Literacy instruction

Cognitive engagement

Self assessment

strategies

These strategies are student-centered and inquiry based, which cause students to gradually become more autonomous, creating an environment of self-regulated learning. However, students do not simply need to know the strategies, but they need to realize the importance of utilizing them in order to experience academic success.

reciprocal teaching

open-ended tasks

project-based learning

authentic assessments

autonomy-based assignments

portfolios

Self-Assessment

fosters planning, assess what skills the learner has and what skills are needed. Allows students to internalize standards of learning so they can regulate their own learning (Laskey & Hetzel, 2010).

Wrapper Activity

activity based on pre-existing learning or assessment task. This can be done as a homework assignment. Consist of self-assessment questions to complete before completing homework and then after completion of homework. This will allow the learner to draw their own conclusions about the learning process (Laskey & Hetzel, 2010)

Think Aloud

This involves the teacher describing their thought process in solving a problem (Joseph, 2010)

Questioning

Following new material, student develop questions about the material (Joseph, 2010)

Reciprocal Teaching

the learner teaches new material to fellow learners (Joseph, 2010)

Behaviours

finishing homework assignments by deadlines,

studying when there are other interesting things to do,

concentrating on school subjects,

taking useful class notes of class instruction,

using the library for information for class assignments,

effectively planning schoolwork,

effectively organizing schoolwork,

remembering information presented in class and textbooks,

arranging a place to study at home without distractions,

motivating oneself to do schoolwork,

participating in class discussions

Bandura

BANDURA:Voorbedachtheid (‘forethought): Processen die voorafgaan aan de actie, maar bepalend zijn voor mate van inspanningenleveren, doelen bepalen, plannen, controleren, enz. Omvat ook beliefs (motivatie verwachtingen) Leergedrag en controle over wat men zelf wil (‘performance or volitional control’): zelfobservatie en ‘self-monitoring’ Zelfreflectie (‘self-reflection’): processen die na uitvoering leertaak voorkomen. Zelfbeoordeling, verbinden causale processenaan kwaliteit resultaat. Omvat opvattingen zoals ontevredenheid, ermee verbonden emoties en maatregelen om taak beter aante pakken. De SMEDTSelf-regulated learning bestaat uit drie feedback loops Gericht op omgeving Gericht op persoon Gericht op eigen gedrag

DeSmedt

bandura

persoon

four dimensions of core self-evaluations

one's fundamental appraisal of oneself

Locus of control

neuroticism

self-efficacy

self-esteem

Sources / Reference

https://en.wikipedia.org/wiki/Self-regulation_theory

https://en.wikipedia.org/wiki/Rubicon_model_(psychology)

https://en.wikipedia.org/wiki/Self-regulated_learning

Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. http://doi.org/10.1207/s15430421tip4102

https://en.wikipedia.org/wiki/Self-regulated_learning

rubicon model

A feedback model of the motivation-volition process. Lower labels are terminology of Zimmerman

auteurs

Zimmerman

strategies to enhance individual learning processes

self-observation

self-evaluation

absolute

normative

self-reaction

self-efficacy

Schunk

educational psychologist

Bandura

cognitive psychologist

Social cognitive theory

Social learning theory

Process

Self observation (Introspection)

Self Judgement

Self response

Reciprocal determinism

is a theory proposed by Albert Bandura, stating that a person's behavior is influenced both by personal factors and the social environment. Bandura acknowledges the possibility that individual's behavior and personal factors may impact the environment. These can involve skills that are either under or overcompensating the ego and will not benefit the outcome of the situation.

Baumeister

social psychologist

4 components

Standards of desirable behavior

motivation to meet standards

monitoring of situations and thoughts that precede breaking said standards

willpower

3 models to explain " cognitive accessibility

Self regulation as a:

knowledge structure

Strength