Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning
This article describes a training program, Self‐Regulation Empowerment Program (SREP), that school professionals can use to empower adolescent students to engage in more positive, self‐motivating cycles of learning. It is a two‐part approach whereby self‐regulated learning coaches (SRC) (a) use micr...
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| Veröffentlicht in: | Psychology in the schools 2004-05, Vol.41 (5), p.537-550 |
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| container_title | Psychology in the schools |
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| creator | Cleary, Timothy J. Zimmerman, Barry J. |
| description | This article describes a training program, Self‐Regulation Empowerment Program (SREP), that school professionals can use to empower adolescent students to engage in more positive, self‐motivating cycles of learning. It is a two‐part approach whereby self‐regulated learning coaches (SRC) (a) use microanalytic assessment procedures to assess students' self‐regulation beliefs and study strategies and (b) train students to use these strategies in a cyclical, self‐regulation feedback loop. Ultimately, students learn how to set goals, select and monitor strategy effectiveness, make strategic attributions, and adjust their goals and strategies. The program was developed from social‐cognitive theory and research and integrates many of the essential features of the problem‐solving model. Interventions used in the SREP include graphing, cognitive modeling, cognitive coaching, and structured practice sessions. A case study is presented to illustrate procedures for implementing the program. Implications for school psychologists and teachers also are presented and discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 537–550, 2004. |
| doi_str_mv | 10.1002/pits.10177 |
| format | Article |
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Schs</addtitle><description>This article describes a training program, Self‐Regulation Empowerment Program (SREP), that school professionals can use to empower adolescent students to engage in more positive, self‐motivating cycles of learning. It is a two‐part approach whereby self‐regulated learning coaches (SRC) (a) use microanalytic assessment procedures to assess students' self‐regulation beliefs and study strategies and (b) train students to use these strategies in a cyclical, self‐regulation feedback loop. Ultimately, students learn how to set goals, select and monitor strategy effectiveness, make strategic attributions, and adjust their goals and strategies. The program was developed from social‐cognitive theory and research and integrates many of the essential features of the problem‐solving model. Interventions used in the SREP include graphing, cognitive modeling, cognitive coaching, and structured practice sessions. 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| ispartof | Psychology in the schools, 2004-05, Vol.41 (5), p.537-550 |
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| source | EBSCOhost Education Source; Wiley Online Library All Journals |
| subjects | Biological and medical sciences Case Studies Educational psychology Evaluation Fundamental and applied biological sciences. Psychology Intervention Learning Strategies Middle School Students Problem Solving Program Effectiveness Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychopedagogics. Didactics School Psychologists Self Control Self Efficacy Social Cognition Student Development Student Motivation Teaching Methods |
| title | Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning |
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