Self-Regulated Learning Quiz

What is the definition of self-regulated learning?

• Learning that is based on memorization and repetition

• Learning that is guided by teachers and external sources

• Learning that is passive and unengaged

• Learning that results from students' self-generated thoughts and behaviors that are systematically orientated toward the attainment of their learning goals

Which of the following are students who are highly motivated to learn more likely to do?

• Carry out a learning plan

• Consciously organize their learning

• Retain the information they obtain

• All of the above

Do students know how to study and learn?

• True - students have innate knowledge of how to study

• False - students need to be taught how to study

• False - studying is not necessary for learning

• True - students learn how to study through trial and error

Which of the following are phases of self-regulated learning?

• Studying all materials presented

• Reflecting and making decisions on how to change one's behavior

• Goal setting and strategic planning

• Monitoring performance and progress toward goals

5. According to Winne and Hadwin’s model, there are four linked phases of self-regulated learning: (1) task definition, (2) goal setting and planning, (3) enacting study tactics and strategies, and (4) metacognitively adapting studying. During which phase would the student decide to make long-term changes in their motivations, beliefs, and strategies for the future? 

• Task definition

• Goal setting and planning

• Metacognitively adapting studying

• Enacting study tactics and strategies

According to Winne and Harwin’s model, self-regulated learning deploys five different facets of tasks that can take place in the four phases of learning. COPES is the acronym for these five facets. Select all of the correct meanings:

• Conditions:

  Resources available to a person and the constraints inherent to a task or environment

• Operations:

  Cognitive processes, tactics and strategies used by the student, referred to as SMART -Searching, Monitoring, Assembling, Rehearsing and Translating 

• Products:

  Information created by operations

• Evaluations:

  Feedback about the fit between products and standards, either internally or externally

• Standards:

  Criteria against which products are monitored

7. High self-efficacy, or the belief that one’s own efforts determine one’s success or failure, is the greatest determinant of a student’s success in school. Knowing this, should teachers focus more on: 

• Student outcomes

• Parental involvement

• Teacher support

• Student effort

8. To engage students in setting their own standards and working out how to organize and meet those standards, teachers should: 

• Help students set goals and provide a checklist for large tasks that students can use to organize their time

• Write home to families about poor achievement

• Give students answers when they are struggling

• Set ambitious standards in their class and punish students who do not meet these standards

9. Select each scenario that matches student skill level to the appropriate teacher reinforcement level: 

• 1. New student skill/emerging;

  2. Fixed-ratio schedule

• Skill is practiced regularly by student;

  Variable-interval schedule

• 1. New student skill/emerging;

  2. Fixed-interval schedule

• 2. Student is gaining momentum with a skill; Variable-ratio schedule

True or False: Teachers can further their students' application of skills by applying lessons to real-life situations where students can apply the skills learned via generalization.

• Depends on the subject

• True

• False

• Not enough information