CHAPTER 2 SELF-REGULATED LEARNING
2.7 ZIMMERMAN AND MOYLAN’S (2009) CYCLICAL PHASES MODEL
2.7.2 Performance or volitional control phase
The performance or volitional control phase involves processes of self-control and metacognition.
This is the phase where students carry out the task while keeping track of their progress, and they use a number of control strategies to assist them in being cognitively involved and motivated to complete the task (Zimmerman & Moylan).2009:300).
Besides control strategies, (Zimmerman & Moylan, 2009:300) and Joseph- Edwards, (2019:7) add that in the performance or volitional control phase, learners also make use of numerous learning strategies to complete their learning tasks, keep track of the effectiveness of the teaching strategies, and sustain motivation so that they can reach their goals. Self-regulated learners tend to focus on the outcomes set and draw their attention to the task at hand and self-observation.
The performance phase consists of three sub-phases self-control and self-instruction and C) self- observation. The sub-phases are discussed below:
2.7.2.1 Self-control
In the first sub-phase, self-control, paying attention, and learning strategies are self-control processes that assist learners in staying focussed on the task at hand (Schunk & Zimmerman, 2007:10). When learners apply study methods or strategies and adapt them depending on the outcomes of the task, they become successful (Zimmerman & Moylan, 2009:302, Joseph-
Edwards, 2019:8). Self-regulated learners should demonstrate the following sub-processes of self-control in a learning task:
(i) Task strategies
Zimmerman (2015:92, Nilson, 2013:3) defines task strategies as systematic processes where specific task components are addressed. This is related to solving problems such as those in mathematics, where different steps are used to find a solution. Learners should have the ability to use different strategies and follow certain steps in order to complete the task. For example, when learners are conducting a scientific experiment, they start with a plan on how they will conduct an investigation, list the materials and resources to use, and use practical methods and observation skills to conduct an investigation so that they can reach a conclusion/ get the results of the experiment.
(ii) Imagery
Imagery is a process where learners use mental pictures or images to assist in organising information, and this intensifies learning and improves memorisation skills (Harding, Nibali, English, Griffin, Graham & Zhang 2018:8).
2.7.2.2 Self-instruction
With the second sub-phase, self-instruction, learners stay on track of what they are learning, stay focussed and pay attention to their plan to perform the task (Zimmerman, 1990:12, Lear, Li &
Prentice 2016:21). For example, when performing a technological process, learners follow the technological process steps of investigating, designing, making, evaluating and communicating.
This helps them stay focused because they know that to achieve the outcomes of the learning task, they need to follow those steps. Self-regulated learners should demonstrate the following sub-processes of self-instruction:
(i) Time management
Zimmerman and Moylan (2011:142) declare that time management is the most important step toward ensuring that learners complete a given task. Learners should be skilled in time management strategies, setting specific task goals and, time to spend on tasks and monitoring the progress so that they can accomplish those goals. Harding et al. (2018:9) emphasise that learners who manage their time effectively by spending more time on studying and using their self-regulatory processes effectively will experience positive outcomes and achieve their goals.
Xu, (2010:39) state that learners who spend most of the time studying and using their self- regulatory skills effectively can produce good results when performing a task. On the other hand, those who do not manage their time effectively do not perform well in a learning task, negatively affecting their outcome expectations and motivation because they may feel capable.
(ii) Environmental structuring
Harding et al. (2018:9) explain that if learners who are self-regulated can easily adapt to the environment of teaching and learning and maintain complete concentration. Moreover, self- regulated learners are disciplined and are able to monitor their performance and do away with all the internal and external factors that may distract them. They know how to choose adequate learning environments where they can feel comfortable and are able to concentrate on the learning task.
(iii) Help-seeking
Thomas and Tagler (2019:2) state that seeking help when confronted with academic difficulties is an adaptive SRL strategy that brings about positive academic outcomes. Learners who are self-regulated are confident and they accept the responsibility when they do not understand to ask for help or advice when deemed necessary. In their study, Thomas and Tagler (2019:2) conclude that when learners seek help or are provided with access to extra help, their attitudes improve, and this leads to increased academic performance and development of important academic skills.
Seeking help also leads to improvement of learners’ self-regulation skills and are always eager to learn and ask for help from their peers who are competent and their teachers. Learners who are reluctant to seek help perform low and fail to admit their weaknesses, which lower their self- esteem (Zimmerman, 2002:65).
2.7.2.3 Self-observation
A learner who is self-observant focuses mainly on his/her behaviour and how it influences learning. For example, a learner can focus on the content of the task so that they can gain an understanding of the task rather than only knowing how long or short the task is. Self-observation is characterised by two key processes: self-monitoring (metacognition) and self-recording (Schunk & Zimmerman, 2007:10, Tigist, 2013:37). These processes are explained below.
(i) Metacognitive self-monitoring
When students use metacognition, they think about their thinking as they learn. This is a very important skill because it enables students to self-monitor and track their performance and learning outcomes (Schunk & Zimmerman, 2007:10, Tigist, 2013:37). During self-monitoring learners make observations about their own progress, reflect on how they have progressed, evaluate their strengths and weaknesses, and decide on what teaching strategies they need to follow to accomplish the outcomes of the task. Observation occurs once learners have fully gained their cognitive, motivational and; time management goals and determined; the learning context and how learning should take place (Zimmerman, 2011:42).
(ii) Self-recording
Zimmerman (2011:42) and Frederico, Ezequiel and Lourenco, (2016:17) state that self-recording is when a learner has acquired the skill of recording the outcomes of their learning progress;
successes and failures. This enables learners to be informed about how their performance and how they can improve. Self-recording also accelerates and enhances self-control, because they give full details on how learning is taking place, where and with whom the learning is taking place.
In the next section, the third phase of Zimmerman and Moylan’s (2009) cyclical model is discussed.