Modifying the regulation processes of learning: two exploratory studies

Self-regulated learning is defined as learning in which a student performs teaching tasks himself. Regulations of learning (e.g.. orientation, planning, testing, monitoring) are thought to be important both in teacher and self-regulated learning. Furthermore, mind orientation and distractions are expected to harm effective learning. Two studies are reported on individual differences in regulationprocesses. Thinking aloud protocols of good and weaker performing subjects were analyzed as to the number of regulations. mind orientations and distractions and related to test scores (impulsivity, intelligence, concentration, motivation, etc.). Furthermore, students were trained to modify their regulation processes. Training programs consisted of a combination of awareness training and regulation training. The subjects were 10 and 6 students from two secondary schools (for special education), respectively. The results showed some relations between process differences on the one hand and performance on the other hand. There were also influences of task difficulty on the process data. Training appeared to be effective for some of the students only. Transfer effects failed to appear,