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, selfmotivating 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.

[1]  J. Gray.  Self-management in chronic illness , 2004, The Lancet.

[2]  S. Elliott,et al.  Promoting Academic Enablers to Improve Student Achievement: An Introduction to the Mini-Series , 2002 .

[3]  S. Christenson,et al.  Commentary: The Centrality of the Learning Context for Students' Academic Enabler Skills , 2002 .

[4]  Jennifer A. Fredricks,et al.  Children's competence and value beliefs from childhood through adolescence: growth trajectories in two male-sex-typed domains. , 2002, Developmental psychology.

[5]  M. Gettinger,et al.  Contributions of Study Skills to Academic Competence , 2002 .

[6]  Elizabeth A. Linnenbrink,et al.  Motivation as an Enabler for Academic Success , 2002 .

[7]  R. Moxley,et al.  Developing a Writing Package with Student Graphing of Fluency. , 2002 .

[8]  Anastasia Kitsantas,et al.  Comparing Self-Regulatory Processes Among Novice, Non-Expert, and Expert Volleyball Players: A Microanalytic Study , 2002 .

[9]  Nancy E. Perry,et al.  Investigating Teacher-Student Interactions That Foster Self-Regulated Learning , 2002 .

[10]  Karen Burstein,et al.  Students With Learning Disabilities: Homework Problems and Promising Practices , 2001 .

[11]  Alison H. Paris,et al.  Classroom Applications of Research on Self-Regulated Learning , 2001 .

[12]  Barry J. Zimmerman,et al.  Self-Regulation Differences during Athletic Practice by Experts, Non-Experts, and Novices , 2001 .

[13]  Myron H. Dembo,et al.  Self-Regulation of Academic Learning in Middle-Level Schools , 2000, The Elementary School Journal.

[14]  B. Zimmerman.  Attaining self-regulation: A social cognitive perspective. , 2000 .

[15]  C. Weinstein,et al.  Self-Regulation Interventions with a Focus on Learning Strategies , 2000 .

[16]  Paul R. Pintrich,et al.  Self-Regulation: Directions and Challenges for Future Research , 2000 .

[17]  B. Zimmerman,et al.  Self-Regulating Childhood Asthma: A Developmental Model of Family Change , 1999, Health education & behavior : the official publication of the Society for Public Health Education.

[18]  A. Bandura.  Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.

[19]  B. Zimmerman,et al.  Social Origins of Self-Regulatory Competence , 1997 .

[20]  J. Ysseldyke,et al.  School Psychology Paradigm Shift , 1997 .

[21]  Frank M. Pajares,et al.  Self-Efficacy Beliefs in Academic Settings , 1996 .

[22]  Dale H. Schunk,et al.  Goal and Self-Evaluative Influences During Children’s Cognitive Skill Learning , 1996 .

[23]  Douglas D. Perkins,et al.  Empowerment theory, research, and application , 1995, American journal of community psychology.

[24]  P. Pintrich,et al.  Motivation in Education: Theory, Research, and Applications , 1995 .

[25]  Barry J. Zimmerman,et al.  Self‐monitoring during collegiate studying: An invaluable tool for academic self‐regulation , 1995 .

[26]  C. Midgley,et al.  Development during adolescence. The impact of stage-environment fit on young adolescents' experiences in schools and in families. , 1993, The American psychologist.

[27]  C. Midgley,et al.  Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school. , 1991 .

[28]  Henry L. Tosi.  A Theory of Goal Setting and Task Performance , 1991 .

[29]  Trevor C. Bailey,et al.  Mechanisms governing organizational performance in complex decision-making environments , 1990 .

[30]  B. Zimmerman.  A social cognitive view of self-regulated academic learning. , 1989 .

[31]  Allan Wigfield,et al.  Self-concepts, domain values, and self-esteem: relations and changes at early adolescence. , 1989, Journal of personality.

[32]  B. Zimmerman,et al.  Construct Validation of a Strategy Model of Student Self-Regulated Learning , 1988 .

[33]  C. Midgley,et al.  Student, Teacher, and Observer Perceptions of the Classroom Environment Before and after the Transition to Junior High School , 1988 .

[34]  M. Clifford.  THE COMPARATIVE EFFECTS OF STRATEGY AND EFFORT ATTRIBUTIONS , 1986 .

[35]  B. Weiner.  An attributional theory of motivation and emotion , 1986 .

[36]  S. Ball.  Motivation in Education , 1977 .

[37]  G. L. Paul.  Strategy of outcome research in psychotherapy. , 1967, Journal of consulting psychology.