Self-Monitoring as a Motivator during Instruction with Elementary School Students.

Self-monitoring refers to deliberate attention to aspects of one's behavior, and is an important component of self-regulated learning, which depends on favorable self-evaluations of one's capabilities and progress toward learning goals. This paper argues that self-regulated learning is enhanced when students self-monitor their learning progress, and that positive self-evaluations sustain learning by sustaining motivation. The paper begins by summarizing social cognitive theoretical ideas on self-regulation, self-efficacy, and achievement goals and then describes a social cognitive model of self-regulated learning. The paper next describes several research projects that explored the role of self-monitoring during cognitive skill acquisition. The studies involved elementary school students learning mathematical skills; in the first study, students self-monitored their completed work, and in the next two studies the focus of self-monitoring was on learning progress and performance capabilities. All three studies supported theory and research on the benefits of self-monitoring in learning. The paper concludes with a discussion of the implications of self-regulation for teaching and learning. Contains 26 references. (EV) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as eceived from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Self-Monitoring as a Motivator During Instruction With Elementary School Students