This course is designed to help students to develop deep understanding of a fundamental aspect of learning, namely self-regulation. Self-regulation is a complex phenomenon that is vital in all learning contexts. Students will read theoretical and empirical studies in the domain of self-regulation and emotion. The principles and mechanism of self-regulation will be used as tools to analyze current issues in education. Special attention will be devoted to the role that emotions play in self-regulation, to the relevance of various theoretical frameworks, to the validity of the assessment instruments used, the credibility of the results, and the validity of the conclusions.
By the end of the course, the students should be able to (1) demonstrate in-depth understanding of self-regulation as applied to learning in formal and informal learning contexts, (2) interpret and utilize research results, (3) discuss and evaluate self-regulation processes and the factors that impact on the working of these processes, and (4) discuss and evaluate the implications of knowledge of these processes for educators, teachers, trainers, and policy makers.
Achievement levels: 1; 3; 5; 6; 8; 13 -19.
NB Language of instruction will be Dutch if only Dutch-speaking students participate.
Coordinator
Ms prof. dr. M. Boekaerts
Doel en inhoud
This course is designed to help students to develop deep understanding of a fundamental aspect of learning, namely self-regulation. Self-regulation is a complex phenomenon that is vital in all learning contexts. Students will read theoretical and empirical studies in the domain of self-regulation and emotion. The principles and mechanism of self-regulation will be used as tools to analyze current issues in education. Special attention will be devoted to the role that emotions play in self-regulation, to the relevance of various theoretical frameworks, to the validity of the assessment instruments used, the credibility of the results, and the validity of the conclusions.
By the end of the course, the students should be able to (1) demonstrate in-depth understanding of self-regulation as applied to learning in formal and informal learning contexts, (2) interpret and utilize research results, (3) discuss and evaluate self-regulation processes and the factors that impact on the working of these processes, and (4) discuss and evaluate the implications of knowledge of these processes for educators, teachers, trainers, and policy makers.
Achievement levels: 1; 3; 5; 6; 8; 13 -19.
NB Language of instruction will be Dutch if only Dutch-speaking students participate.
Onderwijsvormen
Important objectives of the course are that students investigate the structure of self-regulatory processes and the match between those processes and various learning contexts. Hence, students will participate in a number of individual and cooperative learning activities, including reading and interpreting scientific articles, personal critical reflection, class discussions, oral presentations, and academic writing. The students will write a final reflection paper that will take the form of a conceptual review. On the basis of their reading, reflections and class discussions, they choose a specific context in which individuals learn and explore the self-regulatory processes that are necessary and sufficient to function well in that context. The focus of the conceptual review should be on the basic principles that underlie self-regulation research and practice in the selected context.
Literatuur
The articles used for this course are selected from The Handbook of Self-Regulation (Boekaerts, Pintrich & Zeidner, 2000) as well as from the following high impact journals: Educational Psychologist, Learning and Instruction, Applied Psychology: An International Review, and Educational Psychology Review.
All articles will be digitally available on Blackboard a few weeks before the beginning of the course.
Boekaerts, M., Pintrich, P.R., & Zeidner, M. (2000). Handbook of Self-Regulation. San Diego, CA: Academic Press.
Toetsing
The final mark will be based on the quality of a group paper as well as on the student’s active participation in class.
Rooster
Inschrijving
U-Twist registration is a requirement for ALL courses and exams.
The deadline for course registration is 2 weeks before the first class; the deadline for exam registration is 1 week before the exam.
Attendance without registration is forbidden!