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The Development of Self-Regulation: Do Parents make a difference?

The Development of Self-Regulation: Do Parents make a difference?. Rachelle Tomac Research Development Portfolio Presentation CEP 900 Fall 2005 Dr. David Wong. Research Question:. Do Children learn to be self-regulated learners thorough interactions with parents?

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The Development of Self-Regulation: Do Parents make a difference?

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  1. The Development of Self-Regulation: Do Parents make a difference? Rachelle Tomac Research Development Portfolio Presentation CEP 900 Fall 2005 Dr. David Wong

  2. Research Question: • Do Children learn to be self-regulated learners thorough interactions with parents? • Why is this important to me as a School Psychologist? • Self-regulated learner: a student who is motivated to perform well, set realistic goals, use effective strategies, self-monitor, and able to adjust strategy use as necessary • A self-regulated learner is a good student, and if the child in not a good student we strive to teach him/her these skills

  3. Major Views of Self-Regulation: • Social-Cognitive View • Self-Determination Theory: Support verses Control

  4. Social-Cognitive Model of the development of self-regulation (Zimmerman) • The child • observes a model performing a behavior of interest • Emulates the model’s performance • Uses self-control as he/she independently attempts the model’s learning techniques • Self-regulates the use of the technique across new situations based on how well it worked • Research says that “adults/parents can initiate children’s development of self-regulative behaviors”

  5. Social-Cognitive View in use: • Zimmerman developed the “Self-Regulation Empowerment Program” • 3 Steps: • Empowerment • Study/Learning Strategies • Cyclical Feedback Loop • Forethought, performance control, and self reflection

  6. Self-Determination Theory Deci, Ryan, Eccles, Grolnick • Individuals have innate needs for: • Autonomy • Competence • Relatedness • Motivation to meet these needs is on a continuum from extrinsic to intrinsic • External Regulation: behaves in a way to obtain a reward or avoid punishment • Integrated Regulation: becomes involved in an activity because of the sheer pleasure experienced from the task itself (improving the quality of the action and sense of well-being)

  7. How do these theories help me to develop my research? • My Research: • Dr. Evelyn Oka collected the data • Parent-Child Interactions video-recorded • Use theory and literature to develop a way to analyze the data • Goal: to correlate qualities of the parent-child interaction to the child’s level of self-regulation

  8. Coding the Parent-Child Interactions • What is important: • Directiveness (V or NV) • Non-directiveness (V or NV) • Affect • Engagement (motivational behaviors) • Autonomy/self-esteem (motivational beliefs) • Synchrony

  9. Coded interviews: What I expect to see • Interactions of highly self-regulated children and parent will display: • More positive affect • Higher degree of synchrony (appropriateness and responsiveness) • More consistent use of non-directive instructional styles

  10. Why is this important, what do I have to add to the literature? • Synchrony over time is more important and accurate than the dual categories of ‘control’ vs ‘support’. • Better understanding of qualities that lead to self-regulation • In a diverse population • Serve as the basis for developing both school and family based intervention/prevention programs in self-regulation

  11. Future Directions for my Research: • Longitudinal Study • Participants would be 23-26 yrs old • Motivational Scales / Levels of Self-Regulation and Autonomy • Autonomy=Satisfaction? • Is this a vital skill to satisfaction not only throughout school, but in life?

  12. Questions? Thank You

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