Advanced Learning, Motivation, and Self-Regulation
“Students can be described as self-regulated to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process”  Zimmerman, (1989).
								
George Mason University
College of Education and Human Development

Dr. Anastasia Kitsantas								Spring, 09
EDEP 822 001
Class Meeting:  Enterprise, Room 176, TH 4:30-7:10PM
Office: Enterprise, Room 353D			           		Phone: (703) 993-2688
Office Hours: TH 1:30-4:00 PM					E‑mail: akitsant@gmu.edu
Other hours may be arranged by appointment.

Course Description: Examines the development of self-regulatory and motivational processes as they relate to educational practice. Emphasis is placed on how these processes influence students’ self-motivation and achievement in various domains.  

Learner Outcomes 

This course is designed to enable students to: 

•	develop a broad and in-depth understanding of the theories of motivation and self-regulation as they are applied to educational contexts
•	interpret, organize, and utilize research findings in the area of self-regulation and motivation 
•	discuss and evaluate major self-regulation and motivational processes, factors that influence the working of these processes, and the implications of knowledge of these processes for educators
•	discuss and evaluate the impact of instructional and parenting practices on students’ self-regulation and motivation
•	discuss the social factors involved in the development of student self-regulation
•	discuss and evaluate theory and research on the impact of specific self-regulatory processes on students’  motivation and achievement 
•	develop and reinforce their critical thinking, oral, and writing skills

RELATIONSHIP TO PROGRAM GOALS AND PROFESSIONAL ORGANIZATION

The program goals are consistent with the following Learner-Centered Psychological Principles outlined by the American Psychological Association Presidential Task Force in Education (APA, Division 15). 

•	Principle 1: The Nature of Learning Process
•	Principle 2: Goals of the Learning Process
•	Principle 3: Construction of Knowledge
•	Principle 4: Strategic Thinking 
•	Principle 5: Thinking about Thinking
•	Principle 6: Context of Learning
•	Principle 7: Motivational and Emotional Influences on Learning
•	Principle 8: Intrinsic Motivation to Learn
•	Principle 9: Effects of Motivation on Effort
•	Principle 11: Social Influences on Learning
•	Principle 13: Learning and Diversity

For more information please see:

American Psychological Association (1997). Learner-Centered Psychological Principles: 

Guidelines for the Teaching of Educational Psychology in Teacher Education Programs. 	

Retrieved October 14, 2002 from http://www.apa.org
Course Methodology: This course consists of lectures, group and electronic discussions, in class activities, and individual/group assignments. 
Required Text

Schunk, D.H., & Zimmerman, B.J. (2008).  Motivation and self-regulated learning: Theory, research, and	 applications:  Laurence Erlbaum Associates, New York, NY. 

Optional Texts

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H.  Freeman.

Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000). The handbook of self-regulation. Academic Press.

Ee, J., Chang, A. &  Tan, O.S. (2004). Thinking about Thinking. Europe (UK). Mc Craw-Hill.

Elliot, A.J., & Dweck, C.S. (2005).  The handbook of competence and motivation.  Guilford Press.

Ford, M.E. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Sage Publications.

Schunk, D.H., & Zimmerman, B.J. (1998). Self-regulated learning: From teaching to self-reflective 

	practice. Guilford Press.

Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond 

	achievement to self-efficacy. American Psychological Association

Assigned required reading list

Please see last page of the syllabus.

Course Requirements

It is expected that each of you will: 
1.	Read all assigned materials for the course
2.	Critique, present/discuss an article in class *
3.   Participate in classroom activities that reflect critical reading of materials
4.   Complete 1 assignment*
5.   Write a research proposal and present in a poster session *
6.   Complete the Self-Change Project
7.   Attend each class session

*Late assignments will not be accepted by the instructor. If an emergency occurs please notify the instructor in advance. 

Course Evaluation

1. Research proposal and presentation: Students will write a research proposal that focuses in the area of self-regulated learning and motivation in a specific content area of interest. The research proposal will be submitted as a final term paper, and it will be presented in a poster session at the end of the semester following APA presentation guidelines. Research papers must adhere to the APA Publication Manual Guidelines.

2. Comparison of motivation and self-regulated learning theoretical perspectives: Students will be asked to develop a chart and compare and contrast theoretical models of motivation and self-regulated learning.

 3. Self-Change Project:  Students must select some aspect of their behavior which they wish to improve, and then design and implement a self-change project. Using a single subject design, students will incorporate an intervention based on a Self-Regulated Learning Theory to change a particular aspect of their behavior.  Students will present their project orally in class.

4. Article critique on self-regulated learning and motivation: Students will be asked to identify and write a critique of one empirical research article related to assigned readings. The critique should include the following parts: purpose, methods (if applicable), results (if applicable) and critical comments as well as your reflections about the article. Informally, students will discuss their article in class. Students will also discuss the theoretical framework of the article based on the assigned readings. 

4. Class participation and attendance policy: Because of the importance of lecture and discussion to your total learning experience, I wish to encourage you to both attend and participate in class regularly. Attendance, punctuality, preparation, and active contribution to small and large group efforts are essential. These elements of your behavior will reflect the professional attitude implied in the course goals and will account for 10% of your course grade.  With reference to the grading scale described later in this syllabus, you will note that this percentage is equivalent to a full letter grade. Students who must miss a class must notify the instructor (preferably in advance) and are responsible for completing all assignments and readings for the next class. Late assignments will not be accepted unless a serious emergency arises and the instructor is notified promptly. 

RUBRIC FOR PARTICIPATION AND ATTENDANCE

		LEVEL OF
PERFORMANCE			
ELEMENT	Distinguished (9-10 pts.) 	Proficient 
(8 pts.) 	Basic 
(7 pts.) 	Unsatisfactory (6 or less pts.) 	
Attendance
&
Participation	The student attends all classes, is on time, is prepared and follows outlined procedures in case of absence, the student actively participates and supports the members of the learning group and the members of the class.	The student attends all classes, is on time, is prepared and follows outlined procedures in case of absence; the student makes active contributions to the learning group and class.	The student is on time, prepared for class, and participates in group and class discussions. The student attends all classes and if an absence occurs, the procedure outlined in this section of the syllabus is followed.	The student is late for class. Absences are not documented by following the procedures outlined in this section of the syllabus. The student is not prepared for class and does not actively participate in discussions.	

D. Grading Policy
 
Evaluation of research article 	10pts	
Comparison of motivation and self-regulated learning theoretical perspectives
	10pts	
Self Change Project	10 pts	
Research proposal	50 pts	
Presentation of research proposal (Poster Session)	10 pts 	
Class Participation and Attendance	10 pts	
TOTAL	100 pts	

Statements of Expectations

The College of Education and Human Development expects that all students abide by the following:

•	Students are expected to exhibit professional behavior and dispositions. For a listing of these dispositions, see: http://www.gse.gmu.edu

•	Students must follow the guidelines of the University Honor Code. For the full honor code, see: http://www.gmu.edu/catalog/apolicies/#TOC_H12

•	Students must agree to abide by the university policy for Responsible Use of Computing. See http://mail.gmu.edu and click on Responsible Use of Computing at the bottom of the screen.

•	Students with disabilities who seek accommodations in a course must be registered with the GMU Disability Resource Center (DRC) and inform the instructor in writing at the beginning of the semester. See www.gmu.edu/student/drc or call 703-993-2474 to access the DRC.

EDEP 654: Tentative Course Organization and Schedule

DATE	TOPIC	ASSIGNED READING	WORK DUE	
Jan 22	Review syllabus
Introduction and Overview	
	 	
Jan 29	Research Methods: An Overview 

Historic Origins of Research on Self-Regulated Learning and Motivation I

Z (1989b)-
(Chapter 1) 
F (1992)-
(Chapter 6)
Chapter 1 (Book)	
	
Feb 5	Historic Origins of Research on Self-Regulated Learning and Motivation II
	Z (1989a)
Chapter 2 (Book)
		
Feb 12	Self-regulation and motivation
A social cognitive perspective
	Z (2000)
B (1997)
	HW Assignment: Compare and contrast different theoretical perspectives of self-regulation and motivation
Article Critique (TBA)	
Feb  19	Dimensions and processes of academic self-regulation and motivation	Z (2004)
F (1992)--
(Chapter 7)
	Topic of Interest
Summary statement- 10 empirical studies (APA style)
Article Critique (TBA)	
Feb 26	Development of self-regulation and motivation
	Z& K (2005)
Chapters 6 & 8 (Book)	Article Critique (TBA)

Mar 5	Self-regulation/motivation: Goals
	Z & K (1999)
P (2000)
Chapter  3 & 11 (Book)	Introduction of the proposal/outline of the methods section (draft)
Article Critique (TBA)
	
Mar 12	No Class
Spring Break

Mar 19	Self-Regulation/Motivation: Beliefs
	P (1994)
Z&K (2007)
Chapters 4 &5 (Book)	Methods of research proposal (draft)
Article Critique (TBA)	
Mar 26	Self-Regulation/Motivation: Strategies and Metacognition
	E (2007)
E (1994)
S (1998)
K (2002)
	Article Critique (TBA)
	
April  2	Self-Regulation/Motivation: 
Attributions
	S (1994)
Chapter 10 (Book)	Self-Change Project 
Self-Change Project Presentations

Article Critique (TBA)	
April 9	Self-Regulation/Motivation: 
Self-Monitoring and Self-Evaluation	K& Z (2006)
	Self-Change Project Presentations	
April 16	AERA-No class	Chapters 14 & 15 (Book)	First draft of the research proposal for instructor’s feedback	
April 23	Self-Regulation/Motivation: 
Help Seeking 
	R (1998)
Chapter 13 (Book)
		
April 30	Future Directions in Self-Regulation and Motivation Research 
Conclusions
	Chapter 12 (Book)	 POSTER SESSION	
May 7			Research proposal due	

Reading List
Web Address: mail.google.com. UN: EDEP 822 and PW: kitsantas
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Ericsson, K. A., & Charness, N. (1994). Expert performance:  Its structure and acquisition. 			American Psychologist, 49, 725-747.
Ericsson, K. A., & Ward, P. (2007). Capturing the naturally occurring superior performance of experts in the laboratory: Toward a science of expert and exceptional performance. Current Directions in Psychological Science, 16, 346-350. 
Ford, M.E. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Sage 	Publications (Chapters, 6 & 7)
Kitsantas, A. (2002). Test preparation and test performance: A self-regulatory analysis. Journal of 	Experimental Education, 70 (2) 101-113.
Kitsantas, A., Zimmerman, B.J. (2006). Enhancing Self-Regulation of Practice: The Influence of Graphing 	and Self-Evaluative Standards.  Metacognition and Learning, 3(1), 201-212. 
Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.  Journal of Educational Psychology, 86, 193-203.
Pintrich, P.R., (2000). An achievement goal theory perspective on issues in motivation terminology, 	theory, and research. Contemporary Educational Psychology, 25, 92-104. 
Ryan, A. M., Gheen, M. H. & Midgley, C. (1998). Why do some students avoid asking for help? An 	examination of the interplay among students’ academic efficacy, teachers’ social-emotional role, 	and the classroom goal structure. Journal of Educational Psychology, 90, 528-535. 
Schunk, D. H. (1994).  Self-regulation of self-efficacy and attributions in academic settings. In D. 
	H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance:  
	Issues and educational applications (chapter 4).  Hillsdale, NJ: Lawrence Elbaum.
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-125. 
Zimmerman, B.J. (1989a). A social cognitive view of self-regulated academic learning. Journal of 
	Educational Psychology, 81, 329-339.
Zimmerman, B.J. (1989b).  Models of self-regulated learning and academic achievement.  
	In B.J. Zimmerman & D. H. Schunk Eds.), Self-regulated learning and academic 
	achievement: Theory, research, and practice. New York: Springer
Zimmerman, B.J. (1994). Dimensions of academic self-regulation: A conceptual framework for 
	Education. In D. H. Schunk & B.J. Zimmerman (Eds.), Self-regulation of learning and 
	performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum.
Zimmerman, B. J. & Marrinez-Pons, M (2004). Pursuing academic self-regulation: A 20-year 	methodological quest. In J. Ee, A. Chang, &  O.S. Tan (Eds.) Thinking about Thinking. Europe		 (UK). Mc Craw-Hill.
Zimmerman, B. J. (2000).  Attaining self-regulation: A social cognitive perspective.  In M. 
	Boekaerts, P. Pintrich, & M. Seidner (Eds.), Self-regulation: Theory, research, and
	 applications (pp. 13-39). Orlando, FL: Academic Press. 
Zimmerman, B.J., & Kitsantas, A. (2005). The Hidden dimension of personal competence:
 Self-Regulated Learning and Practice. In A. J. Elliot and C. S. Dweck (Eds.), Handbook	of  Competence and Motivation. New York: Guilford Press.
Zimmerman, B. J., & Kitsantas, A. (1997). Developmental phases in self-regulation. Shifting from process 	goals to outcome goals. Journal of Educational Psychology, 89, 29‑36. 
Zimmerman, B.J., & Kitsantas, A. (1999).  Developing writing revision skill:  Shifting from 
process to outcome self-regulatory goals.  Journal of Educational Psychology, 91, 1-10.
Zimmerman, B. J., & Kitsantas, A. (2007). Reliability and validity of Self-efficacy for Learning Form 	(SELF) scores of college students. Journal of Psychology, 215(3), 157-163
Rubric 
Research Proposal Rubric

Students will write a research proposal that focuses on one self-regulatory process (e.g., self-monitoring, goal-setting, etc.), in a specific content area of interest. The research proposal will be submitted as a final term paper, and it will be presented in a poster session at the end of the semester. The paper should include 1) an introduction/literature review, summarizing the theory and key constructs, and identifying research questions/hypotheses 2) method section (i.e., participants, measures, procedures, if needed a description of intervention and design), and 3) discussion of data analysis approach, expected results, limitations, and educational implications. Papers must be handed in on time and must adhere to the APA Publication Manual Guidelines. 

Criteria	Outstanding (4)	Competent (3)	Minimal (2)	Unsatisfactory (1)	
Content					
Introduction
•	Describe the purpose, theoretical basis, and significance of the study
•	Review relevant studies
•	Identify gaps in the literature
•	Establish how the proposed study addresses gaps	Excellent introduction that addressed all 4 criteria. The theoretical basis and significance of the study has been established and grounded in previous research.

	Adequate introduction that addressed all 4 criteria with some weaknesses. The theoretical basis and significance of the study has been established and grounded in previous research.
	Significant weaknesses in all criteria or 1 or 2 criteria were not addressed.	3 to 4 criteria were not addressed. The introduction is unacceptable.	
Research Questions and/or Hypotheses
•	State clearly
•	Establish significance
•	Be able to test/research
•	Ground in existing theory and research	Excellent research question(s)/hypothesis(es) that were clearly stated, significant, testable/researchable, and grounded in existing theory and research. 	Adequate research question(s)/hypothesis(es) that were clearly stated, significant, testable/researchable, and grounded in existing theory and research with some weaknesses.	Significant weaknesses in research question(s)/ hypothesis(es) (i.e., they were not clearly stated, significant, testable/researchable, and/or grounded in existing theory and research).	The research question(s)/ hypothesis(es) were not provided.	
Methods
•	Describe 
o	Participants
o	Measures/Operational definitions of variables 
o	Procedures
o	Components appropriate for selected methodological approach (quantitative/ qualitative)	Excellent description of the methodology including participants, measures/ operational definitions of variables, and procedures. Additional components relevant to selected methodological approach (quantitative/ qualitative) were fully addressed. These components may include design, intervention, reliability and validity of data collection methods.	Adequate description of the methodology including participants, measures/ operational definitions of variables, procedures, and additional components relevant to selected methodological approach (quantitative/ qualitative) but with some weaknesses. 

	Significant weaknesses in description of the methodology including participants, measures/ operational definitions of variables, procedures, and additional components relevant to selected methodological approach (quantitative/ qualitative).	A coherent and appropriate method section was not provided. 	

Data Analysis and Expected Results 
•	Describe data analysis plan
•	Discuss expected results	Excellent description of appropriate statistical techniques (descriptive, inferential statistics for quantitative research) and/or coding procedures (qualitative research) and expected results.	Adequate description of appropriate statistical techniques (descriptive, inferential statistics for quantitative research) and/or coding procedures (qualitative research) and expected results.	Significant weaknesses in the description of statistical techniques (descriptive, inferential statistics for quantitative research) and/or coding procedures (qualitative research) and expected results.	Appropriate data analysis techniques and or description of expected results were not provided. 	
Limitations and Educational Implications
•	Identify limitations
•	Discuss implications of proposed work	Excellent discussion of appropriate limitations and educational implications of proposed research. 	Adequate discussion of appropriate limitations and educational implications. Some critical limitations or implications were not addressed. 	Significant weaknesses in the discussion of limitations and educational implications. Few were identified and/or were inappropriate.	Discussion of limitations and educational implications was not provided. 	
Additional Elements					
Use of Peer-Reviewed Research 	Contains references to 10 or more relevant empirical studies 	Contains references to at least 10, the majority of which are relevant 	Contains references to 10 studies but most are irrelevant	Does not include at least 10 peer reviewed studies.	
Discussion of the Literature 	Clearly spoken, topic-specific jargon are defined, does not rely on quotes from papers; includes quotes strategically where appropriate 	Most topic-specific jargon are defined OR inclusion of some lengthy or inappropriate quotes	Overuse of jargon AND quotes that are lengthy or inappropriate 	Fragmented and unclear discussion; over reliance on quotes interrupts the flow of the content and leaves little room for student’s synthesis 	
Abstract 	Clearly and sequentially conveys the content of paper	Gives a general overview of paper topic, but no sequential elaboration of contents 	Does not provide a clear representation of paper contents  	Not provided	
Writing Style	Paper is coherent, concise and well structured with a clear purpose. 	Paper is coherent, concise and well structured with a clear purpose and few errors.	Paper conveys the main points of the topic but additional polish is needed	Paper is incoherent and/or overly wordy with little structure or purpose; difficult to appreciate the content 	
Technical Merit (spelling, grammar, typographical errors)	Error free	A few minor errors	Several errors or incoherent sentences	Numerous errors	
Citation of sources
	Appropriate citation of sources	A few missing citations	Several missing citations	Lack of citations 	
Paper guidelines and APA style (e.g., references, levels of heading, margins)
	APA guidelines were followed	APA guidelines were followed with a few instances of incorrect formatting and style	APA guidelines were used but there are several instances of incorrect formatting and style. 	APA style was not used.