Barry J. Zimmerman is an educational researcher who has devoted thousands of scholarly publications to learning and motivation. Holding the title of Distinguished Professor of Educational Psychology, Professor Zimmerman is best known for this research and theories pertaining to self-regulated learning. He also specializes in social cognitive processes and academic achievement. According to Zimmerman (1990), "until recently there has been very little empirical evidence regarding how students become masters of their own learning" (p.4). That said, we know that contemporary national leaders, such as Gardner (1963) and many others have recognized the importance of personal resourcefulness in learning and its overall impact on academic success.

     Until the late 1970s, early reformers such as Dewey and Montessori looked at ways to alter the schooling curriculum in order to accommodate individual differences (Zimmerman, 2002). Although many early and late reformers tried to make notable changes to the curriculum, the American school system was deemed too rigid to meet the psychological needs of each student, creating an adverse effect on their self-perception. As noted by Zimmerman (2002), it was only in the early 1980s that researchers and experts began to attribute the lack of metacognition; "the awareness of and knowledge about ones’ own thinking" (pg. 65) and social cognition as the primary reason for a student’s deficiency in learning. Thus as researchers continued to explore the need to accommodate student’s individual learning differences, Zimmerman concluded that much of it was due to student’s lack of self-regulation. As we have come to realize, not only is a self-regulated learning perspective important for a student’s learning and academic success, however the research also suggest that there are strong

inferences to the way teacher’s interact with their students, the learning strategies they use and the way in which the school system is organized.

     To demonstrate this perspective, social cognition researchers asked a group of students to set a goal for themselves. Each student was asked to complete a specific number of math questions for homework. They were then asked to self-record their success in accomplishing this goal. The conclusion to this study was that each student who set a specific goal for themselves reached higher levels of achievement and personal efficacy (Zimmerman, 2010). Bandura (1997) has defined personal or self-efficacy as "beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments" (p. 3). What we now understand from self-efficacy or self-satisfaction is that is it typically not derived from the task itself but rather from the use of self-regulatory processes. It is important to understand self-efficacy as this is a critical component of what drives self-regulated processes and ultimately self-regulated learners.

     As Zimmerman (1990) illustrates, true self-regulated learners differentiate from all other learners by their awareness of the connection between regulatory processes (such as strategic planning) and their associated outcomes as well as their use of self-regulated learning strategies to accomplish academic goals. According to Zimmerman (1990), "systematic use of metacognitive, motivational and/or behavioral strategies is a key feature of most definitions of self-regulated learners (p. 5).

There are three (3) phases and sub-processes of the self-regulated learning model. The first phase is called the "Forethought Phase" that includes two significant classes: task analysis as well as self-motivation beliefs. As Zimmerman (2002) pointed out, self-regulation of learning is not a personality trait that students are born with, but rather it is the specific use of self-regulated learning strategies and processes that must be adapted to each learning task. There are specific processes that will help determine a student’s success if implemented properly. Some of these processes include setting goals; adopting strategies to attain those goals; restructuring of one’s physical and social environment to be in line with pre-established goals; implementing effective time management strategies, self-evaluating and adapting future methods. A few of the sub processes that would fall within self-motivation beliefs includes self-efficacy (as previously defined); outcome expectations; intrinsic interest which suggests that students value the skill on their own merit as opposed to looking for an external reward such as material gain or social approval and finally learning goal orientation which suggest that students value the process of learning. Zimmerman (2002) proposes that students who find the subject matter enjoyable and want to increase their knowledge on the topic/or skill tend to be much more motivated to learn in a self-regulated manner.

     The second phase, also known as the "Performance Phase" includes two classes: self-control and self-observation. It is in this phase that we will see the implementation of the strategies and processes suggested in the "Forethought Phase." There are a few self-controlled methods however according to Zimmerman (2002) the most common that have been studied up to date includes imagery; self-instructions; attention focusing and task strategies. Self-observation is closely tied to self-recording and self-experimentation. As demonstrated in the aforementioned example, when students recorded themselves completing their math questions for homework, they achieved higher rates of success and effectiveness. Another example that highlights self-experimentation is when students were asked to track how long it

takes them to complete their homework on their own versus with a peer. In this scenario, the students would be able to assess their time and identify whether working with a peer proved to be efficient or not (Zimmerman, 2002).

     Finally, the third and final phase within the self-regulatory model is called "Self-reflection" and includes two processes: self-judgment and self-reaction. Zimmerman (1989) explains that there are two common methods in which students self-evaluate behaviorally. Either the student compares their performance against a specific standard, such as their own previous performance, or they can compare their results to another individual’s performance. Zimmerman (1989) evidenced that "self-judgment responses are related to personal self-regulated learning processes such as their perceptions of efficacy" (p. 334). Based on this thought, we can conclude that students who have a greater belief in their own capabilities display better self-judgment when solving difficult questions compared to students who have lower levels of belief in their abilities, in other words low self-efficacy.

     When a child is disengaged in school or is having a difficult time understanding a math lesson that ultimately impacts their ability to achieve academic success, educators must look at self-regulated learning as a means to offer directional and instructional support. As suggested by Zimmerman (1990), there are at least fourteen self-regulated learning strategies that can be taught within the classroom. Some of which include; "self-evaluation, organization and transformation, goal setting and planning, information seeking, record-keeping, self-monitoring, environmental structuring, rehearsing and memorizing, seeking social assistance etc.," (p. 7). Although, it has been suggested by some theorists that children do not have the capacity to self-regulate their learning in a formal manner, Professor Zimmerman and others have been able to demonstrate in many experimental simulations that students as young as the fifth graders are able to apply several of the aforementioned strategies to impact their academic success. As we have learned from Zimmerman (1992), this notion is particularly true in the case of gifted children. What we have learned from studying gifted students is that in many cases, gifted students display higher levels of self-efficacy than non-gifted students. Zimmerman (1992) suggests that gifted students tend to self-regulate by utilizing more self-regulatory strategies, learning strategies and carry out these strategies more effectively than non-gifted students.

     In conclusion, Professor Zimmerman’s work on self-regulated learning brought forth the notion that students can learn new skills through the use of metacognitive, motivational and behavioral strategies. As educators we know that each child is unique and has individual learning needs, but with the help of Professor Zimmerman and his perspective on self-regulated learning, educators can begin the embrace the notion that each child is born with the capacity and capability to take control and responsibility of their own learning through a myriad of learning strategies to ultimately achieve academic success.

 

References

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

Barry Zimmermann. (2014). In Wikipedia. Retrieved February 20th, 2015, from http://en.wikipedia.org/wiki/Barry_Zimmerman

 

Risemberg, R., & Zimmerman, B.J. (1992). Self-regulated learning in gifted students. Roeper Review, 15 (2), 98-101.

 

Zimmerman, B.J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, 81 (3), 329-339.

 

Zimmerman, B.J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25 (1), 3-17.

 

Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41 (2), 64-70.

 

Zimmerman, B.J. (2011). Barry Zimmerman Discusses Self-Regulated Learning Processes. Thomson Reuters. Retrieved from http://archive.sciencewatch.com/dr/erf/2011/ 11decerf/11decerfZimm/

 

Zimmerman, B.J., Bandura, A., & Martinez-Pons, M. (1992). Self-Motivation for Academic Attainment : The Role of Self-Efficacy Beliefs and Personal Goal Setting. American Educational Research Journal, 29 (3), 663-676.