Self-Regulated Learning

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Accordingto Weimer, self-regulated learning is a process through which astudent transforms his or her mental competencies into academicskills. The process encompasses multiple elements such asself-awareness, motivation, and behavioral skills (para. 1). The saidelements are crucial in enhancing the implementation of knowledge inthe right manner. Learners and experts have a different perspectivetowards the learning process. Beginners appear to focus on knowledgelearnt from other individuals where they also compare performance. Assuch, beginners do not set goals or monitor progress in the course oflearning. In their thinking, learners believe that failure inperformance is attributable to deficiencies or challenges that cannotbe corrected (Weimer para. 6). Contrary, experts monitor theireveryday stage in the learning process. In the case of failure,experts identify opportunities and measures to correct the wrongs.

ThesisStatement:Learning is a continuous process that aims enhancing individual’sskills and knowledge in procedural method that should help inidentifying the opportunities towards the path of success.

ActressRosie Perez, in her memoir, Handbookfor an Unpredictable Life,divulges information about the troubles she encountered in thecourse. The story highlights the hallowing childhood experiences thataltered her course of life. From the account, her experiences andsuccess reveals her talent in the film industry. She is known to havevibrant personality that plays a critical role in her success atlater stages of life (Perez 6). The memoir has important lessons onhow people ought to behave and learn even when faced with multipledifficulties in life.

Atthe age of three, Rosie’s life was turned upside down when hermentally ill mother tore her away from the only family she knew andplaced her in a Catholic children’s home in New York’sWestchester County. Thus began her crazily discombobulated childhoodof being shuttled between “the Home,” where she and other kidssuffered all manners of cruelty from nuns, and various relatives’apartments in Brooklyn (Perez 14).

Ata young age, Perez was placed under the care of a Catholic children’shome by her mentally ill mother. While at the facility, sheencountered grueling experiences and cruelty from the nuns (Perez 4).We discover that people learn from their experiences that influencetheir choices. From the example, some individuals would have adoptedsimilar actions and habits of violence as witnessed at the children’shome. Fortunately, few people overcome the challenges to take greatercharge of the lives towards the path of success. Differentperspectives and situations determine continued failure or success ofpeople in a classroom setting. Both the interpersonal andintrapersonal theories and their key components motivate or detractthe efforts of people. The success or failure of an individual in theclass setting is a result of multi-factors that can either emanatefrom an individual or the surrounding environment. Availableevidence demonstrates that psychologists and educators can observethe interplay of these factors determine the future outcome of alearner’s efforts.

Beforemaking important decisions and conclusions regarding the future of astudent’s success or failure, it is imperative to understand thedriving factors to their performance. Learners live in an environmentthat comprises of elements that interplay to bring different results.The goal is to authenticate the components of the interpersonalelements. A student who does not reach the expected threshold shouldprovide reasons for his or her failure. It is prudent to undertake anassessment of the factors influencing a consistent trend of failure. The intrapersonal attributes associated with fiasco includes lowself-esteem, guilt feelings, low aptitude, and inadequatepreparation. The control that students have on these factorsdetermines their continuing or quitting.

Aneducator, for example, can trigger situational interest byintroducing puzzles and group works. A sustained level of triggeredinterest is likely to lead to a long-term triggered interest. Theattention of an individual becomes focused before turning out to bepersistent over an extended period. Learners can find the work athand meaningful, and it can develop through instructionalconditioning. Individuals develop the emerging personal interestwhereby, they exhibit positive feelings and stored knowledge andvalue. The focus is on previous engagement and a re-engagingopportunity. Learners opt for various activities when given a choicesince they are motivated to perform such activities by personalinterest. The well-developed individual interest becomes relativelyenduring. The predisposition to re-engage motivates someone toparticipate in a given activity.

Thecreation of interest towards success in learning is a sequentialprocess that demands appropriate nurturing. The primary reason thatmakes most students to perform dismally is due to failure ofeducators to understand their level of interest. The process issequential from triggered situational interest to sustained personalawareness. Additionally, without the influence of an outside party,the interest of an individual is likely to remain dormant. As such,the learners are likely to lose interest or remain partiallyattentive to their responsibilities for the lack of influence ofteachers, parents, and peers.

Someof the perspectives to examine in the motivation process includecontrollability, locus, and stability. Controllability involves thecapacity of an individual to influence the factors contributing tohis/her failure (Weimer para. 6). For example, in an examination, aperson may fail due to inadequate preparation. Weak training is underthe control of the students since they can improve it by increasingthe number of hours they dedicate to personal study. Conversely,some factors like low aptitude are not under the control of alearner. The uncontrollable factors are the primary causes ofself-pity and low self-esteem. They cripple the motivation of anindividual. Stability is the duration of the cause of reducedmotivation (Perez 7).

Temporaryfactors like anxiety and inadequate preparation may not last forlong, although there is the need for consistent motivation. Theenduring elements affect motivation to a large degree and individualsmay opt to halt their struggle for excellence. According to Weimer,“Learners need to self-regulate as they do the learning (or performthe task). They need to deploy specific learning strategies ormethods and then observe how well those strategies and methods areworking” (para. 7). On its part, the locus is a cause position thatcan either be internal or external (Weimerpara. 3).Some of the inside components that are not everlasting are effortlessto influence. Nonetheless, determinants emanating from the outsidesurroundings may not be under the influence of an individual, andthey influence motivation in both the short and long-run. Thenumerous elements that affect a student’s desire or capacity toperform in the classroom assignments must be considered properly toenhance the chances of success(Weimer para. 6).

Inconclusion, the story of Perez provides vital lessons that enhanceour understanding on the process of learning. The memoir asserts thatthe physical and social environments have important contributiontowards success in life. Nonetheless, some challenges undermine thepeople’s quest towards attaining success. Through self-evaluation,one understands the beliefs that emerge from learning outcomes.Self-regulation has considerable influence on the success of alearner on classroom assignments. Stakeholders in the educationsector such as parents and teachers need to encourage the students toembrace opportunities that lead to self-assessment.


Perez,Rosie. Handbookfor an Unpredictable Life: How I Survived Sister Renata and My CrazyMother, and Still Came Out Smiling (with Great Hair).New York: Crown Archetype, 2014. Internet resource.

Weimer,Maryellen. “What it Means to be a Self-Regulated Learner.”FacultyFocus,2010, July 30, 27, 2017.