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The Process of Cyclical Self-Regulation Model

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Desire being on the verge of optimal academic excellence, the critical step is the acquisition and cultivation of a self-regulatory perspective.  Conducting a self-regulation is a self-directive and constructive process of generating thoughts, emotions and actions during which leaners set objectives for their academic performance and then attempt to control their own learning and accomplish their goals (Zimmerman 2002).  In order to master the ability of self-regulation, learners should constantly regulate themselves within cyclical self-regulatory model that is broken down into three phases: forethought, performance and self-reflection.  This essay, therefore, will describe my own academic performance in which cyclical self-regulation phases play an important role in MGMT 5050 learning. The focus of this essay is specifically illustrating how learning attitudes and actions changed and challenge overcome through the subprocesses of self-regulation phases consisting of task analysis, self-motivation beliefs, self-control, self-observation, self-judgment and self-reaction. After 12 weeks’ work, I create massive amounts of self-awareness, improve personal skills, and establish an informed business professional perspective. Also, the implementation better with self-regulatory abilities that are vital in guiding behavior of myself along distinctive path to a settled goal in this semester. In addition, these insights will be continued to provide values in my future study and career, and leading to self-fulfillment and success.

The first phase of self-regulatory mechanism that helps me to improve personal competences and self-awareness is forethought. Zimmerman mentions that the forethought phase is the prior processes of generating goal setting and task strategy planning linked to personal goals, due to the appropriate choice of optimal methods that are fitting their own tasks, the learners’ academic performance will achieve self-control (Zimmerman, 1989).  Previously, MGMT 5050 course assistants me to establish a self-consciousness of an essential for scaffolding individuals to acquire self-regulation, which precedes the actual performance. For me, the most meaningful experience was in the first SDW lesson, we were requested to write “Letter to self”, l felt confused at the beginning, without a clue about what to write. Although I knew what kind of job that I expect to work in, also I have a clear long-term career goals due to pervious internship experiences, l had no consideration for conducting a specific short-term plan as a guideline to direct my long-term goals. Through write a letter setting goals and strategic planning, I now realised what l want, where l am now and what l need to do. This forethought phase pushes me map out the tasks arranged in order from short-term to long-term, sets the early stage for action, also sets grants me insight into developing a positive mindset and realistic expectations that can promote the task more appealing.

Subsequently, self-efficacy, outcome expectations, intrinsic interest, and goal orientation consisting in another subprocesses of forethought, are various strategies that enhance and motivate to be self-regulating (Zimmerman 2002). Every new semester is a new challenge of person competences and physical abilities. Not like a native speaker, reading skill is weakness for each international student. However, this course has many readings and case studies needed to be viewed, furthermore, the 10 minutes debrief activity will base a case study on which requires to be read during random week. Faced with intensive readings that cannot be completed before classes, it debilitated my confidence in performing well in this course, and it undermined motivation on actively participating in my own learning process, bringing up frustration and irritation. In fact, self-motivation can be created by beliefs in personal competences to conduct and execute actions required to manage prospective goals (Bandura 1992). Having a sense of self-efficacy, l took challenging reading problems as personal abilities to be mastered rather than threats to be avoided. Additionally, I had assumed that “I will improve my reading ability” related to self-efficacy before starting to view reading materials each time. I have significantly developed my skill in learning how to elevate emotion and minimize stress through self-regulation. In addition, l developed greater intrinsic interest and gained confidence in academic learning because I treated learning MGMT 5050 as an effective way to gain professional business insights, and it inspired me to overcome academic and career difficulties in the future.

In the second phase of performance, it seemed to be the most difficulty area to conduct goals setting and strategic planning related to forethought phase completely at the beginning of academic learning, l encountered difficulties in actual performance. Zimmerman defines that this phase consists processes while academic learning and the active attempt to apply specific task strategies, for instance, self-instruction, imagery, time management, task strategies, help-seeking, environmental structuring, and self-monitoring, in order to promote oneself become more successfully (Zimmerman 2002). For me, I have slightly improved my skills in self-control and self-observation after learning MGMT 5050. Initially, due to poor time management in the first 10 minutes debrief activity, our group could not accomplish this case study. Moreover, an error format of assignment 1 and no execute strategic planning caused me achieved undesired score. Nevertheless, the negative result gave me an incentive, and I immediately created a reasonable and specific weekly schedule, which illustrated daily tasks and task strategies according to personal present situation. And then I promoted self-monitor ability by comparing daily tasks to accomplished ones. Furthermore, after experiencing a performance block, I obverted verbalization to regenerate confidence through saying “let it go” to establish self-instruction. The abilities of self-instruction, time management and self-monitor have been improved greatly in subprocesses of self-regulatory mechanism.

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