Abstract
Educators have long been interested in understanding the variables or factors underlying student motivation and desire to engage in and regulate their academic behaviors. In this chapter, we delineate a social-cognitive theoretical framework of self-regulatory engagement that integrates a set of highly related yet distinctive constructs such as motivation, engagement, and metacognition. Central to our self-regulation framework is a cyclical feedback loop, a process that operates in a temporal sequence (before, during, and after a learning activity) and is largely cognitive in nature. We also draw a distinction between the “will” of students to engage in learning and the “skill” with which they regulate or self-manage their level of engagement. The historical evolution and the conceptual and empirical advantages of cyclical feedback loops will be emphasized along with a description of various academic intervention programs designed to teach “cyclical” thinking and strategic behaviors to academically at-risk students. Finally, an innovative alternative assessment approach, called self-regulated learning microanalysis, is presented to illustrate how researchers and practitioners can reliably and accurately capture students’ regulatory engagement in particular contexts and settings.
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Cleary, T.J., Zimmerman, B.J. (2012). A Cyclical Self-Regulatory Account of Student Engagement: Theoretical Foundations and Applications. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_11
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