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- Self-regulation skills can be taught,
learned, and controlled.
- In order to self-regulate, students
must learn to self-compare their performance and become proactive
learners.
- Some gifted students manage to do
very well in school for many years without good self-regulation
skills because of their high ability and/or an unchallenging curriculum.
- Some students who possess good self-regulation
skills may be choosing not to employ them due to personal or social
issues.
- High achievers set specific, realistic,
and systematic learning goals for themselves and self- monitor
frequently.
- There are many self-regulation strategies.
Good self-regulators use multiple individualized strategies. There
is no one best strategy that will work for all students all the
time. Strategies involve personal, behavioral, and environmental
categories.
- Self-regulation involves controlling
behavior, motivational beliefs, and cognitive strategies for learning.
- There are three phases of self-regulation:
forethought or preaction, performance control, and self-reflection.
- Teachers can help students learn self-regulation
by shifting the responsibility for learning to the students, demonstrating
self-regulatory techniques, and adapting a Learning Academy Model.
- Some of the important self-regulation skills
for adolescents are goal-setting, self-consequating, time management
and organization, study and learning strategies, and test-taking
strategies.
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