Constructing a Self-Regulation Scale Contextualized in Writing  

Oleh:

Kanlapan, Ma. Theresa Carmela E. ; Velasco, Joseph C.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: TESOL Journal vol. 1 (Dec. 2009), page 79-94.
Fulltext: Constructing a Self-Regulation.pdf (196.28KB)

Isi artikel

Self-regulation integrates learning behaviors or strategies, motivation, and metacognition. In the context of academic writing, it is believed that self-regulation, as manifested through self-reflective and self-evaluative activities, may predict one’s writing success. The present paper aims to develop a self-regulation scale contextualized in written communication skills. It made use of Zimmerman’s (2002) characterization of the self-regulation processes namely: (1) setting specific proximal goals for oneself, (2) adopting powerful strategies for attaining the goals, (3) monitoring one’s performance selectively for signs of progress, (4) restructuring one’s physical and social context to make it compatible with one’s goals, (5) managing one’s time use efficiently, (6) self-evaluating one’s method, (7) attributing causation to results, and (8) adapting future methods. It was found that these perceived eight factors of self-regulation can be better concretized if placed under the three-stage model of self-regulation which involves the forethought phase, the performance phase, and the reflection phase.

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