The Theoretical Construct Of Self Regulation

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

The ability to evaluate whether something is worth learning is considered a meta-skill (Siemens et al. 2005). This reference to meta-skill is remiscient of the metacognitive processes involved in learning. Thinking about the learning process is an important aspect as it allows learners to reflect on strengths, areas of improvement and make adjustments to learning plans (Starkey, 2012). Considering the large breadth of material (vocabulary, grammar, social and cultural contexts) in learning an additional language, planning an additional language learning path is crucial to an additional language learners success (Anderson, 2002). A lifelong commitment to learning a new language does not come without the potential benefits of the strategic planning, monitoring and thinking about learning processes. Metacognitive training is associated with promoting learner autonomy and allowing students greater control over managing their studies (Kangli, 2002). Sucesss and high proficiency in learning an additional language is contingent on the learner’s ability to prioritize, organize and evaluate strategies related to comprehension (Gu, 2008; Oxford, 2001; Anderson, 2002). Brown (2013) clearly defines metacognitive activity in additional language learning as three distinct stages--planning for additional language learning, reflecting on the processes as they are taking place as well as monitoring the production and/or comprehension of

By examining the student’s self-regulation in a quantitative approach and by providing some scaffolding to help students to produce written samples, we will find out that the using of contextual scaffolding, for example use of modeling and hints or cues are beneficial or not. This is a qualitative approach to measure the impact of supports (scaffoldings) on student’s production. So with these scaffoldings we can check how much of helpings and which kind of scaffolds support the promotion of student’s self-regulation during the instructional process.

Instructions: Use this worksheet to reflect on self-regulation and willpower. Items with an asterisk require completion (*).

Recently, with the growth of the Canadian real estate market, housing affordability has become a nationwide major concern. As Micheal McCullough says, “The Teranet–National Bank House Price Index found that prices increased 9.7% in Vancouver and 8.7% in Toronto last month compared with a year earlier, whereas the rest of the country averaged just 0.2%. Affordability is worsening, too” (McCullough 1). However, to date, according to Kerry Gold, “The Canadian government has not intervened---we are the only G7 country without a national housing policy” (Gold 9).

Perceived behavioral control introduce to the amount of manage that an individual perceives more performing the behavior (Chen, 2007; Kang et al.,2006). Therefore, those who identify a higher intensity of personal control tend to have stronger behavioral intention to employ in a certain behavior (Ajzen, 1991). Specially, when people think they have further resources, for example money, time and skills. Perceptions of control are high and thus their behavioral intentions increase. Thus, it is presume that intention to buy organic hair/skin care products is higher when consumers perceive further control over buying these

To encourage and expand self-regulated learners is one of the chief goals of education. Development of self-regulatory abilities in school children is a forefront construct being explored in educational research. Self regulatory abilities include knowledge and regulation of metacognition. (Sperling, Howard, Miller, & Murphy, 2002). Metacognition is a psychological construct that encompasses elevated order of thinking. In simple terms, metacognition is ‘thinking about one's own thoughts’, or ‘cognizing about cognition’. Typically, metacognitive learners represent the capacity to identify, appraise and, if required, renew existing ideas(PP,

Criminologists’ have various self-control theories as it relates to the delinquent behavior of juvenile. According to self-control theory, people are not inherently criminal nor are they socialized into crime; rather, people differ in the extent to which they have developed self-control and attend to the controls in their environment, which inhibit crime and delinquency (Gottfredson & Hirschi, 1990). Self-control assumes that learning to behave in a way that is acceptable to society makes a difference in a juvenile. Those with less self-control are more likely to engage in

. In especially, Ajzen & Madden, (1986) and Chang (1998) defined that perceived behavioral control estimates the perception of how well one can control factors that may facilitate/restrain the actions needed to do with a specific situation. Perceived behavioral control is defined to be a function of control beliefs (CBs) that point to one’s perception of the presence/absence of resources/opportunities required to perform a specific behavior, and his/her estimation of the level of importance of such resources/opportunities for the accomplishment of outcomes. Moreover, many studies have explained that people’s intention/behavior is positively affected by their self confidence in their ability to perform the behavior (e.g., Baker et al., 2007;

Crime has existed in societies across the world for centuries, and is defined as any offense harmful against the public. However, the true nature of crime is more complex as there are many different motives and causes behind a criminal act, which cannot be contributed to a single factor (Barlow & Decker, 2010). Within the field of criminology, a number of theories exist that attempt to explain why some individuals commit crime, while others abstain from it. Some theories attribute crime to the specific environment; they believe that an individual commits crime when certain ecological conditions are met (Felson, 2001). Others argue that crime is caused by the individual themselves; that criminals are the result of unrestrained thoughts and low self-control (Gottfredson & Hirschi, 2001). This paper will analyze aspects of a real world scenario using both routine activity theory and low self-control theory, for the purpose of better understanding and evaluating certain criminal behavior.

Maturation is especially important for individuals as it provides several competitive evolutionary advantages (Locke & Bogin, 2006). Through this process, individuals develop and acquire control over their emotions and behaviours. This ability to monitor and adapt our emotions, cognition and behaviours in accordance to the social and intellectual demands of particular contexts is often referred to as self-regulation (Demetriou, 2000; Zimmerman, 2000). Various complex cognitive skills are required for self-regulation. These skills encompass the constant observation of our thoughts and behaviours, knowledge of the demands of any situation, the capability to alter conditions of our current behaviour as required to achieve a goal or suit a situation and attention to how favourably the demands of a context are met (Evans & Rosenbaum, 2008).

Self-leadership is defined as the process people influence themselves to establish self-direction, self-management, and self-motivation (Neck & Manz, 2010).

In psychology and child development, self-regulation is recognized as a multidimensional construct with aspects of emotion, cognition, and behavior. In the study, researchers focused on the behavioral aspect of self-regulation due to its noticeability in a classroom environment. The behavior aspects of self-regulation are informed by three executive function processes: working memory, attentional flexibility, and inhibitory control. Self-regulation according to researchers of the study is defined as the integration of all three functions into overt behavior. Theoretical work indicates self-regulation involves environmental and developmental processes. (Schmitt et al, 2015).

“The term motivation is derived from the Latin verb movere, which means to move. In other words, motivational theories attempt to answer questions about what gets individuals moving (energization) and toward what activities or tasks.” Pintrich and Schunk (2002, as cited by Pintrich, 2003). Despite its complexity and its multi-faceted nature, language learners’ motivation can be easily identified by teachers. In other words, if we ask teachers to select their highly motivated students, they can easily do so through observing students’ behaviors. For instance, how much time and effort students invest on doing class activities and their assignments; how much attention they pay to their teachers and classmates; how willingly they use the target language in class. These different types of behaviors are usually collectively referred to as motivation. Those students who manifest these various motivational behaviors are considered to be highly motivated students. Thu, the field of L2 motivation research is focused on identifying and examining a range of different motivational variables that get L2 learners to show these types of behaviors.

As we know there are many ways to learn English includes Learning through self- instruction which give some benefits to the learners some of them think self- regulation is the best way for learning but not for all. Self regulation has disadvantages in student’s inputs and outputs of learning English such as; Firstly, difficulties of learners in manage institution of higher education and to promote the progression of Self-Instructional by the rank and file of faculty.