Self-Regulation of Learning Outline

Self-Regulation of Learning Outline


Title: Self-Regulation of Learning Outline

I. Introduction: At some point everyone practices self regulation whether they are aware of it or not, such as being on a diet. Though people may practice self-regulation how many people actually understand it. The process of self regulation involves other processes like affective learning, and internalization and it is reinforced by self monitoring, self instruction and self reinforcement. This paper will provide an outline of a description of how to propose and to measure self-regulation within the field of forensic psychology. It will also provide the operational definitions, limitations, assumptions, hypotheses, and data analysis plans within forensic psychology. It will also include the deficiencies a critic might identify within statement of limitations and assumptions will also be addressed as well. In addition, a published human and animal research and behaviorist, social cognitive, information processing and constructivist theory to develop an outline of a research proposal to measure self-regulation in one of the following field of forensic psychology will be included.

A. Thesis statement: The process of self regulation involves other processes like affective learning, and internalization and it is reinforced by self monitoring, self instruction and self reinforcement. This paper will provide an outline of a description of how to propose and to measure self-regulation within the field of forensic psychology.

II. A description of how to propose and measure self-regulation?

A. Self- regulation refers to one’s capacity to control their impulses, which may be related to discontinuing a something or starting something. The self-regulation of learning process in the cooperative learning process comes from the motivation of the individual. There are at least 4 stages within the progress of self regulation. If the individual can be motivated within the group he or she can increase higher level of reasoning, increase of new ideas and a greater transfer of learning between situations. There are many ways an individual can use self-regulation of learning in relation to cooperative learning that comes mainly getting the individual motivated to participate in a group.

B. In one proposal study involved children and teaching them a new and different way to learn. The study that was performed by taking a look at children that had an educational disability. Guzel-Ozmen, (2006) united cognitive strategies teaching within writings and a few of the self regulation workings from SRSD in order to educate problem solving within some of their textbooks. The outcome of the study revealed that the majority of the children did improve many of their educational skills. In additional, the children also gained within overall quality of their testing for the year.

C. Even though there’s so much research that supports SRSD for children with education disability, the result often presents and sends a diverse meaning about the intervention’s potential effectiveness with students with mild intellectual disabilities. While students in the Guzel-Ozmen, (2006) study were able to apply and maintain both the writing strategy and the self-regulation skills, the 2 students included in studies of students with learning disabilities, (De La Paz & Graham, 1997; Lane et al., 2008).

III. How to define the operational, limitations, assumptions, hypotheses, and data analysis plans?

A. There have been many possible enlightening implications within the study proposal. If results are as expected, this study will indicate that SRSD instruction is effective in teaching writing to students with mild intellectual disabilities. To date, there is little research on meaningful writing instruction for this population of students. The study has provided proof that children have the abilities to learn even with a learning disability.

B. One of the major limitations of this study is the small sample size. Although a single-subject, multiple-baseline design is sufficiently rigorous, the ability to generalize the findings of this study to other post-secondary students with mild intellectual disabilities is limited. The ability to generalize findings to the larger population is further limited by the clinical setting of this study. One-on-one instruction outside of a students’ normal course schedule does not mirror conditions in the classroom where instruction typically occurs.

C. Data sources have been selected to assess student writing, self-efficacy, and self-regulation skills. When analyzing the data visually, individual participant results are displayed on a line graph, and evaluated in terms of level, trend and variability.

IV. What are the deficiencies a critic might identify in the statement of limitations and assumptions?

A. There are a few deficiencies; which a critic may identify such as the study not being broad enough to make a difference. This limitation could be overlooked though because of the results that the study provides. Therefore the researchers could make assumptions that if they adjusted the size of the study that the results would be quite similar as the original results.

B. Another deficiency that a critic may point out within this study is that it only included certain educationally challenged children from similar backgrounds. This limitation could be easily fixed by including more children from wider range backgrounds.

C. The last deficiency that could be construed from a critic would be that the study was not preformed over enough time. This limitation could be fixed as well by constructing another study; which could take place over a longer time frame.

V. Conclusion

A. In conclusion Self-regulation is all about controlling behavior and impulses, especially when someone is trying to obtain a goal. Goal setting is an important factor in self regulation since it gives a motive as to why behavior should be controlled as well as impulses in order to reach their goal. Since children do not know how to practice self-regulation, they may be seen throwing tantrums, but unbeknownst to their knowledge they are practicing self-regulation to get what they want. Though throwing a tantrum is a negative behavior the children exhibited, in an internet video, , “Breaking the Cycle” undesired behavior by throwing tantrums to get the attentions of the adults; ultimately controlling their behavior to get what they want. The key thing here is about being aware of behavior and how the person can impact how they reach their goals and the environment around them.


De La Paz, S., & Graham, S. (1997). Strategy instruction in planning: Effects on the writing performance and behavior or students with learning difficulties. Exceptional Children, 63(2), 167-181.

Graef, R. (2011, April 11). Breaking the cycle [Video file]. Retrieved from Filmmakers Library

Website: Retrieved from

Guzel-Ozmen, R. (2006). The effectiveness of modified cognitive strategy instruction in writing with mildly mentally retarded Turkish students. Exceptional Children, 72(3), 281-297.

Lane, K. L., Harris, K. R., Graham, S., Weisenbach, J. L., Brindle, M., & Morphy, P. (2008). The effects of self-regulated strategy development on the writing performance of second-grade students with behavioral and writing difficulties. The Journal of Special Education, 41(4), 234-253.