In a discussion with Dr. Chris Matatall of the University of Lethbridge, he deducted that according to the evidence provided in the Handbook of Self-Regulation: Research, Theory, and Applications (Vohs and Baumeister, 2016) the implementation of self-regulation strategies in the classroom works on a bell curve based on the volitional management of the individual. The Handbook of Self-Regulation: Research, Theory, and Applications states that "self-regulation as the primarily, but not necessarily, volitional management of attention and arrousal for the purposes of goal-directed action" (Vohs and Baumeister,
pg.420, 2016).The Handbook of Self-Regulation: Research, Theory, and Applications goes on explain self-regulation as a top-down framework in which the self regulation strategy is being implemented upon the behaviour, however from the bottom the behaviour is being directly effected by the attention and organization of cognitive resources (Vohs and Baumeister, pg.420, 2016). The aforementioned bell curve aligns with the ideas of Lev Vygotzky's Zone of Proximal Development in the fashion that the students on one end benefit from finding a strategy that is within their ability and that will pull them into the middle area of what is considered optimal for functioning. In the context of self-regulation this curve looks appears as either an unmotivated student who needs a strategy to boost their engagement in the lesson and help them self-regulate their progress, or an overly excited student who needs a strategy to help calm them down and focus on the task.
This image of the self-regulating curve and top-down framework that we have created throughout our research has led to the direction in which we have taken with our strategies toolbox. As we viewed the concepts of self-regulation in an educational context it was obvious that executive functions go hand in hand with self-regulation. The management of the executive functions and how an individual develops the skills to control these functions is referred to self-regulation. This large umbrella is what we tackled as we separated strategies into the categories of executive functions and loosely sorted them to aid educators in their search for a strategy of self-regulation that might work.
In addition to the principles of executive functions, we have also included a collection of research projects and programs that are being put in place to find the effectiveness of different self-regulation strategies. This collection of ongoing programs proves that the field of self-regulation is ongoing and will continue to be ongoing as long as students are individuals.
pg.420, 2016).The Handbook of Self-Regulation: Research, Theory, and Applications goes on explain self-regulation as a top-down framework in which the self regulation strategy is being implemented upon the behaviour, however from the bottom the behaviour is being directly effected by the attention and organization of cognitive resources (Vohs and Baumeister, pg.420, 2016). The aforementioned bell curve aligns with the ideas of Lev Vygotzky's Zone of Proximal Development in the fashion that the students on one end benefit from finding a strategy that is within their ability and that will pull them into the middle area of what is considered optimal for functioning. In the context of self-regulation this curve looks appears as either an unmotivated student who needs a strategy to boost their engagement in the lesson and help them self-regulate their progress, or an overly excited student who needs a strategy to help calm them down and focus on the task.
This image of the self-regulating curve and top-down framework that we have created throughout our research has led to the direction in which we have taken with our strategies toolbox. As we viewed the concepts of self-regulation in an educational context it was obvious that executive functions go hand in hand with self-regulation. The management of the executive functions and how an individual develops the skills to control these functions is referred to self-regulation. This large umbrella is what we tackled as we separated strategies into the categories of executive functions and loosely sorted them to aid educators in their search for a strategy of self-regulation that might work.
In addition to the principles of executive functions, we have also included a collection of research projects and programs that are being put in place to find the effectiveness of different self-regulation strategies. This collection of ongoing programs proves that the field of self-regulation is ongoing and will continue to be ongoing as long as students are individuals.