SELF-REGULATION OF LEARNING Christine Graef Psych/635 August 1st


Christine Graef
August 1st, 2016
James Stein

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I. Forensic Psychology and Self-regulation- “The process whereby students personally activate and sustain behaviors, cognitions, and affects that are systematically oriented toward the attainment of learning goals” (Schunk, 2016, p. 498).
A. Behaviorist theory
1. Provide examples of psychologist as to what is expected behavior and set guidelines to follow.
2. Learning through positive reinforcement such as awards and recognition by peers and journals.
B. Cognitive, behavioral, and affective variables
1. Psychologist should maintain self-efficacy
2. Value the learning
3. Believe in positive results
4. Enjoy what they are doing and maintain a positive emotional climate
II. Measuring self-regulation
A. Operational definition- this study would aim to evaluate the frequency at which a forensic psychologist participates in self-monitoring, self-instruction, and self-reinforcement.
1. Self-monitoring- as reported through surveys, interviews, and contact with peers. Frequent occurrence of self-evaluation an appraisal and at least one noted improvement from the self-monitoring. Almost daily occurrence (regularity).
2. Self-instruction- being actively involved in the AAPA and seeking courses and instruction from with in the APA. At least one instance a week. Using statements and reminders. Posting APA guideline in the office.
3. Self-reinforcement- A forensic psychologist would reinforce themselves based on their obtaining the desired response. Following APA guidelines. Rewarding themselves for each client they reviewed the guidelines and consents with and after performing quarterly reviews.
B. Limitations
1. Solely based on reports from the forensic psychology
2. A bias by the participant due to knowing what is being studied
3. A longitudinal study and there is a risk of participant withdrawal or fallout
4. Assumptions
A. That the participant is being truthful
B. That the participant follows the APA standards and believes in them
III. Hypothesis- Using the idea discussed by Schunk (2016) “People self-regulate their behaviors by initially deciding which behaviors to regulate. They then establish discriminative stimuli for their occurrence, provide self-instruction as needed, and monitor their performances to determine whether the desired behavior occurs” (p. 399). The hypothesis is that psychologist that are rewarded for ethical behavior according the APA guidelines and standards will be more likely to participate in self-monitoring, self-instruction, and self-reinforcement.
A. Analysis Plan
1. A control group and an experiment group would be compared against each other
2. Each variable would be analyzed on its own and collectively
3. Forensic psychologist would complete a questionnaire with a the test-retest method
B. Possible deficiencies that could be identified
1. In limitations- That the participants knowing would be a limitation and not an encouragement
2. In assumptions
A. “Self-regulated learning involves being behaviorally, cognitively, metacognitively, and motivationally active in one’s learning and performance” (Schunk, 2016, p. 398).
B. Feedback was received in loops and changes were made based on that feedback
C. That there was an emphasis on motivation and change
IV. Study on self-regulation
A. “Self-regulatory behaviour is highly correlated with an individual’s motivation to handle challenging assignments, and with his or her internal satisfaction from being engaged in a task that contributes more to creativity than to receiving external rewards” (Barak, 2009, p. 381).
B. People with low efficacy avoid difficult tasks and have low aspirations
Self-regulation plays a major role in learning no matter which theory is applied. There are many studies on students and teachers and how self-regulation can improve many different aspects of change and learning. In creating a hypothesis with variables to measure the benefit of self-regulation to the field of forensic psychology can be evaluated. There are several variables that would be analyzed and predictions made. There are limitations to this study and others like it. This study assumes that the forensic psychologists are truthful about their self-regulating behavior. Also, the study proposed is a longitudinal one and therefore runs the risk of participants dropping out. It is the hope of the experiment through self-evaluating the participants would see the benefit of the study and use it as a self-reinforcement.
Barak, M. (2010). Motivating self-regulated learning in technology education. International Journal of Technology and Design Education, 20(4), 381-401. doi:
Schunk, D. H. (2016). Learning theories: An educational perspective (7th ed.). Boston, MA: Pearson Education


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