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• Self


  Who you are is partly made up of your choices, so you must have the ability to choose, especially to be a better "you"
• Techniques to make you a better learner

  • Learning is not just for quizzes and exams, it can be acquired outside the classroom
  • Hobbies, skills, sports can be enhanced with techniques
  • Techniques for learning are constantly discovered and rediscovered
  • What's important is learning how to learn at this moment
• Homo sapiens


  Wise men who think more complexly
• Metacognition


  Thinking about thinking, the awareness and limitations of your current knowledge and skills
• Two aspects of metacognition


  • Self-Appraisal - personal reflection on your knowledge and capabilities
  • Self-Management - mental process employed to plan and adapt to successfully learn or accomplish a task
• Metacognitive knowledge variables


  • Personal variables - evaluation of your strengths and weaknesses in learning
  • Task variables - what you know and think about the nature of the task required
  • Strategy variables - what strategies or skills you already have in dealing with certain tasks
• Metacognitive regulation skillsaccording to Waterloo Student Success Office


  • Knowing your limits - honest and accurate evaluation of what you know and don't know
  • Modifying your approach - recognizing when your strategy is not appropriate or you don't comprehend successfully
  • Skimming - browsing over material, identifying keywords, phrases, sentences, and where to find them
  • Rehearsing - repeatedly talking, writing, or doing what you've learned, and making personal interpretations or summaries
  • Self-testing - testing your comprehension of your learning experience or acquired skill
• Other metacognitive strategies

  • Asking questions about your methods
  • Self-reflection
  • Finding a mentor or support if necessary
  • Thinking out loud
  • Welcoming errors for clarification
  • Having a more positive attitude towards mistakes
• Types of metacognitive learners


  • Tacit learners - unaware of their metacognitive process, but know the extent of their knowledge
  • Aware learners - know some metacognitive strategies but don't plan how to use them
  • Strategic learners - strategize and plan their course of action towards a learning experience
  • Reflective learners - reflect on their thinking while using strategies and adapt metacognitive skills depending on the situation
• Behaviors of an efficient and effective problem solver


  • Persistence
  • Overcoming impulsiveness
  • Listening to others
  • Flexibility in thinking
  • Metacognition
  • Checking for accuracy and precision
  • Questioning and problem-posing
  • Applying past knowledge to new situations
  • Precision of language and thought
  • Using all the senses
  • Creativity
  • Living with a sense of wonderment
  • Cooperation
  • Sense of humor
• Tips for studying


  • Make an outline of things to learn
  • Break down tasks into smaller, more manageable details
  • Integrate variation in your schedule and learning experience
  • Try to inculcate your ideas
  • Revise, summarize, and take notes then reread them to minimize cramming
  • Engage with what you've learned
• Utilize and adapt appropriate techniques in whatever learning experiences you are about to accomplish and find enjoyment and success in learning
• Constant practice makes things perfect
• Metacognitive Knowledge


  It is what you know about how you think.
• What are the two metacognition elements?

  • Metacognitive Knowledge
  • Metacognitive Regulation
• Metacognitive Regulation


  It means how you adjust your thinking process to help you learn better.
• Jack Canfield: '"By taking the time to stop and reflect on what you have achieved – and perhaps learned through a few mistakes, stumbles, and losses - you can actually enhance everything about yourself. Self-acknowledgment and appreciation are what give you the insight and awareness to move forward with higher goals and accomplishments."'
• Bobo Doll Experiment

  Experiment studied by Dr. Bandura in the 1950s, where children were presented with models of violent and nonviolent behavior towards an inflatable Bobo doll
• Social learning theory


  Theory introduced by Dr. Bandura, which focuses on what people learn from observing and interacting with other people
• Self-efficacy theory


  Theory based on the assumption that psychological procedures are a means of creating and strengthening expectations of personal efficacy
• Self-efficacy


  People's beliefs about their capabilities to produce designed levels of performance that exercise influence over events that affect their lives
• Acts of people with high assurance in their capabilities

  • Approach difficult tasks as challenges to be mastered
  • Set challenging goals and maintain a strong commitment to them
  • Heighten or sustain efforts in the face of failures or setbacks
  • Attribute failure to insufficient effort or deficient knowledge and skills that are acquirable
  • Approach threatening situations with assurance that they can exercise control over them
• Main sources of influence by which a person’s self-efficacy is developed and maintain


  • Performance accomplishments or mastery experiences
  • Vicarious experiences
  • Verbal or social persuasion
  • Physiological (somatic and emotional) states
• Fixed mindset


  Belief that success is based on innate abilities
• Growth mindset


  Belief that success is based on hard work, learning, training, and perseverance
• Goal setting theory


  Theory based on the idea that action is caused by a purpose
• Attributes of goals


  • Content (the actual object sought)
  • Intensity (the scope, focus, and complexity, among others)
• The more difficult the goal, the greater the achievement
• The more specific or explicit the goal, the more precisely performance is regulated
• Goals that are both specific and difficult lead to the highest performance
• Commitment to goals is most critical when goals are specific and difficult
• Conditions for high commitment to goals


  • The individual is convinced that the goal is important
  • The individual is convinced that the goal is attainable
• In addition to having a direct effect on performance, self-efficacy also influences:

  • The difficulty level of the goal chosen or accepted
  • Commitment to goals
  • The response to negative feedback or failure
  • The choice of task strategies
• Goal setting is most effective when there is feedback that shows progress in relation to the goal
• Goal setting (along with self-efficacy) mediates the effect of knowledge of past performance on subsequent performance
• Ways goals affect performance


  • Affecting the direction of the action
  • Affecting the degree of effort exerted
  • Affecting the persistence of action over time
• Goals stimulate planning in general, and the planning quality is often higher than that which occurs without goals
• When people strive for goals on complex tasks, they are least effective in discovering suitable task strategies if:

  • They have no prior experience or training on the task
  • There is high pressure to perform well
  • There is high time pressure (to perform well immediately)
• Goals (including goal commitment) in combination with self-efficacy mediate or partially mediate the effects of several personality traits and incentives on performance
• Goal setting and goal-related mechanisms can be trained and/or adopted in the absence of training for the purpose of self-regulation