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RESEARCHER
ANAM KHAN
GUIDE
DR. VAISHALI DHAWRE
ACADEMIC YEAR:
2014-2015
CERTIFICATE
Date:
_______________
Signature of Guide
Signature of Researcher
________________________
ACKNOWLEGEMENT
hereby
acknowledge
with
deep
gratitude
our
INDEX
CHAPTER 1 - INTRODUCTION
1
2
INTRODUCTION
NEED OF THE STUDY
4
5
CHAPTER 1
1.1 INTRODUCTION:
Self-regulation is a critical competency that underlies the mindful, intentional, and thoughtful
behaviors of younger and older children alike. The term self-regulation (sometimes also
called executive function) refers to the capacity to control ones impulses, both to stop doing
something, if needed (even if one wants to continue doing it) and to start doing something, if
needed (even if one doesnt want to do it). Self-regulation is not to be confused with obedience
or compliance; when children are truly self-regulated they behave the same way whether or not
an adult is watching. Self-regulated children can delay gratification and suppress their impulses
long enough to think ahead to the possible consequences of their actions or to consider
alternative actions that would be more appropriate. Self-regulation is not limited to the socialemotional domain; it can also apply to cognitive behaviors, such as remembering or paying
attention. In fact, research indicates that these two facets of self regulation are related: children
who cannot control their emotions at age four are unlikely to be able to follow the teachers
directions at age six, and will not become reflective learners in middle and high school.
Self Regulation is clearly not an isolated skill. Children must translate what they experience into
information they can use to regulate thoughts, emotion, and behaviors. Infants translate the feel
of soothing touch and the sound of soft voices into cues that help in developing self calming
skills.
Because self regulation involves different domains, regulation of one domain affects other areas
of development. Emotional and cognitive self-regulation is not separate, distinct skills. Rather,
thinking affects emotion and emotional affect cognitive development.
Children who cannot affectively regulate anxiety or discouragement tend to move away from;
rather they engage in, challenging learning activities. Conversely, when children regulate
uncomfortable emotions, they can relax and focus on learning cognitive skills. Similarly children
experience better emotional regulation when they replace thought like I m not good at this with
thoughts like This is difficult, but I can do it if I keep trying. Regulating anxiety and thinking
helps children persist in challenging activities, which increases their opportunities to practice the
skills required for an activity.
1.2 NEED OF STUDY:
Study of Self-regulation is desirable because of the effects that it has on educational and
behavioral outcomes. The use of Self-Regulation techniques are a way to actively engage
otherwise passive students in their academic instruction. Students need to view learning as an
activity that they do for themselves in a proactive manner, rather than viewing learning as a
covert event that happens to them as a result of instruction. Allowing students to take a more
active role in their education puts students in the driver's seat and in charge.
There is growing evidence that many children, especially those at risk, begin school lacking selfregulation and this lack of self-regulation may have a great impact on how well they do in school
and later life. Kindergarten teachers rank self-regulation as the most important competency for
school readiness; at the same time, these teachers report that many of their students come to
school with low levels of self-regulation. There is evidence that early self-regulation levels have
a stronger association with school readiness than do IQ or entry-level reading or math skills, and
they are closely associated with later academic achievement. Researchers have also found links
between self-regulation at an early age and a childs functioning in school far beyond
kindergarten and first grade. Self-regulation affects a childrens abilities to successfully function
in school settings in two ways: first, social-emotional self-regulation makes it possible for
children to conform to classroom rules and to benefit from learning in various social contexts,
from one-on-one interactions to large groups; and second, cognitive self-regulation allows
children to use and further develop the cognitive processes necessary for academic learning and
problem solving.
Hence above all are the reasons why study of self regulation is important.
1.5
and an outcome goal (the intended performance). In algebra a student may be trying to learn how
to use the binomial theorem (process goal) or trying to finish a problem set (outcome goal).
Researchers have found that focusing students' attention on process goalsespecially in the
early stages of learning improves self-regulated learning better than focusing on outcome
goals. However, Zimmerman and Kitsantas found benefits from shifting from process to
outcome goals. High school students were taught a writing revision strategy. Students received a
process goal (following steps in the strategy), an outcome goal (number of words in sentences),
or initially a process goal but then were advised to shift to an outcome goal. Learners who
changed goals as their revision skills developed demonstrated higher self-efficacy and skill than
students who pursued either the process or the outcome goal.
Good self-regulation skills are also important for a childs social development. Self-regulation
helps children succeed in classroom contexts, McClelland says. The children who can
successfully navigate these learning environments have better relationships with their teachers,
are more liked by their classmates, and do better academically. They are also more motivated to
achieve because of these skills.
Both Ponitz and McClelland believe parents and teachers play a crucial role in the development
of their childrens self-regulation. Parents and teachers are critically important guides and
models for children as they learn how to control themselves, Ponitz says. At home and in the
classroom, providing organization, consistency, and structure seem to be important predictors of
children's self-regulation. For example, following through with rules provides children the
chance to practice controlling themselves. [2]
In an article Self-Regulation: The Key to Successful Students?, McClelland agrees that
self-regulation is a learned skill. There is a lot of evidence to suggest that self-regulation can be
taught in children. As an example she points to an intervention aimed at improving selfregulation in preschoolers. In one recent study, she says, we found that a series of classroom
games in preschool designed to help children practice paying attention, remembering
instructions, and demonstrating self-control significantly improved self-regulation skills,
especially for children with low self-regulation. [3]
Schunk and Dale H reflects on their views on self-regulation through goal setting in
ERIC Digest as Goal setting is an integral component of self-regulation. Setting goals is a
generic strategy that can be applied in various domains. Effective goal setting requires that
people set a long-term goal, break it into short-term, attainable sub-goals, monitor progress and
assess capabilities, adjust the strategy and goal as needed, and set a new goal when the present
one is attained. This multi-step plan is a key to promoting healthier human functioning, higher
motivation and perceived self-efficacy, and self-regulated learning and performance across the
life span. [4]
2. Historical Method: It is concerned with the past and attempts to trace the past as the means
for seeing the prospective.
3. Survey Method: It is concerned with the present and attempts to determine the status of the
phenomena under investigation. The information collected by the survey method is in the
following two types of information.
i. The information of what we want is obtained by clarifying goods, goals and objectives
possibly through a study of the condition existing elsewhere or what experts consider to
be desirable.
ii. The information of what exists is gathered by studying and analyzing the important
aspects of present situation.
3.1 METHODOLOGY OF STUDY
The methodology of study is Survey Method as the researcher will be able to collect data
pertaining to the existing situation
3.2 SAMPLING
Sampling is a process by which a relatively small number of individuals, objects or events is
selected and analyzed in order to find out something about the entire population from which it is
selected .It helps to reduce expenditure, save time and energy, permit measurement of greater
scope, or produce great precisions and accuracy .Sampling procedures provides generalization on
the basis of a relative small proportion of the population.
The representative proportion of the population is called sample. To obtain a representative
sample, the researcher selects each unit in a specific way under controlled conditions.
Usually Four steps involved in the process.
i.
ii.
iii.
iv.
A population refers to any collection of specified group of human beings or non human entities
such as objects, educational institutions etc.
Methods of sampling
Sampling methods can be classified into two broad categories:
i. Non Probability Sample: In Non probability sample, the units are selected at the direction of
the researcher. Such samples use human judgment in selecting units or have no theoretical
basis for estimating population characteristics.
ii. Probability Sample: In probability sampling, the units of the population are not selected at
the direction of the researcher, but by the means of certain procedures, which ensures that
every unit of the population has one fixed probability of being included in the sample. Such a
method is called Random Sampling.
THE RESEARCHER HAS SELECTED RANDOM SAMPLE OF 50 STUDENTS OF CLASS
IX OF
Sampling : Random
Sample : 50 Students
Students : Class IX
School
: Millat High School & St.Joseph High School
Its scope has been very vast. It is used to study a wide number of problems. To cite a few cases
we can say that it has been used for studying the problems of teachers, training service condition
& financial conditions of teachers, administrative difficulties & suitability or otherwise of the
curriculum methods of teaching, study habits, testing of achievements, duties & difficulties of
teachers, rating of college textbooks etc. It is Zalso helpful in the fields of attitudes opinion &
judgments.
SELECTION OF TOOL FOR DATA COLLECTION: QUESTIONNAIRE
The Researcher has selected Questionnaire as the tool of Data Collection by devising a set of 39
questions that would be administered to the students of Class IX of
21. Once I have a goal, I can usually plan how to reach it.
22. I tend to keep doing the same thing, even when doesnt work.
23. I usually judge what I am doing by the consequences of my action.
24. I have rules that I stick by no matter what.
25. If I make a resolution to change something, I pay attention to how I am doing.
26. Often I dont notice what I am doing until someone calls it to my attention.
27. I dont take care if I am different from most people.
28. I am good at finding different ways to get what I want.
29. I feel bad when I dont meet my goals.
30. I usually think before I act.
31. I am able to resists temptation.
32. I know how I want to be.
33. Little problems or distractions throw me off course.
34. Usually I see the need to change before others do
35. Before making a decision, I consider what is likely to happen if I do one thing or another.
36. I usually decide to change and hope for best.
37. I learn from my mistakes.
38. I call in others for help when I need it.
39. I give up quickly.