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Psychological Strategies for Improving Motivation and Learning — Strategy 4: Self-Monitoring
Learning Self-Management
Various researchers (Cruz & Cullinan, 2001; Maslow, 1987; Pintrich & Schrunk, 2002) have demonstrated a strong positive correlation between motivation and achievement. Motivated learners approach tasks eagerly, exert high levels of effort, and persist in the face of difficulty. When students lack adequate motivation, they often become restless and disruptive in the classroom as well. Borrowing from the behaviorist and social learning theory perspectives, teachers can employ various strategies to encourage positive classroom behavior, increase motivation and facilitate student achievement.
Self-Monitoring
Self-monitoring refers to the behavior management process by which students identify and record occurrences of identified target behaviors as part of a broader process of self-management. As such, it represents both an assessment and an intervention strategy. As an aspect of a behavior modification program, the self-monitoring activities are considered reactive effects, whereby the process of monitoring and assessing the behavior leads to its reduction (Fetsco & McClure, 2005; Schunk, 2004).
The process of self-monitoring involves a series of steps, including: the selection…
