Compare and contrast the relative effectiveness of the self-regulation theories: behavioral theory, social cognitive theory, information processing theory, and constructivist theory.
Assignment:Self-Regulation Of Learning
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Assignment:Self-Regulation Of Learning

Assignment:Self-Regulation Of Learning
Assignment:Self-Regulation Of Learning

PART 1- Compare and contrast the relative effectiveness of the self-regulation theories: behavioral theory, social cognitive theory, information processing theory, and constructivist theory.

PART2- Now that we are in the final week of the course, you should have quite a bit of knowledge regarding the different factors that influence learning. Pick 1 of the 6 learning questions and provide a supported response.

PART3- Review this week’s course materials and learning activities, and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs:

Describe what you found interesting regarding this topic, and why.
Describe how you will apply that learning in your daily life, including your work life.
Describe what may be unclear to you, and what you would like to learn.
**Provide citation and reference to the material(s) you discuss.**

PART4-

Self-Regulation of Learning

Use published human and animal research and behaviorist, social cognitive, information processing and constructivist theory to develop an outline of a research proposal to measure self-regulation in one of the following fields:

· Environmental or evolutionary psychology

· Forensic psychology

· Health or sports psychology

· Industrial/organizational or engineering psychology

Select and complete one of the following assignments:

Option 1: Self-Regulation Presentation
Prepare this outline of a research proposal as a 10-minute Microsoft® PowerPoint® presentation with speaker notes as if your audience were members of a foundation grant screening committee.

Address the following in your presentation:

· A description of how you are proposing to measure self-regulation

· The operational definitions, limitations, assumptions, hypotheses, and data analysis plans

· The deficiencies a critic might identify in your statement of limitations and assumptions

Option 2: Self-Regulation Outline
Prepare a 3- to 5-page annotated or expanded outline for review by members of a foundation grant screening committee.

Address the following in your outline:

· A description of how you are proposing to measure self-regulation

· The operational definitions, limitations, assumptions, hypotheses, and data analysis plans

· The deficiencies a critic might identify in your statement of limitations and assumptions

Watch the “Interactive Learning Processes and Interdependent Learning” video

Watch the “Learning Strategy Design: Cooperative Learning Techniques” video

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Self-Regulation in Learning

Self-Regulation in Learning

Watch the “Learning Strategy Design: Student Involvement” video