Learning Self-Regulation Of Behavior: Watch The First 30 Min

Learning Self Regulation Of Behaviorwatchthe First 30 Minutes Of The

Learning Self-Regulation of Behavior Watch the first 30 minutes of the “Breaking the Cycle” video available on the student website. Using material in textbook readings for this week, create a 3-slide Microsoft® PowerPoint® presentation with detailed speaker notes to explain the processes of self-regulation of learning described in the video. Address the following in your presentation: I. Internalization processes First slide should explain the two phases of Internalization Process Define and explain introjection Define and explain integration You must cite your work using APA within text. Due tomorrow before 6pm

Paper For Above instruction

The process of self-regulation of learning is fundamental in understanding how individuals internalize external stimuli and transform them into personal motivation and behavior regulation. An essential component of this process is the internalization mechanism, which occurs through two distinct phases: introjection and integration. These phases describe how external behaviors and standards become internalized, guiding subsequent learning and behavioral regulation.

Internalization Process and Its Phases

The internalization process involves transforming external social and environmental influences into internalized personal standards. This process occurs in two phases: introjection and integration, each representing a different level of assimilation of external influences into one's self-regulatory framework (Deci & Ryan, 1985).

Introjection

Introjection is the first phase of internalization where external standards, expectations, or behaviors are absorbed but not fully integrated into the individual's sense of self. During this phase, individuals often adopt external rules or values to avoid guilt, shame, or to gain approval (Ryan & Deci, 2017). For example, a student might follow a teacher’s instructions solely to avoid negative consequences rather than because they personally endorse the behavior. Introjection reflects an external locus of motivation, where behavior is driven by external reinforcement or compliance with external standards, rather than intrinsic motivation (Deci & Ryan, 2000). This phase is crucial as it lays the foundation for more autonomous forms of motivation to develop later in the internalization process.

Integration

In the second phase, integration, the external standards or behaviors absorbed during introjection become harmonized with the individual's sense of self, resulting in more autonomous motivation. This phase involves internalizing the external standards as congruent with one's values and beliefs, effectively making them a part of the person’s identity (Ryan & Deci, 2017). Integration is characterized by a sense of volition and ownership over the behaviors, leading to more sustained engagement and self-regulation in learning contexts. For instance, a student who initially followed rules to please teachers may, through positive internalization, adopt these standards because they align with their personal goals and moral values, thus promoting intrinsic motivation and self-driven behavior (Deci & Ryan, 1985).

Implications for Learning and Self-Regulation

Understanding these phases is essential for educators and learners aiming to foster effective self-regulation of learning. Facilitating the transition from introjection to integration involves supportive environments that promote autonomy, competence, and relatedness, which are core principles of Self-Determination Theory (Deci & Ryan, 2000). When learners internalize standards genuinely, they are more likely to sustain motivation, exhibit self-control, and engage in lifelong learning behaviors.

Conclusion

In sum, the internalization process, through the phases of introjection and integration, plays a vital role in the development of autonomous self-regulation. Recognizing and supporting these phases can enhance educational strategies, leading to more motivated and self-directed learners.

References

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• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
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