Self-regulated Learning and Graduate Education: What Graduate Programs Should do Part 2

Well, it is time for my final post in my series on self-regulated learning and graduate education. This series resulted in the following posts:

Today, I want to discuss the other key to a graduate program informed by self-regulated learning principles: goal setting and feedback. I just finished typing up our graduate students’ annual reviews.  You might remember that our end of the year report was what started me on my quest to consider what a graduate program informed by self-regulated learning would look like. I learned from my fabulous colleagues Chris Wolters and Shirley Yu that intrinsic motivation, which exists within the self and usually stems from a personal interest in a task, is much better for achievement than external motivation, which usually comes from an external entity setting the goal. Hence, the final key to a graduate program informed by self-regulated learning is goal setting and feedback, informed by intrinsic motivation primarily, with some extrinsic mixed in.

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