Please find this post at: https://clairekampdush.com/2014/09/26/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:
- Motivation, Self-Regulated Learning, and Graduate Education
- Information to Promote Grad Student Success
- Tools to Promote Grad Student Success: Writing Skills
- Tools to Promote Grad Student Success: Research Skills
- Tools to Promote Grad Student Success: Presentation/Teaching/Media Skills
- Self-regulated Learning and Graduate Education: What Graduate Programs Should do Part 1
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.