;
Lorem Ipsum Dolor Spring 2016
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Schnellert, & Perry, in press, p. 1-2).
Butler and Cartier's (2004) integrative model of SRL (see Figure 2)
illustrates the inter-play of factors that promote a student's ability to engage in
cycles of strategic action (Butler & Schnellert, 2015). According to this model,
self-regulated learners direct their learning by interpreting learning activities
and identifying task goals within the context in which they are working. They
plan and engage strategies to achieve those goals while monitoring and
adjusting their strategies based on how well they are progressing (Butler &
Schnellert, 2015; Butler, Schnellert, & Perry, in press). As shown in Figure 2,
the level at which students can engage in these cycles of strategic action
depends on various factors including what the learners bring to the task (e.g.,
knowledge, beliefs, experiences, strengths/challenges, metacognition), the
type of task encountered, the quality of the learning environment (e.g. type of
task, resources/supports, assessment/feedback), and the students' emotions
and motivation for engaging with the learning task. Emotions can arise based
on the interaction of 'what students bring' with the learning situation (Butler &
Cartier, 2004; Cartier & Butler, 2004). For example, a student who has had
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