;
Lorem Ipsum Dolor Spring 2016
6
little experience with an underlying concept related to the task may feel
anxious about how to approach the task and put up barriers to systematically
try to understand the task or may wait for someone to tell him/her what to do;
whereas, another student in a similar situation who is more willing to take
risks and brings experience with problem-solving to the task may feel
confident to engage strategies for finding the information needed about the
missing concept.
Figure 2: An Integrative Model of Self-Regulated Learning. Copyright 2014 by
Deborah L. Butler and Leyton Schnellert. Reprinted with permission. Based
on the work of Butler and Cartier (2004; see also Cartier & Butler, 2004).
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