Presentation for the course on self-regulated learning taught at the Master's program in learning, education and technology at the University of Oulu, Finland.

1. Collaboration phase I
Sasha Lazareva
Lyana Parzhetskaya

2. The case
A first-year university student at one of the Russian universities is studying
linguistics. She is really interested in this field, but during first year of
studies there are several “general” (not field-specific) compulsory
disciplines, and she isn’t interested in some of them. Now she is in the
middle of her first examination session. She has already passed the
exams in English and Latin and got excellent marks. Although it was a lot
of work to do, she felt very calm and it was quite interesting for her to
prepare for those exams. The next exam is going to be in History. She
hasn’t missed any class in History and has always been prepared.
Though, she isn’t interested in history that much and it is challenging for
her to keep concentrated on the subject. She decides to prepare for the
exam just by cramming the main dates and events, trying to memorize
facts.

3. The case (continuation)
The exam is quite difficult: it includes 30
topics the student is supposed to be able to
talk about and discuss with the professor.
Since the size of the task is enormous, she
has difficulties in remembering dates,
names and events. She doesn’t see the way
the task can be accomplished and how it is
possible for her to get ready for the exam
at all, because the more she reads, the
more mess there is in her head.

4. The case (continuation)
She feels that she is succeeding very well in her
studies, and she is really enjoying them in general. She
has therefore decided that she can study excellent and
receive a “red” diploma. But now she also feels really
stressed, because now she is doubting if she can get an
excellent mark for this exam. She didn’t think that this
exam was going to be so difficult for her. Now she is
doubting - is it worth trying to get an excellent mark
for the History exam, and can she do it at all? Maybe
she should give up and just pass it somehow? What if
there will be more exams like that one, also very
difficult and boring? There is a week left before the
exam and the girl is getting more and more nervous
about that.

5. Analysis
• general level of motivation is high
• the student is responsible and has good
abilities for studying
• the student doesn't see the reason why she
should suffer preparing for the exam, and
she doesn't think it's worth it
• the problem is not in understanding the
material, but in keeping concentrated, not
losing motivation to pass the exam well +
making studying more enjoyable

6. Solutions
• new learning strategies → studying is more
enjoyable
• goal-oriented self-talk + positive self-talk →
reminding herself that she can cope with this task
and that it's worth trying to get an excellent
certificate
• efficacy management: proximal goal setting →
stable visible progress, feeling of success
• self-reinforcement → deserved rest
• resource management → scheduling study time
can bring thoughts to order

7. Thank you for your attention
References:
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• Dowson, M., McInerney, D. M. (2003). What do students say about their
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student motivation. Contemporary Educational Psychology 28, pp. 91-113.
• Wolters, C. A. (2003). Regulation of Motivation: Evaluating an Underemphasized
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