2. A model can be a variety of things from actual people being observed in the relevant environment of study to individuals who are separated from the environment of study. These models range from media personal to certain books and television shows. The behavior of models should be relevant to the observer, so that these individuals have something in common in which to learn and be interested in. Also, the observer is more apt to learn and pay attention to a model that is competent in their field of study and is very knowledgeable in the subject. Lastly, the amount of power in a model stems from their status and how high it is within their subject or field along with gender appropriateness. Models support learning by combining these 4 factors and some others to perform for the observer and hopefully create an impact in which the observer will learn and take tips from. Models are what the observer will imitate off of, so if the model isn’t fully knowledgeable and correct in their subject, the observer’s idea’s of certain concepts will become skewed and uncertain.
3. The most significant model that has affected my learning recently would be my voice teacher at school. Since my main focus is voice, she helps me to further my technique and ability by modeling how I should be singing a certain phrase or word and I would then mirror her and receive feedback on how I sounded and if I was correct or not. It helps that she is very well known in the opera world and the intimidation drives me to work harder and I trust everything that she advises me to do in rehearsal because I realize how much experience she has had in this field. Also, since her field of study is similar to mine, the relevance of this model is a perfect fit for my needs of learning. It also helps that my teacher is female and I feel much more comfortable in her studio than I would with a male professor. With the combination of relevance, competence, high status and gender appropriateness, my voice professor is the perfect model for my field of study!
This isn't from specific research that I have read, however I know many students who have quit college, for some time period, (at least a semester) because their depression was so server that they could not focus on their studies and it became where there was no point for the to continue in school until their depression was under better control. In my opinion, social regulation would be harder for someone with a mental disability like depression than for someone with a social disability because for the most part a social disability would not have a lot to do with studies in school. I'm generally saying an awkward person, and I am in no way saying that it is a disability for me, but I have never let it affect me with school and doing projects with other people.
ReplyDeleteYour question brings up a really good point.I think depression would definitely have an affect on self-regulation, because they'd think they weren't as good as they actually are. I have a good friend who struggled with severe depression, and she constantly thought she wasn't as intelligent as she was in school - and her grades would suffer because of it. It comes into play with the "self judgement" aspect of self regulation: comparing your performance to a standard. The standard for those with depression is usually too high or unreachable, and therefore they always think they are below it. As far as other disabilities go, I don't think self-regulation would greatly be affected. A member of my family has a disability, and she has never had a problem with it. Though she was in some special education classes in high school, she just held a standard that was maybe different from other kids, but reachable and maintainable for her, and would work to achieve that standard. In fact, she's been extremely successful, and I think a big part of that is her self-regulation.
ReplyDeleteIn general, any learning theory or theory of motivation is relevant for all humans. Of course, the nature of a disability may change the effectiveness for some students relative to others. So, if two people complete the same amount of tasks in the same amount of time, one who is depressed may still feel like they didn't do enough, or just not feel as satisfied....They would require a lot more to feel satisfied and effective (but the theory still holds). A child with autism may not be able to self monitor as well as others because autism prevents a child seeing through a lens that is not egocentric (so thinking about themselves in relation to others or from an external perspective would be difficult). It really depends on the individual factors, but you could guess how particular cognitive challenges may affect self regulation.
ReplyDeleteYou have a very interesting experience in having a model that fits the theory! It's interesting how her high status in particular drives you....