A STUDY OF SELF REGULATION OF IX STANDERD

STUDENTS STUDING IN THE SECONDERY SCHOOLS OF

MUMBAI

ACTION RESEARCH PROJECT SUBMITTED TO SMT. SURAJBA

COLLEGE OF EDUCATION FOR FULFILMENT OF THE B.ED.
DEGREE COURSE

RESEARCHER
ANAM KHAN

GUIDE
DR. VAISHALI DHAWRE

ACADEMIC YEAR:
2014-2015

CERTIFICATE

This is to certify that the research project A STUDY OF SELF REGULATION

OF 9TH STANDARDE STUDENTS STUDING IN SECONDERY SCHOOLS
IN MUMBAI of________________________is the original work undertaken by
________________________________which was carried out under the guidance
of _____________________________during the academic year 2014-15 as a part
of fulfillment of the B.Ed course.

Date:
_______________
Signature of Guide

Signature of Researcher
________________________

ACKNOWLEGEMENT

hereby

acknowledge

with

deep

gratitude

our

Principal________________________, and for the constant guidance by

PROF. ________________________ my guide for this project, for the opportunity
to carry out the research project.
I would like to extend sincere thanks to my friends who helped in the
development stage of the project.
I thank everyone who spared their valuable time in answering the questionnaire.

INDEX

CHAPTER 1 - INTRODUCTION
1
2

INTRODUCTION
NEED OF THE STUDY

STATEMENT OF RESEARCH PROBLEM

4
5

OBJECTIVES OF THE STUDY

LIMITATIONS OF THE STUDY

CHAPTER 2 REVIEW OF RELATED LITERATURE

2.1 IMPORTANCE OF REVIEW
CHAPTER 3 - RESEARCH DESIGN
3.1 METHODOLOGY OF STUDY
3.2 SAMPLE
3.3 TOOLS OF RESEARCH
CHAPTER 4 - COLLECTION ANALYSIS AND INTERPRETATION OF
DATA (TABLES, CHARTS, GRAPHS)
CHAPTER 5 - CONCLUSIONS AND SUGGESTIONS
5.1 CONCLUSIONS
5.2 SUGGESTIONS
BIBLIOGRAPHY
APPENDICES

CHAPTER 1
1.1 INTRODUCTION:
Self-regulation is a critical competency that underlies the mindful, intentional, and thoughtful
behaviors of younger and older children alike. The term self-regulation (sometimes also
called executive function) refers to the capacity to control ones impulses, both to stop doing
something, if needed (even if one wants to continue doing it) and to start doing something, if
needed (even if one doesnt want to do it). Self-regulation is not to be confused with obedience
or compliance; when children are truly self-regulated they behave the same way whether or not
an adult is watching. Self-regulated children can delay gratification and suppress their impulses
long enough to think ahead to the possible consequences of their actions or to consider
alternative actions that would be more appropriate. Self-regulation is not limited to the socialemotional domain; it can also apply to cognitive behaviors, such as remembering or paying
attention. In fact, research indicates that these two facets of self regulation are related: children

who cannot control their emotions at age four are unlikely to be able to follow the teachers
directions at age six, and will not become reflective learners in middle and high school.
Self Regulation is clearly not an isolated skill. Children must translate what they experience into
information they can use to regulate thoughts, emotion, and behaviors. Infants translate the feel
of soothing touch and the sound of soft voices into cues that help in developing self calming
skills.
Because self regulation involves different domains, regulation of one domain affects other areas
of development. Emotional and cognitive self-regulation is not separate, distinct skills. Rather,
thinking affects emotion and emotional affect cognitive development.
Children who cannot affectively regulate anxiety or discouragement tend to move away from;
rather they engage in, challenging learning activities. Conversely, when children regulate
uncomfortable emotions, they can relax and focus on learning cognitive skills. Similarly children
experience better emotional regulation when they replace thought like I m not good at this with
thoughts like This is difficult, but I can do it if I keep trying. Regulating anxiety and thinking
helps children persist in challenging activities, which increases their opportunities to practice the
skills required for an activity.
1.2 NEED OF STUDY:
Study of Self-regulation is desirable because of the effects that it has on educational and
behavioral outcomes. The use of Self-Regulation techniques are a way to actively engage
otherwise passive students in their academic instruction. Students need to view learning as an
activity that they do for themselves in a proactive manner, rather than viewing learning as a
covert event that happens to them as a result of instruction. Allowing students to take a more
active role in their education puts students in the driver's seat and in charge.
There is growing evidence that many children, especially those at risk, begin school lacking selfregulation and this lack of self-regulation may have a great impact on how well they do in school
and later life. Kindergarten teachers rank self-regulation as the most important competency for
school readiness; at the same time, these teachers report that many of their students come to
school with low levels of self-regulation. There is evidence that early self-regulation levels have
a stronger association with school readiness than do IQ or entry-level reading or math skills, and
they are closely associated with later academic achievement. Researchers have also found links
between self-regulation at an early age and a childs functioning in school far beyond
kindergarten and first grade. Self-regulation affects a childrens abilities to successfully function
in school settings in two ways: first, social-emotional self-regulation makes it possible for
children to conform to classroom rules and to benefit from learning in various social contexts,
from one-on-one interactions to large groups; and second, cognitive self-regulation allows
children to use and further develop the cognitive processes necessary for academic learning and
problem solving.
Hence above all are the reasons why study of self regulation is important.

1.3 STATEMENT OF RESEARCH PROBLEM:

A STUDY OF SELF REGULATION OF IX STANDERD STUDENTS STUDING IN THE
SECONDERY SCHOOLS OF MUMBAI

1.4 OBJECTIVES OF THE STUDY

1.5

To study the perception of the students about Self Regulation as a skill.

To find out the learning difficulties faced in Self Regulation by students of Class IX.
To study the reasons due to which the difficulties arise.
To study the approach of students towards the Self Regulation.

LIMITATIONS OF THE STUDY

The skill Self Regulation.
Students of Class IX.
School type : SSC
School :
Area :
Medium of Instruction: English.

CHAPTER 2: REVIEW OF RELATED LITERATURE

2.1 IMPORTANCE OF REVIEW:
Ida Rose Florez expresses her views in Developing Young Childrens Self-Regulation
through Everyday Experiences as , Self-regulation is clearly not an isolated skill. Children must
translate what they experience into information they can use to regulate thoughts, emotions, and
behaviors. Self-regulation skills develop gradually, so it is important that adults hold
developmentally appropriate expectations for childrens behavior. Children learn to regulate
thoughts, feelings, behavior, and emotion by watching and responding to adults self-regulation.
[1]
Ed. Eric M. Anderman and Lynley H. Anderman says in their paper that , much
educational research shows that children, adolescents, and adults can be taught self-regulated
learning skills, that their use of these skills improves learning, and that skills can maintain
themselves over time and generalize to new learning settings. For example, teaching students to
use goal setting can improve their self-regulated learning. There are different distinctions among
goals, but one is between a process goal (what skill or strategy students are attempting to learn)

and an outcome goal (the intended performance). In algebra a student may be trying to learn how
to use the binomial theorem (process goal) or trying to finish a problem set (outcome goal).
Researchers have found that focusing students' attention on process goalsespecially in the
early stages of learning improves self-regulated learning better than focusing on outcome
goals. However, Zimmerman and Kitsantas found benefits from shifting from process to
outcome goals. High school students were taught a writing revision strategy. Students received a
process goal (following steps in the strategy), an outcome goal (number of words in sentences),
or initially a process goal but then were advised to shift to an outcome goal. Learners who
changed goals as their revision skills developed demonstrated higher self-efficacy and skill than
students who pursued either the process or the outcome goal.
Good self-regulation skills are also important for a childs social development. Self-regulation
helps children succeed in classroom contexts, McClelland says. The children who can
successfully navigate these learning environments have better relationships with their teachers,
are more liked by their classmates, and do better academically. They are also more motivated to
achieve because of these skills.
Both Ponitz and McClelland believe parents and teachers play a crucial role in the development
of their childrens self-regulation. Parents and teachers are critically important guides and
models for children as they learn how to control themselves, Ponitz says. At home and in the
classroom, providing organization, consistency, and structure seem to be important predictors of
children's self-regulation. For example, following through with rules provides children the
chance to practice controlling themselves. [2]
In an article Self-Regulation: The Key to Successful Students?, McClelland agrees that
self-regulation is a learned skill. There is a lot of evidence to suggest that self-regulation can be
taught in children. As an example she points to an intervention aimed at improving selfregulation in preschoolers. In one recent study, she says, we found that a series of classroom
games in preschool designed to help children practice paying attention, remembering
instructions, and demonstrating self-control significantly improved self-regulation skills,
especially for children with low self-regulation. [3]
Schunk and Dale H reflects on their views on self-regulation through goal setting in
ERIC Digest as Goal setting is an integral component of self-regulation. Setting goals is a
generic strategy that can be applied in various domains. Effective goal setting requires that
people set a long-term goal, break it into short-term, attainable sub-goals, monitor progress and
assess capabilities, adjust the strategy and goal as needed, and set a new goal when the present
one is attained. This multi-step plan is a key to promoting healthier human functioning, higher
motivation and perceived self-efficacy, and self-regulated learning and performance across the
life span. [4]

According to an article posted by Karin Well in CBC News, Self-regulation ultimately

hands the job of taking charge of their learning and their behavior back to the kids. Teachers look
for what is stressing a child and making them unable to pay attention, lethargic, or hyper
sometimes to the point where they are out of control. It might be too much noise in the
classroom, too little sleep or too much junk food in their lunch. Then the teachers help the child
recognize what they need to do to make themselves calm and productive in class.[5]

CHAPTER 3: RESEARCH DESIGN

3. RESEARCH DESIGN
Research is a systematic attempt to obtain answers to meaningful questions about phenomenon
or events through the application of scientific procedure .It is an objective, impartial, empirical
and logical analysis and recording of controlled observation that may lead to the development of
generalizations.
Research may be defined as the application of the scientific method in the study of
problems. At times the terms research and scientific methods are used interchangeably.
Research methodology involves systematic procedures starting from initial
identification of the problem to its final conclusion. It consists of procedure and techniques for
conducting a study.
Its role is to carry on the research work in a scientific and valid manner .It provides the
tools and techniques by which the research problem is attacked. The methodology is decided
with the reference to research or the type of inquiry. Methodology is defined as The science of
method or arrangement.

Different methods of Research:

1. Experimental Method: It is oriented towards the discovery of basic relationship among
phenomena as means of pre directing and eventually, controlling their occurrence.

2. Historical Method: It is concerned with the past and attempts to trace the past as the means
for seeing the prospective.
3. Survey Method: It is concerned with the present and attempts to determine the status of the
phenomena under investigation. The information collected by the survey method is in the
following two types of information.
i. The information of what we want is obtained by clarifying goods, goals and objectives
possibly through a study of the condition existing elsewhere or what experts consider to
be desirable.
ii. The information of what exists is gathered by studying and analyzing the important
aspects of present situation.
3.1 METHODOLOGY OF STUDY
The methodology of study is Survey Method as the researcher will be able to collect data
pertaining to the existing situation

3.2 SAMPLING
Sampling is a process by which a relatively small number of individuals, objects or events is
selected and analyzed in order to find out something about the entire population from which it is
selected .It helps to reduce expenditure, save time and energy, permit measurement of greater
scope, or produce great precisions and accuracy .Sampling procedures provides generalization on
the basis of a relative small proportion of the population.
The representative proportion of the population is called sample. To obtain a representative
sample, the researcher selects each unit in a specific way under controlled conditions.
Usually Four steps involved in the process.
i.
ii.
iii.
iv.

Defining the population.

Listing the population.
Selecting representative sample.
Obtaining an adequate sample.

A population refers to any collection of specified group of human beings or non human entities
such as objects, educational institutions etc.
Methods of sampling
Sampling methods can be classified into two broad categories:
i. Non Probability Sample: In Non probability sample, the units are selected at the direction of
the researcher. Such samples use human judgment in selecting units or have no theoretical
basis for estimating population characteristics.

ii. Probability Sample: In probability sampling, the units of the population are not selected at
the direction of the researcher, but by the means of certain procedures, which ensures that
every unit of the population has one fixed probability of being included in the sample. Such a
method is called Random Sampling.
THE RESEARCHER HAS SELECTED RANDOM SAMPLE OF 50 STUDENTS OF CLASS
IX OF
Sampling : Random
Sample : 50 Students
Students : Class IX
School
: Millat High School & St.Joseph High School

3.3 TOOLS USED FOR THE RESEARCH STUDY:

A researcher will require data gathering tools which may vary in their complexity, design or
interpretation. Each tool is appropriate for the collection of certain type of information, the
researcher to select from the available tools .The major data gathering tools are as follows:
1. Sample: A sample is the term used in the survey sampling to describe the group (of people,
homes etc) selected for interviewing in the survey. The sample, by definition, has to be fully
representative of the wider group (the population) from which it is drawn.
2. Questionnaire: A method used for collecting data, set of right questions which calls for
response on the part of the subject, may be self administered or group administered.
3. Checklist: A list of performance criteria for a particular activity or product on which an
observer marks the pupils performance on each criterion uses a scale that has two or more
choices.
4. Rating Scale: A written list of performance criteria associated with a particular activity or
product on which an observer marks the pupils performance on each criterion uses a scale that
has two or more choices.
5. Opinion Poll or Attitude Scale: Attitude scales bear a superficial resemblance to questionnaire,
they are closer to standardized test, and as such will have undergone more rigorous development
or evaluation of validity. There are several types of attitude scale but the two most common are
the Thurstone or Likert scale, name after their authors. The researcher has adopted the
questionnaire technique of closed type.
SCOPE OF QUESTIONNAIRE:

Its scope has been very vast. It is used to study a wide number of problems. To cite a few cases
we can say that it has been used for studying the problems of teachers, training service condition
& financial conditions of teachers, administrative difficulties & suitability or otherwise of the
curriculum methods of teaching, study habits, testing of achievements, duties & difficulties of
teachers, rating of college textbooks etc. It is Zalso helpful in the fields of attitudes opinion &
judgments.
SELECTION OF TOOL FOR DATA COLLECTION: QUESTIONNAIRE
The Researcher has selected Questionnaire as the tool of Data Collection by devising a set of 39
questions that would be administered to the students of Class IX of

CHAPTER 4: COLLECTION, ANALYSIS AND INTERPRETATION OF DATA

4.1 DATA COLLECTION:
Data collection is essentially an important part of the research process, so that the hypothesis or
generalization, tentatively held may be defined as valid, tested attributes ender consideration.
In order to collect the requisite data for research problem, the researcher has to sample the
population and devise appropriate tools of measuring the attributes considered & to administer
these tools.
The researcher carried out the following steps for data collection.
i. Data collection was done systematically and in a structured form.
ii. Prepared questionnaire for students almost all of them objective type.
iii. The researcher then selected a particular area of students and went to the college principal,
the researcher distributed the questionnaire to the students with instruction for filling them.
The questionnaire was then analyzed.
Technique of Analysis: After collection of data, it has to be analyzed .The nature of data
depends upon the type of tools or techniques used by the researcher for collecting data.
There are two techniques of analysis:
i. Qualitative data analysis: The verbal data gathering through observation or interviews are
mostly qualitative in nature. This data provides in depth answers to the research questions.
ii. Quantitative data analysis: The quantitative data collected through various tools on
selected samples are raw which need to be tabulated, organized and interpreted for drawing
sound conclusion and valid generalization. The researcher has adopted the quantitative
technique of analysis; the data was modulated in the form of pie-charts.
SD=Strongly Disagree, D= Disagree, U=Uncertain or unsure, A=Agree & SA=Strongly Agree

4.2 DATA ANALYSIS AND INTERPRETATION:

The focus of attention is directed towards the analysis of the data which has been collected.
Analysis of data involves a number of closely related operations that are performed with the
purpose of summarizing the collected data and organized in such a manner that it will yield
answers to the researchers questions.
Analysis of data refers to seeing the data in the light of hypothesis of the researchers
questions. Following research has selected % (percentage) for showing the results of the
analysis.

1. I usually keep track of progress towards my goals.

2. I have trouble making up my mind about things.
3. I get easily distracted from my plans.
4. I am able to accomplish goals I set for myself.
5. I dont notice the effects of my actions until its to late.
6. I put off making decisions.
7. If I wanted to change, I am confident that I could do it.
8. I am usually careful not to overdo it when working eating.
9. I think a lot about what other people think of me.
10. I can stick to a plan thats working well.
11. I enjoy a routine, and like things to stay the same.
12. I dont seem to learn from my mistakes.
13. I have a lot of will power.
14. I have personal standards, and try to live up to them.
15. As soon as I see a problem or challenge, I start looking for possible solution.\
16. I usually only have to make a mistake one time in order to learn from it.
17. There is always more than one way to accomplish something.
18. Most of the time I dont pay attention to what Im doing.
19. As soon as I see things arent going right I want to do something about it.
20. When I am trying to change something, I pay a lot of attention to how I am doing.

21. Once I have a goal, I can usually plan how to reach it.
22. I tend to keep doing the same thing, even when doesnt work.
23. I usually judge what I am doing by the consequences of my action.
24. I have rules that I stick by no matter what.
25. If I make a resolution to change something, I pay attention to how I am doing.

26. Often I dont notice what I am doing until someone calls it to my attention.
27. I dont take care if I am different from most people.
28. I am good at finding different ways to get what I want.
29. I feel bad when I dont meet my goals.
30. I usually think before I act.
31. I am able to resists temptation.
32. I know how I want to be.
33. Little problems or distractions throw me off course.
34. Usually I see the need to change before others do
35. Before making a decision, I consider what is likely to happen if I do one thing or another.
36. I usually decide to change and hope for best.
37. I learn from my mistakes.
38. I call in others for help when I need it.
39. I give up quickly.