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Tuesday, April 13 • 1:10pm - 2:25pm
Promoting Self-Regulation During a Pandemic to Stay Academically Resilient

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Students need to plan their time, monitor their progress, and reflect on the outcomes (Bol & Garner, 2011). Students must also remain motivated and engaged without any form of reinforcement (Delen & Liew, 2016). I found that asynchronous modality requires me to have the skills of self regulation where I am in control of my own teaching and learning at the same time! Self-regulation refers to self-generated thoughts, feelings, and behaviors that are oriented to attaining goals (Zimmerman, B., 2000).
Self-regulation skills are associated with academic resilience (Urasche et al., 2012) and students with better self-regulation skills are more resilient ( Blair & Raver, 2015). Self-regulation skills include the ability to avoid distractions, manage time, work towards achieving your goals and mastering the strategies of self-evaluation, organizing, goal setting, monitoring, and seeking assistance etc. These factors are critical to learning, and particularly during these virtual learning environments. Fortunately for me, I had mastered these skills before the pandemic having moved to the US as an immigrant with a refugee status. My journey had me develop strong resilience skills based on the challenges I had to overcome. The objectives of this presentation include;
Discuss the characteristics of a self regulated student
Discuss why planning and goal setting is critically important
Showcase what is needed in order to learn successfully
Explain why self regulation is an important element of academic resilience


Cedrick Kazadi

Computer Science (BS)

Tuesday April 13, 2021 1:10pm - 2:25pm EDT
Live Zoom Presentation