"Positive social engagement, according to Anita Woolfolk (1998), which of course, also includes education, is enhanced when students understand that choices have consequences (Purje, 2014). One of the keys to achieving this goal, of positive engagement, according to Woolfolk, is through the consistent application of self- management. Woolfolk highlights that psychologists became interested in self-management behaviors because studies found that students subjected to externally imposed behavioral regimes, who were compelled to conform to a set of behavioral norms, too often refused to behave appropriately."
"This research found that when these externally imposed directives were removed, the students did not necessarily transfer these externally imposed behavioral conditions to new situations where self-management was expected. Therefore, according to Woolfolk, citing Kanfer and Gaelick (1986): "If one goal of education is to produce people who are capable of educating themselves, then students must learn to manage their own lives, set their own goals, and provide their own reinforcement. Life is filled with tasks that call for self-management.""
Positive social engagement, including education, is enhanced when students understand that choices have consequences. Consistent application of self-management is a key mechanism for achieving sustained positive engagement. Studies found that students forced to follow externally imposed behavioral regimes often refused to behave appropriately and did not transfer those behaviors once directives were removed. If education aims to produce self-directed learners, students must learn to manage their own lives, set goals, and provide their own reinforcement. Teaching self-management to impulsive students using self-talk can help them control impulsive behaviors and guide them through task steps. Genuine learning requires that students want to learn.
Read at Psychology Today
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