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Article
Teaching self-authorship and self-regulation: A story of resistance and transformation
MountainRise: A Journal of Scholarship of Teaching and Learning
  • Roben Torosyan, Fairfield University
Document Type
Article
Article Version
Publisher's PDF
Publication Date
1-1-2007
Abstract

Studies show that many learners feel resistant to or otherwise under-prepared for learning challenges due to underdeveloped ability to self-regulate or adapt thoughts, feelings, and actions to attain their own personal goals. This narrative account illustrates pathways and pitfalls in evoking such behavior and encouraging self-authorship—the internal defining of beliefs, identity and relationships. The author describes a project in which an initially resistant student generated creative, if short-lived, solutions to personal struggles. Helpful educational interventions included questioning behavioral patterns, establishing high expectations, and reinforcing belief in ability to change. Oversights and missed opportunities included unintentionally inviting mimicry and remaining ignorant of researched practices for fostering transformation.

Comments

MountainRise, an open, peer-reviewed, international electronic journal, is published twice a year by the Coulter Faculty Center for Excellence in Teaching & Learning at Western Carolina University. http://mountainrise.wcu.edu/index.php/MtnRise

Published Citation
Torosyan, R. (2007-2008, Winter). Teaching self-authorship and self-regulation: A story of resistance and transformation. MountainRise: A Journal of Scholarship of Teaching and Learning, 4 (2), 1-21.
None
Peer Reviewed
Citation Information
Roben Torosyan. "Teaching self-authorship and self-regulation: A story of resistance and transformation" MountainRise: A Journal of Scholarship of Teaching and Learning Vol. 4 Iss. 2 (2007)
Available at: http://works.bepress.com/roben_torosyan/10/