Across North America, “self-regulated learning” is being associated with the kinds of “21st century learning skills” that schools need to foster, if today’s learners are to experience success from primary grades through the adult years. Self-regulation is critical because it entails learners’ adaptive engagement in activity within particular environments (e.g., students’ successful navigation of academic work in schools). Models of self-regulation describe how “metacognition” (e.g., understanding oneself as a learner), motivation/emotions, and strategic action combine to ensure success in learning. Research suggests that these models provide a powerful framework from which educators can build to better understand challenges/successes in students’ learning and engagement, and for constructing practices that foster students’ development as empowered, strategic learners.
We have created a Self-Regulated Learning concentration option in the HDLC M.A. program for students with an interest in learning more about theories, research, and practice in the area of self-regulated learning. This concentration will be offered in the HDLC Master’s programs, or as a “sub-specialization” for graduate students from other programs at UBC (e.g., in Psychology, Health Professions Education, or Science).
Through the program, participants will consider together theories, principles, and practices related to:
- developmental and learning processes in the academic, social-emotional, and cultural domains;
- self-regulation and motivation in classrooms and schools;
- meeting the diverse learning needs in today’s classrooms;
- how to interpret and take up theory/research to inform on-going practice development.
Self-Regulated Learning Program Information (30 credits)
The HDLC M.A. program is most appropriate for those with an interest in research and the possibility of continuing on to advanced work in a doctoral program. Participants in the M.A. SRL concentration will engage in rich, inquiry-based processes through which they will continually have opportunities to co-construct knowledge related to learning and development, and to bridge theory, research and practice. As part of their program, they will advance their understanding about research methods suited to the study of complex learning processes like SRL, and will contribute to understanding about HDLC and SRL through undertaking a supervised masters thesis project.
Below are the minimum requirements for the M.A. concentration. Students are strongly encouraged to take additional relevant courses selected in consultation with, and approved by, their advisor.
Research Methods Prerequisites:
Students who have not had equivalent research methods course work prior to starting the MA will be required to take the following courses prior to or early in their program:
|EPSE 481 (3)||Introduction to Research in Education|
|EPSE 482 (3)||Introduction to Statistics for Research in Education|
HDLC Content Requirements (9 credits):
|EPSE 501 (3)||Seminar in Human Development, Learning, and Culture|
|EPSE 503 (3)||Cultural Perspectives on Learning, Development and Media|
|EPSE 505 (3)||Foundations in Human Development: Infancy to Adulthood|
HDLC Concentration Requirements (9 credits):
|EPSE 584 (3)||Motivation in Education|
|EPSE 585 (3)||Social and Emotional Development in Education|
|EPSE 565R (3)||Self-Regulated Learning in Education|
HDLC Methodology Requirements (6 credits)
|EPSE 595R (3)||Qualitative Methodologies in Educational Psychology and Special Education|
|EPSE 592 (3) OR
EPSE 596 (3)
|Experimental Design and Analysis in Educational Research OR
Correlational Design and Analysis in Educational Research
Thesis Requirements (6 credits)
|EPSE 599 (6)||Master’s Thesis|
PGS form can be found on HDLC Forms & Resources page.