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• W289138002 abstract "Abstract The paper examines work regarding adolescent self-esteem, self-efficacy, perceived control, self-determination and self-regulation, and argues for their importance in constructing adolescent distributed learning environments. These interrelated factors are considered critical in adolescent development; therefore, they require support for student success. The paper applies the concepts of self-determination and its value as derived from studies of adolescents with learning disabilities. The author also examines and applies study findings implicating that failure and other deviant behaviors are motivated by self-esteem considerations. The paper concludes with recommendations for fostering self-directed adolescent learners in distributed learning environments. Introduction While the human condition may be universal, special considerations may be given to the condition of students entering particular phases of development. During the period of adolescence, a student enters the phase where he or she is making strides toward adulthood. The concepts of self-direction, self-determination, or self-regulation are central to the achievement of adult status in western societies. This development is greatly affected by a student's level of self-esteem, self-efficacy, perceived control, and actual autonomy. The relationship between these factors is dynamic rather than static. The learning environment and interactions with it have been shown to contribute significantly to this phase of student development, especially for adolescents. Ultimately, it is in the distributed learning environment where an adolescent will experience the greatest pressure for the development and attainment of self-direction. An adolescent student in such an environment experiences a much higher level of autonomy than afforded in a traditional classroom, but will only be effective if he or she can manage it. This situation is further complicated by the implementation of distance or web-based education models that do not structure frequent and continual contact between the student and instructor critical to the early phases of self-direction. The physical modeling possible in a student's quiet classroom observance of the teacher is unavailable. Historically, this has created a situation for self-selection of adolescents with above average levels of self-direction for distributed learning experiences, but conditions are changing rapidly. Increasing numbers of students are turning to this mode of education, and the Information Age is increasing the demand for self-directed adults. Teachers and schools should concern themselves with the creation of learning environments and instructional strategies to foster these traits in all students. Adolescent students desire a greater deal of autonomy, and for that reason, whether possessing the necessary knowledge and skill set to successfully navigate through distributed learning, they will increasingly be drawn to it. Teachers and schools must be prepared to aid these young adults to realizing their potential for self-direction so they may go on to become successful, self-directed adults. The greater the efforts of teachers and schools toward enhancing student aspects of self-esteem, perceived control, tree autonomy, and self-efficacy, the closer students will approach the target of self-directed learning. For a discussion of Adolescent Self-Esteem, Self-Efficacy, Perceived Control and Autonomy see issue's website http://www.rapidintellect.com/AEQweb/sump.htm Self-Determined/Self-Regulated/Self-Directed Learners Clearly, it is evident that the experience of autonomy yields positive results for adolescents and that it is critical to their development into adulthood. It enhances their self-esteem and intrinsic motivation, and there is evidence that students' perceptions of self-direction at school promote academic achievement (Owens, et al. …" @default.
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• W289138002 date "2001-06-22" @default.
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• W289138002 title "Key Factors in Adolescent Distributed Learning" @default.
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