Planning and Activation: Conceptual
Background and Definition
The metacognitive processes involved in setting
initial goals and activating prior domain- relevant knowledge and
task relevant strategies.
Effective self-regulated students use forethought
when approaching a task in order to develop a plan and to activate
relevant prior knowledge necessary for successful task
performance. Planning and activation is
defined as the processes of: (a) setting initial task specific
goals (goal setting); (b) activating (often automatically without
conscious thought) prior relevant knowledge in the relevant task
domain; and (c) activating task relevant metacognitive strategies
(e.g., rehearsal, elaboration, comprehension
monitoring)(Pintrich, 2000b; Pintrich & Zusho,
2002).
Similar to planning and activation is Snow et
al.’s (1996) concept of “action-oriented”
individuals. Action-oriented individuals are those
who, when faced with a task or activity, take immediate steps to
develop and activate a plan. According to Snow et. al.
(1996), action- orientated individuals “are able to attend
successively or even simultaneously to the present state, some
future state, discrepancies between present and future states, and
appropriate actions that will transform the present state into the
desired future state” (Kuhl, 1987, p. 273). This
contrasts with “state- oriented” individuals who
“tend to focus on past difficulties and situationally
inappropriate intentions. The behavior of state-oriented learners
is marked by over- maintenance of intentions that are either
unrealistic or should be postponed” (Snow et al., 1996, p.
273).
State-oriented students might be described as
procrastinators. Academic procrastination is defined
as “knowing that one is supposed to, and perhaps even wanting
to, complete an academic task but, failing to perform the activity
within the expected or desired time” (Wolters, 2003, p. 179),
might be considered as reflecting deficient planning and activation
strategies in the motivational domain (e.g., goal orientation
adaptation, efficacy judgments). Poor planning and
activation (e.g., procrastination) has been linked to negative
learning and academic outcomes in the form of higher levels of
anxiety and depression, lower levels of self-esteem, cramming
before exams, and greater frequency of missing or incomplete
assignments (Wolters, 2003).
In the motivational domain, planning and
activation may “invoke judgments of efficacy as well as the
activation of various motivational beliefs and value and
interest” (Pintrich, 2000a, p. 462). Such judgments
regarding the student’s self-beliefs (e.g., academic self-
concept), motivational orientation (e.g., academic goal
orientation), and interests and values, set the stage for a
student’s initial feelings, effort, and persistence when
engaging in the task. For example, if a student has a strong
interest in mathematics and a positive sense of academic (math)
self- efficacy, it is hypothesized that they are likely to approach
and positively engage in new math tasks. In the behavior
domain, SRL planning and activation might be demonstrated via time
(e.g., making personal study schedules) and effort (e.g.,
increasing effort for important tests, record keeping)
management.
