Chapter 4: Self-Regulation

In Chapter 4 we read a lot about self-regulation.  Self-regulating learners know what they want to accomplish when they read or study.  The book states that effective learners often tie their goals for a particular activity to longer-term goals and aspirations.  This got me wondering about how self-regulation ties in with motivation.  Self-regulating learners must have some goals to set for themselves, both short-term and long-term.  To have goals, you must be motivated.  So what happens to those students with little motivation to complete a task?  For example, I have a couple students (who may or may not have ADHD) who I constantly have to promt to even take notes (an overt strategy).  I don't think you can "force" motivation onto a student.  I have tried in the past, by telling the students how important a task is or its relevance to real life.  I've also had to use some negative reinforcement, by telling them they will have to stay in for recess to complete the assignment if they don't get it done in class.  Perhaps this is something that will change with age.  It's definitely harder with boys.  Girls generally seem to see the importance of school.  A lot of female students are self-regulating, pro-active learners.  I wish there was something I could do to get through to a couple of my struggling male students.  I will have to give this more thought.