Self-Reflection on Self-Regulation Process Business & Marketing Essay

Self-Reflection on Self-Regulation Process
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Abstract
Zimmerman's (2002) study discusses the self-regulatory process of studying, and excellence in the academe. It argues that, aside from personal initiatives on studies, external factors can influence study habits and outcomes. Also, the writer provides an in-depth reflection of the study in connection with personal strategies and experiences. Examples are provided to illustrate Zimmerman's (2002) self-regulatory process that is relatable to the writer. Moreover, management agility, which is the learning for this course, is given attention in the discussion. The paper relates Zimmerman's (2002) study to how one can learn management agility. The influence of strategies in studying and learning, when it comes to the management of agility, is given further understanding. Lastly, for an effective outcome, a personal development plan consulting the discussion in the course lays out the application of learning to the future career path.
Introduction
Learning goes beyond the four corners of a classroom, where students experience typical learning activities and discussions (Kuh, 1994). It can be acquired from different places, people, and experiences that are rich of knowledge. One may accumulate knowledge just by having experienced a particular situation or occurrence. Learning also depends on a person's ability to acquire knowledge in different areas. Intelligence is hardly measured by mental intellect because there is what we call multiple intelligence. Multiple intelligence recognizes people's diverse capability that is not limited to intellectual ability. Some of the intelligence bits are in sports, music, arts, academics, science, and many more. In terms of academic learning, we mostly use a mix of everything we know, from intellectual capacity to physical ability. Aside from these two, "it requires personal initiative, diligence, and self-directive skill" in maintaining acceptable performance in the academe (Zimmerman, 2002, p. 85). This means that our competence in the academe does not rely on the intellect we have. Whether we are intellectually gifted or not does not guarantee excellence all the time.
Academic Learning Beyond Personal Initiatives
Zimmerman (2002) thinks that we must put some effort into it to thrive in the academic setting. We should start taking action on the things we aim to achieve. Our willingness can also push us to excel in any field we want to pursue. At the same time, we should push and motivate ourselves to keep working on things that will help us succeed (Kemp and Dywer, 2001).
Students must first, learn about identifying what factors may disrupt studying or learning. The purpose of this method is to give time and energy to fixing the problem rather than dwelling on it. In times of distraction, the ability to focus is important. Students must train themselves to coexist with distractions anywhere they go. This way, they will be more flexible in learning even in unwanted situations. Adjusting to discomforts and disruptions while studying is a vital skill. It enhances one's agility to negative impacts and results in studying. Managing agility is not merely managing...