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Sample records for self-regulated learning theory

  1. Personalised Learning Object System Based on Self-Regulated Learning Theories

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    Ali Alharbi

    2014-06-01

    Full Text Available Self-regulated learning has become an important construct in education research in the last few years. Selfregulated learning in its simple form is the learner’s ability to monitor and control the learning process. There is increasing research in the literature on how to support students become more self-regulated learners. However, the advancement in the information technology has led to paradigm changes in the design and development of educational content. The concept of learning object instructional technology has emerged as a result of this shift in educational technology paradigms. This paper presents the results of a study that investigated the potential educational effectiveness of a pedagogical framework based on the self-regulated learning theories to support the design of learning object systems to help computer science students. A prototype learning object system was developed based on the contemporary research on self-regulated learning. The system was educationally evaluated in a quasi-experimental study over two semesters in a core programming languages concepts course. The evaluation revealed that a learning object system that takes into consideration contemporary research on self-regulated learning can be an effective learning environment to support computer science education.

  2. The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students.

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    Bråten, Ivar; Strømsø, Helge I

    2005-12-01

    More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self-regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self-regulated learning across cultures and academic contexts. Because the demarcation between personal epistemology and implicit theories of intelligence has been questioned, dimensions of personal epistemology should also be studied in relation to implicit theories of intelligence. The primary aim was to examine the dimensionality of personal epistemology and the relation between those dimensions and implicit theories of intelligence in the cultural context of Norwegian postsecondary education. A secondary aim was to examine the relative contribution of epistemological beliefs and theories of intelligence to motivational and strategic components of self-regulated learning in different academic contexts within that culture. The first sample included 178 business administration students in a traditional transmission-oriented instructional context; the second, 108 student teachers in an innovative pedagogical context. The dimensionality of the Schommer Epistemological Questionnaire was examined through factor analyses, and the resulting dimensions were examined in relation to implicit theories of intelligence. We performed multiple regression analyses, separately for the two academic contexts, to try to predict motivational (i.e. self-efficacy beliefs, mastery goal orientation, and interest) and strategic (i.e. self-regulatory strategy use) components of self-regulated learning with epistemological beliefs and implicit theories of intelligence. Considerable cross-cultural generalizability was found for the dimensionality of personal epistemology. Moreover, the dimensions of personal epistemology seemed to represent constructs separate from the construct of implicit theories of

  3. Proactive and defensive self-regulation in learning

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    Darko Lončarić

    2008-12-01

    Full Text Available Although self-regulation research is fragmented over several interdisciplinary areas and theories, the concept of self-regulation could represent a cohesive force for integrating different areas of psychology, such as clinical, educational, or organisational psychology. This paper focuses on self-regulation within the educational framework and elaborates the concept of self-regulated learning. Current advances in self-regulated learning research indicated that concepts, such as cognition and motivation, need to be integrated into a coherent self-regulation model. Two models that integrate cognitive and motivational constructs are described in this paper, namely the motivational and cognitive self-regulation components described by Pintrich and colleagues (e.g., Garcia & Pintrich 1994, and a six component model of self-regulated learning provided by Boekaerts (1997. These models were used to formulate new and parsimonious organisational constructs that classify self-regulation components into proactive and defensive self-regulation patterns. At the end, the applicative value of the models and the need for further research, regarding the question of specific self-regulation failures (the depressive self-regulation pattern, are being discussed.

  4. The Influence of Self-Efficacy and Self-Regulated Motivation on Civic Learning in Service Learning Courses

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    Richards, K. Andrew R.; Levesque-Bristol, Chantal

    2016-01-01

    Service learning can help students to engage in the community while applying lessons learned in their coursework. Using self-determination theory, we evaluated the relationship among self-efficacy, self-regulated motivation, and civic learning in service learning courses. Participants included 242 college students (122 females, 120 males) across…

  5. Examining Hypermedia Learning: The Role of Cognitive Load and Self-Regulated Learning

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    Moos, Daniel

    2013-01-01

    Distinct theoretical perspectives, Cognitive Load Theory and Self-Regulated Learning (SRL) theory, have been used to examine individual differences the challenges faced with hypermedia learning. However, research has tended to use these theories independently, resulting in less robust explanations of hypermedia learning. This study examined the…

  6. Teaching and Learning Hand in Hand: Adaptive Teaching and Self-Regulated Learning

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    Randi, Judi

    2017-01-01

    This article presents case studies of two novice teachers and their mentors who, without formal knowledge of self-regulation theory, established a classroom environment that promoted self-regulated learning. This case was drawn from a larger descriptive study of novice teachers learning to integrate a student-centered visual literacy instructional…

  7. Understanding Self-Controlled Motor Learning Protocols through the Self-Determination Theory.

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    Sanli, Elizabeth A; Patterson, Jae T; Bray, Steven R; Lee, Timothy D

    2012-01-01

    The purpose of the present review was to provide a theoretical understanding of the learning advantages underlying a self-controlled practice context through the tenets of the self-determination theory (SDT). Three micro-theories within the macro-theory of SDT (Basic psychological needs theory, Cognitive Evaluation Theory, and Organismic Integration Theory) are used as a framework for examining the current self-controlled motor learning literature. A review of 26 peer-reviewed, empirical studies from the motor learning and medical training literature revealed an important limitation of the self-controlled research in motor learning: that the effects of motivation have been assumed rather than quantified. The SDT offers a basis from which to include measurements of motivation into explanations of changes in behavior. This review suggests that a self-controlled practice context can facilitate such factors as feelings of autonomy and competence of the learner, thereby supporting the psychological needs of the learner, leading to long term changes to behavior. Possible tools for the measurement of motivation and regulation in future studies are discussed. The SDT not only allows for a theoretical reinterpretation of the extant motor learning research supporting self-control as a learning variable, but also can help to better understand and measure the changes occurring between the practice environment and the observed behavioral outcomes.

  8. Understanding self-controlled motor learning protocols through the self determination theory

    Directory of Open Access Journals (Sweden)

    Elizabeth Ann Sanli

    2013-01-01

    Full Text Available The purpose of the present review was to provide a theoretical understanding of the learning advantages underlying a self-controlled practice context through the tenets of the self-determination theory (SDT. Three micro theories within the macro theory of SDT (Basic psychological needs theory, Cognitive Evaluation Theory & Organismic Integration Theory are used as a framework for examining the current self-controlled motor learning literature. A review of 26 peer-reviewed, empirical studies from the motor learning and medical training literature revealed an important limitation of the self-controlled research in motor learning: that the effects of motivation have been assumed rather than quantified. The SDT offers a basis from which to include measurements of motivation into explanations of changes in behavior. This review suggests that a self-controlled practice context can facilitate such factors as feelings of autonomy and competence of the learner, thereby supporting the psychological needs of the learner, leading to long term changes to behavior. Possible tools for the measurement of motivation and regulation in future studies are discussed. The SDT not only allows for a theoretical reinterpretation of the extant motor learning research supporting self-control as a learning variable, but also can help to better understand and measure the changes occurring between the practice environment and the observed behavioral outcomes.

  9. The issues of goal setting, interest, and reward in self-regulated learning

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    Okazaki, Makiko; 岡崎, 万紀子

    2011-01-01

    Self-regulated learning (SRL) is the theory developed in the field of educational psychology. SRL is based on the idea that behaviours are regulated by the self-concept. This self-concept is the basis of the social cognitive theory which does not depend on students' innate motivation (intrinsic motivation) at the initial stage of learning. This study examines three motivation-related factors in the concept of SRL: goals, interest, and rewards followed by the suggestion of a students' learning...

  10. Self-regulated learning in students of pedagogy

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    Janete Aparecida da Silva Marini

    2014-12-01

    Full Text Available Self-regulated learning is the process by which students plan, monitor and regulate their own learning. The aim of this study was to investigate relationships between motivation to learn, implicit theories of intelligence and self-handicapping strategies, and to examine the association of these variables in the prediction of the use of learning strategies in students of Pedagogy. The sample consisted of 107 Pedagogy students of two private universities of a city of São Paulo state. Data were collected using four Likert-type scales. Multivariate linear regression analyses revealed that participants with higher scores in the Learning Strategies Scale also presented significantly higher scores in intrinsic motivation and fewer reports of use of self-handicapping strategies. Higher scores in metacognitive strategies were significantly associated with both intrinsic an extrinsic motivation and with fewer reports of use of self-handicapping strategies. Results are discussed in terms of the contribution of Psychology to teacher education.

  11. Self-regulation theory: applications to medical education: AMEE Guide No. 58.

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    Sandars, John; Cleary, Timothy J

    2011-01-01

    Self-regulation theory, as applied to medical education, describes the cyclical control of academic and clinical performance through several key processes that include goal-directed behaviour, use of specific strategies to attain goals, and the adaptation and modification to behaviours or strategies to optimise learning and performance. Extensive research across a variety of non-medical disciplines has highlighted differences in key self-regulation processes between high- and low-achieving learners and performers. Structured identification of key self-regulation processes can be used to develop specific remediation approaches that can improve performance in academic and complex psycho-motor skills. General teaching approaches that are guided by a self-regulation perspective can also enhance academic performance. Self-regulation theory offers an exciting potential for improving academic and clinical performance in medical education.

  12. The Seductive Waltz with the Self in Self-Regulated Learning: Toward Communal Regulation of Learning

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    Schechter, Chen

    2017-01-01

    This article proposes a complementary framework for scholarship on metacognition as well as on self-regulated learning. It is argued that educators' and researchers' seductive waltz with the "self" in self-regulated learning (e.g., self-monitoring, self-control) need not be abandoned when conceptualizing and empirically investigating…

  13. Self-Regulated Learning: A Motivational Approach for Learning Mathematics

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    K., Abdul Gafoor; Kurukkan, Abidha

    2016-01-01

    Self-regulated learning is identified as a fruitful learning strategy as evidenced from the increase in the number of researches in academic self-regulation since year 2000. Knowing to manage one's own learning is helpful in attaining the goals. This analysis of literature on self-regulated learning focuses on the factors that affect…

  14. The Self-Regulated Learning Model and Music Education

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    Maja Marijan

    2017-01-01

    Self-regulation and self-regulated learning (SRL) are important features in music education. In this research self-regulated learning model is presented as a complex, multidimensional structure. SRL starts with the self-regulation. Self-regulation is formed through interaction with the environment, thus self-learning, self-analysis, self-judgment, self-instruction, and self-monitoring are the main functions in self-regulatory structure. Co-regulation is needed, and helps self-regulation to be...

  15. Effects of Self-Regulated Vocabulary Learning Process on Self-Efficacy

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    Mizumoto, Atsushi

    2013-01-01

    Researchers, especially in the field of educational psychology, have argued that self-efficacy plays an important role in self-regulated learning. As such, teaching of self-regulated learning often focuses on enhancing self-efficacy. However, few studies have examined how the process of self-regulated learning might lead to the enhancement of…

  16. Self-Regulation in Language Learning.

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    Tseng, Wen-Ta; Liu, Heidi; Nix, John-Michael L

    2017-04-01

    Self-regulated learning has been a widely researched subject for decades in educational psychology. Different instruments have been developed to understand learners' self-regulated learning in a specific subject domain. This study developed a measurement scale to assess English-as-a-foreign-language learners' self-regulatory capacity in English language learning and further examined the effects of gender on English-as-a-foreign-language learners' self-regulatory capacity. A series of psychometric analyses including exploratory factor analysis, confirmatory factor analysis, and full structural equation modeling were undertaken to answer the research questions raised. The findings suggest that the scale can attain high reliability and strong validity in two different samplings, and the underlying construct of self-regulation in English language learning is shown to be multidimensional with a significant impact by gender. Theoretical and pedagogical implications are further put forward in light of the research findings.

  17. Children’s Self-Regulation in Cultural Contexts: The Role of Parental Socialization Theories, Goals, and Practices

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    Jaramillo, Jorge M.; Rendón, María I.; Muñoz, Lorena; Weis, Mirjam; Trommsdorff, Gisela

    2017-01-01

    Self-regulation is a complex multidimensional construct which has been approached mainly in Western cultural contexts. The present contribution examines the importance of considering the culture-sensitive nature of self-regulation by reviewing theory and research on the development of children’s self-regulation in different cultural contexts. This review of theory and research allows to suggest that widely shared values in a cultural group influence parental socialization theories, goals, and practices, which in turn have an impact on how children learn to self-regulate, the forms of self-regulation they develop, and the goals associated with self-regulation. Thus, this article concludes that more specific research is required to relate both the developmental and the cultural aspects of children’s self-regulation. PMID:28634460

  18. The Self-Regulated Learning Model and Music Education

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    Maja Marijan

    2017-02-01

    Full Text Available Self-regulation and self-regulated learning (SRL are important features in music education. In this research self-regulated learning model is presented as a complex, multidimensional structure. SRL starts with the self-regulation. Self-regulation is formed through interaction with the environment, thus self-learning, self-analysis, self-judgment, self-instruction, and self-monitoring are the main functions in self-regulatory structure. Co-regulation is needed, and helps self-regulation to be activated and monitored. In music education, co-regulation refers to the instructions that teacher introduces in the lessons. These instructions have to enhance learning and develop regulation over emotions, cognitive, auditor, and motor skills in students. Learning techniques and learning strategies are core components in music education. Adapting those, students become aware of their learning processes, actions, thoughts, feelings and behaviors that are involved in learning. It is suggested that every teaching methodology has to develop learning techniques, as well as metamemory and metacognition in students, in order to gain expertise. The author has emphasized her attention to every aspect that is believed to belong to SRL. There are not many articles on the SRL in music education, written by musicians, in compare with those written by psychologists and neurologists,. Therefore, the author has suggested that this paper would encourage music teachers and performers to take an advantage in the research of SRL. These researches would help music educational systems and teachers to develop and promote learning techniques and strategies. The results would show improvement in student’s learning and self-regulation.

  19. How characteristic routines of clinical departments influence students' self-regulated learning: A grounded theory study.

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    Berkhout, J J; Slootweg, I A; Helmich, E; Teunissen, P W; van der Vleuten, C P M; Jaarsma, A D C

    2017-11-01

    In clerkships, students are expected to self-regulate their learning. How clinical departments and their routine approach on clerkships influences students' self-regulated learning (SRL) is unknown. This study explores how characteristic routines of clinical departments influence medical students' SRL. Six focus groups including 39 purposively sampled participants from one Dutch university were organized to study how characteristic routines of clinical departments influenced medical students' SRL from a constructivist paradigm, using grounded theory methodology. The focus groups were audio recorded, transcribed verbatim and were analyzed iteratively using constant comparison and open, axial and interpretive coding. Students described that clinical departments influenced their SRL through routines which affected the professional relationships they could engage in and affected their perception of a department's invested effort in them. Students' SRL in a clerkship can be supported by enabling them to engage others in their SRL and by having them feel that effort is invested in their learning. Our study gives a practical insight in how clinical departments influenced students' SRL. Clinical departments can affect students' motivation to engage in SRL, influence the variety of SRL strategies that students can use and how meaningful students perceive their SRL experiences to be.

  20. The Influence of Interactive Learning Materials on Self-Regulated Learning and Learning Satisfaction of Primary School Teachers in Mongolia

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    Shengru Li

    2018-04-01

    Full Text Available The purpose of this study was to investigate the effects of interactive learning materials on learners’ self-regulated learning processes and learning satisfaction. A two-group experimental design was employed for 285 primary school teachers involved in teacher training. Teachers in the experimental group utilised interactive learning materials along with training videos and guidelines for their self-development at the school level. Teachers in the control group conducted self-development only with training videos and guidelines. The result was analysed using self-regulated learning theory explaining how one’s self-regulation processes affect learning satisfaction. Five self-regulation processes were identified in this study: internal motivation, motivation for better assessment, planning and organizing skills, critical and positive thinking skills, and effort regulation. The analysis was conducted in two steps. First, t-test analysis was used to identify the significant differences between the experimental group and the control group. The analysis revealed: (1 teachers conducting self-development with interactive learning materials were highly motivated to achieve better teacher assessment, (2 teachers with interactive learning materials had higher learning satisfaction. Second, the study further investigated the effect of interactive materials on the relationship between self-regulation processes and learning satisfaction, using moderation analysis. The results showed that interactive materials significantly affect the relationship between motivation for better assessment and learning satisfaction, as well as the relationship between internal motivation and learning satisfaction. These results were complemented by qualitative analysis including interviews and focus group discussions with teachers.

  1. How characteristic routines of clinical departments influence students' self-regulated learning : A grounded theory study

    NARCIS (Netherlands)

    Berkhout, J J; Slootweg, I. A.; Helmich, Esther; Teunissen, P W; van der Vleuten, C. P. M.; Jaarsma, A. D. C.

    2017-01-01

    Background: In clerkships, students are expected to self-regulate their learning. How clinical departments and their routine approach on clerkships influences students' self-regulated learning (SRL) is unknown.Aim: This study explores how characteristic routines of clinical departments influence

  2. How clinical medical students perceive others to influence their self-regulated learning.

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    Berkhout, Joris J; Helmich, Esther; Teunissen, Pim W; van der Vleuten, Cees P M; Jaarsma, A Debbie C

    2017-03-01

    Undergraduate medical students are prone to struggle with learning in clinical environments. One of the reasons may be that they are expected to self-regulate their learning, which often turns out to be difficult. Students' self-regulated learning is an interactive process between person and context, making a supportive context imperative. From a socio-cultural perspective, learning takes place in social practice, and therefore teachers and other hospital staff present are vital for students' self-regulated learning in a given context. Therefore, in this study we were interested in how others in a clinical environment influence clinical students' self-regulated learning. We conducted a qualitative study borrowing methods from grounded theory methodology, using semi-structured interviews facilitated by the visual Pictor technique. Fourteen medical students were purposively sampled based on age, gender, experience and current clerkship to ensure maximum variety in the data. The interviews were transcribed verbatim and were, together with the Pictor charts, analysed iteratively, using constant comparison and open, axial and interpretive coding. Others could influence students' self-regulated learning through role clarification, goal setting, learning opportunities, self-reflection and coping with emotions. We found large differences in students' self-regulated learning and their perceptions of the roles of peers, supervisors and other hospital staff. Novice students require others, mainly residents and peers, to actively help them to navigate and understand their new learning environment. Experienced students who feel settled in a clinical environment are less susceptible to the influence of others and are better able to use others to their advantage. Undergraduate medical students' self-regulated learning requires context-specific support. This is especially important for more novice students learning in a clinical environment. Their learning is influenced most

  3. From Self-Regulation to Learning to Learn: Observations on the Construction of Self and Learning

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    Thoutenhoofd, Ernst D.; Pirrie, Anne

    2015-01-01

    The purpose of this article is to clarify the epistemological basis of self-regulated learning. The authors note that learning to learn, a term that has pervaded education policy at EU and national levels in recent years is often conflated with self-regulated learning. As a result, there has been insufficient attention paid to learning as social…

  4. Effects of team-based learning on self-regulated online learning.

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    Whittaker, Alice A

    2015-04-10

    Online learning requires higher levels of self-regulation in order to achieve optimal learning outcomes. As nursing education moves further into the blended and online learning venue, new teaching/learning strategies will be required to develop and enhance self-regulated learning skills in nursing students. The purpose of this study was to compare the effectiveness of team-based learning (TBL) with traditional instructor-led (IL) learning, on self-regulated online learning outcomes, in a blended undergraduate research and evidence-based practice course. The nonrandomized sample consisted of 98 students enrolled in the IL control group and 86 students enrolled in the TBL intervention group. The percentage of total possible online viewing time was used as the measure of self-regulated online learning activity. The TBL group demonstrated a significantly higher percentage (p learning activities than the IL control group. The TBL group scored significantly higher on the course examinations (p = 0.003). The findings indicate that TBL is an effective instructional strategy that can be used to achieve the essential outcomes of baccalaureate nursing education by increasing self-regulated learning capabilities in nursing students.

  5. Processes of Self-Regulated Learning in Music Theory in Elementary Music Schools in Slovenia

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    Fritz, Barbara Smolej; Peklaj, Cirila

    2011-01-01

    The aim of our study was determine how students regulate their learning in music theory (MT). The research is based on the socio-cognitive theory of learning. The aim of our study was twofold: first, to design the instruments for measuring (meta)cognitive and affective-motivational processes in learning MT, and, second, to examine the relationship…

  6. Tried and true: self-regulation theory as a guiding framework for teaching parents diabetes education using human patient simulation.

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    Sullivan-Bolyai, Susan; Johnson, Kimberly; Cullen, Karen; Hamm, Terry; Bisordi, Jean; Blaney, Kathleen; Maguire, Laura; Melkus, Gail

    2014-01-01

    Parents become emotionally upset when learning that their child has type 1 diabetes, yet they are expected to quickly learn functional diabetes management. The purpose of this article is to describe the application of self-regulation theory to guide a family-focused education intervention using human patient simulation to enhance the initial education of parents in diabetes management. A brief description is provided of the intervention framed by self-regulation theory. On the basis of the literature, we describe the educational vignettes used based on self-regulation in the randomized controlled trial entitled "Parent Education Through Simulation-Diabetes." Examples of theory-in-practice will be illustrated by parental learning responses to this alternative educational innovation.

  7. Contributions of metacognitive and self-regulated learning theories to investigations of calibration of comprehension

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    Stephanie Stolp

    2009-10-01

    Full Text Available In this paper we examine the contributions of metacognitive and self-regulated learning theories to research on students' calibration of comprehension. Historically, cognitive psychologists have studied calibration of comprehension within a purely metacognitive framework, with an emphasis on the role of text and task factors but little consideration of factors of self. There has been a recent trend, however, towards incorporating a social cognitive perspective to the study of calibration of comprehension, with factors of self such as motivation and affect being examined more often. Among the factors of self that have been examined, self-efficacy has played a major role as it may be all but impossible to disentangle its influence on students' calibration of comprehension. Other variables of self that have been examined include ability, familiarity, ego and goal-orientation, goal setting, personality traits and susceptibility to social and cultural influences. Broadening the context in which calibration of comprehension is assessed allows a more complete examination of the rich set of interrelated processes that affect students' performance.

  8. The effect of discovery learning and problem-based learning on middle school students’ self-regulated learning

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    Miatun, A.; Muntazhimah

    2018-01-01

    The aim of this research was to determine the effect of learning models on mathematics achievement viewed from student’s self-regulated learning. The learning model compared were discovery learning and problem-based learning. The population was all students at the grade VIII of Junior High School in Boyolali regency. The samples were students of SMPN 4 Boyolali, SMPN 6 Boyolali, and SMPN 4 Mojosongo. The instruments used were mathematics achievement tests and self-regulated learning questionnaire. The data were analyzed using unbalanced two-ways Anova. The conclusion was as follows: (1) discovery learning gives better achievement than problem-based learning. (2) Achievement of students who have high self-regulated learning was better than students who have medium and low self-regulated learning. (3) For discovery learning, achievement of students who have high self-regulated learning was better than students who have medium and low self-regulated learning. For problem-based learning, students who have high and medium self-regulated learning have the same achievement. (4) For students who have high self-regulated learning, discovery learning gives better achievement than problem-based learning. Students who have medium and low self-regulated learning, both learning models give the same achievement.

  9. Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure.

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    Fernandez-Rio, Javier; Cecchini, Jose A; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A

    2017-01-01

    Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12-17 years old ( M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ -means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students' academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and

  10. Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

    Science.gov (United States)

    Fernandez-Rio, Javier; Cecchini, Jose A.; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A.

    2017-01-01

    Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12–17 years old (M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ-means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students’ academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and

  11. Fostering Self-Regulation in Distributed Learning

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    Terry, Krista P.; Doolittle, Peter

    2006-01-01

    Although much has been written about fostering self-regulated learning in traditional classroom settings, there has been little that addresses how to facilitate self-regulated learning skills in distributed and online environments. This article will examine some such strategies by specifically focusing on time management. Specific principles for…

  12. Understanding, Evaluating, and Supporting Self-Regulated Learning Using Learning Analytics

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    Roll, Ido; Winne, Philip H.

    2015-01-01

    Self-regulated learning is an ongoing process rather than a single snapshot in time. Naturally, the field of learning analytics, focusing on interactions and learning trajectories, offers exciting opportunities for analyzing and supporting self-regulated learning. This special section highlights the current state of research at the intersection of…

  13. Self-Monitoring of Self-Regulation during Math Homework Behaviour Using Standardized Diaries

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    Schmitz, Bernhard; Perels, Franziska

    2011-01-01

    This study aims at enhancing math learning and general self-regulation by supporting daily self-regulated learning during math homework. The authors use standardized diaries as a self-monitoring tool to support self-regulatory behaviour. Following the theory of self-monitoring, frequent self-monitoring of self-regulation will lead to an…

  14. The Role of Motivation in Self-regulated Learning and Language Learning Strategy: In the Case of Chinese EFL Learners

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    Maryam Banisaeid

    2015-09-01

    Full Text Available Although self-regulation, derived from educational psychology, is a new topic in the second language learning field, language learning strategy was the main focus of many studies in the last two decades. Also, among the L2 individual differences, motivation plays an important role in achieving the educational goals. In this research, motivation is investigated from self-determination theory by which five types of motivation are presented. No study was found to investigate the role of motivation in both self-regulation and language learning strategy. For such a purpose, 49 Chinese EFL learners respond to SILL, MSLQ and LLOS_IEA respectively proposed by Oxford (1990, Pintrich et al (1991 and Noel et al (2000. The results running Pearson correlation showed that there is a significant relationship between motivation, self-regulation and language learning strategies. It is also revealed that Chinese EFL learners use memory, social and affective strategy more than the other ones. The most common motivational orientation is identified regulation. Among self-regulated learning strategies, effort regulation is highly used by them. At the end some implication is considered.

  15. A social cognitive view of self-regulated learning about health.

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    Clark, Noreen M; Zimmerman, Barry J

    2014-10-01

    Researchers interested in health-related learning have recently begun to study processes people use to self-regulate their health and their ability to prevent or control chronic disease. This paper represents a social cognitive view of self-regulation that involves three classes of influence on self-regulating behavior: personal, behavioral, and environmental. This triadic model assumes that people self-regulate their health through the use of self-care strategies, setting reasonable health goals, and monitoring feedback concerning the effectiveness of strategies in meeting their goals. People's perceptions of self-efficacy are also assumed to play a major role in motivating them to self-regulate their health functioning. According to social cognitive theory, processes entailed in regulating one's health can be taught through social modeling, supports, and feedback; gradually these external supports are withdrawn as one is able to self-regulate. This paper will analyze self-regulation processes related to controlling or preventing lung disease, specifically management of asthma and eliminating smoking. The educational implications of the triadic model of self-regulation for promoting health and related behavioral functioning will be discussed. © 2014 Society for Public Health Education.

  16. Self-entrustment: how trainees' self-regulated learning supports participation in the workplace.

    Science.gov (United States)

    Sagasser, Margaretha H; Kramer, Anneke W M; Fluit, Cornelia R M G; van Weel, Chris; van der Vleuten, Cees P M

    2017-10-01

    Clinical workplaces offer postgraduate trainees a wealth of opportunities to learn from experience. To promote deliberate and meaningful learning self-regulated learning skills are foundational. We explored trainees' learning activities related to patient encounters to better understand what aspects of self-regulated learning contribute to trainees' development, and to explore supervisor's role herein. We conducted a qualitative non-participant observational study in seven general practices. During two days we observed trainee's patient encounters, daily debriefing sessions and educational meetings between trainee and supervisor and interviewed them separately afterwards. Data collection and analysis were iterative and inspired by a phenomenological approach. To organise data we used networks, time-ordered matrices and codebooks. Self-regulated learning supported trainees to increasingly perform independently. They engaged in self-regulated learning before, during and after encounters. Trainees' activities depended on the type of medical problem presented and on patient, trainee and supervisor characteristics. Trainees used their sense of confidence to decide if they could manage the encounter alone or if they should consult their supervisor. They deliberately used feedback on their performance and engaged in reflection. Supervisors appeared vital in trainees' learning by reassuring trainees, discussing experience, knowledge and professional issues, identifying possible unawareness of incompetence, assessing performance and securing patient safety. Self-confidence, reflection and feedback, and support from the supervisor are important aspects of self-regulated learning in practice. The results reflect how self-regulated learning and self-entrustment promote trainees' increased participation in the workplace. Securing organized moments of interaction with supervisors is beneficial to trainees' self-regulated learning.

  17. University students’ self-regulated learning using digital technologies

    Directory of Open Access Journals (Sweden)

    Carmen Yot-Domínguez

    2017-11-01

    Full Text Available Abstract Analysing the process by which students—whether at university or not—manage and facilitate their own learning has been a recurrent educational research problem. Recently, the question arises about how the development of strategies taking place during the aforementioned process could be made easier by using technologies. In an effort to know whether university students really use digital technologies to plan, organize and facilitate their own learning, we have proposed three research questions. Which technologies do university students use to self-regulate their learning? What self-regulated learning strategies do they develop using technologies? What profiles could be identified among students based on their use of self-regulation strategies with technology? To answer these questions, the “Survey of Self-regulated Learning with Technology at the University” was designed. Information from a sample group with 711 students from various universities located in the region of Andalusia (Spain was collected with this survey. The results indicate that university students, even when they are frequent users of digital technology, they tend not to use these technologies to regulate their own learning process. Of all technologies analysed, Internet information search and instant communication tools are used continually. In turn, the most generalised self-regulation learning strategies are those relative to social support. Nevertheless, students differ from each other regarding their use and frequency. There are groups of students who make use of self-regulation strategies when learning with technologies. In this regard, two distinctive groups of students have been identified, who show differentiated self-regulated levels.

  18. Learning Goals and Strategies in the Self-regulation of Learning

    Science.gov (United States)

    Gaeta Gonzalez, Martha Leticia

    2013-01-01

    In order to self-regulate their learning, students need to use different strategies to plan, monitor, and evaluate their learning activities (meta-cognitive strategies), as well as to control their motivation and emotion (volitional strategies). Students' effectiveness in their self-regulated learning process also varies depending on the academic…

  19. Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program

    Directory of Open Access Journals (Sweden)

    Danielle Ribeiro Ganda

    2018-02-01

    Full Text Available Self-regulation is the process by which individuals monitor, control, and reflect on their learning. Self-regulated students have motivational, metacognitive, affective, and behavioral characteristics that enhance their learning. As the importance of self-regulated learning is well acknowledged by research nowadays, the aim of this study is to examine the effectiveness of an innovative course designed to promote self-regulated learning among Brazilian preservice student teachers. The innovative approach was developed in the format of a program of intervention based heavily on self-reflection. The content involved student exposure to self-reflexive activities, lectures on the self-regulated learning framework, and theoretical tasks aimed at fostering self-regulation of students in a double perspective: as a student and as a future teacher. The efficacy of the approach was tested by comparison with both the results of students who had taken a course with theoretical content only and those who had not taken any course at all. The sample consisted of 109 students in 4 different freshman classes in a Teacher Education Program in a Brazilian public university in an inner city in the state of São Paulo. The research was conducted using a quasi-experimental design with three stages: pretest, intervention, and posttest. The classes were randomly assigned to experimental and control conditions as follows: an experimental group involving intervention, an experimental group exposed to theory, and two control groups not taking the course. Before and after the intervention program, all the participants responded to the Learning and Study Strategies Inventory and the Self-efficacy for Self-regulated Learning scales. Overall, the results showed that the intervention program format had a positive impact in enhancing student self-regulation. Moreover, students in both the experimental groups reported both higher gains in self-efficacy for self-regulated learning

  20. Processes of self-regulated learning in music theory in elementary music schools in Slovenia

    OpenAIRE

    Peklaj, Cirila; Smolej-Fritz, Barbara

    2015-01-01

    The aim of our study was determine how students regulate their learning in music theory (MT). The research is based on the socio-cognitive theory of learning. The aim of our study was twofold: first, to design the instruments for measuring (meta)cognitive and affective-motivational processes in learning MT, and, second, to examine the relationship between these processes. A total of 457 fifth- and sixth- grade students from 10 different elementary music schools in Slovenia participated in the...

  1. INVESTIGATING SELF-REGULATED LEARNING HABITS OF DISTANCE EDUCATION STUDENTS

    OpenAIRE

    Ozkan Kirmizi

    2013-01-01

    This study aims at exploring self-regulated learning habits of distance education students. Self-regulation can be defined as a process where learners take the initiative, with or without the guidance of others, in identifying their own needs, formulating goals, exploring resources, focusing on appropriate learning strategies, and evaluating learning outcomes. This study investigates self-regulated learning in terms of goal setting, environment structuring, time management, help seeking, self...

  2. Self-regulated learning and academic performance in medical education.

    Science.gov (United States)

    Lucieer, Susanna M; Jonker, Laura; Visscher, Chris; Rikers, Remy M J P; Themmen, Axel P N

    2016-06-01

    Medical schools aim to graduate medical doctors who are able to self-regulate their learning. It is therefore important to investigate whether medical students' self-regulated learning skills change during medical school. In addition, since these skills are expected to be helpful to learn more effectively, it is of interest to investigate whether these skills are related to academic performance. In a cross-sectional design, the Self-Regulation of Learning Self-Report Scale (SRL-SRS) was used to investigate the change in students' self-regulated learning skills. First and third-year students (N = 949, 81.7%) SRL-SRS scores were compared with ANOVA. The relation with academic performance was investigated with multinomial regression analysis. Only one of the six skills, reflection, significantly, but positively, changed during medical school. In addition, a small, but positive relation of monitoring, reflection, and effort with first-year GPA was found, while only effort was related to third-year GPA. The change in self-regulated learning skills is minor as only the level of reflection differs between the first and third year. In addition, the relation between self-regulated learning skills and academic performance is limited. Medical schools are therefore encouraged to re-examine the curriculum and methods they use to enhance their students' self-regulated learning skills. Future research is required to understand the limited impact on performance.

  3. Introduction: Self-Regulation of Learning in Postsecondary Education

    Science.gov (United States)

    Bembenutty, Hefer

    2011-01-01

    Self-regulation of learning occupies a fundamental place in postsecondary education. "Self-regulation of learning" refers to learners' beliefs about their capability to engage in appropriate actions, thoughts, feelings, and behaviors in order to pursue valuable academic goals while self-monitoring and self-reflecting on their progress toward goal…

  4. Chinese Parenting Styles and Children's Self-Regulated Learning

    Science.gov (United States)

    Huang, Juan; Prochner, Larry

    2004-01-01

    Self-regulated learning is an important aspect of student learning and academic achievement. Certain parenting styles help children develop self-regulated learning and encourage them to exert control over their own learning. The purpose of this study was to examine the relationship between Chinese parenting style and children's involvement in…

  5. Exploring the factors influencing clinical students' self-regulated learning.

    Science.gov (United States)

    Berkhout, Joris J; Helmich, Esther; Teunissen, Pim W; van den Berg, Joost W; van der Vleuten, Cees P M; Jaarsma, A Debbie C

    2015-06-01

    The importance of self-regulated learning (SRL) has been broadly recognised by medical education institutions and regulatory bodies. Supporting the development of SRL skills has proven difficult because self-regulation is a complex interactive process and we know relatively little about the factors influencing this process in real practice settings. The aim of our study was therefore to identify factors that support or hamper medical students' SRL in a clinical context. We conducted a constructivist grounded theory study using semi-structured interviews with 17 medical students from two universities enrolled in clerkships. Participants were purposively sampled to ensure variety in age, gender, experience and current clerkship. The Day Reconstruction Method was used to help participants remember their activities of the previous day. The interviews were transcribed verbatim and analysed iteratively using constant comparison and open, axial and interpretive coding. Self-regulated learning by students in the clinical environment was influenced by the specific goals perceived by students, the autonomy they experienced, the learning opportunities they were given or created themselves, and the anticipated outcomes of an activity. All of these factors were affected by personal, contextual and social attributes. Self-regulated learning of medical students in the clinical environment is different for every individual. The factors influencing this process are affected by personal, social and contextual attributes. Some of these are similar to those known from previous research in classroom settings, but others are unique to the clinical environment and include the facilities available, the role of patients, and social relationships pertaining to peers and other hospital staff. To better support students' SRL, we believe it is important to increase students' metacognitive awareness and to offer students more tailored learning opportunities. © 2015 John Wiley & Sons Ltd.

  6. Combining University Student Self-Regulated Learning Indicators and Engagement with Online Learning Events to Predict Academic Performance

    Science.gov (United States)

    Pardo, Abelardo; Han, Feifei; Ellis, Robert A.

    2017-01-01

    Self-regulated learning theories are used to understand the reasons for different levels of university student academic performance. Similarly, learning analytics research proposes the combination of detailed data traces derived from technology-mediated tasks with a variety of algorithms to predict student academic performance. The former approach…

  7. Student teachers' self-regulated learning

    NARCIS (Netherlands)

    Endedijk, M.D.

    2010-01-01

    The focus of this thesis is on student teachers’ self-regulated learning in a dual learning programme, in which learning in practice and at university are combined. These programmes, especially one-year post-graduate teacher education programmes only form a very time-limited intervention in the

  8. Academic Self-Concept, Implicit Theories of Ability, and Self-Regulation Strategies

    Science.gov (United States)

    Ommundsen, Yngvar; Haugen, Richard; Lund, Thorleif

    2005-01-01

    The purpose of the present study is to explore how academic self-concept and implicit theories of ability are related to four self-regulation strategies--motivation/diligence, concentration, information processing, and self-handicapping. The hypothesis is that academic self-concept and an incremental theory of ability are (1) positively related to…

  9. Improving self-regulated learning junior high school students through computer-based learning

    Science.gov (United States)

    Nurjanah; Dahlan, J. A.

    2018-05-01

    This study is back grounded by the importance of self-regulated learning as an affective aspect that determines the success of students in learning mathematics. The purpose of this research is to see how the improvement of junior high school students' self-regulated learning through computer based learning is reviewed in whole and school level. This research used a quasi-experimental research method. This is because individual sample subjects are not randomly selected. The research design used is Pretest-and-Posttest Control Group Design. Subjects in this study were students of grade VIII junior high school in Bandung taken from high school (A) and middle school (B). The results of this study showed that the increase of the students' self-regulated learning who obtain learning with computer-based learning is higher than students who obtain conventional learning. School-level factors have a significant effect on increasing of the students' self-regulated learning.

  10. Components of Self-Regulated Learning; Implications for School Performance

    Science.gov (United States)

    Mih, Codruta; Mih, Viorel

    2010-01-01

    Self-regulated school learning behavior includes the activation of a relatively large number of psychological dimensions. Among the most important self-regulation constructs that influence school learning are: learning goals, personal self-efficacy, metacognition and test-anxiety. The adaptive functioning of these is associated with high…

  11. Volition Completes the Puzzle: Development and Evaluation of an Integrative Trait Model of Self-Regulated Learning

    Science.gov (United States)

    Dörrenbächer, Laura; Perels, Franziska

    2015-01-01

    Most self-regulated learning theories are imbedded within a social-cognitive framework and comprise cognitive, metacognitive and motivational components. Nevertheless, these theories partly neglect volition, which is necessary for implementing learning intentions. Therefore, the present study is frontline as it aimed to integrate volition within a…

  12. The profile of students’ self-regulated learning at vocational high school

    Science.gov (United States)

    Ciptaningtyas, Asih; Pratiwi, Hasih; Mardiyana

    2018-05-01

    Self-regulated learning is a power in the individual through the individualization process. Self-regulated learning will occur when the student is active to control himself from everything done, plan something, evaluate, and deeply reflect what he has experienced. This study aims to determine the profile of students’ self-regulated learning in SMK Giripuro, Sumpiuh, Banyumas Regency. This study is a qualitative research with questionnaire and interview methods. This study used triangulation method technique to obtain from the questionnaire and interview to get valid data. The subjects in this study are three 10th Grade students who have different self-regulated learning in SMK Giripuro Sumpiuh. The results showed that the high self-regulated learning student has characteristics: 1) independent of others, 2) believe in their abilities, 3) awareness in learning, and 4) be able to reflect on their learning. Medium self-regulated learning student has characteristics: 1) independent of others, 2) believe in their abilities, 3) awareness in learning, and 4) do not reflect on learning. Low self-regulated learning student has characteristics: 1) dependent on others, 2) do not believe in their abilities, 3) lack awareness of learning, and 4) do not reflect on learning.

  13. Self-regulated learning and conceptions of students in Cooperative Learning

    Directory of Open Access Journals (Sweden)

    Calixto Gutiérrez Braojos

    2009-05-01

    Full Text Available The aim of this exploratory study was to analyze the relationship between conceptions and self-regulation learning in the cooperative learning. The participants were 71 students enrolled in higher education. We used a survey method and transversal design to analyze the relationship between the study variables. We use two questionnaires: a questionnaire about self-regulation learning in group cooperative learning; b questionnaire about interdependence social conceptions. Thus, we have followed classic validation procedures accepted by the scientific community (expert point of view and stadistical tests. The results showed on one hand a relationship between conceptions, self-regulation learning, and other hand, two type of student´s profiles respect to conceptions: a cooperative learners and individualist learners. Solely, cooperative learners obtained benefits of the didactic strategy to facilitate cooperative learning. Thus, results were significantly higher in the cooperative students than individualist students respect to use of selfregulation strategies and communicative skills to generate shared knowledge.

  14. The effects of case-based team learning on students' learning, self regulation and self direction.

    Science.gov (United States)

    Rezaee, Rita; Mosalanejad, Leili

    2015-01-26

    The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. This is a quasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliable questionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students' with points of view on educational methods. The Results showed an increase in the students' self directed learning based on their performance on the post-test. The results showed that the students' self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students' learning (p=0.003). This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students' knowledge, but also the advancement of long- life learning skills.

  15. The Effects of Case-Based Team Learning on Students’ Learning, Self Regulation and Self Direction

    Science.gov (United States)

    Rezaee, Rita; Mosalanejad, Leili

    2015-01-01

    Introduction: The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. Material & Methods: This is aquasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliablequestionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students’with points of view on educational methods. Results: The Results showed an increase in the students’ self directed learning based on their performance on the post-test. The results showed that the students’ self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students’ learning (p=0.003). Conclusion: This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students’ ’knowledge, but also the advancement of long- life learning skills. PMID:25946918

  16. Bimbingan Kesulitan Belajar Berbasis Self Regulating Learning dalam Meningkatkan Prestasi Belajar Siswa

    Directory of Open Access Journals (Sweden)

    - Sunawan

    2013-01-01

    Full Text Available Abstract: Self-regulated Learning as a Learning Guidance Model to Improve Learning Achievement. This study aims at developing a guidance model to deal with students’ learning problems and examining the effectiveness of its implementation. The development of self-regulated learning as the learning model involved senior high school students, advisory teachers, subject-matter teachers, and the headmaster. This learning model is geared toward encouraging the students to utilize self-regulated learning. This model appeared to be able to improve the students’ learning achievement. Abstrak: Bimbingan Kesulitan Belajar Berbasis Self Regulating Learning dalam Meningkatkan Prestasi Belajar Siswa. Penelitian ini bertujuan untuk mengembangkan dan menguji efektivitas model bimbingan kesulitan belajar bagi siswa SMA berbasis self regulated learning. Desain penelitian pengembangan digunakan untuk pengembangan model dengan melibatkan subjek dari siswa SMA, guru pembimbing, guru bidang studi dan kepala sekolah. Model bimbingan belajar berbasis self regulated learning diarahkan untuk mendorong siswa untuk menerapkan prinsip self regulated learning dalam be­lajarnya. Terbukti bahwa model ini dapat meningkatkan pola belajar siswa selaras dengan prinsip self regulated learning dan prestasi belajar.

  17. Self-regulated learning and science achievement in a community college

    Science.gov (United States)

    Maslin, (Louisa) Lin-Yi L.

    Self-regulated learning involves students' use of strategies and skills to adapt and adjust towards achievement in school. This research investigates the extent to which self-regulated learning is employed by community college students, and also the correlates of self-regulated learning: Is it used more by students in advanced science classes or in some disciplines? Is there a difference in the use of it by students who complete a science course and those who do not? How does it relate to GPA and basic skills assessments and science achievement? Does it predict science achievement along with GPA and assessment scores? Community college students (N = 547) taking a science course responded to the Motivated Strategies for Learning Questionnaire (MSLQ). The scales measured three groups of variables: (1) cognitive strategies (rehearsal, elaboration, organization, and critical thinking); (2) metacognitive self-regulation strategies (planning, monitoring, and self-regulation); and (3) resource management strategies (time and study environment, effort regulation, peer learning, and help-seeking). Students' course scores, college GPA, and basic skills assessment scores were obtained from faculty and college records. Students who completed a science course were found to have higher measures on cumulative college GPAs and assessment scores, but not on self-regulated learning. Self-regulated learning was found not to be used differently between students in the advanced and beginning science groups, or between students in different disciplines. The exceptions were that the advanced group scored higher in critical thinking but lower in effort regulation than the beginning group. Course achievement was found to be mostly unrelated to self-regulated learning, except for several significant but very weak and negative relationships in elaboration, self-regulation, help-seeking, and effort regulation. Cumulative GPA emerged as the only significant predictor of science achievement

  18. Self-Entrustment: How Trainees' Self-Regulated Learning Supports Participation in the Workplace

    Science.gov (United States)

    Sagasser, Margaretha H.; Kramer, Anneke W. M.; Fluit, Cornelia R. M. G.; van Weel, Chris; van der Vleuten, Cees P. M.

    2017-01-01

    Clinical workplaces offer postgraduate trainees a wealth of opportunities to learn from experience. To promote deliberate and meaningful learning self-regulated learning skills are foundational. We explored trainees' learning activities related to patient encounters to better understand what aspects of self-regulated learning contribute to…

  19. New Directions for Self-Regulation of Learning in Postsecondary Education

    Science.gov (United States)

    Bembenutty, Hefer

    2011-01-01

    This chapter highlights the major contributions of this volume on self-regulation of learning and provides new directions for cutting-edge theoretical and empirical work that could serve to facilitate self-regulation of learning in postsecondary education. "Self-regulation of learning" refers to learners' beliefs about their ability to engage in…

  20. GP supervisors' experience in supporting self-regulated learning: a balancing act

    NARCIS (Netherlands)

    Sagasser, M.H.; Kramer, A.W.M.; Weel, C. van; Vleuten, C.P.M. van der

    2015-01-01

    Self-regulated learning is essential for professional development and lifelong learning. As self-regulated learning has many inaccuracies, the need to support self-regulated learning has been recommended. Supervisors can provide such support. In a prior study trainees reported on the variation in

  1. Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

    OpenAIRE

    Fernández Río, Francisco Javier; Cecchini Estrada, José Antonio; Méndez Giménez, Antonio; Prieto Saborit, José Antonio

    2017-01-01

    Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.20...

  2. Self-regulated learning and academic performance in medical education

    NARCIS (Netherlands)

    Lucieer, Susanna M.; Jonker, Laura; Visscher, Chris; Rikers, Remy M. J. P.; Themmen, Axel P. N.

    Content: Medical schools aim to graduate medical doctors who are able to self-regulate their learning. It is therefore important to investigate whether medical students' self-regulated learning skills change during medical school. In addition, since these skills are expected to be helpful to learn

  3. Self-regulated Learning in a Hybrid Science Course at a Community College

    Science.gov (United States)

    Manuelito, Shannon Joy

    Community college students are attracted to courses with alternative delivery formats such as hybrid courses because the more flexible delivery associated with such courses provides convenience for busy students. In a hybrid course, face-to-face, structured seat time is exchanged for online components. In such courses, students take more responsibility for their learning because they assume additional responsibility for learning more of the course material on their own. Thus, self-regulated learning (SRL) behaviors have the potential to be useful for students to successfully navigate hybrid courses because the online components require exercise of more personal control over the autonomous learning situations inherent in hybrid courses. Self-regulated learning theory includes three components: metacognition, motivation, and behavioral actions. In the current study, this theoretical framework is used to examine how inducing self-regulated learning activities among students taking a hybrid course influence performance in a community college science course. The intervention for this action research study consisted of a suite of activities that engage students in self-regulated learning behaviors to foster student performance. The specific SRL activities included predicting grades, reflections on coursework and study efforts in course preparation logs, explanation of SRL procedures in response to a vignette, photo ethnography work on their personal use of SRL approaches, and a personalized study plan. A mixed method approach was employed to gather evidence for the study. Results indicate that community college students use a variety of self-regulated learning strategies to support their learning of course material. Further, engaging community college students in learning reflection activities appears to afford some students with opportunities to refine their SRL skills and influence their learning. The discussion focuses on integrating the quantitative and qualitative

  4. Does Training in How to Regulate One's Learning Affect How Students Report Self-Regulated Learning in Diary Tasks?

    Science.gov (United States)

    Costa Ferreira, P.; Veiga Simão, A. M.; Lopes da Silva, A.

    2015-01-01

    The processes and perceptions of students' self-regulated learning are not easily measured. Thus, research has presented and suggested numerous ways in which these processes and perceptions of self-regulated learning can be investigated and assessed. Accordingly, this study aims to assess whether training in how to regulate one's learning is…

  5. GP Supervisors' Experience in Supporting Self-Regulated Learning: A Balancing Act

    Science.gov (United States)

    Sagasser, Margaretha H.; Kramer, Anneke W. M.; van Weel, Chris; van der Vleuten, Cees P. M.

    2015-01-01

    Self-regulated learning is essential for professional development and lifelong learning. As self-regulated learning has many inaccuracies, the need to support self-regulated learning has been recommended. Supervisors can provide such support. In a prior study trainees reported on the variation in received supervisor support. This study aims at…

  6. Knowledge Visualization for Self-Regulated Learning

    Science.gov (United States)

    Wang, Minhong; Peng, Jun; Cheng, Bo; Zhou, Hance; Liu, Jie

    2011-01-01

    The Web allows self-regulated learning through interaction with large amounts of learning resources. While enjoying the flexibility of learning, learners may suffer from cognitive overload and conceptual and navigational disorientation when faced with various information resources under disparate topics and complex knowledge structures. This study…

  7. Assessing Preschool Teachers' Practices to Promote Self-Regulated Learning

    Science.gov (United States)

    Adagideli, Fahretdin Hasan; Saraç, Seda; Ader, Engin

    2015-01-01

    Recent research reveals that in preschool years, through pedagogical interventions, preschool teachers can and should promote self-regulated learning. The main aim of this study is to develop a self-report instrument to assess preschool teachers' practices to promote self-regulated learning. A pool of 50 items was recruited through literature…

  8. The Role of Motivational Strategies in Self-Regulated Learning.

    Science.gov (United States)

    Garcia, Teresa

    1995-01-01

    A discussion of motivational techniques for promoting self-regulated learning in college students focuses on two methods students use to anticipate and negotiate the affective consequences of success and failure. The strategies, defensive pessimism and self-handicapping, are described and a study of their impact on self-regulated learning of 127…

  9. Self- and Social Regulation in Learning Contexts: An Integrative Perspective

    Science.gov (United States)

    Volet, Simone; Vauras, Marja; Salonen, Pekka

    2009-01-01

    This article outlines the rationale for an integrative perspective of self- and social regulation in learning contexts. The role of regulatory mechanisms in self- and social regulation models is examined, leading to the view that in real time collaborative learning, individuals and social entities should be conceptualized as self-regulating and…

  10. Self-Regulated Learning in the Classroom: A Literature Review on the Teacher’s Role

    Directory of Open Access Journals (Sweden)

    Daniel C. Moos

    2012-01-01

    Full Text Available Empirical research has supported the long held assumption that individual differences exist in how students learn. Recent methodological advancements have allowed educational research to examine not only what students learn, but also how they learn. Research has found that active involvement in learning, including setting meaningful goals, selecting appropriate and task-specific strategies, monitoring motivational levels, and adapting based on feedback are all positively related to learning outcomes. How can teachers support students’ development and use of these learning processes? The goal of this paper is to examine research that has used the Self-Regulated Learning (SRL theory to consider this broad question. Methodological advancements recently used in this field of research, various SRL theoretical frameworks guiding this research, and studies that empirically examined self-regulation with both preservice and inservice teachers are discussed. The paper concludes with the theoretical, methodological, and practical implications of the reviewed studies.

  11. Scaffolding in geometry based on self regulated learning

    Science.gov (United States)

    Bayuningsih, A. S.; Usodo, B.; Subanti, S.

    2017-12-01

    This research aim to know the influence of problem based learning model by scaffolding technique on junior high school student’s learning achievement. This research took location on the junior high school in Banyumas. The research data obtained through mathematic learning achievement test and self-regulated learning (SRL) questioner. Then, the data analysis used two ways ANOVA. The results showed that scaffolding has positive effect to the mathematic learning achievement. The mathematic learning achievement use PBL-Scaffolding model is better than use PBL. The high SRL category student has better mathematic learning achievement than middle and low SRL categories, and then the middle SRL category has better than low SRL category. So, there are interactions between learning model with self-regulated learning in increasing mathematic learning achievement.

  12. Understanding and Predicting Student Self-Regulated Learning Strategies in Game-Based Learning Environments

    Science.gov (United States)

    Sabourin, Jennifer L.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

    2013-01-01

    Self-regulated learning behaviors such as goal setting and monitoring have been found to be crucial to students' success in computer-based learning environments. Consequently, understanding students' self-regulated learning behavior has been the subject of increasing attention. Unfortunately, monitoring these behaviors in real-time has…

  13. Measuring Self-Regulated Learning in the Workplace

    Science.gov (United States)

    Fontana, Rosa Pia; Milligan, Colin; Littlejohn, Allison; Margaryan, Anoush

    2015-01-01

    In knowledge-intensive industries, the workplace has become a key locus of learning. To perform effectively, knowledge workers must be able to take responsibility for their own developmental needs, and in particular, to regulate their own learning. This paper describes the construction and validation of an instrument (the Self-Regulated Learning…

  14. Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning

    Science.gov (United States)

    Schunk, Dale H.; Mullen, Carol A.

    2013-01-01

    In this article, we present a model for academic mentoring research that incorporates theory and research on self-regulated learning. Academic mentoring research has increased in recent years, and researchers have linked mentoring with positive outcomes for protégés and mentors. This research, however, has not investigated the process whereby…

  15. Implicit theories about willpower predict self-regulation and grades in everyday life.

    Science.gov (United States)

    Job, Veronika; Walton, Gregory M; Bernecker, Katharina; Dweck, Carol S

    2015-04-01

    Laboratory research shows that when people believe that willpower is an abundant (rather than highly limited) resource they exhibit better self-control after demanding tasks. However, some have questioned whether this "nonlimited" theory leads to squandering of resources and worse outcomes in everyday life when demands on self-regulation are high. To examine this, we conducted a longitudinal study, assessing students' theories about willpower and tracking their self-regulation and academic performance. As hypothesized, a nonlimited theory predicted better self-regulation (better time management and less procrastination, unhealthy eating, and impulsive spending) for students who faced high self-regulatory demands. Moreover, among students taking a heavy course load, those with a nonlimited theory earned higher grades, which was mediated by less procrastination. These findings contradict the idea that a limited theory helps people allocate their resources more effectively; instead, it is people with the nonlimited theory who self-regulate well in the face of high demands. (c) 2015 APA, all rights reserved).

  16. Students' Characteristics, Self-Regulated Learning, Technology Self-Efficacy, and Course Outcomes in Online Learning

    Science.gov (United States)

    Wang, Chih-Hsuan; Shannon, David M.; Ross, Margaret E.

    2013-01-01

    The purpose of this study was to examine the relationship among students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified…

  17. Boring but important: a self-transcendent purpose for learning fosters academic self-regulation.

    Science.gov (United States)

    Yeager, David S; Henderson, Marlone D; Paunesku, David; Walton, Gregory M; D'Mello, Sidney; Spitzer, Brian J; Duckworth, Angela Lee

    2014-10-01

    Many important learning tasks feel uninteresting and tedious to learners. This research proposed that promoting a prosocial, self-transcendent purpose could improve academic self-regulation on such tasks. This proposal was supported in 4 studies with over 2,000 adolescents and young adults. Study 1 documented a correlation between a self-transcendent purpose for learning and self-reported trait measures of academic self-regulation. Those with more of a purpose for learning also persisted longer on a boring task rather than giving in to a tempting alternative and, many months later, were less likely to drop out of college. Study 2 addressed causality. It showed that a brief, one-time psychological intervention promoting a self-transcendent purpose for learning could improve high school science and math grade point average (GPA) over several months. Studies 3 and 4 were short-term experiments that explored possible mechanisms. They showed that the self-transcendent purpose manipulation could increase deeper learning behavior on tedious test review materials (Study 3), and sustain self-regulation over the course of an increasingly boring task (Study 4). More self-oriented motives for learning--such as the desire to have an interesting or enjoyable career--did not, on their own, consistently produce these benefits (Studies 1 and 4). 2014 APA, all rights reserved

  18. Reflection amplifiers in self-regulated learning

    NARCIS (Netherlands)

    Verpoorten, Dominique

    2012-01-01

    Verpoorten, D. (2012). Reflection amplifiers in self-regulated learning. Doctoral thesis. November, 9, 2012, Heerlen, The Netherlands: Open Universiteit (CELSTEC). Datawyse / Universitaire Pers Maastricht.

  19. The Effects of ePortfolio-Based Learning Model on Student Self-Regulated Learning

    Science.gov (United States)

    Nguyen, Lap Trung; Ikeda, Mitsuru

    2015-01-01

    Self-regulated learners are aware of their knowledge and skills and proactive in learning. They view learning as a controllable process and accept more responsibility for the results of this process. The research described in this article proposes, implements, and evaluates an ePortfolio-based self-regulated learning model. An ePortfolio system…

  20. Academic self-efficacy, self-regulated learning and academic performance in first-year university students

    Directory of Open Access Journals (Sweden)

    Alberto A. Alegre

    2014-06-01

    Full Text Available The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academic performance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students admitted to a private university of Lima for the 2013-2 term by using a non-probability and incidental procedure and the General Academic Self-Efficacy Questionnaire, the University Academic Self-Regulated Learning Questionnaire; and for the academic performance of every student, their registered weighted GPA was taken into account. Formulated hypothesis was accepted as correlation coefficients resulting from academic selfefficacy; self-regulated learning and academic performance were both positive and significant, but low. In addition, the correlation between academic selfefficacy and self-regulated learning were positive, significant and moderate.

  1. Fundamentals of Adaptive Intelligent Tutoring Systems for Self-Regulated Learning

    Science.gov (United States)

    2015-03-01

    ARL-SR-0318 ● MAR 2015 US Army Research Laboratory Fundamentals of Adaptive Intelligent Tutoring Systems for Self-Regulated...Adaptive Intelligent Tutoring Systems for Self-Regulated Learning by Robert A Sottilare Human Research and Engineering Directorate, ARL...TITLE AND SUBTITLE Fundamentals of Adaptive Intelligent Tutoring Systems for Self-Regulated Learning 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c

  2. Self-regulation of learning from the student's perspective and it relatedness with academic achievement

    Directory of Open Access Journals (Sweden)

    Kuzmanović Biljana

    2015-01-01

    Full Text Available Self-regulation of learning is an important concept for understanding and enhancing the learning process. Self-regulation skills are often associated with the student's academic achievements. The paper offers different approaches and models of learning self-regulation and stresses the most important characteristics of the process of learning self-regulation. The empirical research was aimed at establishing the connectedness of some components of self-regulation and academic achievement. The Motivation and Self-regulation of Learning Scale, based on Pintrich's model of learning self-regulation (Pintrich & De Groot, 1990 was adapted for our research. The sample included 111 students from two elementary and two secondary schools. The results show that academic achievement is most positively linked with self-efficiency as a motivational factor of self-regulation, and two more factors of self-regulation, cognitive strategies and social factors showed significant correlations with academic achievement. Based on the accepted model of self-regulation of learning and the obtained results relevant pedagogic implications are discussed.

  3. Predicting heavy episodic drinking using an extended temporal self-regulation theory.

    Science.gov (United States)

    Black, Nicola; Mullan, Barbara; Sharpe, Louise

    2017-10-01

    Alcohol consumption contributes significantly to the global burden from disease and injury, and specific patterns of heavy episodic drinking contribute uniquely to this burden. Temporal self-regulation theory and the dual-process model describe similar theoretical constructs that might predict heavy episodic drinking. The aims of this study were to test the utility of temporal self-regulation theory in predicting heavy episodic drinking, and examine whether the theoretical relationships suggested by the dual-process model significantly extend temporal self-regulation theory. This was a predictive study with 149 Australian adults. Measures were questionnaires (self-report habit index, cues to action scale, purpose-made intention questionnaire, timeline follow-back questionnaire) and executive function tasks (Stroop, Tower of London, operation span). Participants completed measures of theoretical constructs at baseline and reported their alcohol consumption two weeks later. Data were analysed using hierarchical multiple linear regression. Temporal self-regulation theory significantly predicted heavy episodic drinking (R 2 =48.0-54.8%, ptheory and the extended temporal self-regulation theory provide good prediction of heavy episodic drinking. Intention, behavioural prepotency, planning ability and inhibitory control may be good targets for interventions designed to decrease heavy episodic drinking. Copyright © 2017 Elsevier Ltd. All rights reserved.

  4. Integrating self-regulated learning and discovery learning into English lesson plan

    Directory of Open Access Journals (Sweden)

    Sayukti Ni Kadek Heny

    2018-01-01

    Full Text Available The notion of learner-centeredness has been embedded in the National Curriculum of Indonesia, 2013 Curriculum. However, most of the teachers seem to be hardly acquainted with the concept of Self-Regulated Learning (SRL and discovery learning in the lesson planning. Considering the phenomenon, this study intends to explore the concept of Self-Regulated Learning in the lesson plan of English subject for a tenth-grade level by employing a qualitative design with data obtained from a teacher-made lesson plan and a semi-structured interview. The researcher used content analysis to analyze the lesson plan. Meanwhile, the qualitative data from interview result were preceded through a coding sheet and transcribed modified figure. The findings revealed an integration of SRL cyclical phase and discovery learning in the teacher-made lesson plan. Based on the discussion, the results need to be applied in a considerably large context, in order to see thoroughly dynamic integration between Self-Regulated Learning model, lesson planning and the concept of learner autonomy.

  5. Theorizing and researching levels of processing in self-regulated learning.

    Science.gov (United States)

    Winne, Philip H

    2018-03-01

    Deep versus surface knowledge is widely discussed by educational practitioners. A corresponding construct, levels of processing, has received extensive theoretical and empirical attention in learning science and psychology. In both arenas, lower levels of information and shallower levels of processing are predicted and generally empirically demonstrated to limit knowledge learners gain, curtail what they can do with newly acquired knowledge, and shorten the life span of recently acquired knowledge. I recapitulate major accounts of levels or depth of information and information processing to set a stage for conceptualizing, first, self-regulated learning (SRL) from this perspective and, second, how a "levels-sensitive" approach might be implemented in research about SRL. I merge the levels construct into a model of SRL (Winne, 2011, Handbook of self-regulation of learning and performance (pp. 15-32), New York: Routledge; Winne, 2017b, Handbook of self-regulation of learning and performance (2 nd ed.), New York: Routledge; Winne & Hadwin, 1998, Metacognition in educational theory and practice (pp. 277-304). Mahwah, NJ: Lawrence Erlbaum) conceptually and with respect to operationally defining the levels construct in the context of SRL in relation to each of the model's four phases - surveying task conditions, setting goals and planning, engaging the task, and composing major adaptations for future tasks. Select illustrations are provided for each phase of SRL. Regarding phase 3, a software system called nStudy is introduced as state-of-the-art instrumentation for gathering fine-grained, time-stamped trace data about information learners select for processing and operations they use to process that information. Self-regulated learning can be viewed through a lens of the levels construct, and operational definitions can be designed to research SRL with respect to levels. While information can be organized arbitrarily deeply, the levels construct may not be particularly

  6. A meta-analysis of self-regulated learning in work-related training and educational attainment: what we know and where we need to go.

    Science.gov (United States)

    Sitzmann, Traci; Ely, Katherine

    2011-05-01

    Researchers have been applying their knowledge of goal-oriented behavior to the self-regulated learning domain for more than 30 years. This review examines the current state of research on self-regulated learning and gaps in the field's understanding of how adults regulate their learning of work-related knowledge and skills. Self-regulation theory was used as a conceptual lens for deriving a heuristic framework of 16 fundamental constructs that constitute self-regulated learning. Meta-analytic findings (k=430, N=90,380) support theoretical propositions that self-regulation constructs are interrelated-30% of the corrected correlations among constructs were .50 or greater. Goal level, persistence, effort, and self-efficacy were the self-regulation constructs with the strongest effects on learning. Together these constructs accounted for 17% of the variance in learning, after controlling for cognitive ability and pretraining knowledge. However, 4 self-regulatory processes-planning, monitoring, help seeking, and emotion control-did not exhibit significant relationships with learning. Thus, a parsimonious framework of the self-regulated learning domain is presented that focuses on a subset of self-regulatory processes that have both limited overlap with other core processes and meaningful effects on learning. Research is needed to advance the field's understanding of how adults regulate their learning in an increasingly complex and knowledge-centric work environment. Such investigations should capture the dynamic nature of self-regulated learning, address the role of self-regulation in informal learning, and investigate how trainees regulate their transfer of training. © 2011 American Psychological Association

  7. What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation

    OpenAIRE

    Dignath-van Ewijk, Charlotte; van der Werf, Greetje

    2012-01-01

    In order to foster self-regulated learning (SRL), teachers should provide students with learning strategies, as well as with constructivist learning environments that allow them to self-regulate their learning. These two components complement each other. When investigating teachers’ promotion of SRL, not only teacher behavior, but also teachers’ beliefs as well as their knowledge about SRL are relevant aspects to consider. Therefore, this study seeks to examine teachers’ knowledge and beliefs...

  8. Active Learning and Self-Regulation Enhance Student Teachers’ Professional Competences

    OpenAIRE

    Virtanen, Päivi; Niemi, Hannele M.; Nevgi, Anne

    2017-01-01

    The study identifies the relationships between active learning, student teachers’ self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey were analysed using statistical methods. It was found that the use of active learning methods, such as goal-oriented and intentional learning as well a...

  9. Medical student changes in self-regulated learning during the transition to the clinical environment.

    Science.gov (United States)

    Cho, Kenneth K; Marjadi, Brahm; Langendyk, Vicki; Hu, Wendy

    2017-03-21

    Self-regulated learning (SRL), which is learners' ability to proactively select and use different strategies to reach learning goals, is associated with academic and clinical success and life-long learning. SRL does not develop automatically in the clinical environment and its development during the preclinical to clinical learning transition has not been quantitatively studied. Our study aims to fill this gap by measuring SRL in medical students during the transitional period and examining its contributing factors. Medical students were invited to complete a questionnaire at the commencement of their first clinical year (T0), and 10 weeks later (T1). The questionnaire included the Motivated Strategies for Learning Questionnaire (MSLQ) and asked about previous clinical experience. Information about the student's background, demographic characteristics and first clinical rotation were also gathered. Of 118 students invited to participate, complete paired responses were obtained from 72 medical students (response rate 61%). At T1, extrinsic goal orientation increased and was associated with gender (males were more likely to increase extrinsic goal orientation) and type of first attachment (critical care and community based attachments, compared to hospital ward based attachments). Metacognitive self-regulation decreased at T1 and was negatively associated with previous clinical experience. Measurable changes in self-regulated learning occur during the transition from preclinical learning to clinical immersion, particularly in the domains of extrinsic goal orientation and metacognitive self-regulation. Self-determination theory offers possible explanations for this finding which have practical implications and point the way to future research. In addition, interventions to promote metacognition before the clinical immersion may assist in preserving SRL during the transition and thus promote life-long learning skills in preparation for real-world practice.

  10. Understanding the Association between Future Time Perspective and Self-Regulated Learning through the Lens of Self-Determination Theory

    Science.gov (United States)

    de Bilde, Jerissa; Vansteenkiste, Maarten; Lens, Willy

    2011-01-01

    The present cross-sectional research examined a process underlying the positive association between holding an extended future time perspective (FTP) and learning outcomes through the lens of self-determination theory. High school students and university students (N = 275) participated in the study. It was found that students with an extended FTP…

  11. Using tablets to support self-regulated learning in a longitudinal integrated clerkship

    Directory of Open Access Journals (Sweden)

    Dylan Archbold Hufty Alegría

    2014-03-01

    Full Text Available Introduction: The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. Methods: We provided 15 LIC students with tablet computers with access to the electronic health record (EHR, to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Results: Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. Conclusions: LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students’ ability to develop and employ self-regulatory skills in a clinical context.

  12. Using tablets to support self-regulated learning in a longitudinal integrated clerkship.

    Science.gov (United States)

    Alegría, Dylan Archbold Hufty; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

    2014-01-01

    The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students' ability to develop and employ self-regulatory skills in a clinical context.

  13. Using tablets to support self-regulated learning in a longitudinal integrated clerkship

    Science.gov (United States)

    Alegría, Dylan Archbold Hufty; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

    2014-01-01

    Introduction The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. Methods We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Results Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. Conclusions LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students’ ability to develop and employ self-regulatory skills in a clinical context. PMID:24646438

  14. Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

    Science.gov (United States)

    Erlich, Richard J.; Russ-Eft, Darlene

    2011-01-01

    Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they…

  15. What learning theories can teach us in designing neurofeedback treatments

    Directory of Open Access Journals (Sweden)

    Ute eStrehl

    2014-11-01

    Full Text Available Popular definitions of neurofeedback point out that neurofeedback is a process of operant conditioning which leads to self-regulation of brain activity. Self-regulation of brain activity is considered to be a skill. The aim of this paper is to clarify that not only operant conditioning plays a role in the acquisition of this skill. In order to design the learning process additional references have to be derived from classical conditioning, two-process-theory and in particular from skill learning and research into motivational aspects. The impact of learning by trial and error, cueing of behavior, feedback, reinforcement, and knowledge of results as well as transfer of self-regulation skills into everyday life will be analyzed in this paper. In addition to these learning theory basics this paper tries to summarize the knowledge about acquisition of self-regulation from neurofeedback studies with a main emphasis on clinical populations. As a conclusion it is hypothesized that learning to self-regulate has to be offered in a psychotherapeutic, i.e. behavior therapy framework.

  16. What learning theories can teach us in designing neurofeedback treatments.

    Science.gov (United States)

    Strehl, Ute

    2014-01-01

    Popular definitions of neurofeedback point out that neurofeedback is a process of operant conditioning which leads to self-regulation of brain activity. Self-regulation of brain activity is considered to be a skill. The aim of this paper is to clarify that not only operant conditioning plays a role in the acquisition of this skill. In order to design the learning process additional references have to be derived from classical conditioning, two-process-theory and in particular from skill learning and research into motivational aspects. The impact of learning by trial and error, cueing of behavior, feedback, reinforcement, and knowledge of results as well as transfer of self-regulation skills into everyday life will be analyzed in this paper. In addition to these learning theory basics this paper tries to summarize the knowledge about acquisition of self-regulation from neurofeedback studies with a main emphasis on clinical populations. As a conclusion it is hypothesized that learning to self-regulate has to be offered in a psychotherapeutic, i.e., behavior therapy framework.

  17. Factors Influencing Self-Regulation in E-Learning 2.0: Confirmatory Factor Model

    Science.gov (United States)

    Zhao, Hong

    2016-01-01

    The importance of self-regulation in e-learning has been well noted in research. Relevant studies have shown a consistent positive correlation between learners' self-regulation and their success rate in e-learning. Increasing attention has been paid to developing learners' self-regulated abilities in e-learning. For students, what and how to learn…

  18. Examining Middle School Science Student Self-Regulated Learning in a Hypermedia Learning Environment through Microanalysis

    Science.gov (United States)

    Mandell, Brian E.

    The purpose of the present embedded mixed method study was to examine the self-regulatory processes used by high, average, and low achieving seventh grade students as they learned about a complex science topic from a hypermedia learning environment. Thirty participants were sampled. Participants were administered a number of measures to assess their achievement and self-efficacy. In addition, a microanalytic methodology, grounded in Zimmerman's cyclical model of self-regulated learning, was used to assess student self-regulated learning. It was hypothesized that there would be modest positive correlations between Zimmerman's three phases of self-regulated learning, that high achieving science students would deploy more self-regulatory subprocesses than average and low achieving science students, that high achieving science students would have higher self-efficacy beliefs to engage in self-regulated learning than average and low achieving science students, and that low achieving science students would over-estimate their self-efficacy for performance beliefs, average achieving science students would slightly overestimate their self-efficacy for performance beliefs, and high achieving science students would under-estimate their self-efficacy for performance beliefs. All hypotheses were supported except for the high achieving science students who under-estimated their self-efficacy for performance beliefs on the Declarative Knowledge Measure and slightly overestimated their self-efficacy for performance beliefs on the Conceptual Knowledge Measure. Finally, all measures of self-regulated learning were combined and entered into a regression formula to predict the students' scores on the two science tests, and it was revealed that the combined measure predicted 91% of the variance on the Declarative Knowledge Measure and 92% of the variance on the Conceptual Knowledge Measure. This study adds hypermedia learning environments to the contexts that the microanalytic

  19. Editorial. Special issue on strategies and self-regulation in self-access learning

    Directory of Open Access Journals (Sweden)

    Heath Rose

    2012-12-01

    Full Text Available Learner strategy and self-regulation theory have been in a state of flux in recent years, and this is an exciting time to share new ideas, conceptualizations and models of research in order to move the field forward. Therefore, the editor was eager to pursue a special issue where emerging voices in these fields could be heard, and these new ideas could be shared. The representation of strategic learning in recent conferences is indicative of a growing trend in the field to move towards a self-access and learner autonomy perspective. There is great potential to share knowledge between these fields. This special issue brings these fields, which have already been gravitating together, closer in a more concrete and published format.

  20. The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm

    Directory of Open Access Journals (Sweden)

    Suyoga Dharma I Putu

    2018-01-01

    Full Text Available This experimental study aimed at investigating the effect of Problem Based Learning (PBL and self-assessment (SA on students’ writing competency and self-regulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency and questionnaire (self-regulation. Students’ writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1 there is a significant effect of PBL which occurs simultaneously and separately on students’ writing competency and self-regulated learning, 2 there is a significant effect of SA which ocurs simultaneously and separately on students’ writing competency and self-regulated learning, 3 there is a significant interaction between teaching model and assessment type on students’ writing competency and self-regulated learning which occurs simultaneously, 4 there is no significant interaction between teaching model and assessment type on students’ writing competency, and 5 there is a significant interaction between teaching model and assessment type on students’ self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students’ writing competency and self-regulated learning.

  1. The Effect of Collaborative Learning and Self-Assessment on Self-Regulation

    Science.gov (United States)

    Hatami, Ali

    2015-01-01

    In this study, the effects of teacher assistants' collaborative learning and learners' self-assessment on self-regulation and academic achievement at high levels have been investigated. Collaborative learning teaching method (Jigsaw and teacher assistant) is used for one group and the other group had also the same as well as learners'…

  2. Active Learning and Self-Regulation Enhance Student Teachers' Professional Competences

    Science.gov (United States)

    Virtanen, Päivi; Niemi, Hannele M.; Nevgi, Anne

    2017-01-01

    The study identifies the relationships between active learning, student teachers' self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey…

  3. Assessing Self-Regulation of Learning Dimensions in a Stand-alone MOOC Platform

    Directory of Open Access Journals (Sweden)

    Daniel Friday Owoichoche Onah

    2017-06-01

    Full Text Available A capacity for self-regulated learning (SRL has long been recognised as an important factor in successful studies. Although educational researchers have started to investigate the concept of SRL in the context of online education, very little is yet known about SRL in relation to massive open online courses (MOOCs or of appropriate strategies to foster SRL skills in MOOC learners. Self-regulation is particularly important in a MOOC-based study, which demands effective independent learning, and where widely acknowledged high dropout rates are observed. This study reports an investigation and assessment of the concept of SRL using a novel MOOC platform (eLDa by providing study options (either via a self-directed learning or instructor-led learning using a novel learning tool. In view of this, the research presents general description of self-regulated learning and explored the various existing dimensions used to expose the learners SRL skills. Drawing comparison of the online tool, the results and findings of the data were analysed. The study dis¬cusses how the various dimensions contributed to the knowledge representation of the self-regulated learning abilities shown by the learners. We present how these SRL dimensions captured using the measuring instrument contributes to our growing understanding of the distinctive features of the individual learner’s self-regulated learning. MOOCs success required a high performance of self-regulated learning abilities which at the moment very little has shown these degree of supporting SRL skills. This paper presents preliminary evaluation of a novel e-learning tool known, as ‘eLDa’ developed to implement this investi¬gation of self-regulation of learning. The research applied a modified online self-regulated learning questionnaire (OSLQ as the instrument to measure the SRL skills. The modified questionnaire known as MOOC OSLQ (MOSLQ was developed with a 19-item scale questions that exposes the six

  4. Self-Regulation and Mechanisms of Action in Psychotherapy: A Theory-Based Translational Perspective

    Science.gov (United States)

    Strauman, Timothy J.; Goetz, Elena L.; Detloff, Allison M.; MacDuffie, Katherine E.; Zaunmüller, Luisa; Lutz, Wolfgang

    2012-01-01

    Psychotherapy is a complex, multi-layered process with the potential to bring about changes at multiple levels of functioning, from the neurobiology of the brain to the individual’s role in the social world. Although studies of the mechanisms by which psychotherapy leads to change continue to appear, there remains much to be learned about how psychological interventions work. To guide explorations of how and for whom particular treatment approaches lead to change, researchers can rely on theory to identify potential loci for change and on translational research methods to integrate basic behavioral science and neuroscience with clinical science. In this article, we describe research linking individual differences in the self-regulation of personal goal pursuit with the etiology and treatment of mood disorders. The research draws upon regulatory focus theory as a model of self-regulation and on microintervention designs – controlled laboratory investigations of a specific therapeutic technique – to generate and test hypotheses about how psychological interventions can help to reverse maladaptive self-regulatory processes. PMID:23072383

  5. STRATEGI SELF-REGULATED LEARNING UNTUK MENURUNKAN TINGKAT PROKRASTINASI AKADEMIK SISWA

    Directory of Open Access Journals (Sweden)

    Muhammad Iqbalul Ulum

    2016-12-01

    Full Text Available Academic procrastination is a behavior that should be avoided by students because it would give a bad influence, especially the academic achievement. One of the factors that lead to academic procrastination is lack of self-regulation in learning. Therefore, it is necessary for students to have self-regulated learning. This research aimed to test the self-regulated learning strategy to reduce the level of academic procrastination XI grade student of SMAN 1 Ngamprah of the academic year 2015/2016 West Bandung Regency. The method used is a quasi-experimental nonequivalent (pretest and posttest control group design. Sampling was done by using purposive sampling technique. Instrument used is The Academic Procrastination State Inventory (APSI developed by Henri C. Schouwenburg. The sample are 68 students whereas devided into experiment and control group. Data analyzed using the Mann-Whitney test. Result shows that self-regulated learning are effective for lowering the level of academic procrastination.

  6. Layers of Self- and Co-Regulation: Teachers Working Collaboratively to Support Adolescents' Self-Regulated Learning through Reading

    Directory of Open Access Journals (Sweden)

    Deborah L. Butler

    2013-01-01

    Full Text Available This paper reports findings from a longitudinal project in which secondary teachers were working collaboratively to support adolescents' self-regulated learning through reading (LTR in subject-area classrooms. We build from prior research to “connect the dots” between teachers' engagement in self- and co-regulated inquiry, associated shifts in classroom practice, and student self-regulation. More specifically, we investigated whether and how teachers working within a community of inquiry were mobilizing research to shape classroom practice and advance student learning. Drawing on evidence from 18 teachers and their respective classrooms, we describe findings related to the following research questions: (1 While engaged in self- and co-regulated inquiry, what types of practices did teachers enact to support LTR in their subject-area classrooms? (2 How did teachers draw on research-based resources to inform practice development? (3 What kinds of practices could be associated with gains in students' self-regulated LTR? In our discussion, we highlight contributions to understanding how teachers can be supported to situate research in authentic classroom environments and about qualities of practices supportive of students' self-regulated LTR. We also identify limitations of this work and important future directions.

  7. Patterns in clinical students' self-regulated learning behavior: a Q-methodology study.

    Science.gov (United States)

    Berkhout, Joris J; Teunissen, Pim W; Helmich, Esther; van Exel, Job; van der Vleuten, Cees P M; Jaarsma, Debbie A D C

    2017-03-01

    Students feel insufficiently supported in clinical environments to engage in active learning and achieve a high level of self-regulation. As a result clinical learning is highly demanding for students. Because of large differences between students, supervisors may not know how to support them in their learning process. We explored patterns in undergraduate students' self-regulated learning behavior in the clinical environment, to improve tailored supervision, using Q-methodology. Q-methodology uses features of both qualitative and quantitative methods for the systematic investigation of subjective issues by having participants sort statements along a continuum to represent their opinion. We enrolled 74 students between December 2014 and April 2015 and had them characterize their learning behavior by sorting 52 statements about self-regulated learning behavior and explaining their response. The statements used for the sorting were extracted from a previous study. The data was analyzed using by-person factor analysis to identify clusters of individuals with similar sorts of the statements. The resulting factors and qualitative data were used to interpret and describe the patterns that emerged. Five resulting patterns were identified in students' self-regulated learning behavior in the clinical environment, which we labelled: Engaged, Critically opportunistic, Uncertain, Restrained and Effortful. The five patterns varied mostly regarding goals, metacognition, communication, effort, and dependence on external regulation for learning. These discrete patterns in students' self-regulated learning behavior in the clinical environment are part of a complex interaction between student and learning context. The results suggest that developing self-regulated learning behavior might best be supported regarding individual students' needs.

  8. Contextual attributes promote or hinder self-regulated learning: A qualitative study contrasting rural physicians with undergraduate learners in Japan.

    Science.gov (United States)

    Matsuyama, Yasushi; Nakaya, Motoyuki; Okazaki, Hitoaki; Leppink, Jimmie; van der Vleuten, Cees

    2018-03-01

    Previous studies support the notion that East Asian medical students do not possess sufficient self-regulation for postgraduate clinical training. However, some East Asian physicians who are employed in geographically isolated and educationally underserved rural settings can self-regulate their study during the early phase of their postgraduate career. To explore the contextual attributes that contribute to self-regulated learning (SRL), we examined the differences in self-regulation between learning as an undergraduate and in a rural context in East Asia. We conducted interviews and diary data collection among rural physicians (n = 10) and undergraduates (n = 11) in Japan who undertook self-study of unfamiliar diseases. We analyzed three domains of Zimmerman's definition of SRL: learning behaviors, motivation, and metacognition using constructivist grounded theory. Rural physicians recognized their identity as unique, and as professionals with a central role of handling diseases in the local community by conducting self-study. They simultaneously found themselves being at risk of providing inappropriate aid if their self-study was insufficient. They developed strategic learning strategies to cope with this high-stakes task. Undergraduates had a fear of being left behind and preferred to remain as one of the crowd with students in the same school year. Accordingly, they copied the methods of other students for self-study and used monotonous and homogeneous strategies. Different learning contexts do not keep East Asian learners from being self-regulated. Awareness of their unique identity leads them to view learning tasks as high-stakes, and to initiate learning strategies in a self-regulated manner. Teacher-centered education systems cause students to identify themselves as one of the crowd, and tasks as low-stakes, and to accordingly employ non-self-regulated strategies.

  9. The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

    Science.gov (United States)

    Jeno, Lucas M.; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel; Hole, Torstein Nielsen; Haugland, Mildrid J.; Mæland, Silje

    2017-01-01

    We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest–posttest design. The results show that the students’ intrinsic motivation, identified regulation, perceived competence, and perceived autonomy support significantly increased going from lectures to TBL. The results further show that students’ engagement and perceived learning significantly increased. Finally, students’ amotivation decreased from pretest to posttest; however, students reported higher external regulation as a function of TBL. Path analysis shows that increases in intrinsic motivation, perceived competence, and external regulation positively predict increases in engagement, which in turn predict increases in perceived learning. We argue that the characteristics of TBL, as opposed to lectures, are likely to engage students and facilitate feelings of competence. TBL is an active-learning approach, as opposed to more passive learning in lectures, which might explain the increase in students’ perception of teachers as autonomy supportive. In contrast, the greater demands TBL puts on students might account for the increase in external regulation. Limitations and practical implications of the results are discussed. PMID:29146665

  10. The self-regulated learning of medical students in the clinical environment - a scoping review.

    Science.gov (United States)

    Cho, Kenneth K; Marjadi, Brahm; Langendyk, Vicki; Hu, Wendy

    2017-07-10

    Self-regulated learning is the individual's ability to effectively use various strategies to reach their learning goals. We conducted this scoping review to explore what has been found regarding self-regulated learning in the clinical environment and how this was measured. Using Arksey and O'Malley's five-stage framework, we searched three medical and educational databases as well as Google Scholar for literature on the self-regulated learning of medical students in the clinical environment published between 1966 and February 2017. After results were screened and relevant studies were identified, the data was summarised and discursively reported. The search resulted in 911 articles, with 14 articles included in the scoping review after the inclusion criteria was applied. Self-regulated learning was explored in these studies in various ways including qualitative, quantitative and mixed methods. Three major findings were found: 1) levels of self-regulated learning change in the clinical environment, 2) self-regulated learning is associated with academic achievement, success in clinical skills and mental health and 3) various factors can support self-regulated learning levels in medical students. Most of articles exploring the self-regulated learning of medical students during the clinical years have been published in the last 5 years, suggesting a growing interest in the area. Future research could explore the self-regulated learning levels of medical students during the clinical years using a longitudinal approach or through the use of novel qualitative approaches.

  11. Exploring the factors influencing clinical students' self-regulated learning

    NARCIS (Netherlands)

    Berkhout, Joris J.; Helmich, Esther; Teunissen, Pim W.; van den Berg, Joost W.; van der Vleuten, Cees P. M.; Jaarsma, A. Debbie C.

    2015-01-01

    The importance of self-regulated learning (SRL) has been broadly recognised by medical education institutions and regulatory bodies. Supporting the development of SRL skills has proven difficult because self-regulation is a complex interactive process and we know relatively little about the factors

  12. Exploring the factors influencing clinical students' self-regulated learning

    NARCIS (Netherlands)

    Berkhout, Joris J.; Helmich, Esther; Teunissen, Pim W.; van den Berg, Joost W.; van der Vleuten, Cees P. M.; Jaarsma, A. Debbie C.

    OBJECTIVES: The importance of self-regulated learning (SRL) has been broadly recognised by medical education institutions and regulatory bodies. Supporting the development of SRL skills has proven difficult because self-regulation is a complex interactive process and we know relatively little about

  13. Exploring the factors influencing clinical students' self-regulated learning

    NARCIS (Netherlands)

    Berkhout, J.J.; Helmich, E.; Teunissen, P.W.; Berg, J.W. Ten; Vleuten, C.P.M. van der; Jaarsma, A.D.

    2015-01-01

    OBJECTIVES: The importance of self-regulated learning (SRL) has been broadly recognised by medical education institutions and regulatory bodies. Supporting the development of SRL skills has proven difficult because self-regulation is a complex interactive process and we know relatively little about

  14. Investigating Postsecondary Self-Regulated Learning Instructional Practices: The Development of the Self-Regulated Learning Observation Protocol

    Science.gov (United States)

    Hoops, Leah D.; Yu, Shirley L.; Wang, Qianqian; Hollyer, Virginia L.

    2016-01-01

    Promoting students' self-regulated learning (SRL) is one way to improve postsecondary student success. However, few studies have investigated the instructional practices of postsecondary instructors that may support students' SRL. This study sought to fill this gap. An undergraduate mathematics course was observed to determine instruction utilized…

  15. Self regulated learning trough project base learning on the prospective math teacher

    Science.gov (United States)

    Laelasari

    2018-03-01

    Development of planning, strategy, and learning activities is strongly influenced by metacognition ability, knowledge of learning strategy, and understanding of context is the most important thing to be mastered by a prospective teacher. Self-regulation owned by the individual can control behavior, and manipulate a behavior by using the ability of his mind so that individuals can react to their environment. Self-regulation is the basis of the socialization process as it relates to the entire domain of physical, cognitive, social, and emotional development. This research is a qualitative research with research subject of the fourth-semester student of class A, at one of a university in Cirebon City, West Java. In this research, the lecture material discussed is The Development of Teaching Materials, which is the subject matter that must be mastered by prospective teachers, especially teachers of mathematics education. The instrument used is the questionnaire. The results showed that through project based learning, can grow student’s self-regulated learning especially the prospective math teacher, and can be used as an alternative to the delivery of lecture materials.

  16. Mind-Sets Matter: A Meta-Analytic Review of Implicit Theories and Self-Regulation

    Science.gov (United States)

    Burnette, Jeni L.; O'Boyle, Ernest H.; VanEpps, Eric M.; Pollack, Jeffrey M.; Finkel, Eli J.

    2013-01-01

    This review builds on self-control theory (Carver & Scheier, 1998) to develop a theoretical framework for investigating associations of implicit theories with self-regulation. This framework conceptualizes self-regulation in terms of 3 crucial processes: goal setting, goal operating, and goal monitoring. In this meta-analysis, we included…

  17. The Relationship among Self-Regulated Learning, Procrastination, and Learning Behaviors in Blended Learning Environment

    Science.gov (United States)

    Yamada, Masanori; Goda, Yoshiko; Matsuda, Takeshi; Kato, Hiroshi; Miyagawa, Hiroyuki

    2015-01-01

    This research aims to investigate the relationship among the awareness of self-regulated learning (SRL), procrastination, and learning behaviors in blended learning environment. One hundred seventy nine freshmen participated in this research, conducted in the blended learning style class using learning management system. Data collection was…

  18. Learner autonomy, self regulation and metacognition

    Directory of Open Access Journals (Sweden)

    Feryal Çubukcu

    2009-10-01

    Full Text Available Different theories try to explain why some students are more successful than the others. Phenomenologists (Mc Combs, 1989 study self concepts of the students and find such students prone to achieve more. Attributional Theorists (Dweck, 1986; Weiner, 2005 focus on personal outcome such as effort or ability. Metacognitive theorists (Pressley, 2000; Schunk, Pintrich & Meece, 2007 examine students’ self regulated learning strategies whereas Constructivists (Maxim, 2009; Paris & Byrnes, 1989 believe supportive environments are important to be successful. In this study, the metacognitive theory will be given more importance and the purpose of the article is to find the correlation between self regulation, metacognition and autonomy.

  19. Identifying Configurations of Perceived Teacher Autonomy Support and Structure: Associations with Self-Regulated Learning, Motivation and Problem Behavior

    Science.gov (United States)

    Vansteenkiste, Maarten; Sierens, Eline; Goossens, Luc; Soenens, Bart; Dochy, Filip; Mouratidis, Athanasios; Aelterman, Nathalie; Haerens, Leen; Beyers, Wim

    2012-01-01

    Grounded in self-determination theory, the aim of this study was (a) to examine naturally occurring configurations of perceived teacher autonomy support and clear expectations (i.e., a central aspect of teacher structure), and (b) to investigate associations with academic motivation, self-regulated learning, and problem behavior. Based on…

  20. Does Self-Regulated Learning-Skills Training Improve High-School Students' Self-Regulation, Math Achievement, and Motivation While Using an Intelligent Tutor?

    Science.gov (United States)

    Barrus, Angela

    2013-01-01

    This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on students' self-regulation, math achievement, and…

  1. Promotion of self-regulated learning in classrooms : investigating frequency, quality, and consequences for student performance

    NARCIS (Netherlands)

    Kistner, Saskia; Rakoczy, Katrin; Otto, Barbara; Dignath -van Ewijk, Charlotte; Buettner, Gerhard; Klieme, Eckhard

    An implication of the current research on self-regulation is to implement the promotion of self-regulated learning in schools. Teachers can promote self-regulated learning either directly by teaching learning strategies or indirectly by arranging a learning environment that enables students to

  2. Understanding Procrastination from a Self-Regulated Learning Perspective.

    Science.gov (United States)

    Wolters, Christopher A.

    2003-01-01

    Reports on two studies examining procrastination and its relation to several key components of self-regulated learning using self-report surveys. Results indicate that procrastination was related to college students' self-efficacy and work-avoidant goal orientation and, to a lesser extent, their use of metacognitive strategies. (Contains 54…

  3. The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems

    Directory of Open Access Journals (Sweden)

    Martine Baars

    2017-08-01

    Full Text Available Self-regulated learning (SRL skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a self-regulated way, affective and motivational resources have received much less research attention. The current study investigated the relation between affect (i.e., Positive Affect and Negative Affect Scale, motivation (i.e., autonomous and controlled motivation, mental effort, SRL skills, and problem-solving performance when learning to solve biology problems in a self-regulated online learning environment. In the learning phase, secondary education students studied video-modeling examples of how to solve hereditary problems, solved hereditary problems which they chose themselves from a set of problems with different complexity levels (i.e., five levels. In the posttest, students solved hereditary problems, self-assessed their performance, and chose a next problem from the set of problems but did not solve these problems. The results from this study showed that negative affect, inaccurate self-assessments during the posttest, and higher perceptions of mental effort during the posttest were negatively associated with problem-solving performance after learning in a self-regulated way.

  4. The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems.

    Science.gov (United States)

    Baars, Martine; Wijnia, Lisette; Paas, Fred

    2017-01-01

    Self-regulated learning (SRL) skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a self-regulated way, affective and motivational resources have received much less research attention. The current study investigated the relation between affect (i.e., Positive Affect and Negative Affect Scale), motivation (i.e., autonomous and controlled motivation), mental effort, SRL skills, and problem-solving performance when learning to solve biology problems in a self-regulated online learning environment. In the learning phase, secondary education students studied video-modeling examples of how to solve hereditary problems, solved hereditary problems which they chose themselves from a set of problems with different complexity levels (i.e., five levels). In the posttest, students solved hereditary problems, self-assessed their performance, and chose a next problem from the set of problems but did not solve these problems. The results from this study showed that negative affect, inaccurate self-assessments during the posttest, and higher perceptions of mental effort during the posttest were negatively associated with problem-solving performance after learning in a self-regulated way.

  5. Improving self-regulated learning of preschool children: evaluation of training for kindergarten teachers.

    Science.gov (United States)

    Perels, Franziska; Merget-Kullmann, Miriam; Wende, Milena; Schmitz, Bernhard; Buchbinder, Carla

    2009-06-01

    In the context of lifelong learning, self-regulated learning is an important competence. Children between 4 and 6 years of age are at a crucial step in their life to develop self-regulatory competence. That is why their kindergarten teachers play an important role as instructors as well as role models. This study tested the effects of self-regulation training for kindergarten teachers concerning their own self-regulation and methods to foster self-regulation in children at preschool age whom they were teaching. In this study, 35 German kindergarten teachers and 97 children participated. All adult participants were graduated kindergarten teachers. The kindergarten teachers were tested with a questionnaire 2 weeks before and after the training. At the same time, the preschoolers were interviewed. A waiting control group design was applied. The results obtained by means of analyses of variance show that the self-regulation of the kindergarten teachers as well as the self-regulated learning of preschoolers whose kindergarten teachers took part in the training improved significantly. The results indicate that it is possible to improve self-regulated learning of preschool children by a training programme for kindergarten teachers.

  6. Validation of an instrument to measure students' motivation and self-regulation towards technology learning

    Science.gov (United States)

    Liou, Pey-Yan; Kuo, Pei-Jung

    2014-05-01

    Background:Few studies have examined students' attitudinal perceptions of technology. There is no appropriate instrument to measure senior high school students' motivation and self-regulation toward technology learning among the current existing instruments in the field of technology education. Purpose:The present study is to validate an instrument for assessing senior high school students' motivation and self-regulation towards technology learning. Sample:A total of 1822 Taiwanese senior high school students (1020 males and 802 females) responded to the newly developed instrument. Design and method:The Motivation and Self-regulation towards Technology Learning (MSRTL) instrument was developed based on the previous instruments measuring students' motivation and self-regulation towards science learning. Exploratory and confirmatory factor analyses were utilized to investigate the structure of the items. Cronbach's alpha was applied for measuring the internal consistency of each scale. Furthermore, multivariate analysis of variance was used to examine gender differences. Results:Seven scales, including 'Technology learning self-efficacy,' 'Technology learning value,' 'Technology active learning strategies,' 'Technology learning environment stimulation,' 'Technology learning goal-orientation,' 'Technology learning self-regulation-triggering,' and 'Technology learning self-regulation-implementing' were confirmed for the MSRTL instrument. Moreover, the results also showed that male and female students did not present the same degree of preference in all of the scales. Conclusions:The MSRTL instrument composed of seven scales corresponding to 39 items was shown to be valid based on validity and reliability analyses. While male students tended to express more positive and active performance in the motivation scales, no gender differences were found in the self-regulation scales.

  7. Conceptions, Self-Regulation, and Strategies of Learning Science among Chinese High School Students

    Science.gov (United States)

    Li, Mang; Zheng, Chunping; Liang, Jyh-Chong; Zhang, Yun; Tsai, Chin-Chung

    2018-01-01

    This study explored the structural relationships among secondary school students' conceptions, self-regulation, and strategies of learning science in mainland China. Three questionnaires, namely conceptions of learning science (COLS), self-regulation of learning science (SROLS), and strategies of learning science (SLS) were developed for…

  8. Professional Learning through Everyday Work: How Finance Professionals Self-Regulate Their Learning

    Science.gov (United States)

    Littlejohn, Allison; Milligan, Colin; Fontana, Rosa Pia; Margaryan, Anoush

    2016-01-01

    Professional learning is a critical component of ongoing improvement and innovation and the adoption of new practices in the workplace. Professional learning is often achieved through learning embedded in everyday work tasks. However, little is known about how professionals self-regulate their learning through regular work activities. This paper…

  9. Implementing a Self-Regulated "WebQuest" Learning System for Chinese Elementary Schools

    Science.gov (United States)

    Hsiao, Hsien-Sheng; Tsai, Chung-Chieh; Lin, Chien-Yu; Lin, Chih-Cheng

    2012-01-01

    The rapid growth of Internet has resulted in the rise of WebQuest learning recently. Teachers encourage students to participate in the searching for knowledge on different topics. When using WebQuest, students' self-regulation is often the key to successful learning. Therefore, this study establishes a self-regulated learning system to assist…

  10. Training self-assessment and task-selection skills to foster self-regulated learning: Do trained skills transfer across domains?

    Science.gov (United States)

    Raaijmakers, Steven F; Baars, Martine; Paas, Fred; van Merriënboer, Jeroen J G; van Gog, Tamara

    2018-01-01

    Students' ability to accurately self-assess their performance and select a suitable subsequent learning task in response is imperative for effective self-regulated learning. Video modeling examples have proven effective for training self-assessment and task-selection skills, and-importantly-such training fostered self-regulated learning outcomes. It is unclear, however, whether trained skills would transfer across domains. We investigated whether skills acquired from training with either a specific, algorithmic task-selection rule or a more general heuristic task-selection rule in biology would transfer to self-regulated learning in math. A manipulation check performed after the training confirmed that both algorithmic and heuristic training improved task-selection skills on the biology problems compared with the control condition. However, we found no evidence that students subsequently applied the acquired skills during self-regulated learning in math. Future research should investigate how to support transfer of task-selection skills across domains.

  11. The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context

    Directory of Open Access Journals (Sweden)

    Richard Lynch

    2004-08-01

    Full Text Available This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was used as a control measure. Performance was operationalized as final course grades. Data were collected from 94 students in a blended undergraduate marketing course at a west coast American research university (tier one. Regression analysis revealed that verbal ability and self-efficacy related significantly to performance, together explaining 12 percent of the variance in course grades. Self-efficacy for learning and performance alone accounted for 7 percent of the variance.

  12. Self-regulated processes as predictors of students' achievement in music theory in Slovenian elementary music schools

    Directory of Open Access Journals (Sweden)

    Barbara Smolej Fritz

    2010-01-01

    Full Text Available The aim of the present research was to examine the relation between processes of selfregulated learning and achievement in Music Theory (MT, a basic and obligatory subject in Slovenian music schools. A total of 457 fifth- and sixth- grade students (153 boys and 303 girls from 10 different elementary music schools in Slovenia participated in the study. Students completed a questionnaire about affective-motivational processes and a questionnaire about (metacognitive processes of selfregulated learning in MT, as well as achievement test. The final grades were collected at the end of the school year. The results showed that significant correlation exists between almost all affective-motivational and (metacognitive processes of self-regulated learning and achievement. Affective-motivational factors emerged as better predictors of students' achievement than (metacognitive factors. The most important individual predictors were anxiety and competence. It was also found that self-regulated processes explain a greater amount of variance for final grades than for the achievement test.

  13. Self-regulation of learning and performance level of elite youth soccer players

    NARCIS (Netherlands)

    Marije Elferink-Gemser; G. Pepping; G. Jordet; C. Visscher; T. Toering

    2012-01-01

    In learning and development, self-regulation can be described as the extent to which individuals are metacognitively, motivationally, and behaviourally proactive participants in their learning process (Zimmerman, 1989, 2006). We examined the relationship between self-regulation and performance level

  14. Assessing Student Learning in Academic Advising Using Social Cognitive Theory

    Science.gov (United States)

    Erlich, Richard J.; Russ-Eft, Darlene F.

    2013-01-01

    We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning and…

  15. Medical students’ self-regulated learning in clinical contexts

    NARCIS (Netherlands)

    Berkhout, J.J.

    2017-01-01

    Doctors are expected to be lifelong learners. This means that they should be able to identify their own weaknesses, have effective strategies to improve, and to reflect on this process. The competencies necessary for lifelong learning, are refined through engaging in self-regulated learning.

  16. EFL Learners’ Use of ICT for Self-Regulated Learning

    Directory of Open Access Journals (Sweden)

    Serkan Çelik

    2012-10-01

    Full Text Available Problem Statement: The notions of autonomy and independence possess an increasingly important role in language pedagogy by raising issues such as learners’ responsibility for their own learning, and their right to determine the direction of their own learning, the skills which can be learned and applied in self-directed learning and capacity for independent learning and the extents to which this can be suppressed by institutional education.Purpose of Study: This study attempted to enrich our understanding of language learners’ self-initiated use of information and communication technologies (ICT from the language learning perspective.Methods: The participants were 399 language learners who were attending the intensive English language preparatory program at the Eastern Mediterranean University, North Cyprus. The study was based on a survey which consisted of demographic and language learning backgrounds of the participants, and likert-scale questions on participants’ self-initiated use of ICT for language learning. The data collected were validated through factor analyses. Beside descriptive analyses, chi-square and t-test were also used to reveal the associations between demographic variables and different dimensions of ICT use in selfregulated language learning.Findings and Results: An obvious finding to emerge from this study is that there are no statistically significant differences regarding the male and female participants’ use of ICT for self-regulated learning, and between language levels of the learners. Considering the responses, the learners mostly use ICT to practice listening, vocabulary and writing skills.Conclusions and Recommendations: The overall outcome of the study points to the need for learner training, teacher support and guidance for an effective use of ICT for self regulation of language learning.

  17. Cognitive and metacognitive processes in self-regulation of learning

    Directory of Open Access Journals (Sweden)

    Erika Tomec

    2006-08-01

    Full Text Available The purpose of the present study was to investigate differences among secondary school students in cognitive and metacognitive processes in self-regulated learning (SRL according to year of education, learning program, sex and achievement. Beside this, the autors were interested in the relationship between (metacognitive components of self-regulated learning. The theoretical framework of the research was the four-component model of self-regulated learning by Hofer, Yu and Pintrich (1998. The focus was on the first part of the model which is about cognitive structure and cognitive strategies.Metacognitive awareness inventory (Shraw and Sperling Dennison, 1994 and Cognitive strategies awareness questionnaire (Pečjak, 2000, in Peklaj and Pečjak, 2002 were applied. In a sample of 321 students, differences in perception of importance of cognitive strategies among students attending different grades (1st and 4th, students attending different learning programs, students of different gender and students with different achievements emerged. Students' achievement in the whole sample was related to amount of metacognitive awareness. In the sample of 4-year students and students attending professional secondary schools, students' achievement was additionally related to appraisal of importance elaboration and organizational strategies. Further statistical analyses of relationship between components in SRL showed high positive correlation between cognitive and metacognitive components.

  18. How Does Self-Regulated Learning Relate to Active Procrastination and Other Learning Behaviors?

    Science.gov (United States)

    Yamada, Masanori; Goda, Yoshiko; Matsuda, Takeshi; Saito, Yutaka; Kato, Hiroshi; Miyagawa, Hiroyuki

    2016-01-01

    This research investigates the relationship between self-regulated learning awareness, procrastination, and learning behaviors in a blended learning environment. Participants included 179 first-grade university students attending a blended learning-style class that used a learning management system. Data were collected using questionnaires on…

  19. Self-regulated and technology-enhanced learning: a European perspective

    NARCIS (Netherlands)

    Mooij, Ton; Steffens, Karl; Andrade, Maureen Snow

    2014-01-01

    Self-regulation of learning, learning to learn, and their potential stimulation by specific Information and Communication Technologies (ICTs), are main topics in European policy. This issue of the ‘European Educational Research Journal’ (EERJ) focuses on research to develop, integrate, and evaluate

  20. Self-regulated and technology-enhanced learning: a European perspective

    NARCIS (Netherlands)

    Mooij, Ton; Steffens, Karl; Andrade, Maureen Snow

    2015-01-01

    Self-regulation of learning, learning to learn, and their potential stimulation by specific Information and Communication Technologies (ICTs), are main topics in European policy. This issue of the ‘European Educational Research Journal’ (EERJ) focuses on research to develop, integrate, and evaluate

  1. Self-regulated learning strategies used in surgical clerkship and the relationship with clinical achievement.

    Science.gov (United States)

    Turan, Sevgi; Konan, Ali

    2012-01-01

    Self-regulated learning indicates students' skills in controlling their own learning. Self-regulated learning, which a context-specific process, emphasizes autonomy and control. Students gain more autonomy with respect to learning in the clinical years. Examining the self-regulated learning skills of students in this period will provide important clues about the level at which students are ready to use these skills in real-life conditions. The self-regulated learning strategies used by medical students in surgical clerkship were investigated in this study and their relation with clinical achievement was analyzed. The study was conducted during the surgery clerkship of medical students. The participation rate was 94% (309 students). Motivated Strategies for Learning Questionnaire (MSLQ), a case-based examination, Objective Structured Clinical Examination (OSCE), and tutor evaluations for assessing achievement were used. The relationship between the Motivated Strategies for Learning Questionnaire scores of the students and clinical achievement was analyzed with multilinear regression analysis. The findings showed that students use self-regulated learning skills at medium levels during their surgery clerkship. A relationship between these skills and OSCE scores and tutor evaluations was determined. OSCE scores of the students were observed to increase in conjunction with increased self-efficacy levels. However, as students' beliefs regarding control over learning increased, OSCE scores decreased. No significant relationship was defined between self-regulated learning skills and case-based examination scores. We observed that a greater self-efficacy for learning resulted in higher OSCE scores. Conversely, students who believe that learning is a result of their own effort had lower OSCE scores. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  2. Improving Self-Regulated Learning: Effects of Training and Feedback on Self-Assessment and Task-Selection Accuracy

    NARCIS (Netherlands)

    Raaijmakers, S.F.|info:eu-repo/dai/nl/413317862

    2018-01-01

    The ability to self-regulate one’s own learning is increasingly important in current society. In almost every line of work it is necessary to regularly update one’s knowledge and skills. This requires effective self-regulated learning skills. However, most people do not possess effective

  3. Perbedaan Motivasi Belajar, Mutu Keterampilan Belajar, dan Self Regulated Learning Siswa Kelas Diklat dan Siswa Kelas Reguler

    Directory of Open Access Journals (Sweden)

    Hafiz Hidayat

    2016-03-01

    Full Text Available This research was conducted as there was a difference between learning achievement of the students in regular class and in training class. Learning motivation, learning skill quality and self regulated learning are factors assumed to affect the students’ learning achievement. This research was intended to: (1 reveal the difference between learning motivation of the students in regular class and in training class, (2 the difference between learning skill quality of the students in regular class and in training class, and (3 self regulated learning of the students in regular class and in training class.This research applied descriptive comparative method. The population of the research was 312 students in class XI of SMA N 5 Padang. By using purposive sampling technique and simple random sampling technique, 65 students were chosen as the sample. The instrument of the research were learning motivation questionnaire (the reliability was 0.950, self regulated learning questionnaire (the reliability was 0.817, and AUM PTSDL Format SLTA (the reliability was 0.76. The data gathered then were analyzed by using Multivariate Analysis of Variance (MANOVA.The research findings indicated that: (1 learning motivation of the students both in training class and in regular class at SMA N 5 Padang was in high category, (2 in which significant difference learning motivation of the students in regular class was higher than that of students in training class, (3 the quality of students' learning skills training classes as very bad and regular classroom students classified as not good at SMA N 5 Padang, (4 there was a significant difference between learning skill quality of the students in regular class and in training class in which learning skill quality of the regular class was higher than that of the students in training class, and (5 students self regulated learning training class and regular class in high at SMA N 5 Padang is category good, (6 there were no

  4. Social cognitive theory, metacognition, and simulation learning in nursing education.

    Science.gov (United States)

    Burke, Helen; Mancuso, Lorraine

    2012-10-01

    Simulation learning encompasses simple, introductory scenarios requiring response to patients' needs during basic hygienic care and during situations demanding complex decision making. Simulation integrates principles of social cognitive theory (SCT) into an interactive approach to learning that encompasses the core principles of intentionality, forethought, self-reactiveness, and self-reflectiveness. Effective simulation requires an environment conducive to learning and introduces activities that foster symbolic coding operations and mastery of new skills; debriefing builds self-efficacy and supports self-regulation of behavior. Tailoring the level of difficulty to students' mastery level supports successful outcomes and motivation to set higher standards. Mindful selection of simulation complexity and structure matches course learning objectives and supports progressive development of metacognition. Theory-based facilitation of simulated learning optimizes efficacy of this learning method to foster maturation of cognitive processes of SCT, metacognition, and self-directedness. Examples of metacognition that are supported through mindful, theory-based implementation of simulation learning are provided. Copyright 2012, SLACK Incorporated.

  5. Self-Regulation of Learning and Academic Delay of Gratification among Korean College Students

    Science.gov (United States)

    Bembenutty, Hefer

    2007-01-01

    The goal of the present study was to examine the relationship between Korean students' motivation for learning, use of self-regulation of learning strategies, and delay of gratification Self-regulation of learning is a process that required students to get involved in their personal, behavioral, motivational, and cognitive learning tasks in order…

  6. Self-regulated learning of important information under sequential and simultaneous encoding conditions.

    Science.gov (United States)

    Middlebrooks, Catherine D; Castel, Alan D

    2018-05-01

    Learners make a number of decisions when attempting to study efficiently: they must choose which information to study, for how long to study it, and whether to restudy it later. The current experiments examine whether documented impairments to self-regulated learning when studying information sequentially, as opposed to simultaneously, extend to the learning of and memory for valuable information. In Experiment 1, participants studied lists of words ranging in value from 1-10 points sequentially or simultaneously at a preset presentation rate; in Experiment 2, study was self-paced and participants could choose to restudy. Although participants prioritized high-value over low-value information, irrespective of presentation, those who studied the items simultaneously demonstrated superior value-based prioritization with respect to recall, study selections, and self-pacing. The results of the present experiments support the theory that devising, maintaining, and executing efficient study agendas is inherently different under sequential formatting than simultaneous. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  7. Assessment for Learning as Support for Student Self-Regulation

    Science.gov (United States)

    Heritage, Margaret

    2018-01-01

    Assessment for learning (AfL) is integral to teaching and learning, and has as its central foci (i) pedagogical intervention in the immediacy of student learning, and (ii) the students' agency in the learning and assessment process. The role that students adopt in AfL is consistent with the idea of self-regulated learning, which involves students…

  8. Modelling self-efficacy, self-regulation, self-directed learning and career processes of adult professionals and relations with learning outcomes and labour market success

    NARCIS (Netherlands)

    Bijker, Monique; Van der Klink, Marcel; Boshuizen, Els

    2010-01-01

    Bijker, M. M., Van der Klink, M. R., & Boshuizen, H. P. A. (2010, 25-27 August). Modelling self-efficacy, self-regulation, self-directed learning and career processes of adult professionals and relations with learning outcomes and labour market success. Paper presented at the 5th EARLI-SIG14

  9. Self-regulated learning: A key learning effect of feedback in a ...

    African Journals Online (AJOL)

    Background. Problem-based learning (PBL) has been adopted across many health professions training institutions. Small-group student tutorials are a major component of PBL. Facilitator feedback during a tutorial is a key activity to promote self-regulated learning. Objective. To explore ways in which students use feedback ...

  10. The Trajectory of Scholarship about Self-Regulated Learning

    Science.gov (United States)

    Winne, Philip H.

    2017-01-01

    The trajectory of scholarship about self-regulated learning (SRL) originates in mid-19th-century writings about learners' sense of responsibility in self education. Although Descartes's 17th-century writings implied mental activities consistent with metacognition, a central feature of SRL, these were inarticulate until Flavell and colleagues'…

  11. Self Modeling: Expanding the Theories of Learning

    Science.gov (United States)

    Dowrick, Peter W.

    2012-01-01

    Self modeling (SM) offers a unique expansion of learning theory. For several decades, a steady trickle of empirical studies has reported consistent evidence for the efficacy of SM as a procedure for positive behavior change across physical, social, educational, and diagnostic variations. SM became accepted as an extreme case of model similarity;…

  12. Training self-assessment and task-selection skills : A cognitive approach to improving self-regulated learning

    NARCIS (Netherlands)

    Kostons, Danny; van Gog, Tamara; Paas, Fred

    For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task

  13. Stroking the Net Whale: A Constructivist Grounded Theory of Self-Regulated Learning in Virtual Social Spaces

    Science.gov (United States)

    Kasperiuniene, Judita; Zydziunaite, Vilma; Eriksson, Malin

    2017-01-01

    This qualitative study explored the self-regulated learning (SRL) of teachers and their students in virtual social spaces. The processes of SRL were analyzed from 24 semi-structured individual interviews with professors, instructors and their students from five Lithuanian universities. A core category stroking the net whale showed the process of…

  14. Motivational and emotional components affecting male's and female's self-regulated learning

    NARCIS (Netherlands)

    Minnaert, A

    1999-01-01

    The relationship between self-referenced feelings and cognitions and self-regulated learning has become an important area of research. But to what extent can differences in self-regulation be explained by differences in motivation and emotion? And how facilitating or debilitating is the effect of

  15. Are Learning Logs Related to Procrastination? From the Viewpoint of Self-Regulated Learning

    Science.gov (United States)

    Yamada, Masanori; Oi, Misato; Konomi, Shin'ichi

    2017-01-01

    This study investigated the relationships between self-regulated learning (SRL) awareness, time-management awareness, learning behaviors (report submission), and learning performance. Psychometric data and learning logs for both in-class and out-of-class activities were collected in the lecture course, and their relationships were analyzed using…

  16. Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement

    Science.gov (United States)

    Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Sungur Vural, Semra

    2013-11-01

    Background. There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose. This study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), self-regulation, and science achievement. Sample. The sample for this study comprised 802 Grade 8 students from 14 public middle schools in a district of Ankara in Turkey. Design and methods. Students were administered 4 instruments: Constructivist Learning Environment Survey, Goal Achievement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. LISREL 8.7 program with SIMPLIS programming language was used to test the conceptual model. Providing appropriate fit indices for the proposed model, the standardized path coefficients for direct effects were examined. Results. At least one dimension of the constructivist learning environment was associated with students' intrinsic interest, goal orientation, self-efficacy, self-regulation, and science achievement. Self-efficacy emerged as the strongest predictor of both mastery and performance avoidance goals rather than the approach goals. Intrinsic value was found to be significantly linked to science achievement through its effect on self-regulation. The relationships between self-efficacy and self-regulation and between goal orientation and science achievement were not significant. Conclusion. In a classroom environment supporting student autonomy and control, students tend to develop higher interest in tasks, use more self-regulatory strategies, and demonstrate higher academic performance. Science teachers are highly recommended to consider these findings when designing

  17. Cued Retrospective Reporting: Measuring Self-Regulated Learning

    NARCIS (Netherlands)

    Van Meeuwen, Ludo; Brand-Gruwel, Saskia; Kirschner, Paul A.; De Bock, Jeano; Van Merriënboer, Jeroen

    2012-01-01

    Van Meeuwen, L. W., Brand-Gruwel, S., Kirschner, P. A., De Bock, J. J. P. R., & Van Merriënboer, J. J. G. (2012, april). Cued retrospective reporting: Measuring self-regulated learning. Paper presented at the AERA annual meeting, Vancouver, B. C.

  18. Self-Regulation and Problem Solving Ability in 7E-Learning Cycle Based Goal Orientation

    Science.gov (United States)

    Mulyono; Noor, N. L.

    2017-04-01

    Goal orientation differences between mastery goals and performance goals can be a cause of high and low self-regulation and problem-solving abilities. To overcome these problems applied 7E-learning cycle in which students learn and develop ways to optimise the power of reason through the learning phase elicit, engage, explore, explain, elaborate, evaluate, and extend. This study aimed to test the effectiveness of learning by 7E-learning cycle and describe self-regulation and mathematics problem solving based on goal-orientation after the implementation 7E-learning cycle. This study used mix method design with research subject is graders XII sciences MA NU Nurul Ulum Jekulo Kudus which divided into goal orientation is mastery goal and performance goal. The independent variable of this research is learning model, while the dependent variable is problem solving and self-regulation. Then, collecting data using scale, interviews and tests. The data processed with the proportion of test, t-test, paired samples t-test, and Normality-gain. The results show problem-solving abilities of students through 7E-learning cycle the average of mathematical problem-solving capability class, self-regulation at 7E-learning cycle is better than the traditional model study. The problem-solving skills at 7E-learning cycle are better than the traditional model study, there is an increase in self-regulation through 7E-learning cycle of 0.4 (medium), and there is an increased problem-solving ability through 7E-learning cycle by 0.79 (high). Based on the qualitative analysis, self-regulation and problem-solving ability after the implementation of 7E-learning cycle students of a mastery goal group are better than the performance goal team. It is suggested to implement 7E-learning cycle to improve self-regulation and problem-solving ability as well as directing and fostering mastery goal on the student in the learning process.

  19. Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

    NARCIS (Netherlands)

    Kostons, Danny; Van Gog, Tamara; Paas, Fred

    2012-01-01

    Kostons, D., Van Gog, T., & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22(2), 121-132. doi:10.1016/j.learninstruc.2011.08.004

  20. A 3-Year Study of Self-Regulation in Montessori and Non-Montessori Classrooms

    Science.gov (United States)

    Ervin, Barbara; Wash, Pamela D.; Mecca, Marilyn E.

    2010-01-01

    Albert Bandura, the leading pioneer in the study of self-regulation, has defined the term as the child's ability to self-educate, self-direct, regulate motivation, and learn to think about what she is learning (1994). Lev Vygotsky's theory that children can be taught to think independently about how to solve problems expands upon Bandura's work…

  1. A reflective analysis of medical education research on self-regulation in learning and practice.

    Science.gov (United States)

    Brydges, Ryan; Butler, Deborah

    2012-01-01

    In the health professions we expect practitioners and trainees to engage in self-regulation of their learning and practice. For example, doctors are responsible for diagnosing their own learning needs and pursuing professional development opportunities; medical residents are expected to identify what they do not know when caring for patients and to seek help from supervisors when they need it, and medical school curricula are increasingly called upon to support self-regulation as a central learning outcome. Given the importance of self-regulation in both health professions education and ongoing professional practice, our aim was to generate a snapshot of the state of the science in medical education research in this area. To achieve this goal, we gathered literature focused on self-regulation or self-directed learning undertaken from multiple perspectives. Then, with support from a multi-component theoretical framework, we created an overarching map of the themes addressed thus far and emerging findings. We built from that integrative overview to consider contributions, connections and gaps in research on self-regulation to date. Based on this reflective analysis, we conclude that the medical education community's understanding about self-regulation will continue to advance as we: (i) consider how learning is undertaken within the complex social contexts of clinical training and practice; (ii) think of self-regulation within an integrative perspective that allows us to combine disparate strands of research and to consider self-regulation across the training continuum in medicine, from learning to practice; (iii) attend to the grain size of analysis both thoughtfully and intentionally, and (iv) most essentially, extend our efforts to understand the need for and best practices in support of self-regulation. © Blackwell Publishing Ltd 2012.

  2. Exploring Differences between Self-Regulated Learning Strategies of High and Low Achievers in Open Distance Learning

    Science.gov (United States)

    Geduld, Bernadette

    2016-01-01

    Open distance students differ in their preparedness for higher education studies. Students who are less self-regulated risk failure and drop out in the challenging milieu of open distance learning. In this study, the differences between the application of self-regulated learning strategies by low and high achievers were explored. A multi-method…

  3. Learner Self-Regulation and Web 2.0 Tools Management in Personal Learning Environment

    Science.gov (United States)

    Yen, Cherng-Jyh; Tu, Chih-Hsiung; Sujo-Montes, Laura E.; Armfield, Shadow W. J.; Chan, Junn-Yih

    2013-01-01

    Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a Personal Learning Environment (PLE). This study examined each of the four aspects of learner self-regulation in online learning (i.e., environment structuring, goal setting, time management, & task strategies) as the predictor for level of…

  4. Factors affecting self-regulated learning in medical students: a qualitative study.

    Science.gov (United States)

    Jouhari, Zahra; Haghani, Fariba; Changiz, Tahereh

    2015-01-01

    Clinical courses are required of all medical students and means that they must develop the key skill of self-regulation during learning. The ability to self-regulate learning strategies is affected by different factors. This study determined the views of medical students on the factors affecting self-regulated learning (SRL). This study uses a qualitative approach and the content analysis method. Nineteen medical students in their fourth, fifth, and sixth years of study at Isfahan University of Medical Science participated in semi-structured, in-depth interviews. The students were selected using purposive sampling based on their overall grade point average (GPA). Five main themes were found to affect SRL. These themes included family with the two subthemes of family supervisory and supportive roles; peers with the two subthemes of facilitating and inhibiting roles; instructors with the two subthemes of personal and educational instructor's characteristics; educational environment with the two subthemes of facilitator and inhibitor roles; and student with the two subthemes of facilitating and inhibiting personal factors. The outcomes of student understanding of the factors affecting self-regulation indicate that facilitating factors should be used on an individual basis to reduce the effect of inhibiting factors to improve self-regulation in students.

  5. Relationships among Individual Task Self-Efficacy, Self-Regulated Learning Strategy Use and Academic Performance in a Computer-Supported Collaborative Learning Environment

    Science.gov (United States)

    Wilson, Kimberly; Narayan, Anupama

    2016-01-01

    This study investigates relationships between self-efficacy, self-regulated learning strategy use and academic performance. Participants were 96 undergraduate students working on projects with three subtasks (idea generation task, methodical task and data collection) in a blended learning environment. Task self-efficacy was measured with…

  6. EFL Students' Attitudes towards Self-Regulated Learning Strategies in Academic Writing

    Science.gov (United States)

    Abadikhah, Shirin; Aliyan, Zahra; Talebi, Seyed Hassan

    2018-01-01

    The aim of the present study was to investigate EFL university students' attitude towards self-regulated learning strategies in writing academic papers. A further aim of the study was to compare the attitudes of two groups of university students (third and fourth years) in the employment of self-regulated learning strategies to find out whether…

  7. How Mathematics Teachers Develop Their Pupils' Self-Regulated Learning Skills

    Science.gov (United States)

    Marchis, Iuliana

    2011-01-01

    Self-regulated learning skills are important in mathematical problem solving. The aim of the paper is to present a research on how mathematics teachers guide their pupils' mathematical problem-solving activities in order to increase self-regulation. 62 teachers have filled in a questionnaire developed for this research. The results are show that…

  8. Personality, Self-Regulated Learning, and Academic Entitlement

    Science.gov (United States)

    McLellan, Chelsea K.; Jackson, Dennis L.

    2017-01-01

    The current study explored the relation between the Big-Five personality domains, self-regulated learning, and academic entitlement. Academic entitlement is defined as the tendency to possess expectations of unearned academic success, unearned/undeserved academic services, and/or the expectation of unrealistic accommodation (Chowning and Campbell…

  9. Growing and Educational Environment of College Students and Their Motivational and Self-regulated Learning

    Science.gov (United States)

    Peng, Cuixin

    Students growing and being educated in different social background may perform differently in their learning process. These differences can be found in self-regulated behavior in fulfilling a certain task. This paper focuses on the differences of students' various growing and educational environment in motivation and self-regulated learning. Results reveal that there exist differences among students from big cities, middle and small town and countryside in motivational and self-regulated learning. It also indicates that students from big cities gain more knowledge of cognitive strategies in there learning process.

  10. A BCM theory of meta-plasticity for online self-reorganizing fuzzy-associative learning.

    Science.gov (United States)

    Tan, Javan; Quek, Chai

    2010-06-01

    Self-organizing neurofuzzy approaches have matured in their online learning of fuzzy-associative structures under time-invariant conditions. To maximize their operative value for online reasoning, these self-sustaining mechanisms must also be able to reorganize fuzzy-associative knowledge in real-time dynamic environments. Hence, it is critical to recognize that they would require self-reorganizational skills to rebuild fluid associative structures when their existing organizations fail to respond well to changing circumstances. In this light, while Hebbian theory (Hebb, 1949) is the basic computational framework for associative learning, it is less attractive for time-variant online learning because it suffers from stability limitations that impedes unlearning. Instead, this paper adopts the Bienenstock-Cooper-Munro (BCM) theory of neurological learning via meta-plasticity principles (Bienenstock et al., 1982) that provides for both online associative and dissociative learning. For almost three decades, BCM theory has been shown to effectively brace physiological evidence of synaptic potentiation (association) and depression (dissociation) into a sound mathematical framework for computational learning. This paper proposes an interpretation of the BCM theory of meta-plasticity for an online self-reorganizing fuzzy-associative learning system to realize online-reasoning capabilities. Experimental findings are twofold: 1) the analysis using S&P-500 stock index illustrated that the self-reorganizing approach could follow the trajectory shifts in the time-variant S&P-500 index for about 60 years, and 2) the benchmark profiles showed that the fuzzy-associative approach yielded comparable results with other fuzzy-precision models with similar online objectives.

  11. Toward a cognitive-affective model of goal-setting in rehabilitation: is self-regulation theory a key step?

    Science.gov (United States)

    Siegert, Richard J; McPherson, Kathryn M; Taylor, William J

    2004-10-21

    The aim of this article is to argue that self-regulation theory might offer a useful model for clinical practice, theory-building and empirical research on goal-setting in rehabilitation. Relevant literature on goal-setting and motivation in rehabilitation is considered and some problematic issues for current practice and future research are highlighted. Carver and Scheier's self-regulation theory and its application to rehabilitation research is examined. It is argued that self-regulation theory offers a robust theoretical framework for goal-setting and one in which the salient concepts of motivation and emotion are prominent. Self-regulation theory offers a potentially useful heuristic framework for rehabilitation research.

  12. Time will tell: The role of mobile learning analytics in self-regulated learning

    NARCIS (Netherlands)

    Tabuenca, Bernardo; Kalz, Marco; Drachsler, Hendrik; Specht, Marcus

    2015-01-01

    This longitudinal study explores the effects of tracking and monitoring time devoted to learn with a mobile tool, on self-regulated learning. Graduate students (n = 36) from three different online courses used their own mobile devices to track how much time they devoted to learn over a period of

  13. Self-Regulated Learning as a Critical Attribute for Successful Teaching and Learning

    Science.gov (United States)

    Iwamoto, Darren H.; Hargis, Jace; Bordner, Richard; Chandler, Pomaika'inani

    2017-01-01

    The purpose of this scholarship of teaching and learning was to define and assess the level of self-regulation skills undergraduate students possess. Participants completed the Motivated Strategies for Learning Questionnaire (MSLQ). Through the analysis of the MSLQ, students reported having high expectations for themselves. Yet, students were…

  14. Learning Pulse: Using Wearable Biosensors and Learning Analytics to Investigate and Predict Learning Success in Self-regulated Learning

    NARCIS (Netherlands)

    Di Mitri, Daniele; Scheffel, Maren; Drachsler, Hendrik; Börner, Dirk; Ternier, Stefaan; Specht, Marcus

    2017-01-01

    The Learning Pulse study aims to explore whether physiological data such as heart rate and step count correlate with learning activity data and whether they are good predictors for learning success during self-regulated learning. To verify this hypothesis an experiment was set up involving eight

  15. The effect of web quest and team-based learning on students’ self-regulation

    Directory of Open Access Journals (Sweden)

    ZOHREH BADIYEPEYMAIE JAHROMI

    2016-04-01

    Full Text Available Introduction: In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students’ self-direction, self-regulation, and academic achievement. Methods: This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the Web Quest approach as a teaching strategy (n=38, while the other group was taught using team-based learning (n=39. Data gathering was based on Guglielmino’s self-directed learning readiness scale (SDLRS and Buford’s self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR, Wilcoxon signed-rank test, and the Mann–Whitney U-test in SPSS software, version 13. p<0.05 was considered as the significance level. Results: The results of the Mann–Whitney U test showed that the participants’ self- directed (self-management and self-regulated learning differed between the two groups (p=0.04 and p=0.01, respectively. Wilcoxon test revealed that self-directed learning indices (self-control and self-management were differed between the two strategies before and after the intervention. However, the scores related to learning (students’ final scores were higher in the WebQuest approach than in team-based learning. Conclusion: By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required.

  16. Learning to learn self-regulation in practice: a 2 cohort evaluation.

    Science.gov (United States)

    Sharples, Kath; Moseley, Laurence G

    2011-11-01

    The transfer of nurse training into higher education following 'Project 2000' dramatically changed the status of student nurses. While the majority received a grant or bursary, students were no longer regarded as belonging to the hospital staffing complement. Elcock et al. (2007), argue that the intended advantage of supernumerary status following the move of nurse education into higher education has not been reflected in the student learning experience. Students have reported difficulties in being accepted into the community of practice, as they are no longer viewed as belonging in the professional sense to the practice environment (Cope et al., 2000). Students must therefore be prepared for their supernumerary role through the development of appropriate skills for learning in practice (Elcock et al., 2007). The Thames Valley University pre-registration nursing curriculum promotes the effective socialisation of students into the professional role (Fitzpatrick et al., 1996) through a 35-day practice orientation programme in the Common Foundation Programme. The results of a 2 cohort evaluation of a 35-day programme facilitated in the Brent and Harrow learning community indicate that novice pre-registration students will not always possess the self-directed ability to spontaneously engage with nursing care in practice. Students must be provided the opportunity to develop the skills that define the self-regulated learner (Langendyk, 2006). Students must be empowered to self-assess what they know and what they do not know. It is argued that in order to learn during practice experiences, the student nurse of today must first learn how to be self-regulated. Copyright © 2011 Elsevier Ltd. All rights reserved.

  17. Development and Validation of an EFL Self-Regulated Learning ...

    African Journals Online (AJOL)

    Self-regulated learning, strangely enough, though having swept educational psychology's literature like a tidal wave and also, compared to other constructs such as metacognition and learning strategies, has remained rather uncharted in language education literature and L2 research. Hence, among the main purposes of ...

  18. Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes

    Science.gov (United States)

    Ardasheva, Yuliya; Wang, Zhe; Adesope, Olusola O.; Valentine, Jeffrey C.

    2017-01-01

    This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain…

  19. Effect of Methods of Learning and Self Regulated Learning toward Outcomes of Learning Social Studies

    Science.gov (United States)

    Tjalla, Awaluddin; Sofiah, Evi

    2015-01-01

    This research aims to reveal the influence of learning methods and self-regulated learning on students learning scores for Social Studies object. The research was done in Islamic Junior High School (MTs Manba'ul Ulum), Batuceper City Tangerang using quasi-experimental method. The research employed simple random technique to 28 students. Data were…

  20. Development of a behavioural self-regulation intervention to improve employment, autonomy and self-esteem in ESRD patients.

    OpenAIRE

    Jansen, D.; Heijmans, M.; Rijken, M.

    2008-01-01

    Background: The aim was to develop a psychological intervention for ESRD patients and their partners aimed at maintaining/widening patients’ daily activities including work, and increasing patients’ autonomy and self-esteem. Methods: The intervention was based on self-regulation theory, social learning theory, selfdetermination theory and results of a cross-sectional study on the role of illness/treatment perceptions, and social support/overprotection in perceived autonomy, state self-esteem ...

  1. Learning Pre-Played Solos: Self-Regulated Learning Strategies in Jazz/Improvised Music

    Science.gov (United States)

    Nielsen, Siw G.

    2015-01-01

    This article reports on the self-regulated learning strategies of two advanced students in jazz/improvised music education when learning pre-played solos over well-known jazz tunes. The students were enrolled in a well-established performance degree programme in a music conservatoire, and videotaped their own individual practice sessions. In…

  2. Using online learning networks to promote self-regulated learning in primary teacher education

    NARCIS (Netherlands)

    Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

    2017-01-01

    Many recent studies have stressed the importance of students’ self-regulated learning (SRL) skills for successful learning. Consequently, teacher educators have begun to increase student teachers’ SRL opportunities in educational pre-service programs. Although primary teacher educators are aware of

  3. Motivation to Speak English: A Self-Determination Theory Perspective

    Science.gov (United States)

    Dincer, Ali; Yesilyurt, Savas

    2017-01-01

    Based on a modern motivation theory of learning, self-determination theory (SDT), this study aimed to investigate the relationships between English as a foreign language (EFL) learners' motivation to speak, autonomous regulation, autonomy support from teachers, and classroom engagement, with both quantitative and qualitative approaches. The…

  4. The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study

    Science.gov (United States)

    Ergen, Binnur; Kanadli, Sedat

    2017-01-01

    Problem Statement: Self-regulated learning strategies (cognitive, metacognitive, resource management, and motivational strategies) influence students' academic achievement, conceptual understanding, and motivation. Reviewing the national literature about self-regulated learning strategies, studies have indicated both significant and insignificant…

  5. Improving Mathematical Communication Ability and Self Regulation Learning Of Yunior High Students by Using Reciprocal Teaching

    Directory of Open Access Journals (Sweden)

    Abdul Qohar

    2013-01-01

    Full Text Available This paper presents the findings from a posttest experiment control group design  by  using reciprocal teaching, conducted  in Indonesia University of Education to investigate students’ ability in mathematical communication and self regulated learning.  Subject of the study were 254 of 9th grade students from three junior high schools of high, medium, and low level in Bojonegoro, East Java.  The instruments of the study were an essay mathematical communication test, and a self regulated learning scale. The study found that reciprocal teaching took the best role among school  cluster  and students’ prior mathematics ability on students’ mathematical communication ability and self regulated learning as well.  The other finding were there was interaction between school cluster and teaching approaches, but was no interaction between students’ prior mathematics ability and teaching approaches on mathematical communication ability and  self regulated learning. Moreover, there was association between mathematical communication and self regulated learningKeywords: Reciprocal Teaching, Mathematical Communication, Self Regulated Learning DOI: http://dx.doi.org/10.22342/jme.4.1.562.59-74

  6. The Self-Perception Theory vs. a Dynamic Learning Model

    OpenAIRE

    Swank, Otto H.

    2006-01-01

    Several economists have directed our attention to a finding in the social psychological literature that extrinsic motivation may undermine intrinsic motivation. The self-perception (SP) theory developed by Bem (1972) explains this finding. The crux of this theory is that people remember their past decisions and the extrinsic rewards they received, but they do not recall their intrinsic motives. In this paper I show that the SP theory can be modeled as a variant of a conventional dynamic learn...

  7. Self Regulated Learning for Developing Nursing Skills via Web-Based

    Science.gov (United States)

    Razak, Rafiza Abdul; Hua, Khor Bee

    2013-01-01

    The purpose of this study is to find out whether the first year student nurses able to learn and develop the psychomotor skills for basic nursing care using web-based learning environment. More importantly, the researcher investigated whether web-based learning environment using self regulated learning strategy able to help students to apply the…

  8. Assessing medical students' self-regulation as aptitude in computer-based learning.

    Science.gov (United States)

    Song, Hyuksoon S; Kalet, Adina L; Plass, Jan L

    2011-03-01

    We developed a Self-Regulation Measure for Computer-based learning (SRMC) tailored toward medical students, by modifying Zimmerman's Self-Regulated Learning Interview Schedule (SRLIS) for K-12 learners. The SRMC's reliability and validity were examined in 2 studies. In Study 1, 109 first-year medical students were asked to complete the SRMC. Bivariate correlation analysis results indicated that the SRMC scores had a moderate degree of correlation with student achievement in a teacher-developed test. In Study 2, 58 third-year clerkship students completed the SRMC. Regression analysis results indicated that the frequency of medical students' usage of self-regulation strategies was associated with their general clinical knowledge measured by a nationally standardized licensing exam. These two studies provided evidence for the reliability and concurrent validity of the SRMC to assess medical students' self-regulation as aptitude. Future work should provide evidence to guide and improve instructional design as well as inform educational policy.

  9. What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement

    Science.gov (United States)

    Mega, Carolina; Ronconi, Lucia; De Beni, Rossana

    2014-01-01

    The authors propose a theoretical model linking emotions, self-regulated learning, and motivation to academic achievement. This model was tested with 5,805 undergraduate students. They completed the Self-Regulated Learning, Emotions, and Motivation Computerized Battery (LEM-B) composed of 3 self-report questionnaires: the Self-Regulated Learning…

  10. Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment

    Science.gov (United States)

    Shepard, L. A.; Penuel, W. R.; Pellegrino, J. W.

    2018-01-01

    To support equitable and ambitious teaching practices, classroom assessment design must be grounded in a research-based theory of learning. Compared to other theories, sociocultural theory offers a more powerful, integrative account of how motivational aspects of learning--such as self-regulation, self-efficacy, sense of belonging, and…

  11. SELF-REGULATED LEARNING DAN PROKRASTINASI: STUDI PADA SISWA SMK PANCA KARYA TANGERANG

    Directory of Open Access Journals (Sweden)

    Nuryetty Zain

    2015-10-01

    Full Text Available This research aims to know whether there is the correlation between self-regulated learning and procrastination in Students of SMK Panca Karya Tangerang. Research method used is a method of survey. The population in this research was all of the students in SMK Panca Karya Tangerang, affordable population in this research is all of Office Administration’s students which consisted of 112 students, and sample used as many as 94 students by using techniques proportional random sampling. An instrument used to obtain data for variable x (self-regulated learning and variable y (procrastination measured using a questionnaire with Liker’s Scale.This study uses the logistic correlation hypothesis test.Results of the analysis showed thatthere is a negative and significant correlation between Self-Regulated Learning and Procrastination.

  12. The Influence of the Openness of an E-Learning Situation on Adult Students’ Self-Regulation

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    Annie Jézégou

    2013-07-01

    Full Text Available This article presents empirical research conducted with French speaking adults studying for a diploma. Their training took place mainly in e-learning. The goal of this research was to identify and explain the processes of influence existing between two specific dimensions: the degree of openness of the components of the e-learning situation and students’ self-regulated behaviors in the management of these components. This research was based on the socio-cognitive theory of self-regulation (Bandura, 1986; Schunk & Zimmerman, 2007; Zimmerman, 2002 and on a theoretical definition of the notion of “openness” (Jézégou, 2005. It applied the “actantial model” (Greimas, 1966; Hiernaux, 1977 for analyzing data collected while using a specific validated instrument of assessment of openness (Jézégou, 2010a. The main results of this empirical work are the role played by three psychological dimensions in the influence processes identified. More empirical study is required to confirm their validity.

  13. Factors Affecting the Use of Self-Regulated L2 Learning Strategies in Turkish FLE Context

    Science.gov (United States)

    Köksal, Dinçay; Dündar, Sinem

    2017-01-01

    This study aims to investigate the overall self-regulated L2 learning strategy use of L2 learners depending upon the Strategic Self-Regulation (S[superscript 2]R) Model proposed by Oxford (2011), and to examine the relationships between their reported self-regulated L2 strategy use and their personality traits, identity, beliefs about L2 learning,…

  14. Rubrics and Self-Assessment Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education

    Science.gov (United States)

    Panadero, Ernesto; Tapia, Jesus Alonso; Huertas, Juan Antonio

    2012-01-01

    This study compares the effects of two different self-assessment tools--rubrics and scripts--on self-regulation, learning and self-efficacy in interaction with two other independent variables (type of instructions and feedback). A total of 120 secondary school students analyzed landscapes--a usual task when studying Geography--in one of twelve…

  15. Medical students' self-efficacy in problem-based learning and its relationship with self-regulated learning.

    Science.gov (United States)

    Demirören, Meral; Turan, Sevgi; Öztuna, Derya

    2016-01-01

    Problem-based learning (PBL) is most commonly used in medical education to enhance self-regulated learning (SRL) skills. Self-efficacy beliefs affect students' motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students' self-reported SRL skills and their self-efficacy in PBL. A cross-sectional study was conducted with second (286; 83.1%) and third (275; 80.2%) year students at the Ankara University School of Medicine. The SRL perception (SRLP) scale and self-efficacy for problem-based learning (SPBL) scale were used in the study. The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale) and the subscales of SPBL and the students' views on benefiting from PBL. The female students' mean score was higher for the 'planning and goal setting' subscale of SRLP (p=0.017), and the second-year students' mean score was higher than that of the third-year students for the 'lack of self-directedness' subscale of SRLP (p=0.001) with small effect sizes (Cohen's d is 0.17 and 0.27). There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the 'responsibility' subscale of SPBL (p=0.003; Cohen's d=0.26). The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students' development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum, learning environment, individual differences, and how these can affect the

  16. Medical students’ self-efficacy in problem-based learning and its relationship with self-regulated learning

    Science.gov (United States)

    Demirören, Meral; Turan, Sevgi; Öztuna, Derya

    2016-01-01

    Background Problem-based learning (PBL) is most commonly used in medical education to enhance self-regulated learning (SRL) skills. Self-efficacy beliefs affect students’ motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students’ self-reported SRL skills and their self-efficacy in PBL. Methods A cross-sectional study was conducted with second (286; 83.1%) and third (275; 80.2%) year students at the Ankara University School of Medicine. The SRL perception (SRLP) scale and self-efficacy for problem-based learning (SPBL) scale were used in the study. Results The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale) and the subscales of SPBL and the students’ views on benefiting from PBL. The female students’ mean score was higher for the ‘planning and goal setting’ subscale of SRLP (p=0.017), and the second-year students’ mean score was higher than that of the third-year students for the ‘lack of self-directedness’ subscale of SRLP (p=0.001) with small effect sizes (Cohen's d is 0.17 and 0.27). There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the ‘responsibility’ subscale of SPBL (p=0.003; Cohen's d=0.26). Conclusions The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students’ development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum, learning

  17. Medical students’ self-efficacy in problem-based learning and its relationship with self-regulated learning

    Directory of Open Access Journals (Sweden)

    Meral Demirören

    2016-03-01

    Full Text Available Background: Problem-based learning (PBL is most commonly used in medical education to enhance self-regulated learning (SRL skills. Self-efficacy beliefs affect students’ motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students’ self-reported SRL skills and their self-efficacy in PBL. Methods: A cross-sectional study was conducted with second (286; 83.1% and third (275; 80.2% year students at the Ankara University School of Medicine. The SRL perception (SRLP scale and self-efficacy for problem-based learning (SPBL scale were used in the study. Results: The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale and the subscales of SPBL and the students’ views on benefiting from PBL. The female students’ mean score was higher for the ‘planning and goal setting’ subscale of SRLP (p=0.017, and the second-year students’ mean score was higher than that of the third-year students for the ‘lack of self-directedness’ subscale of SRLP (p=0.001 with small effect sizes (Cohen's d is 0.17 and 0.27. There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the ‘responsibility’ subscale of SPBL (p=0.003; Cohen's d=0.26. Conclusions: The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students’ development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum

  18. A Chinese Learner and Her Self-Regulated Learning: An Autoethnography

    Science.gov (United States)

    Heng, Jiang

    2015-01-01

    In this paper, I use an autoethnographical approach, coupled with existing research literature on Chinese learners and learning, to reflect upon my own experiences as a junior high school student in order to explore how Chinese students perceive their learning, and how they establish and justify their own sense of self-regulation in learning. It…

  19. Invigorating self-regulated learning strategies of mathematics among higher education students

    Science.gov (United States)

    Chechi, Vijay Kumar; Bhalla, Jyoti

    2017-07-01

    The global market is transforming at its ever-increasing rate of knots. Consequently, the work skills challenges that current students will encounter throughout their lifetimes will be drastically different from those of present and past and proffering new-fangled opportunities and posing new challenges. However, in order to deal with tomorrow's opportunities and challenges students ought to equip with higher order cognitive skills which are substantially different from those needed in the past. In order to accomplish this intention, students must be academically self-regulated, as academic self-regulation is playing a vital role for academic success, particularly in higher education. Students must be prepared in such a way that they should take responsibility for their own learning. Self-regulation suggests activities and thinking processes that learners can engage in during his learning. Self-regulation is encompassing a number of inter-dependent aspect viz. affective beliefs, cognition and meta-cognitive skills [1]. It helps the learners to make sagacious use of their intellect and expertise [2]. As statistics has shown that the achievement of students in mathematics has persistently been poor. Along with it, mathematics is considered as one of the most important subject course in architecture, agriculture, medicine, pharmacy and especially in engineering. In spite of its importance, most of the students considered it as a dull and dry subject and their performance is remarkably low and alarming. Therefore, the present paper will highlight various factors affecting performance of higher education students in mathematics and will suggest different self-regulated learning strategies which will act as boon for higher education students.

  20. Addiction as an attempt at self-regulation (contemporary psychoanalytic theories of addiction

    Directory of Open Access Journals (Sweden)

    Gregor Žvelc

    2001-09-01

    Full Text Available In the article author presents the development of psychoanalytic theory of addiction from early writings to contemporary ego, self psychological and theories of object relations. Classical psychoanalysis understood addiction as a regressive gratification of libidinal drives, whereas contemporary authors understand it as an attempt of adaptation to certain problems and worries. The neurotic conflict is not anymore in the foreground, but disturbances in ego, self and object relations. On the basis of a review of contemporary psychoanalytical theories, the author concludes that individuals prone to addiction have a disturbance in self-regulation. Because of that, they have problems in tolerating and coping with certain emotions. With the help of outer means they tend to re-establish internal balance, which they can't manage alone. This outer 'help' can be seen in various forms of addiction (drugs, food, relationships, sex .... So, the core problem of addicted people is a deficit of self-regulation, which is a consequence of a lack of internalisaton of regulatory functions of primary object. Contemporary psychoanalytical theories of addiction bring us greater insight in personality factors which influence the formation of addiction, thus giving us guidelines for adequate psychotherapy of addiction.

  1. The Relationship between the Big-Five Model of Personality and Self-Regulated Learning Strategies

    Science.gov (United States)

    Bidjerano, Temi; Dai, David Yun

    2007-01-01

    The study examined the relationship between the big-five model of personality and the use of self-regulated learning strategies. Measures of self-regulated learning strategies and big-five personality traits were administered to a sample of undergraduate students. Results from canonical correlation analysis indicated an overlap between the…

  2. What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation

    Directory of Open Access Journals (Sweden)

    Charlotte Dignath-van Ewijk

    2012-01-01

    Full Text Available In order to foster self-regulated learning (SRL, teachers should provide students with learning strategies, as well as with constructivist learning environments that allow them to self-regulate their learning. These two components complement each other. When investigating teachers’ promotion of SRL, not only teacher behavior, but also teachers’ beliefs as well as their knowledge about SRL are relevant aspects to consider. Therefore, this study seeks to examine teachers’ knowledge and beliefs on promoting SRL, as well as their predictive value on teachers’ promotion of SRL in the classroom. Forty-seven primary school teachers completed questionnaires on knowledge and beliefs towards both components of the promotion of SRL: strategy instruction and a constructivist learning environment. In addition, teachers had to answer open-ended questions on their understanding of SRL, as well as their implementation of SRL in their classroom. The results show that teachers are more positive towards constructivist than towards SRL (teacher beliefs, and most teachers mentioned characteristics of constructivist learning environments, while only few teachers addressed strategy instruction when being asked about their understanding of SRL (teacher knowledge. Moreover, teacher beliefs are the only predictor for teacher behavior. The results indicate how teacher education could support teachers to learn how to promote SRL effectively.

  3. Internet governance and global self regulation: theoretical and empirical building blocks for a general theory of self regulation

    NARCIS (Netherlands)

    Vey Mestdagh, C.; Rijgersberg, R.

    2010-01-01

    The following exposition sets out to identify the basic theoretical and empirical building blocks for a general theory of self-regulation. It uses the Internet as an empirical basis since its global reach and technical characteristics create interdependencies between actors that transcend national

  4. Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement.

    Science.gov (United States)

    Brown, Gavin T L; Peterson, Elizabeth R; Yao, Esther S

    2016-12-01

    Lecturers give feedback on assessed work in the hope that students will take it on board and use it to help regulate their learning for the next assessment. However, little is known about how students' conceptions of feedback relate to students' self-regulated learning and self-efficacy beliefs and academic performance. This study explores student beliefs about the role and purpose of feedback and the relationship of those beliefs to self-reported self-regulation and self-efficacy, and achievement. A total of 278 university students in a general education course on learning theory and approaches in a research-intensive university. Self-reported survey responses for students' conceptions of feedback (SCoF), self-regulation (SRL), academic self-efficacy (ASE), and Grade Point Average (GPA) were evaluated first with confirmatory factor analysis and then interlinked in a structural equation model. Three SCoF factors predicted SRL and/or GPA. The SCoF factor 'I use feedback' had positive associations with SRL (β = .44), GPA (β = .45), and ASE (β = .15). The SCoF factors 'tutor/marker comments' and 'peers help' both had negative relations to GPA (β = -.41 and -.16, respectively). 'Peers help' had a positive connection to SRL (β = .21). ASE itself made a small contribution to overall GPA (β = .16), while SRL had no statistically significant relation to GPA. The model indicates the centrality of believing that feedback exists to guide next steps in learning and thus contributes to SRL, ASE, and increased GPA. © 2016 The British Psychological Society.

  5. Penerapan Self Regulated Learning Berbasis Internet Untuk Meningkatkan Kemandirian Belajar Mahasiswa

    OpenAIRE

    Ana, Ana; Achdiani, Yani

    2015-01-01

    Penelitian ini bertujuan meningkatkan kemandirian belajar mahasiswa pada perkul iahan PTK melalui penerapan self regulated learning (SRL) berbasis internet. Secara khusus, target yang ingin dicapai dalam penelitian ini adalah memperoleh data peningkatan kemandirian belajar mahasiswa dengan aspek-aspek kemandirian belajar yang di kembangkan meliputi aspek Independency, Self-management, Desire for learning, dan Problem-solving melalui penerapan SRL berbasis internet. Metode penelitian yang digu...

  6. Self-Regulated Learning Strategies and Pre-University Math Performance of International Students in Malaysia

    Science.gov (United States)

    Loong, Tang Eng

    2012-01-01

    This study is an attempt to compare the use of self-regulated learning strategies and their math performance between home and international students in the Monash University Foundation Year (MUFY) and determine the self-regulated learning strategies that are significantly associated with their math performance. The participants of the study were…

  7. Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities

    NARCIS (Netherlands)

    Jossberger, Helen

    2011-01-01

    Jossberger, H. (2011). Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities. Doctoral Thesis. June, 24, 2011, Heerlen, The Netherlands: Open Universiteit in the Netherlands.

  8. PENINGKATAN SELF-REGULATED LEARNING SKILLS MAHASISWA PADA MATA KULIAH AKUNTANSI PENGANTAR MELALUI PROBLEM-BASED LEARNING

    Directory of Open Access Journals (Sweden)

    Andian Ari Istiningrum

    2017-02-01

    Full Text Available Abstrak: Penelitian ini bertujuan untuk mengetahui: (i peningkatan self-regulated learning skills (SRL melalui implementasi problem-based learning (PBL dan (ii peningkatan kemampuan dosen pelaksana dalam mengimplementasikan PBL. Penelitian ini merupakan lesson study terbagi atas dua siklus dimana masing-masing siklus terdiri atas tahap plan, do, dan see.Subjek penelitian adalah mahasiswa Akuntansi Universitas Negeri Yogyakarta semester pertama yang mengambil mata kuliah Akuntansi Pengantar sebanyak 35 mahasiswa. Data mengenai SRL dikumpulkan dengan angket yang diisi mahasiswa, sedangkan data mengenai implementasi PBL oleh dosen pelaksana dikumpulkan dengan lembar observasi yang diisi oleh mahasiswa dan anggota timlesson study. Data dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa (i PBL mampu meningkatkan SRL mahasiswa walaupun tingkat ketercapaiannya masih belum optimal, dan (ii kemampuan dosen pelaksana dalam melaksanakan PBL meningkat dengan tingkat ketercapaian yang optimal. IMPROVING STUDENTS’ SELF-REGULATED LEARNING SKILLS IN THE INTRODUCTION TO ACCOUNTING COURSE THROUGH PROBLEM-BASED LEARNING Abstract: This study aims to reveal (i the improvement of self-regulated learning skills (SRL through problem-based learning (PBL, and (ii the improvement of lecturers’ performance in implementing PBL. To achieve these purposes, a lesson study with two cycles was conducted. Each cycle consisted of plan phase, do phase, and see phase. The study was conducted to the 1 semester Accounting Students at Yogyakarta State University who attended the Introduction to Accounting course. There were 35 students as the research subjects. The sampling technique used to collect data regarding SRL was questionnaires which were filled out by the students; while the data regarding the lecturer’s performance was collected by observation sheets that were filled out by students and members of lesson study group. The study

  9. Observations of a Working Class Family: Implications for Self-Regulated Learning Development

    Science.gov (United States)

    Vassallo, Stephen

    2012-01-01

    Guardians have been implicated in the development of children's academic self-regulation. In this case study, which involved naturalistic observations and interviews, the everyday practices of a working class family were considered in the context of self-regulated learning development. The family's practices, beliefs, dispositions and home…

  10. Self-Regulated Learning in the Digital Age: An EFL Perspective

    Science.gov (United States)

    Sahin Kizil, Aysel; Savran, Zehra

    2016-01-01

    Research on the role of Information and Communication Technologies (ICT) in language learning has ascertained heretofore various potentials ranging from metacognitive domain to skill-based practices. One area in which the potentials of ICT tools requires further exploration is self-regulated language learning, an active, constructive process in…

  11. Self-Regulated Learning: The Role of Motivation, Emotion, and Use of Learning Strategies in Students' Learning Experiences in a Self-Paced Online Mathematics Course

    Science.gov (United States)

    Cho, Moon-Heum; Heron, Michele L.

    2015-01-01

    Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students'…

  12. Promoting the self-regulation of clinical reasoning skills in nursing students.

    Science.gov (United States)

    Kuiper, R; Pesut, D; Kautz, D

    2009-10-02

    The purpose of this paper is to describe the research surrounding the theories and models the authors united to describe the essential components of clinical reasoning in nursing practice education. The research was conducted with nursing students in health care settings through the application of teaching and learning strategies with the Self-Regulated Learning Model (SRL) and the Outcome-Present-State-Test (OPT) Model of Reflective Clinical Reasoning. Standardized nursing languages provided the content and clinical vocabulary for the clinical reasoning task. This descriptive study described the application of the OPT model of clinical reasoning, use of nursing language content, and reflective journals based on the SRL model with 66 undergraduate nursing students over an 8 month period of time. The study tested the idea that self-regulation of clinical reasoning skills can be developed using self-regulation theory and the OPT model. This research supports a framework for effective teaching and learning methods to promote and document learner progress in mastering clinical reasoning skills. Self-regulated Learning strategies coupled with the OPT model suggest benefits of self-observation and self-monitoring during clinical reasoning activities, and pinpoints where guidance is needed for the development of cognitive and metacognitive awareness. Thinking and reasoning about the complexities of patient care needs requires attention to the content, processes and outcomes that make a nursing care difference. These principles and concepts are valuable to clinical decision making for nurses globally as they deal with local, regional, national and international health care issues.

  13. The effect of web quest and team-based learning on students' self-regulation.

    Science.gov (United States)

    Badiyepeymaie Jahromi, Zohreh; Mosalanejad, Leili; Rezaee, Rita

    2016-04-01

    In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students' self-direction, self-regulation, and academic achievement. This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino's self-directed learning readiness scale (SDLRS) and Buford's self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann-Whitney U-test in SPSS software, version 13. pWebQuest approach than in team-based learning. By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required.

  14. The Mediating Role of Metacognition in the Relationship between Executive Function and Self-Regulated Learning

    Science.gov (United States)

    Follmer, D. Jake; Sperling, Rayne A.

    2016-01-01

    Background: Researchers have demonstrated significant relations among executive function, metacognition, and self-regulated learning. However, prior research emphasized the use of indirect measures of executive function and did not evaluate how specific executive functions are related to participants' self-regulated learning. Aims: The primary…

  15. Sociocultural Theory Applied to Second Language Learning: Collaborative Learning with Reference to the Chinese Context

    Science.gov (United States)

    Dongyu, Zhang; Fanyu, B.; Wanyi, Du

    2013-01-01

    This paper discusses the sociocultural theory (SCT). In particular, three significant concepts of Vyogtsky's theory: self-regulation, the Zone of Proximal Development (ZPD), and scaffolding all of which have been discussed in numerous second language acquisition (SLA) and second language learning (SLL) research papers. These concepts lay the…

  16. The pursuit of self-esteem: contingencies of self-worth and self-regulation.

    Science.gov (United States)

    Crocker, Jennifer; Brook, Amara T; Niiya, Yu; Villacorta, Mark

    2006-12-01

    Successful self-regulation is defined as the willingness to exert effort toward one's most important goals, while taking setbacks and failures as opportunities to learn, identify weaknesses and address them, and develop new strategies toward achieving those goals. Contingencies of self-worth can facilitate self-regulation because people are highly motivated to succeed and avoid failure in domains of contingency. However, because boosts in self-esteem are pleasurable and drops in self-esteem are painful, protection, maintenance, and enhancement of self-esteem can become the overriding goal. Several pitfalls for self-regulation can result, especially when tasks are difficult and failure is likely. In this article, we describe a program of research examining these self-regulation pitfalls associated with contingent self-worth and suggest that learning orientations, particularly the willingness to embrace failure for the learning it affords, foster successful self-regulation even in people with highly contingent self-esteem.

  17. Self-regulated learning, self-efficacy beliefs and performance during the late childhood

    Directory of Open Access Journals (Sweden)

    Salmerón-Pérez, Honorio

    2010-10-01

    Full Text Available This article analyzes relations between self-regulated learning, self-efficacy beliefs, and performance in tasks of solving arithmetic problems. The research includes 268 six-year-old students enrolled in the first year of primary school in Spain. The results from binary logistic regression models indicate that self-regulated learning and its interaction with self-efficacy beliefs predict performance. Finally, the cluster analysis shows four profiles of students: i positive adjusted; ii negative unadjusted I; iii negative unadjusted II y; iv negative adjusted.. Este artículo analiza relaciones entre el aprendizaje autorregulado, las creencias de autoeficacia y el desempeño en tareas de resolución de problemas aritméticos. El estudio se ha llevado a cabo con 268 escolares de seis años de edad y matriculados en el primer año de educación primaria en España. Los resultados obtenidos mediante modelos de regresión logística binaria indican que el aprendizaje autorregulado y su interacción con las creencias de autoeficacia predicen el desempeño. Por último, la aplicación de un análisis Cluster muestra cuatro perfiles de escolares, denominados: i ajustado positivo; ii desajustado negativo I; iii desajustado negativo II y; iv ajustado negativo.

  18. The antecedents and consequences of autonomous self-regulation for college: a self-determination theory perspective on socialization.

    Science.gov (United States)

    Niemiec, Christopher P; Lynch, Martin F; Vansteenkiste, Maarten; Bernstein, Jessey; Deci, Edward L; Ryan, Richard M

    2006-10-01

    Using self-determination theory, two studies investigated the relations among perceived need support from parents, their adolescents' autonomous self-regulation for academics, and the adolescents' well-being. Study 1 indicated that perceived need support from parents independently predicted adolescents' well-being, although when mothers' and fathers' data were examined separately, the relation was stronger for mothers than for fathers. In Study 2, autonomous self-regulation for planning to attend college was a significant partial mediator of the relation of adolescents' perceived need support to well-being. Thus, perceived need support from parents does seem important for the development of adolescents' autonomous self-regulation and well-being.

  19. Self-Regulation of Learning and Academic Delay of Gratification: Gender and Ethnic Differences among College Students

    Science.gov (United States)

    Bembenutty, Hefer

    2007-01-01

    Self-regulated learners engage in self-generated thoughts, actions, and feelings while pursuing academic goals. The most successful learners use appropriate learning strategies and maintain high levels of motivation. Few studies on the self-regulation of learning have examined individual differences such as gender and ethnicity among college…

  20. Self-Regulated Learning in Singaporean Context: A Congeneric Approach of Confirmatory Factor Analysis

    Science.gov (United States)

    Ng, Betsy; Wang, C. K. John; Liu, W. C.

    2017-01-01

    The motivated strategies for learning questionnaire (MSLQ) is widely used as a self-report instrument to assess students' motivation and self-regulation. This study utilized the MSLQ Junior High to examine the motivational beliefs and self-regulation of secondary school students (Grades 8 and 9) from Singapore. The instrument was slightly modified…

  1. Motivation to learn: an overview of contemporary theories.

    Science.gov (United States)

    Cook, David A; Artino, Anthony R

    2016-10-01

    To succinctly summarise five contemporary theories about motivation to learn, articulate key intersections and distinctions among these theories, and identify important considerations for future research. Motivation has been defined as the process whereby goal-directed activities are initiated and sustained. In expectancy-value theory, motivation is a function of the expectation of success and perceived value. Attribution theory focuses on the causal attributions learners create to explain the results of an activity, and classifies these in terms of their locus, stability and controllability. Social- cognitive theory emphasises self-efficacy as the primary driver of motivated action, and also identifies cues that influence future self-efficacy and support self-regulated learning. Goal orientation theory suggests that learners tend to engage in tasks with concerns about mastering the content (mastery goal, arising from a 'growth' mindset regarding intelligence and learning) or about doing better than others or avoiding failure (performance goals, arising from a 'fixed' mindset). Finally, self-determination theory proposes that optimal performance results from actions motivated by intrinsic interests or by extrinsic values that have become integrated and internalised. Satisfying basic psychosocial needs of autonomy, competence and relatedness promotes such motivation. Looking across all five theories, we note recurrent themes of competence, value, attributions, and interactions between individuals and the learning context. To avoid conceptual confusion, and perhaps more importantly to maximise the theory-building potential of their work, researchers must be careful (and precise) in how they define, operationalise and measure different motivational constructs. We suggest that motivation research continue to build theory and extend it to health professions domains, identify key outcomes and outcome measures, and test practical educational applications of the principles

  2. Improvement The Acquisition of Research Methodology and Self Regulated Learning through Blog Project

    Directory of Open Access Journals (Sweden)

    Heri Retnawati

    2017-06-01

    Full Text Available Abstract: This classroom action research seeks to improveself-regulated learning (SRL and understanding of research methodology at the graduate school. Nineteen graduate school students were involved. Using project-based learning (PjBL, students were assigned to create online blogs as the main project. The blog was intended for representing their understanding of research methodology by writing review of research articles and submitting a research proposal. The classroom action research was based ona model by Kemmis & McTaggart and was conducted in two cycles. The data were analyzed using mixed methods in which the main data were analyzed qualitatively and further analysed quantitatively. The results of the study showed that after completing the course, students not only gained knowledge about research methods, but were also able to write are search proposal. In addition, the project-based learning could facilitate students to practice their communication skills while writing on their blog and to improve selfegulated learning. Keywords: Action research, project-based learning, blog, self-regulated learning PENINGKATAN PENGUASAAN METODOLOGI PENELITIAN DAN SELF REGULATED LEARNING MELALUI PROJEK BLOG Abstrak: Penelitian tindakan kelas ini bertujuan untuk meningkatkan kemandirian belajar dan pemahaman metodologi penelitian di sekolah Pascasarjana. Partisipan yang terlibat pada studi ini adalah 19 mahasiswa master di sekolah pascasarjana. Dengan menerapkan pembelajaran berbasis projek (PjBL, mahasiswa diberi tugas membuat blog sebagai projek utama. Projek yang dibuat mahasiswa berupa blog untuk merepresantasikan pemahaman metodologi penelitian mahasiswa melalui tulisan dan usulan penelitian tesis. Penelitian tindakan ini dilaksanakan dalam dua siklus dengan model Kemmis & Taggart. Analisis data dilakukan dengan mixed methods secara kualitatif dengan dilengkapi analisis kuantitatif sebagai pendukung. Hasil studi menunjukkan bahwa setelah menyelesaikan

  3. A STUDY OF RELATIONSHIP BETWEEN INTERNET USAGE AND SELF-REGULATED LEARNING OF UNDERGRADUATES

    OpenAIRE

    Dr. Meena Prakash Kute; SadhanaPote-Palsamkar

    2017-01-01

    The present paper is based on the descriptive correlational research study which aimed to study the relationship between internet usage and self-regulated learning of undergraduates. The survey method was employed to collect the data from commerce, science and arts undergraduates of Mumbai University. The findings of present study showed that, there is significant relationship between internet usage and self-regulated learning of undergraduates. The relationship was found to be positive and n...

  4. Self-regulated learning with reading

    Directory of Open Access Journals (Sweden)

    Petra Regent

    2010-07-01

    Full Text Available Self-regulatory skills do not appear on their own, rather they have to be developed, e.g. through modeling of reading and learning strategies in class. Question of development of self-regulatory skills was also important for this research. We examined, whether a planned intervention can promote development of self-regulatory skills and effective learning habits. The intervention for students of experimental group included systematical use and practice in use of two chosen learning strategies in geography class. After intervention was finished, experimental group showed improvement in reading comprehension. As for learning habits, improvement was only inclined. There was also positive correlation between learning habits and reading abilities after intervention was finished. Despite limitations of the study, results are encouraging enough to demonstrate potential use of applying well planned intervention program in class.

  5. Self-Regulated Learning in the Museum: Understanding the Relationship of Visitor's Goals, Learning Strategies, and Appraisals

    Science.gov (United States)

    Zhou, Ji; Urhahne, Detlef

    2017-01-01

    Self-regulated learning (SRL) in the museum was explored by 2 investigations. The first one investigated 233 visitors on their goals and intended learning strategies by questionnaire before they visited the science museum. Results indicated visitors' learning goals can predict their intended deep-learning strategy. Moreover, visitors can be…

  6. Management Coaching with Performance Templates to Stimulate Self-Regulated Learning

    Science.gov (United States)

    Lyons, Paul; Bandura, Randall P.

    2017-01-01

    Purpose: Much has been written about self-regulated learning (SRL) (including mind-sets) in psychology and education, but little research is found in the HRD or training literature regarding the stimulation of this learning. This paper aims to present a practical training tool, performance templates (P-T), to demonstrate how a line manager may…

  7. Self-Regulated Learning from Illustrated Text: Eye Movement Modelling to Support Use and Regulation of Cognitive Processes during Learning from Multimedia

    Science.gov (United States)

    Scheiter, Katharina; Schubert, Carina; Schüler, Anne

    2018-01-01

    Background: When learning with text and pictures, learners often fail to adequately process the materials, which can be explained as a failure to self-regulate one's learning by choosing adequate cognitive learning processes. Eye movement modelling examples (EMME) showing how to process multimedia instruction have improved elementary school…

  8. Evidence for the negative impact of reward on self-regulated learning.

    Science.gov (United States)

    Wehe, Hillary S; Rhodes, Matthew G; Seger, Carol A

    2015-01-01

    The undermining effect refers to the detrimental impact rewards can have on intrinsic motivation to engage in a behaviour. The current study tested the hypothesis that participants' self-regulated learning behaviours are susceptible to the undermining effect. Participants were assigned to learn a set of Swahili-English word pairs. Half of the participants were offered a reward for performance, and half were not offered a reward. After the initial study phase, participants were permitted to continue studying the words during a free period. The results were consistent with an undermining effect: Participants who were not offered a reward spent more time studying the words during the free period. The results suggest that rewards may negatively impact self-regulated learning behaviours and provide support for the encouragement of intrinsic motivation.

  9. Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning

    Science.gov (United States)

    Hayes, Suzanne; Smith, Sedef Uzuner; Shea, Peter

    2015-01-01

    As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in online learners. The authors of this article argue that the learning presence (LP) construct, a recently proposed addition to the Community of Inquiry…

  10. Teaching Organizational Skills through Self-Regulated Learning Strategies

    Science.gov (United States)

    Cahill, Susan M.

    2008-01-01

    This article presents a case story of how an occupational therapist worked with Joe, a junior high student with Asperger's Syndrome, to develop better organizational skills. Self-regulated learning strategies were used to teach Joe how to keep track of his assignments as well as his grades. In addition, the case story provides a clear example of…

  11. Influence of Psychosocial Classroom Environment on Students' Motivation and Self-Regulation in Science Learning: A Structural Equation Modeling Approach

    Science.gov (United States)

    Velayutham, Sunitadevi; Aldridge, Jill M.

    2013-04-01

    The primary aim of this study was two-fold: 1) to identify salient psychosocial features of the classroom environment that influence students' motivation and self-regulation in science learning; and 2) to examine the effect of the motivational constructs of learning goal orientation, science task value and self-efficacy in science learning on students' self-regulation in science classrooms. Data collected from 1360 science students in grades 8, 9 and 10 in five public schools in Perth, Western Australia were utilized to validate the questionnaires and to investigate the hypothesized relationships. Structural Equation Modeling analysis suggested that student cohesiveness, investigation and task orientation were the most influential predictors of student motivation and self-regulation in science learning. In addition, learning goal orientation, task value and self-efficacy significantly influenced students' self-regulation in science. The findings offer potential opportunities for educators to plan and implement effective pedagogical strategies aimed at increasing students' motivation and self-regulation in science learning.

  12. Using Self-Regulated Learning Strategies in Enhancing Language Proficiency with a Focus on Reading Comprehension

    Science.gov (United States)

    Abbasian, Gholam-Reza; Hartoonian, Anahid

    2014-01-01

    Self-regulated learning strategies have recently received a remarkable attention by researchers. The aim of this study was to explore the relationship between self-regulated learning strategies and students' language proficiency as well as their reading comprehension. To do so, 115 Iranian EFL university students were selected. First, a TOEFL test…

  13. Self-Regulated Workplace Learning: A Pedagogical Framework and Semantic Web-Based Environment

    Science.gov (United States)

    Siadaty, Melody; Gasevic, Dragan; Jovanovic, Jelena; Pata, Kai; Milikic, Nikola; Holocher-Ertl, Teresa; Jeremic, Zoran; Ali, Liaqat; Giljanovic, Aleksandar; Hatala, Marek

    2012-01-01

    Self-regulated learning processes have a potential to enhance the motivation of knowledge workers to take part in learning and reflection about learning, and thus contribute to the resolution of an important research challenge in workplace learning. An equally important research challenge for the successful completion of each step of a…

  14. Structural Modeling for Influence of Mathematics Self-Concept, Motivation to Learn Mathematics and Self-Regulation Learning on Mathematics Academic Achievement

    OpenAIRE

    Hamideh Jafari Koshkouei; Ahmad Shahvarani; Mohammad Hassan Behzadi; Mohsen Rostamy-Malkhalifeh

    2016-01-01

    The present study was carried out to investigate the influence of mathematics self-concept (MSC), motivation to learn mathematics (SMOT) and self-regulation learning (SRL) on students' mathematics academic achievement. This study is of a descriptive survey type. 300 female students at the first grade of high school (the second period) in City Qods, were selected by multiple step cluster sampling method and completed MSC, SMOT and SRL questionnaires. Mathematics academic achievement was measur...

  15. Personal Learning Environments, Social Media, and Self-Regulated Learning: A Natural Formula for Connecting Formal and Informal Learning

    Science.gov (United States)

    Dabbagh, Nada; Kitsantas, Anastasia

    2012-01-01

    A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts. The purpose of this paper is to (a) review research that support this claim, (b) conceptualize the connection…

  16. The association between motivation, affect, and self-regulated learning when solving problems

    NARCIS (Netherlands)

    M.A. Baars (Martine); L. Wijnia (Lisette); G.W.C. Paas (Fred)

    2017-01-01

    textabstractSelf-regulated learning (SRL) skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a

  17. The effect of web quest and team-based learning on students’ self-regulation

    Science.gov (United States)

    BADIYEPEYMAIE JAHROMI, ZOHREH; MOSALANEJAD, LEILI; REZAEE, RITA

    2016-01-01

    Introduction In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students’ self-direction, self-regulation, and academic achievement. Method This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino’s self-directed learning readiness scale (SDLRS) and Buford’s self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann–Whitney U-test in SPSS software, version 13. pWebQuest approach than in team-based learning. Conclusion By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required. PMID:27104202

  18. Devising a Structural Equation Model of Relationships between Preservice Teachers' Time and Study Environment Management, Effort Regulation, Self-Efficacy, Control of Learning Beliefs, and Metacognitive Self-Regulation

    Science.gov (United States)

    Sen, Senol; Yilmaz, Ayhan

    2016-01-01

    The objective of this study is to analyze the relationship between preservice teachers' time and study environment management, effort regulation, self-efficacy beliefs, control of learning beliefs and metacognitive self-regulation. This study also investigates the direct and indirect effects of metacognitive self-regulation on time and study…

  19. Effects of Elicited Reflections combined with Tutor or Peer Feedback on Self-Regulated Learning and Learning Outcomes

    NARCIS (Netherlands)

    Van den Boom, Gerard; Paas, Fred; Van Merriënboer, Jeroen

    2009-01-01

    Van den Boom, G., Paas, F., & Van Merriënboer, J. J. G. (2007). Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, 17, 532-548.

  20. Self-Regulated Learning: Examining the Baccalaureate Millennial Nursing Student's Approach.

    Science.gov (United States)

    Robb, Meigan K

    2016-01-01

    Pre-licensure baccalaureate nursing programs are facing the demand to retain and graduate students with the skills needed for the complex health care environment. Nursing faculty are challenged to identify the best pedagogical methods for educating the current generation of students. The influence of student-centered approaches is documented in the literature. However, the effective use of these methods requires a collaborative partnership. The cognitive, self-regulated approaches used by millennial nursing students is not well understood. This article describes the findings of a study that examined the relationship between self-regulated approaches to learning, self-efficacy, independent study behaviors, and grade point average.

  1. Self-Regulation in Online Learning

    Science.gov (United States)

    Cho, Moon-Heum; Shen, Demei

    2013-01-01

    The purpose of this study was to examine the role of goal orientation and academic self-efficacy in student achievement mediated by effort regulation, metacognitive regulation, and interaction regulation in an online course. The results show that intrinsic goal orientation and academic self-efficacy predicted students' metacognitive…

  2. Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors

    Science.gov (United States)

    Lin, Jian-Wei; Szu, Yu-Chin; Lai, Ching-Neng

    2016-01-01

    Group awareness can affect student online learning while self-regulation also can substantially influence student online learning. Although some studies identify that these two variables may partially determine learning behavior, few empirical studies or thorough analyses elucidate the simultaneous impact of these two variables (group awareness…

  3. Academic Self-Efficacy, Self-Regulated Learning and Academic Performance in First-Year University Students

    Science.gov (United States)

    Alegre, Alberto A.

    2014-01-01

    The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academic performance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students) admitted to a private university of Lima for the 2013-2 term by using…

  4. Self-regulated learning using multimedia programs in Dentistry posgraduate students. A multimethod approach

    Directory of Open Access Journals (Sweden)

    Miguel Rivas LLORET

    2009-10-01

    Full Text Available The purpose of this study was to study the effect of a multimedia computing program on the production of activities and self-regulated learning processes in 18 students of the Dentistry postdegree (Celaya, Mexico. A multi-method design (quasi-experimental, pretest-post-test and qualitative: Think aloud protocol was used. Self-regulated activities were identified with the MSLQ questionnaire. Results of the MSLQ pretest/post-test questionnaire didn't show an intervention effect. In contrast, the qualitative methodology allowed the registration of a high frequency of self-regulated dimensions on the metacognitive area, on the making of inferences (cognitive area, and on the planning time and effort (behavioural area. Our data revealed the usefulness of a qualitative methodology for the understanding of the complex nature of the self-regulatory processes on learning environments based on computers.

  5. A global bioheat model with self-tuning optimal regulation of body temperature using Hebbian feedback covariance learning.

    Science.gov (United States)

    Ong, M L; Ng, E Y K

    2005-12-01

    In the lower brain, body temperature is continually being regulated almost flawlessly despite huge fluctuations in ambient and physiological conditions that constantly threaten the well-being of the body. The underlying control problem defining thermal homeostasis is one of great enormity: Many systems and sub-systems are involved in temperature regulation and physiological processes are intrinsically complex and intertwined. Thus the defining control system has to take into account the complications of nonlinearities, system uncertainties, delayed feedback loops as well as internal and external disturbances. In this paper, we propose a self-tuning adaptive thermal controller based upon Hebbian feedback covariance learning where the system is to be regulated continually to best suit its environment. This hypothesis is supported in part by postulations of the presence of adaptive optimization behavior in biological systems of certain organisms which face limited resources vital for survival. We demonstrate the use of Hebbian feedback covariance learning as a possible self-adaptive controller in body temperature regulation. The model postulates an important role of Hebbian covariance adaptation as a means of reinforcement learning in the thermal controller. The passive system is based on a simplified 2-node core and shell representation of the body, where global responses are captured. Model predictions are consistent with observed thermoregulatory responses to conditions of exercise and rest, and heat and cold stress. An important implication of the model is that optimal physiological behaviors arising from self-tuning adaptive regulation in the thermal controller may be responsible for the departure from homeostasis in abnormal states, e.g., fever. This was previously unexplained using the conventional "set-point" control theory.

  6. The relationship of self-regulation and aggression: an empirical test of personality systems interaction theory.

    Science.gov (United States)

    Ross, Thomas; Fontao, María Isabel

    2008-10-01

    On the basis of personality systems interaction (PSI) theory, the authors examine self-regulation, conflict behaviour, behavioural resources, and personality disorders in a sample of 83 male offenders and explore the role self-regulatory variables play with respect to aggressive behaviour. Although substantial correlations between self-regulatory functions and aggressive behaviour were found, these variables did not predict aggression in a subsequent regression analysis with measures of self-regulation, conflict behaviour, and personality disorders as independent variables. Antisocial behaviour, behavioural self-control, and affect were among the strongest predictors of aggression. Specific predictions based on PSI theory could not be confirmed. Theoretical implications of the findings are discussed and put into relation with treatment issues of offenders.

  7. The Role of Parenting in Children's Self-Regulated Learning

    Science.gov (United States)

    Pino-Pasternak, Deborah; Whitebread, David

    2010-01-01

    This paper reports the results of a systematic literature review on empirical studies exploring relationships between parental behaviours and children's self-regulated learning (SRL). The literature search resulted in 22 studies published between 1980 and 2009. Studies were analysed in terms of their research findings and their methodological…

  8. Flipped Classroom with Problem Based Activities: Exploring Self-Regulated Learning in a Programming Language Course

    Science.gov (United States)

    Çakiroglu, Ünal; Öztürk, Mücahit

    2017-01-01

    This study intended to explore the development of self-regulation in a flipped classroom setting. Problem based learning activities were carried out in flipped classrooms to promote self-regulation. A total of 30 undergraduate students from Mechatronic department participated in the study. Self-regulation skills were discussed through students'…

  9. Writing Self-Efficacy and Self-Regulated Strategy Development Instruction: Perceptions of Three Sixth-Grade Students with Learning Disabilities

    Science.gov (United States)

    Kinsler, Kathryn Lynn

    2017-01-01

    Students with learning disabilities (LD) continue to fall behind their typical peers in the area of writing (Graham & Harris, 2011; National Joint Committee on Learning Disabilities, 2008). Studies indicate that self-efficacy influences writing performance and that self-regulation may be an important aspect of both metacognitive and affective…

  10. Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis.

    Science.gov (United States)

    Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

    2015-01-01

    This study examined the relationships between the different aspects of students' course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale "quality of teaching" directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students' peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students' examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. The results of this study will have important implications for designing blended learning courses in medical schools.

  11. On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

    Directory of Open Access Journals (Sweden)

    Miri Barak

    2016-11-01

    Full Text Available Abstract This study was set to identify self-regulation skills required for online learning and to characterize cognitive transfer of on-campus and online students. The study included two groups of undergraduate students who studied the same course, but in different settings: online and on-campus. Data collected via an online survey and semi-structured interviews indicated that cognitive strategies and regulation of cognition are significant for successful online learning. Findings also indicated that the online students were more aware of mastery learning and information processing strategies than the on-campus peers. The online students specified the importance of planning, controlling, and evaluation skills for meaningful learning; whereas the on-campus students asserted lack of self-discipline and limited communication skills as barriers for distance learning. Near- and far-transfer components were identified, showing a significant positive correlation with self-regulation skills for both groups of learners.

  12. Examining the Level of Convergence among Self-Regulated Learning Microanalytic Processes, Achievement, and a Self-Report Questionnaire

    Science.gov (United States)

    Cleary, Timothy J.; Callan, Gregory L.; Malatesta, Jaime; Adams, Tanya

    2015-01-01

    This study examined the convergent and predictive validity of self-regulated learning (SRL) microanalytic measures. Specifically, theoretically based relations among a set of self-reflection processes, self-efficacy, and achievement were examined as was the level of convergence between a microanalytic strategy measure and a SRL self-report…

  13. The Relation between Self-Regulated Learning and Academic Achievement across Childhood and Adolescence: A Meta-Analysis

    Science.gov (United States)

    Dent, Amy L.; Koenka, Alison C.

    2016-01-01

    This research synthesis explores how academic achievement relates to two main components of self-regulated learning for students in elementary and secondary school. Two meta-analyses integrated previous findings on (1) the defining metacognitive processes of self-regulated learning and (2) students' use of cognitive strategies. Overall…

  14. The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

    Science.gov (United States)

    Jeno, Lucas M.; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel; Hole, Torstein Nielsen; Haugland, Mildrid J.; Mæland, Silje

    2017-01-01

    We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest-posttest design. The results show that…

  15. Asynchronous interaction, online technologies self-efficacy and self-regulated learning as predictors of academic achievement in an online class

    Science.gov (United States)

    McGhee, Rosie M. Hector

    This research is a correlational study of the relationship among the independent variables: asynchronous interaction, online technologies self-efficacy, and self-regulated learning, and the dependent variable; academic achievement. This study involves an online computer literacy course at a local community college. Very little research exists on the relationship among asynchronous interaction, online technologies self-efficacy and self-regulated learning on predicting academic achievement in an online class. Liu (2008), in his study on student interaction in online courses, concluded that student interaction is a complex issue that needs more research to increase our understanding as it relates to distance education. The purpose of this study was to examine the relationships between asynchronous interaction, online technologies self-efficacy, self-regulated learning and academic achievement in an online computer literacy class at a community college. The researcher used quantitative methods to obtain and analyze data on the relationships among the variables during the summer 2010 semester. Forty-five community college students completed three web-based self-reporting instruments: (a) the GVU 10th WWW User Survey Questionnaire, (b) the Online Technologies Self-Efficacy Survey, and (c) selected items from the Motivated Strategies for Learning Questionnaire. Additional data was obtained from asynchronous discussions posted on Blackboard(TM) Learning Management System. The results of this study found that there were statistically significant relationships between asynchronous interaction and academic achievement (r = .55, p online technologies self-efficacy and academic achievement (r = .50, p online instructors, online course designers, faculty, students and others who are concerned about predictors for online students' success. Also, it serves as a foundation for future research and provides valuable information for educators interested in taking online teaching and

  16. The Strategy Project: Promoting Self-Regulated Learning through an Authentic Assignment

    Science.gov (United States)

    Steiner, Hillary H.

    2016-01-01

    Success in college requires the development of self-regulated learning strategies that move beyond high school skills. First-year students of all ability levels benefit when given instruction in how to use these strategies in an authentic context. This paper presents an instructional method that requires deliberate practice of self-regulated…

  17. The Effects of Theory of Mind and Self-Regulation Skills on Helping Behaviors in 3-4-Year-Old Children

    Directory of Open Access Journals (Sweden)

    Muhammed Sukru Aydin

    2016-12-01

    Full Text Available The aim of this study is to examine the effects of theory of mind and self-regulation skills on children’s helping behavior. Total of 104 children aging between 36-59 months, participated in the study. Helping behavior was measured with an instrumental helping task. Scaling of Theory-of-Mind tasks were used in measuring theory of mind. As for measuring self-regulation, peg tapping task were used. In order to control receptive language abilities of children, Turkish Expressive and Receptive Language Test (TIFALDI was applied. Results of the analyses indicated that there were significant relations between theory of mind and selfregulation skills and helping behavior, however, multiple regression analyses showed that the main predictor of helping behavior was theory of mind, but not self-regulation skills after controlling for age and receptive language. Results were discussed with respect to the literature, in relation to the role of theory of mind and self-regulation skills in explaining helping behavior.

  18. Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time

    NARCIS (Netherlands)

    M. Wijnen (Marit); S.M.M. Loyens (Sofie); G. Smeets (Guus); M.J. Kroeze (Maarten); H.T. van der Molen (Henk)

    2017-01-01

    textabstractIn educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one’s own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment.

  19. Fostering Self-Regulated Learning through Distance Education: A Case Study of M.Phil Secondary Teacher Education Program of Allama Iqbal Open University

    Science.gov (United States)

    Ambreen, Munazza; Haqdad, Ambreen; Saleem, Wajid A.

    2016-01-01

    Self-regulated learning (SLR) has been recognized as a pivotal antecedent of students' effective learning and academic achievement. A self-regulated learner can independently and effectively plan for learning, choose and use appropriate learning strategies and reflect and monitor learning progress. Self-regulated learning, for learners in general…

  20. DIRECTIONS OF IMPROVING SELF-REGULATING SYSTEM IN CONSTRUCTION IN THE CONTEXT OF THE THEORY OF CHANGE

    Directory of Open Access Journals (Sweden)

    Uvarova Svetlana Sergeevna

    2016-08-01

    Full Text Available Self-regulation in construction is characterized by a number of essential disadvantages, which reduce its efficiency. The authors justify scientific and methodological base of self-regulation, which includes the elements of the theory of change and self-organization. Introduction of self-regulation is considered as organizational and economical change, the life cycle of which is an implementation process of the projects of change. According to the lifecycle, key problem zones of self-regulation process are determined and a number of required economical and institutional changes are offered.

  1. HOW MATHEMATICS TEACHERS DEVELOP THEIR PUPILS’ SELF-REGULATED LEARNING SKILLS

    Directory of Open Access Journals (Sweden)

    Iuliana Marchis

    2011-11-01

    Full Text Available Self-regulated learning skills are important in mathematical problem solving. The aim of the paper is to present a research on how mathematics teachers guide their pupils’ mathematical problem-solving activities in order to increase self-regulation. 62 teachers have filled in a questionnaire developed for this research. The results are show that more than two third of the teachers promote the methods of understanding the problem; develop pupils’ self-efficacy and self-control. But only one third of the teachers ask pupils to use different strategies for solving a problem; ask students to explain the solution to their colleagues. In case of unsuccessful problem solving only one third of the respondents ask pupils to present previous knowledge about the problem or/and recall and try different methods.

  2. Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development.

    NARCIS (Netherlands)

    Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

    2017-01-01

    This intervention study focused on the relationships between student teachers’ self-regulated learning (SRL) opportunities, their use of metacognitive learning strategies and their motivation for learning. Results indicate that student teachers’ use of metacognitive learning strategies increases

  3. A design-based approach with vocational teachers to promote self-regulated learning

    NARCIS (Netherlands)

    Jossberger, Helen; Brand-Gruwel, Saskia; Van de Wiel, Margje; Boshuizen, Els

    2011-01-01

    Jossberger, H., Brand-Gruwel, S., Van de Wiel, M., & Boshuizen, H. P. A. (2011, August). A design-based approach with vocational teachers to promote self-regulated learning. Presentation at the 14th European Conference for Research on Learning and Instruction (EARLI), Exeter, England.

  4. PERAN STUDENT ENGAGEMENT DALAM MEMODERASI PENGARUH SELF-EFFICACY DAN SELF-REGULATED LEARNING TERHADAP KOMPETENSI AKUNTANSI

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    Aprilian Epti Wahyuni

    2018-03-01

    Full Text Available The purpose of this study is to determine the influence of self-efficacy and self-regulated learning on accounting competence with student engagement as moderation. Population of this study were the students of 12th grade of SMK Accounting Department academic year 2016/2017 in Purbalingga Regency. Sample of this study were 191 students taken with proportional stratified random sampling. Data collection methods used questionnaires and documentation. Data analysis methods used descriptive statistics and MRA with interaction test. The results showed self-efficacy has a positive influence on accounting competence, but student engagement does not moderates its influence. Self-regulated learning has no effect on accounting competence, but the student engagement moderates its influence. Suggestions from this study, the students should improve their ability to handle stress, teachers deliver materials more interestingly and varied, and the schools should improve their guidance and counseling services. Future research should use the external factors such as teachers teaching skills,parental parenting, peer environments, and social media influencesare required.

  5. Achievement goal structures and self-regulated learning: relationships and changes in medical school.

    Science.gov (United States)

    Artino, Anthony R; Dong, Ting; DeZee, Kent J; Gilliland, William R; Waechter, Donna M; Cruess, David; Durning, Steven J

    2012-10-01

    Practicing physicians have a societal obligation to maintain their competence. Unfortunately, the self-regulated learning skills likely required for lifelong learning are not explicitly addressed in most medical schools. The authors examined how medical students' perceptions of the learning environment relate to their self-regulated learning behaviors. They also explored how students' perceptions and behaviors correlate with performance and change across medical school. The authors collected survey data from 304 students at different phases of medical school training. The survey items assessed students' perceptions of the learning environment, as well as their metacognition, procrastination, and avoidance-of-help-seeking behaviors. The authors operationalized achievement as cumulative medical school grade point average (GPA) and, for third- and fourth-year students, collected clerkship outcomes. Students' perceptions of the learning environment were associated with their metacognition, procrastination, and help-avoidance behaviors. These behaviors were also related to academic outcomes. Specifically, avoidance of help seeking was negatively correlated with cumulative medical school GPA (r=-0.23, P<.01) as well as exam (r=-0.22, P<.05) and clinical performance (r=-0.34, P<.01) in the internal medical clerkship; these help-avoidance behaviors were also positively correlated with students' presentation at a grade adjudication committee (r=0.20, P<.05). Additionally, students' perceptions of the learning environment varied as a function of their phase of training. Medical students' perceptions of the learning environment are related, in predictable ways, to their use of self-regulated learning behaviors; these perceptions seem to change across medical school.

  6. Enhancing Decision-Making in STSE Education by Inducing Reflection and Self-Regulated Learning

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    Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne

    2017-02-01

    Thoughtful decision-making to resolve socioscientific issues is central to science, technology, society, and environment (STSE) education. One approach for attaining this goal involves fostering students' decision-making processes. Thus, the present study explores whether the application of decision-making strategies, combined with reflections on the decision-making processes of others, enhances decision-making competence. In addition, this study examines whether this process is supported by elements of self-regulated learning, i.e., self-reflection regarding one's own performance and the setting of goals for subsequent tasks. A computer-based training program which involves the resolution of socioscientific issues related to sustainable development was developed in two versions: with and without elements of self-regulated learning. Its effects on decision-making competence were analyzed using a pre test-post test follow-up control-group design ( N = 242 high school students). Decision-making competence was assessed using an open-ended questionnaire that focused on three facets: consideration of advantages and disadvantages, metadecision aspects, and reflection on the decision-making processes of others. The findings suggest that students in both training groups incorporated aspects of metadecision into their statements more often than students in the control group. Furthermore, both training groups were more successful in reflecting on the decision-making processes of others. The students who received additional training in self-regulated learning showed greater benefits in terms of metadecision aspects and reflection, and these effects remained significant two months later. Overall, our findings demonstrate that the application of decision-making strategies, combined with reflections on the decision-making process and elements of self-regulated learning, is a fruitful approach in STSE education.

  7. Comparing Problem-Based Learning Students to Students in a Lecture-Based Curriculum: Learning Strategies and the Relation with Self-Study Time

    Science.gov (United States)

    Wijnen, Marit; Loyens, Sofie M. M.; Smeets, Guus; Kroeze, Maarten; van der Molen, Henk

    2017-01-01

    In educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one's own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational…

  8. Influence of Student Learning Experience on Academic Performance: The Mediator and Moderator Effects of Self-Regulation and Motivation

    Science.gov (United States)

    Ning, Hoi Kwan; Downing, Kevin

    2012-01-01

    This study examined the mediator and moderator roles of self-regulation and motivation constructs in the relationship between learning experience and academic success. Self-reported measures of learning experience, self-regulation and motivation were obtained from 384 undergraduate students from a university in Hong Kong. Structural equation…

  9. Changes in medical students' motivation and self-regulated learning: a preliminary study.

    Science.gov (United States)

    Kim, Kyong-Jee; Jang, Hye W

    2015-12-28

    To investigate whether medical students' motivation and Self-Regulated Learning (SRL) change over time to enhance our understanding of these constructs as dependent variables in medical education. A cohort of first-year students (n=43) at a medical school in South Korea completed a self-report questionnaire on motivation and SRL--the Motivated Strategies for Learning Questionnaire (MSLQ). The same questionnaire was administered to the same cohort in the beginning of Year 2. A Wilcoxon signed-rank test was conducted to determine if changes in participants' MSLQ scores occurred between in Years 1 and 2. Forty-one students completed the questionnaires in both years (95% response rate). Participants' motivation scores significantly increased, whereas their SRL scores decreased significantly after they went through Year 1. The most notable change in participants' MLSQ scores was in the increase in their test anxiety. There was a positive association between the participants' test anxiety and their cognitive strategies use in Year 1, which changed to a negative one in Year 2. Meanwhile, participants' test anxiety scores and their self-regulation scores became more negatively associated over time. Our study shows that even as medical students become more motivated, they actually use fewer self-regulated strategies over time. Our findings highlight the need for change in the medical school's learning environment to lessen students' test anxiety to facilitate their use of cognitive and meta-cognitive strategies.

  10. Analyzing the Impact of Using Optional Activities in Self-Regulated Learning

    Science.gov (United States)

    Ruipérez-Valiente, Jose A.; Muñoz-Merino, Pedro J.; Kloos, Carlos Delgado; Niemann, Katja; Scheffel, Maren; Wolpers, Martin

    2016-01-01

    Self-regulated learning (SRL) environments provide students with activities to improve their learning (e.g., by solving exercises), but they might also provide optional activities (e.g., changing an avatar image or setting goals) where students can decide whether they would like to use or do them and how. Few works have dealt with the use of…

  11. Assessment of medical students’ learning and study strategies in self-regulated learning

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    ZAHRA JOUHARI

    2016-04-01

    Full Text Available Introduction: Research on medical students shows that adopting self-regulation of effort, time, and study strategies can positively influence academic achievement. The purpose of the current study was to assess learning and study strategies in medical students. Methods: This cross-sectional study was carried out in 2014-2015 at Isfahan University of Medical Sciences. The sample size was determined 360 students based on the results of a pilot study on 30 members of the study population. Medical students in the first to fourth year of their studies were selected through simple sampling randomly. A valid and reliable Persian translation of Learning and Study Strategies Inventory (LASSI questionnaire was completed by the students. It measures three latent factors of selfregulated learning: Skill, Will, and Self-Regulation. It consists of 80 questions in ten different scales (each scale including eight questions and a variable score of 8-40. Data were analyzed using t-test, correlation analysis, and ANOVA. Results: Considering the ten LASSI scales, the highest mean score belonged to test strategies (28.67±4.44, and the lowest mean to self-testing (21.91±4.91. The results showed significant statistical differences between male and female students in selecting the main idea, attitude, and self-testing. ANOVA and post hoc Tukey tests showed a significant difference between the mean scores of different areas of LASSI among students with different grade point average (GPA in the university. In all areas except the study aids, the mean scores of students with GPA higher than 17.5 were significantly higher than those of students with GPA lower than 14.5. Conclusion: The results showed that students need help and consultation in most areas of learning and study strategies. Using 10 areas of LASSI can determine the strengths and weaknesses of students in various areas. Knowing their own limitations, students will be able to improve their study habits. Hence

  12. Perceived Satisfaction, Perceived Usefulness and Interactive Learning Environments as Predictors to Self-Regulation in e-Learning Environments

    Science.gov (United States)

    Liaw, Shu-Sheng; Huang, Hsiu-Mei

    2013-01-01

    The research purpose is to investigate learner self-regulation in e-learning environments. In order to better understand learner attitudes toward e-learning, 196 university students answer a questionnaire survey after use an e-learning system few months. The statistical results showed that perceived satisfaction, perceived usefulness, and…

  13. Regulating approaches to learning: Testing learning strategy convergences across a year at university.

    Science.gov (United States)

    Fryer, Luke K; Vermunt, Jan D

    2018-03-01

    Contemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to supporting student learning across university experiences. Develop and test a person-centred longitudinal model of learning strategies across the first-year university experience. Japanese university students (n = 933) completed surveys (deep and surface approaches to learning; self, external, and lack of regulation) at the beginning and end of their first year. Following invariance and cross-sectional tests, latent profile transition analysis (LPTA) was undertaken. Initial difference testing supported small but significant differences for self-/external regulation. Fit indices supported a four-group model, consistent across both measurement points. These subgroups were labelled Low Quality (low deep approaches and self-regulation), Low Quantity (low strategy use generally), Average (moderate strategy use), and High Quantity (intense use of all strategies) strategies. The stability of these groups ranged from stable to variable: Average (93% stayers), Low Quality (90% stayers), High Quantity (72% stayers), and Low Quantity (40% stayers). The three largest transitions presented joint shifts in processing/regulation strategy preference across the year, from adaptive to maladaptive and vice versa. Person-centred longitudinal findings presented patterns of learning transitions that different students experience during their first year at university. Stability/variability of students' strategy use was linked to the nature of initial subgroup membership. Findings also indicated strong connections between processing and regulation strategy changes across first-year university experiences. Implications for theory and practice are discussed.

  14. Self-Regulated Learning and Perceived Health among University Students Participating in Physical Activity Classes

    Science.gov (United States)

    McBride, Ron E.; Altunsöz, Irmak Hürmeriç; Su, Xiaoxia; Xiang, Ping; Demirhan, Giyasettin

    2016-01-01

    The purpose of this study was to explore motivational indicators of self-regulated learning (SRL) and the relationship between self-regulation (SR) and perceived health among university students enrolled in physical activity (PA) classes. One hundred thirty-one Turkish students participating in physical education activity classes at two…

  15. Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective

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    Kelly D. Meusen-Beekman

    2015-12-01

    Full Text Available Fostering self-regulated learning (SRL has become increasingly important at various educational levels. Most studies on SRL have been conducted in higher education. The present literature study aims toward understanding self-regulation processes of students in primary and secondary education. We explored the development of young students’ self-regulation from a theoretical perspective. In addition, effective characteristics for an intervention to develop young students’ self-regulation were examined, as well as the possibilities of implementing formative assessments in primary education to develop self-regulation. The results show that SRL can be supported in both primary and secondary education. However, at both school levels, differences were found, regarding the theoretical background of the training and the type of instructed strategy. Studies so far suggest avenues toward formative assessment, which seems to be a unifying theory of instruction that improves the learning process by developing self-regulation among students. But gaps in knowledge about the impact of formative assessments on the development of SRL strategies among primary school students require further exploration.

  16. THE INFLUENCE OF INTERACTIVE MULTIMEDIA AUDIO TELLING MACHINE (IMATE USE AND STUDENTS’ SELF REGU-LATED LEARNING LEVEL ON ENGLISH LANGUAGE GREET-INGS APPLICATION SKILLS (PENGARUH PENGGUNAAN INTERACTIVE MULTIMEDIA AU-DIO TELLING MACHINE (iMATE DAN TINGKAT SELF REGU-LATED LEARNING SISWA TERHADAP KEMAMPUAN MENERAP-KAN GREETINGS BAHASA INGGRIS

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    Muhammad Ridwan Sutisna

    2018-02-01

    Full Text Available Abstract. New trends of technology and also the higher needs of English proficiency have encouraged the quality improvent of English instructions. The aim of this research is to deter-mine the effect of Interactive Multimedia Audio Telling Machine (iMATE and self regulated learning level in English language greetings application skill of vocational school students. iMATE is an Interactive instructional media used in this research. While student’s self regulated learning is divided into high and low level. This research used experimental design. This re-search was held at SMK Pasundan 3 Bandung. Findings of this research were; (1 Generally students achieved better result when using iMATE. (2 There was an interaction between use of instructional media and students’ self regulated learning level. (3 Students with high self regu-lated learning achieved much better when using iMATE. (4 Students with low self regulated learning had a better result when not using iMATE. This Findings lead to the conclusion that students’ self regulated learning level may affect the succes of instructional media use, especially in teaching English language skills. Abstrak. Perkembangan teknologi dan kebutuhan akan kemampuan Bahasa Inggris yang lebih tinggi mendorong kualitas pembelajaran Bahasa Inggris juga mengalami perkem-bangan. Tujuan penelitian ini adalah untuk mengetahui pengaruh dari penggunaan Interactive Multimedia Audio Telling Machine (iMATE dan tingkat self regulated learning terhadap ke-mampuan menerapkan greetings Bahasa Inggris siswa SMK. iMATE adalah multimedia inter-aktif pembelajaran yang digunakan dalam penelitian ini. Siswa sebagai subjek penelitian dibagi kedalam dua kelompok yaitu yang memiliki tingkat self regulated learning yang tinggi dan ren-dah. Penelitian yang dilaksanakan di SMK Pasundan 3 Bandung ini menggunakan desain ek-sperimen. Temuan dari penelitian ini adalah (1 Secara umum siswa memperoleh hasil yang lebih baik dengan

  17. Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement

    Science.gov (United States)

    Spence, Dianna J.; Usher, Ellen L.

    2007-01-01

    This research applied Bandura's (1986) social cognitive theory to examine engagement with courseware in traditional and online remedial mathematics learning environments. The study investigated the relationship of courseware engagement to age, computer self-efficacy, computer playfulness, and self-efficacy for self-regulated mathematics learning.…

  18. The effect of the external regulator's absence on children's speech use, manifested self-regulation, and task performance during learning tasks

    NARCIS (Netherlands)

    Agina, Adel M.; Agina, Adel Masaud; Kommers, Petrus A.M.; Steehouder, M.F.

    2011-01-01

    The present study was conducted to explore the effect of the absence of the external regulators on children’s use of speech (private/social), task performance, and self-regulation during learning tasks. A novel methodology was employed through a computer-based learning environment that proposed

  19. A social learning perspective: a model of parenting styles, self-regulation, perceived drinking control, and alcohol use and problems.

    Science.gov (United States)

    Patock-Peckham, J A; Cheong, J; Balhorn, M E; Nagoshi, C T

    2001-09-01

    This investigation sought to determine how different parenting styles are related to general self-regulatory processes that are linked to alcohol use and abuse. Self-regulation and, more specifically, thoughts of control over drinking are forms of positive self-control mechanisms. Parenting styles are known determinants of both negative and positive self-control mechanisms in offspring. According to social learning theory, stronger relationships between parenting style and self-regulatory processes would be expected from the parent who is the same sex as the respondent. A total of 144 female and 107 male college students currently using alcohol were administered a questionnaire on their alcohol use and problems, perceived style of parenting (authoritarian, permissive, or authoritative) of their parents, self-regulation, and perceived control of drinking. A model linking parenting styles, self-regulatory processes, and control over drinking with alcohol use and alcohol problems was tested across sex groups by using structural equation modeling. In general, the parenting style of the parent of the same sex as the respondent's was found to be significantly related to self-regulation, which is known to be protective against alcohol use and abuse. A permissive parent of the same sex as the respondent was negatively associated with good self-regulatory processes for both men and women. Having an authoritative mother was also shown to be related to higher levels of self-regulation for women. Self-regulation mediated the pathway from a permissive parenting style to perceived drinking control, which, in turn, mediated the pathway from self-regulation to alcohol use and problems. Finally, self-regulation mediated the positive pathway from an authoritative mother to perceived control over drinking for women.

  20. Using Personal Construct Theory to Explore Self-Image with Adolescents with Learning Disabilities

    Science.gov (United States)

    Thomas, Samantha; Butler, Richard; Hare, Dougal Julian; Green, David

    2011-01-01

    A young person's construct of self can be fundamental to their psychological well being (Glick 1999; Emler 2001). However limited research has been conducted in the United Kingdom to explore self-image with adolescents with learning disabilities. Previous studies have demonstrated the effective use of personal construct theory with children…

  1. Using self-assessment to develop metacognition and self-regulated learners.

    Science.gov (United States)

    Siegesmund, Amy

    2017-06-15

    Student success is too often challenged by a lack of metacognition and ability to self-regulate learning. This commentary argues that the use of self-assessment to increase student metacognition positively impacts student learning and self-regulation. In addition, several strategies for incorporating self-assessment will be presented. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  2. The Effectiveness of Collaborative Academic Online Based Learning through Students’ Self-Regulated Learning

    Directory of Open Access Journals (Sweden)

    Erfan Priyambodo

    2016-11-01

    Full Text Available Nowdays, learning through e-learning is going rapidly, including the application BeSmart UNY. This application is providing collaborative method in teaching and learning. The aim of this study was to determine the effectiveness of the Collaborative Academic Online Based Learning method in teaching and learning toward students’ Self-Regulated Learning (SRL on Vocational School Chemistry courses. This study was quasi-experimental research method with one group pretest posttest design. Instruments used in this study were lesson plan and questionnaire of students’ SRL. This questionnaire is filled by students through BeSmart UNY.  In determining the differences SRL before and after teaching and learning processes, the data was analized by stastitical method.  The results showed that the implementation of the Collaborative Academic Online Based Learning method in teaching and learning was effective for improving students’ SRL.

  3. Internet-Specific Epistemic Beliefs and Self-Regulated Learning in Online Academic Information Searching

    Science.gov (United States)

    Chiu, Yen-Lin; Liang, Jyh-Chong; Tsai, Chin-Chung

    2013-01-01

    Epistemic beliefs have been considered as important components of the self-regulatory model; however, their relationships with self-regulated learning processes in the Internet context need further research. The main purpose of this study was to examine the relationships between Internet-specific epistemic belief dimensions and self-regulated…

  4. The nature of student teachers' regulation of learning in teacher education.

    Science.gov (United States)

    Endedijk, Maaike D; Vermunt, Jan D; Verloop, Nico; Brekelmans, Mieke

    2012-09-01

    Self-regulated learning (SRL) has mainly been conceptualized to involve student learning within academic settings. In teacher education, where learning from theory and practice is combined, student teachers also need to regulate their learning. Hence, there is an urgent need to extend SRL theories to the domain of teacher learning and to obtain scientific knowledge on the nature of student teachers' SRL to enable support of these processes in teacher education. This study was aimed at exploring the nature of student teachers' regulation of learning across various theoretical and practical contexts in teacher education. Twenty-eight students from a post-graduate academic teacher education institute participated in this study. For the measurement of student teachers' regulation activities, an open question log, called Learning Report, was developed. Content analysis and multiple correspondence analyses of 133 Learning Reports were used to identify qualitative differences in regulation activities and the underlying structure in the data. The analyses resulted in the identification and description of the variety and frequency of student teachers' regulation activities. The relations among the regulation activities were described by an underlying structure of two dimensions: passive versus active regulation of learning and prospective versus retrospective regulation of learning. Active regulation dominated in practice schools, passive regulation at the university. It is argued that for learning to teach, a different conceptualization of SRL is needed, focusing less on setting initial learning goals and more on retrospective aspects of SRL. Building blocks for such a conceptualization are offered. ©2011 The British Psychological Society.

  5. “Mind-Blowing”: Fostering Self-Regulated Learning in Information Literacy Instruction

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    Eveline Houtman

    2015-06-01

    Full Text Available The new ACRL Framework for Information Literacy for Higher Education brings a new emphasis into our instruction on student metacognition and dispositions. In this article I introduce self-regulated learning, a related concept from the field of education; it encompasses metacognition, emotions, motivations and behaviors. I discuss how this concept could be important and helpful in implementing the related elements in the ACRL Framework and draw on the concept to devise strategies and activities that promote students’ self-awareness and learning skills. This focus promotes a more learner-centered approach to teaching. The article also adds to the conversation on developing a self-reflective pedagogical praxis in information literacy instruction.

  6. "Mind-Blowing:" Fostering Self-Regulated Learning in Information Literacy Instruction

    Science.gov (United States)

    Houtman, Eveline

    2015-01-01

    The new ACRL "Framework for Information Literacy for Higher Education" brings a new emphasis into our instruction on student metacognition and dispositions. In this article I introduce self-regulated learning, a related concept from the field of education; it encompasses metacognition, emotions, motivations and behaviors. I discuss how…

  7. Examining Self Regulated Learning in Relation to Certain Selected Variables

    Science.gov (United States)

    Johnson, N.

    2012-01-01

    Self-regulation is the controlling of a process or activity by the students who are involved in Problem solving in Physics rather than by an external agency (Johnson, 2011). Selfregulated learning consists of three main components: cognition, metacognition, and motivation. Cognition includes skills necessary to encode, memorise, and recall…

  8. Self-regulated learning of aural skills in undergraduate music courses: a case study

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    Pablo da Silva Gusmão

    2011-12-01

    Full Text Available Aural Skills classes, which are required and collective, present some particular issues at the Brazilian universities, such as the diverse student’s proficiency levels, motivational issues and lack of autonomy for learning. This paper present the results of a research that investigated the relationships between the psychological constructs involved in the self- regulation of aural skills learning in Undergraduate music students. Through semi-structured interviews, the objective was to understand the interaction of the processes described in Zimmerman (2002 in the three student’s narratives. In this initial research, it was possible to see a relationship between the achievement in Aural Skill courses and the utilization of self- regulatory process, particularly goal-setting and efficient time management, as well as the lack of strategies related to the division of goals into proximal and specific sub-goals, and to the definition of self-evaluation standards. The investigation of strategies for intervention on cognitive processes involved with self-regulated learning of aural skills may help students to become more motivated and autonomous in their academic study.

  9. The Influence of Pintrich's Self-Regulated Learning Model on Elementary Teacher Candidates in a Life Science Course

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    Çetin, Baris

    2017-01-01

    The purpose of this research was to determine whether the use of activities based on Pintrich's self-regulated learning model effect the self-regulated learning perceptions of elementary teacher candidates within a Life Science course. The research was organized in accordance with the quasi-experimental designs model. This study was conducted…

  10. Learning Arithmetic Outdoors in Junior High School--Influence on Performance and Self-Regulating Skills

    Science.gov (United States)

    Fägerstam, Emilia; Samuelsson, Joakim

    2014-01-01

    This study aims to explore the influence of outdoor teaching among students, aged 13, on arithmetic performance and self-regulation skills as previous research concerning outdoor mathematics learning is limited. This study had a quasi-experimental design. An outdoor and a traditional group answered a test and a self-regulation skills questionnaire…

  11. Motivation and Self-Regulated Learning: A Multivariate Multilevel Analysis

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    Wondimu Ahmed

    2017-09-01

    Full Text Available This study investigated the relationship between motivation and self-regulated learning (SRL in a nationally representative sample of 5245, 15-year-old students in the USA. A multivariate multilevel analysis was conducted to examine the role of three motivational variables (self-efficacy, intrinsic value & instrumental value in predicting three SRL strategies (memorization, elaboration & control. The results showed that compared to self-efficacy, intrinsic value and instrumental value of math were stronger predictors of memorization, elaboration and control strategies. None of the motivational variables had a stronger effect on one strategy than the other. The findings suggest that the development of self-regulatory skills in math can be greatly enhanced by helping students develop positive value of and realistic expectancy for success in math.

  12. Group Guidance Services with Self-Regulation Technique to Improve Student Learning Motivation in Junior High School (JHS)

    Science.gov (United States)

    Pranoto, Hadi; Atieka, Nurul; Wihardjo, Sihadi Darmo; Wibowo, Agus; Nurlaila, Siti; Sudarmaji

    2016-01-01

    This study aims at: determining students motivation before being given a group guidance with self-regulation technique, determining students' motivation after being given a group counseling with self-regulation technique, generating a model of group counseling with self-regulation technique to improve motivation of learning, determining the…

  13. The Relationship between Mathematical Problem-Solving Skills and Self-Regulated Learning through Homework Behaviours, Motivation, and Metacognition

    Science.gov (United States)

    Özcan, Zeynep Çigdem

    2016-01-01

    Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students' self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving…

  14. The differential impact of academic self-regulatory methods on academic achievement among university students with and without learning disabilities.

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    Ruban, Lilia M; McCoach, D Betsy; McGuire, Joan M; Reis, Sally M

    2003-01-01

    Although research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provide a differential prediction of academic achievement for university students with and without learning disabilities (LD). We developed and tested a model explaining interrelationships among self-regulatory variables and grade point average (GPA) using structural equation modeling and multiple group analysis for students with LD (n = 53) and without LD (n = 421). Data were gathered using a new instrument, the Learning Strategies and Study Skills survey. The results of this study indicate that students with LD differed significantly from students without LD in the relationships between their motivation for and use of standard self-regulated learning strategies and compensation strategies, which in turn provided a differential explanation of academic achievement for students with and without LD. These paths of influence and idiosyncrasies of academic self-regulation among students with LD were interpreted in terms of social cognitive theory, metacognitive theory, and research conducted in the LD field.

  15. How and with What Accuracy Do Children Report Self-Regulated Learning in Contemporary EFL Instructional Settings?

    Science.gov (United States)

    Ferreira, P. Costa; Simão, A. M. Veiga; da Silva, A. Lopes

    2017-01-01

    This study aimed to understand how children reflect about learning, report their regulation of learning activity, and develop their performance in contemporary English as a Foreign Language instructional settings. A quasi-experimental design was used with one experimental group working in a self-regulated learning computer-supported instructional…

  16. Interactive, technology-enhanced self-regulated learning tools in healthcare education: a literature review.

    Science.gov (United States)

    Petty, Julia

    2013-01-01

    Learning technology is increasingly being implemented for programmes of blended learning within nurse education. With a growing emphasis on self-directed study particularly in post-basic education, there is a need for learners to be guided in their learning away from practice and limited classroom time. Technology-enabled (TE) tools which engage learners actively can play a part in this. The effectiveness and value of interactive TE learning strategies within healthcare is the focus of this paper. To identify literature that explores the effectiveness of interactive, TE tools on knowledge acquisition and learner satisfaction within healthcare with a view to evaluating their use for post-basic nurse education. A Literature Review was performed focusing on papers exploring the comparative value and perceived benefit of TE tools compared to traditional modes of learning within healthcare. The Databases identified as most suitable due to their relevance to healthcare were accessed through EBSCOhost. Primary, Boolean and advanced searches on key terms were undertaken. Inclusion and exclusion criteria were applied which resulted in a final selection of 11 studies for critique. Analysis of the literature found that knowledge acquisition in most cases was enhanced and measured learner satisfaction was generally positive for interactive, self-regulated TE tools. However, TE education may not suit all learners and this is critiqued in the light of the identified limitations. Interactive self regulation and/or testing can be a valuable learning strategy that can be incorporated into self-directed programmes of study for post-registration learners. Whilst acknowledging the learning styles not suited to such tools, the concurrent use of self-directed TE tools with those learning strategies necessitating a more social presence can work together to support enhancement of knowledge required to deliver rationale for nursing practice. Copyright © 2012 Elsevier Ltd. All rights

  17. Sense of coherence, self-regulated learning and academic performance in first year nursing students: A cluster analysis approach.

    Science.gov (United States)

    Salamonson, Yenna; Ramjan, Lucie M; van den Nieuwenhuizen, Simon; Metcalfe, Lauren; Chang, Sungwon; Everett, Bronwyn

    2016-03-01

    This paper examines the relationship between nursing students' sense of coherence, self-regulated learning and academic performance in bioscience. While there is increasing recognition of a need to foster students' self-regulated learning, little is known about the relationship of psychological strengths, particularly sense of coherence and academic performance. Using a prospective, correlational design, 563 first year nursing students completed the three dimensions of sense of coherence scale - comprehensibility, manageability and meaningfulness, and five components of self-regulated learning strategy - elaboration, organisation, rehearsal, self-efficacy and task value. Cluster analysis was used to group respondents into three clusters, based on their sense of coherence subscale scores. Although there were no sociodemographic differences in sense of coherence subscale scores, those with higher sense of coherence were more likely to adopt self-regulated learning strategies. Furthermore, academic grades collected at the end of semester revealed that higher sense of coherence was consistently related to achieving higher academic grades across all four units of study. Students with higher sense of coherence were more self-regulated in their learning approach. More importantly, the study suggests that sense of coherence may be an explanatory factor for students' successful adaptation and transition in higher education, as indicated by the positive relationship of sense of coherence to academic performance. Copyright © 2016 Elsevier Ltd. All rights reserved.

  18. Developing academic literacy through self-regulated online learning

    Directory of Open Access Journals (Sweden)

    Emmaline Lear

    2016-03-01

    Full Text Available This study explores the self-regulated learning (SRL experiences of international students in developing English language academic literacy essential for successful transition to university. The participants in this study were a small, diverse group of first year undergraduate students who sought academic support from the Academic Skills Centre at an Australian university. They were given the opportunity to independently access an online program, Study Skills Success, over the duration of one semester to develop their academic literacy in English. Data for this study were collected from a pre- and post-program questionnaire, interviews, a focus group discussion, and reflective online learning logs. These sources gathered information regarding the participants’ motivation and attitudes, their online learning experiences and strategy use, and the perceived benefits of SRL online. The findings from this study have implications for supporting the transition of first year students to university by developing essential academic skills through independent online learning.

  19. Improving Problem Solving Skill and Self Regulated Learning of Senior High School Students through Scientific Approach using Quantum Learning strategy

    Directory of Open Access Journals (Sweden)

    M Sudirman

    2017-12-01

    Full Text Available This research is quasi experiment with control group pretest-postest design. The sampel in this research using the techique of purposive sampling so the samples used were two classes of the 11th grade students of SMAN 14 Bandung in the academic year 2017/2018. The experiment group uses saintific approach using Quantum Learning strategy and control group uses saintific approach. In collecting the data the researcher will use the test of problem solving ability and self regulated learning as the instrument. The aims of this research are to:1find out the improvement of students mathematical problem solving through scientific approach using Quantum Learning study, 2 find out students self regulated learning through scientific approach using Quantum Learning.

  20. Personal and situational predictors of everyday snacking: An application of temporal self-regulation theory.

    Science.gov (United States)

    Elliston, Katherine G; Ferguson, Stuart G; Schüz, Benjamin

    2017-11-01

    This study aims at testing predictions derived from temporal self-regulation theory (TST) in relation to discretionary food choices (snacks). TST combines a motivational sphere of influence (cognitions and temporal valuations resulting in intentions) with a momentary sphere (encompassing social and physical environmental cues). This dual approach differs from current health behaviour theories, but can potentially improve our understanding of the interplay of personal and environmental factors in health behaviour self-regulation. A mixed event-based and time-based (Ecological Momentary Assessment) study in 61 adults aged between 18 and 64, with a BMI range between 18.34 and 39.78 (M = 25.66, SD = 4.82) over two weeks. Participants recorded their food and drink intake for two weeks in real time using electronic diaries. Participants also responded to non-consumption assessments at random intervals throughout each day. Momentary cues (individual, situational, and environmental factors) were assessed both during food logs and non-consumption assessments. Motivational factors, past behaviour, and trait self-regulation were assessed during baseline. Multilevel logistic regression analyses showed that across all snack types, environmental cues and negative affect were associated with an increased likelihood of snacking. Perceiving a cost of healthy eating to occur before eating was associated with an increased likelihood of snacking, whereas intentions and self-regulation were not. Discretionary food intake is largely guided by momentary cues, and motivational-level factors, such as intention and self-regulation, are less important in the initiation of discretionary food intake. Statement of contribution What is already known on this subject? Overweight and obesity are a result of prolonged periods of energy imbalance between energy intake and expenditure (Hill & Peters, ). One of the key behavioural determinants of energy imbalances results from food intake

  1. Rasch measurement of self-regulated learning in an information and communication technology (ICT)-rich environment.

    Science.gov (United States)

    Njiru, Joseph N; Waugh, Russell F

    2007-01-01

    This report describes how a linear scale of self-regulated learning in an ICT-rich environment was created by analysing student data using the Rasch measurement model. A person convenience sample of (N = 409) university students in Western Australia was used. The stem-item sample was initially 41, answered in two perspectives ("I aim for this" and "I actually do this"), and reduced to 16 that fitted the measurement model to form a unidimensional scale. Items for motivation (extrinsic rewards, intrinsic rewards, and social rewards), academic goals (fear of performing poorly) (but not standards), self-learning beliefs (ability and interest), task management (strategies and time management) (but not cooperative learning), Volition (action control (but not environmental control), and self-evaluation (cognitive self-evaluation and metacognition) fitted the measurement model. The proportion of observed variance considered true was 0.90. A new instrument is proposed to handle the conceptually valid but non-fitting items. Characteristics of high self-regulated learners are measured.

  2. Reconceptualizing Strategic Learning in the Face of Self-Regulation: Throwing Language Learning Strategies out with the Bathwater

    Science.gov (United States)

    Rose, Heath

    2012-01-01

    This forum article examines the conceptualization of strategic learning over the past 30 years, focusing on recent conceptualizations that shift towards the notion of self-regulation. In recent years, scholars have argued that language learning strategies are too general, undefined, and incoherent and the questionnaires designed to measure…

  3. Influence of Mothers' Parenting Styles on Self-Regulated Academic Learning among Saudi Primary School Students

    Science.gov (United States)

    Alnafea, Tahany; Curtis, David D.

    2017-01-01

    Much of the research on self-regulation has investigated the influence of school settings. However, fewer studies have concentrated on the home environment and its influence on student's academic behaviour in school. The present research investigates the influence of mothers' parenting styles on students' self-regulated learning behaviours in…

  4. Detangling the Interrelationships between Self- Regulation and Ill-Structured Problem Solving in Problem-Based Learning

    Science.gov (United States)

    Ge, Xun; Law, Victor; Huang, Kun

    2016-01-01

    One of the goals for problem-based learning (PBL) is to promote self-regulation. Although self-regulation has been studied extensively, its interrelationships with ill-structured problem solving have been unclear. In order to clarify the interrelationships, this article proposes a conceptual framework illustrating the iterative processes among…

  5. A Systematic Review Exploring the Social Cognitive Theory of Self-Regulation as a Framework for Chronic Health Condition Interventions.

    Directory of Open Access Journals (Sweden)

    Michelle E Tougas

    Full Text Available Theory is often recommended as a framework for guiding hypothesized mechanisms of treatment effect. However, there is limited guidance about how to use theory in intervention development.We conducted a systematic review to provide an exemplar review evaluating the extent to which use of theory is identified and incorporated within existing interventions. We searched electronic databases PubMed, PsycINFO, CENTRAL, and EMBASE from inception to May 2014. We searched clinicaltrials.gov for registered protocols, reference lists of relevant systematic reviews and included studies, and conducted a citation search in Web of Science. We included peer-reviewed publications of interventions that referenced the social cognitive theory of self-regulation as a framework for interventions to manage chronic health conditions. Two reviewers independently assessed articles for eligibility. We contacted all authors of included studies for information detailing intervention content. We describe how often theory mechanisms were addressed by interventions, and report intervention characteristics used to address theory.Of 202 articles that reported using the social cognitive theory of self-regulation, 52% failed to incorporate self-monitoring, a main theory component, and were therefore excluded. We included 35 interventions that adequately used the theory framework. Intervention characteristics were often poorly reported in peer-reviewed publications, 21 of 35 interventions incorporated characteristics that addressed each of the main theory components. Each intervention addressed, on average, six of eight self-monitoring mechanisms, two of five self-judgement mechanisms, and one of three self-evaluation mechanisms. The self-monitoring mechanisms 'Feedback' and 'Consistency' were addressed by all interventions, whereas the self-evaluation mechanisms 'Self-incentives' and 'External rewards' were addressed by six and four interventions, respectively. The present review

  6. A Systematic Review Exploring the Social Cognitive Theory of Self-Regulation as a Framework for Chronic Health Condition Interventions.

    Science.gov (United States)

    Tougas, Michelle E; Hayden, Jill A; McGrath, Patrick J; Huguet, Anna; Rozario, Sharlene

    2015-01-01

    Theory is often recommended as a framework for guiding hypothesized mechanisms of treatment effect. However, there is limited guidance about how to use theory in intervention development. We conducted a systematic review to provide an exemplar review evaluating the extent to which use of theory is identified and incorporated within existing interventions. We searched electronic databases PubMed, PsycINFO, CENTRAL, and EMBASE from inception to May 2014. We searched clinicaltrials.gov for registered protocols, reference lists of relevant systematic reviews and included studies, and conducted a citation search in Web of Science. We included peer-reviewed publications of interventions that referenced the social cognitive theory of self-regulation as a framework for interventions to manage chronic health conditions. Two reviewers independently assessed articles for eligibility. We contacted all authors of included studies for information detailing intervention content. We describe how often theory mechanisms were addressed by interventions, and report intervention characteristics used to address theory. Of 202 articles that reported using the social cognitive theory of self-regulation, 52% failed to incorporate self-monitoring, a main theory component, and were therefore excluded. We included 35 interventions that adequately used the theory framework. Intervention characteristics were often poorly reported in peer-reviewed publications, 21 of 35 interventions incorporated characteristics that addressed each of the main theory components. Each intervention addressed, on average, six of eight self-monitoring mechanisms, two of five self-judgement mechanisms, and one of three self-evaluation mechanisms. The self-monitoring mechanisms 'Feedback' and 'Consistency' were addressed by all interventions, whereas the self-evaluation mechanisms 'Self-incentives' and 'External rewards' were addressed by six and four interventions, respectively. The present review establishes that

  7. Structuring and Regulating Collaborative Learning in Higher Education with Wireless Networks and Mobile Tools

    Science.gov (United States)

    Jarvela, Sanna; Naykki, Piia; Laru, Jari; Luokkanen, Tiina

    2007-01-01

    In our recent research we have explored possibilities to scaffold collaborative learning in higher education with wireless networks and mobile tools. The pedagogical ideas are grounded on concepts of collaborative learning, including the socially shared origin of cognition, as well as self-regulated learning theory. This paper presents our three…

  8. e-Research and Learning Theory: What Do Sequence and Process Mining Methods Contribute?

    Science.gov (United States)

    Reimann, Peter; Markauskaite, Lina; Bannert, Maria

    2014-01-01

    This paper discusses the fundamental question of how data-intensive e-research methods could contribute to the development of learning theories. Using methodological developments in research on self-regulated learning as an example, it argues that current applications of data-driven analytical techniques, such as educational data mining and its…

  9. Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies

    Directory of Open Access Journals (Sweden)

    Nora M. Foerst

    2017-07-01

    Full Text Available University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL via classical self-reports, we know a lot about how students generally self-assess their SRL strategies. However, SRL and performance do not always correlate highly in these studies. The aim of the present study is to determine whether there are discrepancies between students' knowledge about SRL and their action in applying adequate SRL strategies in relevant learning situations. We also want to know whether such discrepancies generalize across domains and what the reasons for discrepancies are. The situation-specific Self-Regulated Learning Questionnaire for Action and Knowledge (SRL-QuAK was used in a sample of 408 psychology and economic sciences students. Descriptive data analysis was conducted to determine potential discrepancies between SRL knowledge and action and differences between the study domains in an explorative way. The reasons for not using SRL-strategies were derived via qualitative content analysis. The results showed that although students had quite advanced knowledge of SRL strategies, they did not put this knowledge into action. This dissonance between SRL knowledge and action was found in both domains. In terms of reasons, students stated that they (a lacked the time to use SRL strategies, (b would not benefit from SRL strategies in the given situation, (c would not be able to put the strategies to use effectively or (d found it too arduous to use SRL strategies. The implications of these results will be discussed, e.g., the consequences for measures to overcome students' dissonance between knowledge and action and therefore to promote academic performance and

  10. Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies.

    Science.gov (United States)

    Foerst, Nora M; Klug, Julia; Jöstl, Gregor; Spiel, Christiane; Schober, Barbara

    2017-01-01

    University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL) via classical self-reports, we know a lot about how students generally self-assess their SRL strategies. However, SRL and performance do not always correlate highly in these studies. The aim of the present study is to determine whether there are discrepancies between students' knowledge about SRL and their action in applying adequate SRL strategies in relevant learning situations. We also want to know whether such discrepancies generalize across domains and what the reasons for discrepancies are. The situation-specific Self-Regulated Learning Questionnaire for Action and Knowledge (SRL-QuAK) was used in a sample of 408 psychology and economic sciences students. Descriptive data analysis was conducted to determine potential discrepancies between SRL knowledge and action and differences between the study domains in an explorative way. The reasons for not using SRL-strategies were derived via qualitative content analysis. The results showed that although students had quite advanced knowledge of SRL strategies, they did not put this knowledge into action. This dissonance between SRL knowledge and action was found in both domains. In terms of reasons, students stated that they (a) lacked the time to use SRL strategies, (b) would not benefit from SRL strategies in the given situation, (c) would not be able to put the strategies to use effectively or (d) found it too arduous to use SRL strategies. The implications of these results will be discussed, e.g., the consequences for measures to overcome students' dissonance between knowledge and action and therefore to promote academic performance and well-being.

  11. The Effect of Multimedia Based Learning in Chemistry Teaching and Learning on Students’ Self-Regulated Learning

    Directory of Open Access Journals (Sweden)

    Erfan Priyambodo

    2014-11-01

    Full Text Available In recent years, the uses of Multimedia Based Learning (MBL in classroom instruction increased widely. Overall, this implementation aims to improve students’ motivation and also their learning outcomes. This study was answering the effect of MBL toward students’ Self-Regulated Learning (SRL in chemistry teaching and learning. The experiment was conducted in class XI of senior high school in Yogyakarta. Researchers create some computer based media for chemistry materials and continued with expert judgement of the media. Students’ data SRL were measured using validated questionnaire. The questionnaire consists of three components, i.e. metacognitive, motivation and behavior. The results showed that there was significant differences in SRL of students before and after participating in chemistry teaching and learning which applying MBL.

  12. Self-regulated learning processes of medical students during an academic learning task.

    Science.gov (United States)

    Gandomkar, Roghayeh; Mirzazadeh, Azim; Jalili, Mohammad; Yazdani, Kamran; Fata, Ladan; Sandars, John

    2016-10-01

    This study was designed to identify the self-regulated learning (SRL) processes of medical students during a biomedical science learning task and to examine the associations of the SRL processes with previous performance in biomedical science examinations and subsequent performance on a learning task. A sample of 76 Year 1 medical students were recruited based on their performance in biomedical science examinations and stratified into previous high and low performers. Participants were asked to complete a biomedical science learning task. Participants' SRL processes were assessed before (self-efficacy, goal setting and strategic planning), during (metacognitive monitoring) and after (causal attributions and adaptive inferences) their completion of the task using an SRL microanalytic interview. Descriptive statistics were used to analyse the means and frequencies of SRL processes. Univariate and multiple logistic regression analyses were conducted to examine the associations of SRL processes with previous examination performance and the learning task performance. Most participants (from 88.2% to 43.4%) reported task-specific processes for SRL measures. Students who exhibited higher self-efficacy (odds ratio [OR] 1.44, 95% confidence interval [CI] 1.09-1.90) and reported task-specific processes for metacognitive monitoring (OR 6.61, 95% CI 1.68-25.93) and causal attributions (OR 6.75, 95% CI 2.05-22.25) measures were more likely to be high previous performers. Multiple analysis revealed that similar SRL measures were associated with previous performance. The use of task-specific processes for causal attributions (OR 23.00, 95% CI 4.57-115.76) and adaptive inferences (OR 27.00, 95% CI 3.39-214.95) measures were associated with being a high learning task performer. In multiple analysis, only the causal attributions measure was associated with high learning task performance. Self-efficacy, metacognitive monitoring and causal attributions measures were associated

  13. Self-Regulated Learning Strategies of Engineering College Students While Learning Electric Circuit Concepts with Enhanced Guided Notes

    Science.gov (United States)

    Lawanto, Oenardi; Santoso, Harry

    2013-01-01

    The current study evaluated engineering college students' self-regulated learning (SRL) strategies while learning electric circuit concepts using enhanced guided notes (EGN). Our goal was to describe how students exercise SRL strategies and how their grade performance changes after using EGN. Two research questions guided the study: (1) To what…

  14. Focus on Formative Feedback communication and self-regulated learning – a study in compulsory schools

    DEFF Research Database (Denmark)

    Kirkegaard, Preben Olund

    This study addresses the conceptual challenge of providing students in compulsory schools with good quality formative feedback to enhance self-regulated learning in social interactions. Resent educational research indicates that social communicative interactions in the classroom, with a focus...... qualitative data from video recorded teaching sessions and student group interviews. Methodologically we are inspired by the ethnographical classroom research method. The empirical basis for studying these aspects is data from two compulsory schools in Denmark. This study is a work in progress. Our findings...... on formative feedback, hold the potential to enhance students learning. Self-regulated learning is highly pertinent and can be seen as one of the most import skills for the 21st century learner. We argue that formative feedbackcommunication in interactions is crucial for students to develop self...

  15. The role of learning environment on high school chemistry students' motivation and self-regulatory processes

    Science.gov (United States)

    Judd, Jeffrey S.

    Changes to the global workforce and technological advancements require graduating high school students to be more autonomous, self-directed, and critical in their thinking. To reflect societal changes, current educational reform has focused on developing more problem-based, collaborative, and student-centered classrooms to promote effective self-regulatory learning strategies, with the goal of helping students adapt to future learning situations and become life-long learners. This study identifies key features that may characterize these "powerful learning environments", which I term "high self-regulating learning environments" for ease of discussion, and examine the environment's role on students' motivation and self-regulatory processes. Using direct observation, surveys, and formal and informal interviews, I identified perceptions, motivations, and self-regulatory strategies of 67 students in my high school chemistry classes as they completed academic tasks in both high and low self-regulating learning environments. With social cognitive theory as a theoretical framework, I then examined how students' beliefs and processes changed after they moved from low to a high self-regulating learning environment. Analyses revealed that key features such as task meaning, utility, complexity, and control appeared to play a role in promoting positive changes in students' motivation and self-regulation. As embedded cases, I also included four students identified as high self-regulating, and four students identified as low self-regulating to examine whether the key features of high and low self-regulating learning environments played a similar role in both groups. Analysis of findings indicates that key features did play a significant role in promoting positive changes in both groups, with high self-regulating students' motivation and self-regulatory strategies generally remaining higher than the low self-regulating students; this was the case in both environments. Findings

  16. Self-regulation strategy, feedback timing and hemodynamic properties modulate learning in a simulated fMRI neurofeedback environment.

    Science.gov (United States)

    Oblak, Ethan F; Lewis-Peacock, Jarrod A; Sulzer, James S

    2017-07-01

    Direct manipulation of brain activity can be used to investigate causal brain-behavior relationships. Current noninvasive neural stimulation techniques are too coarse to manipulate behaviors that correlate with fine-grained spatial patterns recorded by fMRI. However, these activity patterns can be manipulated by having people learn to self-regulate their own recorded neural activity. This technique, known as fMRI neurofeedback, faces challenges as many participants are unable to self-regulate. The causes of this non-responder effect are not well understood due to the cost and complexity of such investigation in the MRI scanner. Here, we investigated the temporal dynamics of the hemodynamic response measured by fMRI as a potential cause of the non-responder effect. Learning to self-regulate the hemodynamic response involves a difficult temporal credit-assignment problem because this signal is both delayed and blurred over time. Two factors critical to this problem are the prescribed self-regulation strategy (cognitive or automatic) and feedback timing (continuous or intermittent). Here, we sought to evaluate how these factors interact with the temporal dynamics of fMRI without using the MRI scanner. We first examined the role of cognitive strategies by having participants learn to regulate a simulated neurofeedback signal using a unidimensional strategy: pressing one of two buttons to rotate a visual grating that stimulates a model of visual cortex. Under these conditions, continuous feedback led to faster regulation compared to intermittent feedback. Yet, since many neurofeedback studies prescribe implicit self-regulation strategies, we created a computational model of automatic reward-based learning to examine whether this result held true for automatic processing. When feedback was delayed and blurred based on the hemodynamics of fMRI, this model learned more reliably from intermittent feedback compared to continuous feedback. These results suggest that different

  17. Self-regulation strategy, feedback timing and hemodynamic properties modulate learning in a simulated fMRI neurofeedback environment.

    Directory of Open Access Journals (Sweden)

    Ethan F Oblak

    2017-07-01

    Full Text Available Direct manipulation of brain activity can be used to investigate causal brain-behavior relationships. Current noninvasive neural stimulation techniques are too coarse to manipulate behaviors that correlate with fine-grained spatial patterns recorded by fMRI. However, these activity patterns can be manipulated by having people learn to self-regulate their own recorded neural activity. This technique, known as fMRI neurofeedback, faces challenges as many participants are unable to self-regulate. The causes of this non-responder effect are not well understood due to the cost and complexity of such investigation in the MRI scanner. Here, we investigated the temporal dynamics of the hemodynamic response measured by fMRI as a potential cause of the non-responder effect. Learning to self-regulate the hemodynamic response involves a difficult temporal credit-assignment problem because this signal is both delayed and blurred over time. Two factors critical to this problem are the prescribed self-regulation strategy (cognitive or automatic and feedback timing (continuous or intermittent. Here, we sought to evaluate how these factors interact with the temporal dynamics of fMRI without using the MRI scanner. We first examined the role of cognitive strategies by having participants learn to regulate a simulated neurofeedback signal using a unidimensional strategy: pressing one of two buttons to rotate a visual grating that stimulates a model of visual cortex. Under these conditions, continuous feedback led to faster regulation compared to intermittent feedback. Yet, since many neurofeedback studies prescribe implicit self-regulation strategies, we created a computational model of automatic reward-based learning to examine whether this result held true for automatic processing. When feedback was delayed and blurred based on the hemodynamics of fMRI, this model learned more reliably from intermittent feedback compared to continuous feedback. These results

  18. Self-regulation strategy, feedback timing and hemodynamic properties modulate learning in a simulated fMRI neurofeedback environment

    Science.gov (United States)

    Sulzer, James S.

    2017-01-01

    Direct manipulation of brain activity can be used to investigate causal brain-behavior relationships. Current noninvasive neural stimulation techniques are too coarse to manipulate behaviors that correlate with fine-grained spatial patterns recorded by fMRI. However, these activity patterns can be manipulated by having people learn to self-regulate their own recorded neural activity. This technique, known as fMRI neurofeedback, faces challenges as many participants are unable to self-regulate. The causes of this non-responder effect are not well understood due to the cost and complexity of such investigation in the MRI scanner. Here, we investigated the temporal dynamics of the hemodynamic response measured by fMRI as a potential cause of the non-responder effect. Learning to self-regulate the hemodynamic response involves a difficult temporal credit-assignment problem because this signal is both delayed and blurred over time. Two factors critical to this problem are the prescribed self-regulation strategy (cognitive or automatic) and feedback timing (continuous or intermittent). Here, we sought to evaluate how these factors interact with the temporal dynamics of fMRI without using the MRI scanner. We first examined the role of cognitive strategies by having participants learn to regulate a simulated neurofeedback signal using a unidimensional strategy: pressing one of two buttons to rotate a visual grating that stimulates a model of visual cortex. Under these conditions, continuous feedback led to faster regulation compared to intermittent feedback. Yet, since many neurofeedback studies prescribe implicit self-regulation strategies, we created a computational model of automatic reward-based learning to examine whether this result held true for automatic processing. When feedback was delayed and blurred based on the hemodynamics of fMRI, this model learned more reliably from intermittent feedback compared to continuous feedback. These results suggest that different

  19. Implementation of training programs in self-regulated learning strategies in Moodle format: results of a experience in higher education.

    Science.gov (United States)

    Núñez, José Carlos; Cerezo, Rebeca; Bernardo, Ana; Rosário, Pedro; Valle, Antonio; Fernández, Estrella; Suárez, Natalia

    2011-04-01

    This paper tests the efficacy of an intervention program in virtual format intended to train studying and self-regulation strategies in university students. The aim of this intervention is to promote a series of strategies which allow students to manage their learning processes in a more proficient and autonomous way. The program has been developed in Moodle format and hosted by the Virtual Campus of the University of Oviedo. The present study had a semi-experimental design, included an experimental group (n=167) and a control one (n=206), and used pretest and posttest measures (self-regulated learning strategies' declarative knowledge, self-regulated learning macro-strategy planning-execution-assessment, self-regulated learning strategies on text, surface and deep learning approaches, and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a significant improvement in their declarative knowledge, general and on text use of learning strategies, increased their deep approach to learning, decreased their use of a surface approach and, in what concerns to academic achievement, statistically significant differences have been found in favour of the experimental group.

  20. An instrument measuring prospective mathematics teacher self-regulated learning: validity and reliability

    Science.gov (United States)

    Nugroho, A. A.; Juniati, D.; Siswono, T. Y. E.

    2018-03-01

    Self Regulated Learning (SRL) is an individual's ability to achieve academic goals by controlling behavior, motivate yourself and use cognitive in learning, so it is important for a teacher especially teachers of mathematics related to the ability of management, design, implementation of learning and evaluation of learning outcomes. The purpose of the research is to develop an instrument to describe the SRL of a prospective mathematics teacher. Data were collected by (1) the study of the theory of SRL produced the indicator SRL used to design the questionnaire SRL; (2) analysis of the questionnaire SRL obtained from several References; and (3) development stage of the SRL questionnaire through validity test of content and empirical validation. The study involved 2 content experts in mathematics, 1 linguist, and 92 prospective mathematics teachers. The results of the research on content validity test based on Indonesian expert and 2 content experts indicate that the content can assess the indicator of the SRL and feasible to be used, in the test of legibility of two prospective mathematics teacher concluded that the instrument has a language that can be understood by the prospective teacher of mathematics and on empirical validation involving 92 prospective mathematics teacher generate data that of 65 statements there are 3 invalid statements. Reliability calculation shows high category that values 0,93. The conclusion is the SRL instrument developed for the prospective mathematics teacher.

  1. Training Self-Regulated Learning Skills with Video Modeling Examples: Do Task-Selection Skills Transfer?

    Science.gov (United States)

    Raaijmakers, Steven F.; Baars, Martine; Schaap, Lydia; Paas, Fred; van Merriënboer, Jeroen; van Gog, Tamara

    2018-01-01

    Self-assessment and task-selection skills are crucial in self-regulated learning situations in which students can choose their own tasks. Prior research suggested that training with video modeling examples, in which another person (the model) demonstrates and explains the cyclical process of problem-solving task performance, self-assessment, and…

  2. Developing the master learner: applying learning theory to the learner, the teacher, and the learning environment.

    Science.gov (United States)

    Schumacher, Daniel J; Englander, Robert; Carraccio, Carol

    2013-11-01

    As a result of the paradigm shift to a competency-based framework, both self-directed lifelong learning and learner-centeredness have become essential tenets of medical education. In the competency-based framework, learners drive their own educational process, and both learners and teachers share the responsibility for the path and content of learning. This learner-centered emphasis requires each physician to develop and maintain lifelong learning skills, which the authors propose culminate in becoming a "master leaner." To better understand the development of these skills and the attainment of that goal, the authors explore how learning theories inform the development of master learners and how to translate these theories into practical strategies for the learner, the teacher, and the learning environment so as to optimize this development.The authors begin by exploring self-determination theory, which lays the groundwork for understanding the motivation to learn. They next consider the theories of cognitive load and situated cognition, which inform the optimal context and environment for learning. Building from this foundation, the authors consider key educational theories that affect learners' abilities to serve as primary drivers of their learning, including self-directed learning (SDL); the self-assessment skills necessary for SDL; factors affecting self-assessment (self-concept, self-efficacy, illusory superiority, gap filling); and ways to mitigate the inaccuracies of self-assessment (reflection, self-monitoring, external information seeking, and self-directed assessment seeking).For each theory, they suggest practical action steps for the learner, the teacher, and the learning environment in an effort to provide a road map for developing master learners.

  3. The Study of the Application Rate of Effective Learning Technologies in Self-Regulation of KFU and VIIU Students

    Science.gov (United States)

    Khuziakhmetov, Anvar N.; Amin, Azimi Sayed

    2015-01-01

    The aim of the present research is the study of the application rate of learning technologies in KFU and VIIU electronic courses to improve students' self-regulation. For this aim, this research was based on Kitsantas research, the rate of the use of effective learning technologies in students' self-regulation in electronic courses in these two…

  4. Self-Regulated Learning Using Multimedia Programs in Dentistry Postgraduate Students: A Multimethod Approach

    Science.gov (United States)

    Lloret, Miguel; Aguila, Estela; Lloret, Alejandro

    2009-01-01

    The purpose of this study was to study the effect of a multimedia computing program on the production of activities and self-regulated learning processes in 18 students of the Dentistry postdegree (Celaya, Mexico). A multi-method design (quasi-experimental, pretest-post-test and qualitative: Think aloud protocol) was used. Self-regulated…

  5. The Effects of Theory of Mind and Self-Regulation Skills on Helping Behaviors in 3-4-Year-Old Children

    OpenAIRE

    Muhammed Sukru Aydin; Sema Karakelle

    2016-01-01

    The aim of this study is to examine the effects of theory of mind and self-regulation skills on children’s helping behavior. Total of 104 children aging between 36-59 months, participated in the study. Helping behavior was measured with an instrumental helping task. Scaling of Theory-of-Mind tasks were used in measuring theory of mind. As for measuring self-regulation, peg tapping task were used. In order to control receptive language abilities of children, Turkish Expressive a...

  6. An Examination of Sixth Graders' Self-Determined Motivation and Learning in Physical Education

    Science.gov (United States)

    Sun, Haichun; Chen, Ang

    2010-01-01

    Self-determination theory (SDT), when applied in education, emphasizes helping learners internalize extrinsic motivation so as to regulate their learning behavior from an amotivation state to intrinsic motivation. The purpose of this study was to examine the relationship between SDT components and learning in middle school physical education.…

  7. Improving Mathematical Communication Ability and Self Regulation Learning of Yunior High Students by Using Reciprocal Teaching

    OpenAIRE

    Qohar, Abdul; Sumarmo, Utari

    2013-01-01

    This paper presents the findings from a posttest experiment control group design  by  using reciprocal teaching, conducted  in Indonesia University of Education to investigate students’ ability in mathematical communication and self regulated learning.  Subject of the study were 254 of 9th grade students from three junior high schools of high, medium, and low level in Bojonegoro, East Java.  The instruments of the study were an essay mathematical communication test, and a self regulated learn...

  8. How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59.

    Science.gov (United States)

    Ten Cate, Th J; Kusurkar, Rashmi A; Williams, Geoffrey C

    2011-01-01

    Self-determination Theory (SDT), designed by Edward Deci and Richard Ryan, serves among the current major motivational theories in psychology. SDT research has been conducted in many areas, among which are education and health care, but its applications in medical education are rare. The potential of SDT to help understand processes in medical education justifies this Guide. SDT is explained in seven principles, one of which is the distinction of three innate psychological needs of human beings: for competence, for autonomy and for relatedness. Further, SDT elaborates how humans tend to internalise regulation of behaviour that initially has been external, in order to develop autonomous, self-determined behaviour. Implications of SDT for medical education are discussed with reference to preparation and selection, curriculum structure, classroom teaching, assessments and examinations, self-directed learning, clinical teaching, students as teachers and researchers, continuing professional development, faculty development and stress among trainees.

  9. Cognitive Support Embedded in Self-Regulated E-Learning Systems for Students with Special Learning Needs

    Science.gov (United States)

    Chatzara, K.; Karagiannidis, C.; Stamatis, D.

    2016-01-01

    This paper presents an anthropocentric approach in human-machine interaction in the area of self-regulated e-learning. In an attempt to enhance communication mediated through computers for pedagogical use we propose the incorporation of an intelligent emotional agent that is represented by a synthetic character with multimedia capabilities,…

  10. The Effects of Self-Regulation Strategies on Reading Comprehension, Motivation for Learning, and Self-Efficacy with Struggling Readers

    Science.gov (United States)

    Cosentino, Cassandra L.

    2017-01-01

    The purpose of this quasi-experimental study was to investigate the effect of a self-regulation treatment on sixth grade students' reading comprehension, motivation for learning, and self-efficacy perceptions. The research took place in three urban schools in the northeast United States in the winter of 2016. The study's quasi-experimental design…

  11. Comparing Active Delay and Procrastination from a Self-Regulated Learning Perspective

    Science.gov (United States)

    Corkin, Danya M.; Yu, Shirley L.; Lindt, Suzanne F.

    2011-01-01

    Researchers have proposed that the act of postponing academic work may be divided into a traditional definition of procrastination, viewed as maladaptive, and adaptive forms of delay. Adaptive forms of delay may be more consistent with certain facets of self-regulated learning. The current study investigated this issue by examining whether the…

  12. Metacognition in Self-Regulated Multimedia Learning: Integrating Behavioural, Psychophysiological and Introspective Measures

    Science.gov (United States)

    Antonietti, Alessandro; Colombo, Barbara; Di Nuzzo, Chiara

    2015-01-01

    This study aims at investigating students' strategies--as revealed by behavioural, psychophysiological and introspective measures--which are applied during the free exploration of multimedia instructional presentations, which requires students to self-regulate their learning processes. Two multimedia presentations were constructed and presented to…

  13. A Review of Self-regulated Learning: Six Models and Four Directions for Research

    Directory of Open Access Journals (Sweden)

    Ernesto Panadero

    2017-04-01

    Full Text Available Self-regulated learning (SRL includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning (e.g., self-efficacy, volition, cognitive strategies are studied within a comprehensive and holistic approach. For that reason, SRL has become one of the most important areas of research within educational psychology. In this paper, six models of SRL are analyzed and compared; that is, Zimmerman; Boekaerts; Winne and Hadwin; Pintrich; Efklides; and Hadwin, Järvelä and Miller. First, each model is explored in detail in the following aspects: (a history and development, (b description of the model (including the model figures, (c empirical support, and (d instruments constructed based on the model. Then, the models are compared in a number of aspects: (a citations, (b phases and subprocesses, (c how they conceptualize (metacognition, motivation and emotion, (d top–down/bottom–up, (e automaticity, and (f context. In the discussion, the empirical evidence from the existing SRL meta-analyses is examined and implications for education are extracted. Further, four future lines of research are proposed. The review reaches two main conclusions. First, the SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful. Second, based on the available meta-analytic evidence, there are differential effects of SRL models in light of differences in students’ developmental stages or educational levels. Thus, scholars and teachers need to start applying these differential effects of the SRL models and theories to enhance students’ learning and SRL skills.

  14. A Review of Self-regulated Learning: Six Models and Four Directions for Research.

    Science.gov (United States)

    Panadero, Ernesto

    2017-01-01

    Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning (e.g., self-efficacy, volition, cognitive strategies) are studied within a comprehensive and holistic approach. For that reason, SRL has become one of the most important areas of research within educational psychology. In this paper, six models of SRL are analyzed and compared; that is, Zimmerman; Boekaerts; Winne and Hadwin; Pintrich; Efklides; and Hadwin, Järvelä and Miller. First, each model is explored in detail in the following aspects: (a) history and development, (b) description of the model (including the model figures), (c) empirical support, and (d) instruments constructed based on the model. Then, the models are compared in a number of aspects: (a) citations, (b) phases and subprocesses, (c) how they conceptualize (meta)cognition, motivation and emotion, (d) top-down/bottom-up, (e) automaticity, and (f) context. In the discussion, the empirical evidence from the existing SRL meta-analyses is examined and implications for education are extracted. Further, four future lines of research are proposed. The review reaches two main conclusions. First, the SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful. Second, based on the available meta-analytic evidence, there are differential effects of SRL models in light of differences in students' developmental stages or educational levels. Thus, scholars and teachers need to start applying these differential effects of the SRL models and theories to enhance students' learning and SRL skills.

  15. A Review of Self-regulated Learning: Six Models and Four Directions for Research

    Science.gov (United States)

    Panadero, Ernesto

    2017-01-01

    Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning (e.g., self-efficacy, volition, cognitive strategies) are studied within a comprehensive and holistic approach. For that reason, SRL has become one of the most important areas of research within educational psychology. In this paper, six models of SRL are analyzed and compared; that is, Zimmerman; Boekaerts; Winne and Hadwin; Pintrich; Efklides; and Hadwin, Järvelä and Miller. First, each model is explored in detail in the following aspects: (a) history and development, (b) description of the model (including the model figures), (c) empirical support, and (d) instruments constructed based on the model. Then, the models are compared in a number of aspects: (a) citations, (b) phases and subprocesses, (c) how they conceptualize (meta)cognition, motivation and emotion, (d) top–down/bottom–up, (e) automaticity, and (f) context. In the discussion, the empirical evidence from the existing SRL meta-analyses is examined and implications for education are extracted. Further, four future lines of research are proposed. The review reaches two main conclusions. First, the SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful. Second, based on the available meta-analytic evidence, there are differential effects of SRL models in light of differences in students’ developmental stages or educational levels. Thus, scholars and teachers need to start applying these differential effects of the SRL models and theories to enhance students’ learning and SRL skills. PMID:28503157

  16. Assessing student engagement and self-regulated learning in a medical gross anatomy course.

    Science.gov (United States)

    Pizzimenti, Marc A; Axelson, Rick D

    2015-01-01

    In courses with large enrollment, faculty members sometimes struggle with an understanding of how individual students are engaging in their courses. Information about the level of student engagement that instructors would likely find most useful can be linked to: (1) the learning strategies that students are using; (2) the barriers to learning that students are encountering; and (3) whether the course materials and activities are yielding the intended learning outcomes. This study drew upon self-regulated learning theory (SRL) to specify relevant information about learning engagement, and how the measures of particular scales might prove useful for student/faculty reflection. We tested the quality of such information as collected via the Motivated Strategies for Learning Questionnaire (MSLQ). MSLQ items were administered through a web-based survey to 150 students in a first-year medical gross anatomy course. The resulting 66 responses (44% response rate) were examined for information quality (internal reliability and predictive validity) and usefulness of the results to the course instructor. Students' final grades in the course were correlated with their MSLQ scale scores to assess the predictive validity of the measures. These results were consistent with the course design and expectations, showing that greater use of learning strategies such as elaboration and critical thinking was associated with higher levels of performance in the course. Motivation subscales for learning were also correlated with the higher levels of performance in the course. The extent to which these scales capture valid and reliable information in other institutional settings and courses needs further investigation. © 2014 American Association of Anatomists.

  17. Developing a Structural Model on the Relationship among Motivational Beliefs, Self-Regulated Learning Strategies, and Achievement in Mathematics

    Science.gov (United States)

    Fadlelmula, Fatma Kayan; Cakiroglu, Erdinc; Sungur, Semra

    2015-01-01

    This study examines the interrelationships among students' motivational beliefs (i.e. achievement goal orientations, perception of classroom goal structure, and self-efficacy), use of self-regulated learning strategies (i.e. elaboration, organization, and metacognitive self-regulation strategies), and achievement in mathematics, by proposing and…

  18. Consequences of increased self-regulated learning opportunities on student teachers’ motivation and use of metacognitive skills.

    NARCIS (Netherlands)

    Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

    2017-01-01

    This intervention study focused on the relationships between primary student teachers’ self-regulated learning (SRL) opportunities, their motivation for learning and their use of metacognitive learning strategies. The participants were 3 teacher educators and 136 first-year student teachers.

  19. Layanan Bimbingan Kelompok dengan Teknik Self-Regulation Untuk Meningkatkan Motivasi Belajar Mahasiswa

    OpenAIRE

    Hadi Pranoto; Nurul Atieka; Retno Fajarwati; Rio Septora

    2018-01-01

    GROUP GUIDANCE SERVICES WITH SELF-REGULATION TECHNIQUE TO IMPROVE STUDENT LEARNING MOTIVATION. Learning Learning Motivation students before being given group guidance with self-regulation techniques, knowing Learning Motivation students after given group guidance with self-regulation techniques, knowing the effectiveness of group guidance with self-regulation technique to improve Learning Motivation Student Study Program Guidance and the Counseling Muhammadiyah University of Metro. The lo...

  20. Exploring Online Students' Self-Regulated Learning with Self-Reported Surveys and Log Files: A Data Mining Approach

    Science.gov (United States)

    Cho, Moon-Heum; Yoo, Jin Soung

    2017-01-01

    Many researchers who are interested in studying students' online self-regulated learning (SRL) have heavily relied on self-reported surveys. Data mining is an alternative technique that can be used to discover students' SRL patterns from large data logs saved on a course management system. The purpose of this study was to identify students' online…

  1. Using Self-Regulated Learning Methods to Increase Native American College Retention

    Science.gov (United States)

    Patterson, David A.; Ahuna, Kelly H.; Tinnesz, Christine Gray; Vanzile-Tamsen, Carol

    2014-01-01

    A big challenge facing colleges and university programs across the United States is retaining students to graduation. This is especially the case for Native American students, who have had one of the highest dropout rates over the past several decades. Using data from a large university that implemented a self-regulated learning course for…

  2. Using Self-Regulated Learning Strategies to Develop Students' Multicultural Counseling Competency

    Science.gov (United States)

    Zeleke, Waganesh A.; Karayigit, Cebrail; Myers-Brooks, Kaitlyn

    2018-01-01

    This study examines the effect of self-regulated learning strategies on students' multicultural competency development. Quantitative and qualitative data were collected from 26 students who took a semester-long multicultural counseling course. Results show statistically significant improvement in students' multicultural awareness and knowledge and…

  3. Constructive, Self-Regulated, Situated, and Collaborative Learning: An Approach for the Acquisition of Adaptive Competence

    Science.gov (United States)

    de Corte, Erik

    2012-01-01

    In today's learning society, education must focus on fostering adaptive competence (AC) defined as the ability to apply knowledge and skills flexibly in different contexts. In this article, four major types of learning are discussed--constructive, self-regulated, situated, and collaborative--in relation to what students must learn in order to…

  4. Dynamic Training Elements in a Circuit Theory Course to Implement a Self-Directed Learning Process

    Science.gov (United States)

    Krouk, B. I.; Zhuravleva, O. B.

    2009-01-01

    This paper reports on the implementation of a self-directed learning process in a circuit theory course, incorporating dynamic training elements which were designed on the basis of a cybernetic model of cognitive process management. These elements are centrally linked in a dynamic learning frame, created on the monitor screen, which displays the…

  5. Ego depletion--is it all in your head? implicit theories about willpower affect self-regulation.

    Science.gov (United States)

    Job, Veronika; Dweck, Carol S; Walton, Gregory M

    2010-11-01

    Much recent research suggests that willpower--the capacity to exert self-control--is a limited resource that is depleted after exertion. We propose that whether depletion takes place or not depends on a person's belief about whether willpower is a limited resource. Study 1 found that individual differences in lay theories about willpower moderate ego-depletion effects: People who viewed the capacity for self-control as not limited did not show diminished self-control after a depleting experience. Study 2 replicated the effect, manipulating lay theories about willpower. Study 3 addressed questions about the mechanism underlying the effect. Study 4, a longitudinal field study, found that theories about willpower predict change in eating behavior, procrastination, and self-regulated goal striving in depleting circumstances. Taken together, the findings suggest that reduced self-control after a depleting task or during demanding periods may reflect people's beliefs about the availability of willpower rather than true resource depletion.

  6. Relative contributions of self-efficacy, self-regulation, and self-handicapping in predicting student procrastination.

    Science.gov (United States)

    Strunk, Kamden K; Steele, Misty R

    2011-12-01

    The relative contributions of self-efficacy, self-regulation, and self-handicapping student procrastination were explored. College undergraduate participants (N = 138; 40 men, 97 women, one not reporting sex) filled out the Procrastination Scale, the Self-Handicapping Scale-Short Form, and the Self-regulation and Self-handicapping scales of the Motivated Strategies for Learning Questionnaire. A hierarchical regression of the above measures indicated that self-efficacy, self-regulation, and self-handicapping all predicted scores on the Procrastination Scale, but self-regulation fully accounted for the predictive power of self-efficacy. The results suggested self-regulation and self-handicapping predict procrastination independently. These findings are discussed in relation to the literature on the concept of "self-efficacy for self-regulation" and its use in the field of procrastination research.

  7. The Effectiveness of Self-Regulated Learning Scaffolds on Academic Performance in Computer-Based Learning Environments: A Meta-Analysis

    Science.gov (United States)

    Zheng, Lanqin

    2016-01-01

    This meta-analysis examined research on the effects of self-regulated learning scaffolds on academic performance in computer-based learning environments from 2004 to 2015. A total of 29 articles met inclusion criteria and were included in the final analysis with a total sample size of 2,648 students. Moderator analyses were performed using a…

  8. SELF-REGULATED LEARNING DAN PERSEPSI DUKUNGAN SOSIAL DENGAN PRESTASI AKADEMIK MAHASISWA FAKULTAS USHULUDDIN IAIN IMAM BONJOL PADANG

    Directory of Open Access Journals (Sweden)

    Subhan Ajrin Sudirman

    2015-04-01

    Full Text Available This research aimed to examine the correlations between self-regulated learning and social support perception with students academic achievement at Ushuluddin Faculty of State Institute for Islamic Studies Imam Bonjol Padang. This research used purposive sampling technique. The subjects of this research were 150 students. The data were collected by using, (1 The self-regulated learning scale, (2 The social support perception scale, and (3 documentation. The data were analyzed by using multiple regression of SPSS 13.0 for windows. The results of this research are: (1 There is very significant and positive correlation between self-regulated learning and students academic achievement (r = 0,325, p < 0,001 and R² = 0,106; (2 There is very significant and positive correlation between social support perception and students academic achievement (r = 0,284, p < 0,001 and R² = 0,081.

  9. The Relationship of Scaffolding on Cognitive Load in an Online Self-Regulated Learning Environment

    Science.gov (United States)

    Danilenko, Eugene Paul

    2010-01-01

    Scaffolding learners in self-regulated learning environments is a topic of increasing importance as implementation of online learning grows. Since cognitive overload in hypermedia environments can be a problem for some learners, instructional design strategies can be used to decrease extraneous load or encourage germane load in order to help…

  10. Determinants of Teachers' Recognitions of Self-Regulated Learning Practices in Elementary Education

    Science.gov (United States)

    Lombaerts, Koen; Engels, Nadine; van Braak, Johan

    2009-01-01

    The authors examined the relations among teacher characteristics, contextual factors, and the recognition of self-regulated learning (SRL). Participants of the survey study were 172 elementary school teachers in the Brussels Capital Region and surrounding area (Belgium). The authors assessed the interrelations of several measures on personal…

  11. Self-regulation of learning and performance level of elite youth soccer players

    NARCIS (Netherlands)

    Toering, Tynke; Elferink-Gemser, Marije T.; Jordet, Geir; Pepping, Gert-Jan; Visscher, Chris

    2012-01-01

    This study examined the relationship between self-regulated learning and performance level of 256 elite youth soccer players aged 12 to 17 years (M-age = 14.2; SD = 1.2). As relative age may affect this relationship through its association with maturation, experience, and performance level, we

  12. Pass-fail grading: laying the foundation for self-regulated learning.

    Science.gov (United States)

    White, Casey B; Fantone, Joseph C

    2010-10-01

    Traditionally, medical schools have tended to make assumptions that students will "automatically" engage in self-education effectively after graduation and subsequent training in residency and fellowships. In reality, the majority of medical graduates out in practice feel unprepared for learning on their own. Many medical schools are now adopting strategies and pedagogies to help students become self-regulating learners. Along with these changes in practices and pedagogy, many schools are eliminating a cornerstone of extrinsic motivation: discriminating grades. To study the effects of the switch from discriminating to pass-fail grading in the second year of medical school, we compared internal and external assessments and evaluations for a second-year class with a discriminating grading scale (Honors, High Pass, Pass, Fail) and for a second-year class with a pass-fail grading scale. Of the measures we compared (MCATs, GPAs, means on second-year examinations, USMLE Step 1 scores, residency placement, in which there were no statistically significant changes), the only statistically significant decreases (lower performance with pass fail) were found in two of the second-year courses. Performance in one other course also improved significantly. Pass-fail grading can meet several important intended outcomes, including "leveling the playing field" for incoming students with different academic backgrounds, reducing competition and fostering collaboration among members of a class, more time for extracurricular interests and personal activities. Pass-fail grading also reduces competition and supports collaboration, and fosters intrinsic motivation, which is key to self-regulated, lifelong learning.

  13. Metacognition, Motivation and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems

    Directory of Open Access Journals (Sweden)

    Meirav Tzohar-Rozen

    2014-11-01

    Full Text Available Mathematical problem solving is among the most valuable aspects of mathematics education. It is also the hardest for elementary school students (Verschaffel, Greer & De Corte, 2000. Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation which hamper their efforts (Kramarski, Weiss, & Kololshi-Minsker, 2010. 9–11 seems the critical stage for developing attitudes and emotional reactions towards mathematics (Artino, 2009. These metacognitive and motivational-emotional factors are fundamental components of Self-Regulated Learning (SRL, a non-innate process requiring systematic, explicit student training (Pintrich, 2000; Zimmerman, 2000. Most self-regulation studies relating to problem-solving focus on metacognition. Few explore the motivational-emotional component. This study aimed to develop, examine, and compare two SRL interventions dealing with two additional components of self-regulation: metacognitive regulation (MC and motivational-emotional regulation (ME. It also sought to examine the significance of these components and their contribution to learners' problem-solving achievements and self-regulation. The study examined 118 fifth grade students, randomly assigned to two groups. Pre- and post-intervention, the two groups completed self-regulation questionnaires relating to metacognition, motivation, and emotion. They also solved arithmetic series problems presented in two ways (verbal form and numeric form. After intervention we also examined a novel transfer problem. The intervention consisted of 10 hours for 5 weeks. Following the intervention the groups exhibited similar improvements across all the problems. The MC group performed best in metacognitive self-regulation and the ME group performed best in certain motivational-emotional aspects of self-regulation. Research implications are discussed.

  14. Investigating Grit and Its Relations with College Students' Self-Regulated Learning and Academic Achievement

    Science.gov (United States)

    Wolters, Christopher A.; Hussain, Maryam

    2015-01-01

    We investigated grit and its relations with students' self-regulated learning (SRL) and academic achievement. An ethnically diverse sample of 213 college students completed an online self-report survey that included the Grit Short scale (Duckworth and Quinn "Journal of Personality Assessment, 91(2)," 166-174, 2009), seven indicators of…

  15. Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time

    OpenAIRE

    Wijnen, Marit; Loyens, Sofie; Smeets, Guus; Kroeze, Maarten; Molen, Henk

    2017-01-01

    textabstractIn educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one’s own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational method, is believed to stimulate the use of these effective learning strategies. Several aspects of PBL such as discussions of real-life pro...

  16. The Effects of College Students' Positive Thinking, Learning Motivation and Self-Regulation through a Self-Reflection Intervention in Taiwan

    Science.gov (United States)

    Wang, Hsin-Hui; Chen, Hsiang-Ting; Lin, Huann-Shyang; Hong, Zuway-R

    2017-01-01

    This quasi-experimental study examined the effects of a self-reflection intervention on college (college in this article refers to university-level education) students' positive thinking, learning motivation and self-regulation in Taiwan. One hundred and two college students were selected to participate in an 18-week intervention forming the…

  17. Enhancement of Self-Regulation, Assertiveness, and Empathy.

    Science.gov (United States)

    Sanz de Acedo Lizarraga, M. Luisa; Ugarte, M. Dolores; Cardelle-Elawar, Maria; Iriarte, M. Dolores; Sanz de Acedo Baquedano, M. Teresa

    2003-01-01

    Examined the effects of teaching self-regulation strategies and social skills to 40 middle school students who presented difficulties in self-reflection, self-inquiry, assertiveness, and empathy. Significant gains were observed in the experimental group in self-regulation of learning, self-control of behavior, assertiveness, empathy, and…

  18. The Impact of Academic Self-Concept, Expectations and the Choice of Learning Strategy on Academic Achievement: The Case of Business Students

    Science.gov (United States)

    Rodriguez, Carlos M.

    2009-01-01

    This study provides evidence of the impact of two critical self-regulation components--academic self-concept and outcome expectations--on the selection of learning strategies conducive to academic achievement in undergraduate business education. Self-concept theory is the framework for the analysis of students' motivations and learning behaviors.…

  19. ADHD and SCT Symptomatology in Relation to College Students' Use of Self-Regulated Learning Strategies.

    Science.gov (United States)

    Shelton, Christopher R; Addison, William E; Hartung, Cynthia M

    2017-02-01

    The present study examined the relation between self-regulated learning (SRL) strategies and ADHD and sluggish cognitive tempo (SCT) symptomatology. Participants were 303 college students, aged 18 to 25 ( M = 20.04, SD = 1.45), from a Midwestern university who completed the Barkley Adult ADHD Rating Scale-IV (BAARS-IV), and a shortened, generalized version of the Motivated Strategies for Learning Questionnaire (MSLQ). Among college students, inattention symptomatology was consistently predictive of deficits in use of value, expectancy, and self-regulation strategies, while SCT symptomatology was only predictive of deficits in the use of self-regulation strategies. This study is the first to examine the relation between SCT symptomatology and SRL strategy use in college students. The findings revealed that SRL strategy use differs between college students exhibiting ADHD or SCT symptomatology. Remediation focusing on these deficits would likely increase academic achievement. Clinical implications, limitations, and suggestions for future research are discussed.

  20. "I'll stop procrastinating now!" Fostering specific processes of self-regulated learning to reduce academic procrastination.

    Science.gov (United States)

    Grunschel, Carola; Patrzek, Justine; Klingsieck, Katrin B; Fries, Stefan

    2018-01-01

    Academic procrastination is considered to be a result of self-regulation failure having detrimental effects on students' well-being and academic performance. In the present study, we developed and evaluated a group training that aimed to reduce academic procrastination. We based the training on a cyclical process model of self-regulated learning, thus, focusing on improving deficient processes of self-regulated learning among academic procrastinators (e.g., time management, dealing with distractions). The training comprised five sessions and took place once a week for 90 min in groups of no more than 10 students. Overall, 106 students completed the training. We evaluated the training using a comprehensive control group design with repeated measures (three points of measurement); the control group was trained after the intervention group's training. The results showed that our training was successful. The trained intervention group significantly reduced academic procrastination and improved specific processes of self-regulated learning (e.g., time management, concentration), whereas the untrained control group showed no change regarding these variables. After the control group had also been trained, the control group also showed the expected favorable changes. The students rated the training overall as good and found it recommendable for procrastinating friends. Hence, fostering self-regulatory processes in our intervention was a successful attempt to support students in reducing academic procrastination. The evaluation of the training encourages us to adapt the training for different groups of procrastinators.

  1. Fostering Personal Meaning and Self-Relevance: A Self-Determination Theory Perspective on Internalization

    Science.gov (United States)

    Vansteenkiste, Maarten; Aelterman, Nathalie; De Muynck, Gert-Jan; Haerens, Leen; Patall, Erika; Reeve, Johnmarshall

    2018-01-01

    Central to self-determination theory (SDT) is the notion that autonomously motivated learning relates to greater learning benefits. While learners' intrinsic motivation has received substantial attention, learners also display volitional learning when they come to endorse the personal meaning or self-relevance of the learning task. In Part I of…

  2. Self-regulated Learning Behavior of College Students of Art and Their Academic Achievement

    Science.gov (United States)

    Peng, Cuixin

    This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of art. The results show that for students of art, the involvements in self-efficacy, intrinsic value and cognitive strategies are closely tied to their performance in the examination. However, test anxiety, as a negative emotional factor is negatively correlated with academic performance. And among the five variables, self-efficacy has the strongest influence on students of art's academic performance.

  3. Learning English as a Second Language at the University Level in Jordan: Motivation, Self-Regulation and Learning Environment Perceptions

    Science.gov (United States)

    Alzubaidi, Eman; Aldridge, Jill M.; Khine, Myint Swe

    2016-01-01

    The overarching aim of this study was to investigate students' perceptions of the learning environment and whether these influenced their motivation and self-regulation in learning English as a second language at the university level in Jordan. Our sample involved 994 students, drawn from 13 schools, within three faculties (humanities, health…

  4. A Learner’s Self-Regulated Learning in Writing

    Directory of Open Access Journals (Sweden)

    Hapsari Hapsari

    2016-05-01

    Full Text Available The purpose of this study was to analyze  Self-Regulated Learning (SLR upon the process of  writing task.  The Motivated and Learning Strategies Questionnaire (MLSQ developed by Pintrich was used to generate the participant's cognitive and metacognitive activity.  Data were collected from the participant’s journal written during her task performance and from her scores from three essay assignments in Psychology and Instruction subject. The result indicated an improvement in the participant’s writing performance, such as recalling previous knowledge and reviewing her writing. It showed that the participant’s marks among the three assignments significantly increased. The result also indicated participant’s difficulties and strength in her writing. However, The study further suggested time expansion to obtain a more comprehensive SLR performance, such as motivational and emotional aspects. Permalink/DOI:http://dx.doi.org/10.15408/ijee.v2i2.3085

  5. Consequences of Increased Self-Regulated Learning Opportunities on Student Teachers' Motivation and Use of Metacognitive Skills

    Science.gov (United States)

    Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

    2012-01-01

    This intervention study focused on the relationships between primary student teachers' self-regulated learning (SRL) opportunities, their motivation for learning and their use of metacognitive learning strategies. The participants were 3 teacher educators and 136 first-year student teachers. During one semester, teacher educators and student…

  6. Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

    Science.gov (United States)

    Beachboard, Martine Robinson; Beachboard, John C.; Li, Wenling; Adkison, Stephen R.

    2011-01-01

    This study examines whether feelings of relatedness constitute a substantial means by which learning communities (cohorts) improve learning outcomes in higher education. It applies Ryan and Deci's Self-Determination Theory to an analysis of the National Survey of Student Engagement. The SDT hypothesizes that environments that support perceptions…

  7. Assessing self-regulation strategies

    DEFF Research Database (Denmark)

    de Vet, Emely; de Ridder, Denise T. D.; Stok, Marijn

    2014-01-01

    intake and background characteristics. In study 3, the TESQ-E was administered twice within four weeks to evaluate test-retest reliability (n = 140). Study 4 was a cross-sectional survey (n = 93) that assessed the TESQ-E and related psychological constructs (e.g., motivation, autonomy, self-control). All...... general self-regulation and motivation measures. Conclusions: The TESQ-E provides a reliable and valid measure to assess six theory-based self-regulation strategies that adolescents may use to ensure their healthy eating....

  8. Proposing a Model of Co-Regulated Learning for Graduate Medical Education.

    Science.gov (United States)

    Rich, Jessica V

    2017-08-01

    Primarily grounded in Zimmerman's social cognitive model of self-regulation, graduate medical education is guided by principles that self-regulated learning takes place within social context and influence, and that the social context and physical environment reciprocally influence persons and their cognition, behavior, and development. However, contemporary perspectives on self-regulation are moving beyond Zimmerman's triadic reciprocal orientation to models that consider social transactions as the central core of regulated learning. Such co-regulated learning models emphasize shared control of learning and the role more advanced others play in scaffolding novices' metacognitive engagement.Models of co-regulated learning describe social transactions as periods of distributed regulation among individuals, which instrumentally promote or inhibit the capacity for individuals to independently self-regulate. Social transactions with other regulators, including attending physicians, more experienced residents, and allied health care professionals, are known to mediate residents' learning and to support or hamper the development of their self-regulated learning competence. Given that social transactions are at the heart of learning-oriented assessment and entrustment decisions, an appreciation for co-regulated learning is likely important for advancing medical education research and practice-especially given the momentum of new innovations such as entrustable professional activities.In this article, the author explains why graduate medical educators should consider adopting a model of co-regulated learning to complement and extend Zimmerman's models of self-regulated learning. In doing so, the author suggests a model of co-regulated learning and provides practical examples of how the model is relevant to graduate medical education research and practice.

  9. Academic Motivation and Self-Regulated Learning in Predicting Academic Achievement in College

    Science.gov (United States)

    Çetin, Baris

    2015-01-01

    The purpose of this study was to determine whether academic motivation and academic self-regulated learning predicted students' GPAs in the Early Childhood Education Department. The study participants consisted of 166 early childhood education majors enrolled in the 2014 spring semester at Georgia Southern University, USA. Data were gathered using…

  10. Self-regulation of learning processes of student teachers in new training arrangements

    NARCIS (Netherlands)

    Endedijk, M.; Vermunt, J.D.; Brekelmans, J.M.G.; Brok, den P.J.; Verloop, N.

    2007-01-01

    In the last decade a lot of new training arrangements for student teachers have been started. One of the major changes with regard to former curricula is the more self-regulative way of learning that is expected from student teachers. The question rises if student teachers are well prepared to be

  11. A Framework for Evaluating and Enhancing Alignment in Self-Regulated Learning Research

    Science.gov (United States)

    Dent, Amy L.; Hoyle, Rick H.

    2015-01-01

    We discuss the articles of this special issue with reference to an important yet previously only implicit dimension of study quality: alignment across the theoretical and methodological decisions that collectively define an approach to self-regulated learning. Integrating and extending work by leaders in the field, we propose a framework for…

  12. Web-Based Reading Annotation System with an Attention-Based Self-Regulated Learning Mechanism for Promoting Reading Performance

    Science.gov (United States)

    Chen, Chih-Ming; Huang, Sheng-Hui

    2014-01-01

    Due to the rapid development of information technology, web-based learning has become a dominant trend. That is, learners can often learn anytime and anywhere without being restricted by time and space. Autonomic learning primarily occurs in web-based learning environments, and self-regulated learning (SRL) is key to autonomic learning…

  13. Assessing self-regulated learning in early childhood education: Difficulties, needs, and prospects.

    Science.gov (United States)

    de la Fuente Arias, Jesús; Lozano Díaz, Antonia

    2010-05-01

    Self-regulated learning is one of the main processes being investigated today within developmental and educational psychology; however, the research has come up against a number of challenges for which no satisfactory response has been found, and which are impeding progress in the field. These challenges are two-fold: one part is methodological, as the process of self-regulation must be evaluated at the very moment in which it occurs, and the other part is developmental, as these processes have not been fully assessed in children under the age of 6 years. This article gives a broad overview of these challenges, as well as prospects for future solutions which are beginning to take shape.

  14. Cognitive Load and Self-Determination Theories Applied to E-Learning : Impact on Students' Participation and Academic Performance

    NARCIS (Netherlands)

    de Araujo Guerra Grangeia, Tiago; de Jorge, Bruno; Franci, Daniel; Martins Santos, Thiago; Vellutini Setubal, Maria Silvia; Schweller, Marcelo; de Carvalho-Filho, Marco Antonio

    2016-01-01

    BACKGROUND: Emergency clerkships expose students to a stressful environment that require multiple tasks, which may have a direct impact on cognitive load and motivation for learning. To address this challenge, Cognitive Load Theory and Self Determination Theory provided the conceptual frameworks to

  15. Religion, Self-Regulation, and Self-Control: Associations, Explanations, and Implications

    Science.gov (United States)

    McCullough, Michael E.; Willoughby, Brian L. B.

    2009-01-01

    Many of the links of religiousness with health, well-being, and social behavior may be due to religion's influences on self-control or self-regulation. Using Carver and Scheier's (1998) theory of self-regulation as a framework for organizing the empirical research, the authors review evidence relevant to 6 propositions: (a) that religion can…

  16. The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition

    Science.gov (United States)

    Çiğdem Özcan, Zeynep

    2016-04-01

    Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students' self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving skills. The aim of this study is to investigate the relationship between mathematical problem-solving skills and the three dimensions of self-regulated learning (motivation, metacognition, and behaviour), and whether this relationship is of a predictive nature. The sample of this study consists of 323 students from two public secondary schools in Istanbul. In this study, the mathematics homework behaviour scale was administered to measure students' homework behaviours. For metacognition measurements, the mathematics metacognition skills test for students was administered to measure offline mathematical metacognitive skills, and the metacognitive experience scale was used to measure the online mathematical metacognitive experience. The internal and external motivational scales used in the Programme for International Student Assessment (PISA) test were administered to measure motivation. A hierarchic regression analysis was conducted to determine the relationship between the dependent and independent variables in the study. Based on the findings, a model was formed in which 24% of the total variance in students' mathematical problem-solving skills is explained by the three sub-dimensions of the self-regulated learning model: internal motivation (13%), willingness to do homework (7%), and post-problem retrospective metacognitive experience (4%).

  17. Improving the Understanding of Research Methodology and Self-Regulated Learning Through Blog Project

    OpenAIRE

    Retnawati, Heri

    2017-01-01

    : This classroom action research seeks to improve self-regulated learning (SRL) and understanding of research methodology at the graduate school. Nineteen graduate school students were involved. Using project-based learning (PjBL), students were assigned to create online blogs as the main project. The blog was intended for representing their understanding of research methodology by writing review of research articles and submitting a research proposal. The classroom action research was based ...

  18. Investigating Flipped Learning: Student Self-Regulated Learning, Perceptions, and Achievement in an Introductory Biology Course

    Science.gov (United States)

    Sletten, Sarah Rae

    2017-06-01

    In flipped classrooms, lectures, which are normally delivered in-class, are assigned as homework in the form of videos, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student's desire and ability to adopt a self-directed learning style. The purpose of this study was twofold; it aimed at examining the relationship between two variables—students' perceptions of the flipped model and their self-regulated learning (SRL) behaviors—and the impact that these variables have on achievement in a flipped class. For the study, 76 participants from a flipped introductory biology course were asked about their SRL strategy use and perceptions of the flipped model. SRL strategy use was measured using a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ; Wolters et al. 2005), while the flipped perceptions survey was newly derived. Student letter grades were collected as a measure of achievement. Through regression analysis, it was found that students' perceptions of the flipped model positively predict students' use of several types of SRL strategies. However, the data did not indicate a relationship between student perceptions and achievement, neither directly nor indirectly, through SRL strategy use. Results suggest that flipped classrooms demonstrate their successes in the active learning sessions through constructivist teaching methods. Video lectures hold an important role in flipped classes, however, students may need to practice SRL skills to become more self-directed and effectively learn from them.

  19. Lifelong Learning as a goal - Do autonomy and self-regulation in school result in well prepared pupils?

    NARCIS (Netherlands)

    Lüftenegger, M.; Schober, B.; Van de Schoot, R.; Wagner, P.; Finsterwald, M.; Spiel, C.

    2012-01-01

    Fostering lifelong learning (LLL) is a topic of high relevance for current educational policy. School lays the cornerstone for the key components of LLL, specifically persistent motivation to learn and self-regulated learning behavior. The present study investigated the impact of classroom

  20. Measuring students' self-regulated learning in professional education: bridging the gap between event and aptitude measurements.

    Science.gov (United States)

    Endedijk, Maaike D; Brekelmans, Mieke; Sleegers, Peter; Vermunt, Jan D

    Self-regulated learning has benefits for students' academic performance in school, but also for expertise development during their professional career. This study examined the validity of an instrument to measure student teachers' regulation of their learning to teach across multiple and different kinds of learning events in the context of a postgraduate professional teacher education programme. Based on an analysis of the literature, we developed a log with structured questions that could be used as a multiple-event instrument to determine the quality of student teachers' regulation of learning by combining data from multiple learning experiences. The findings showed that this structured version of the instrument measured student teachers' regulation of their learning in a valid and reliable way. Furthermore, with the aid of the Structured Learning Report individual differences in student teachers' regulation of learning could be discerned. Together the findings indicate that a multiple-event instrument can be used to measure regulation of learning in multiple contexts for various learning experiences at the same time, without the necessity of relying on students' ability to rate themselves across all these different experiences. In this way, this instrument can make an important contribution to bridging the gap between two dominant approaches to measure SRL, the traditional aptitude and event measurement approach.

  1. The Relationship between Epistemological Beliefs and Motivational Components of Self-Regulated Learning Strategies of Male and Female EFL Learners across

    Directory of Open Access Journals (Sweden)

    Roya Nayebi Limoodehi

    2014-11-01

    Full Text Available The purpose of the present study was to determine the relationship between five dimensions of the epistemological beliefs regarding structure of knowledge, stability of knowledge, source of knowledge, ability to learn and, speed of learning and six measures of the motivational components of self-regulated learning strategies (intrinsic goal orientation, extrinsic goal orientation, task value, self-efficacy, control of learning, and test anxiety among male and female EFL learners across years of study (freshman and sophomore students. The participants of this study were 101 EFL students studying English literature and English translation in the Islamic Azad University, Rasht Branch, Iran, during the spring semester of 2013. The participants completed Persian version of Motivated Strategies for Learning Questionnaire (MSLQ (Pintrich, Smith, Garcia & McKeachie, 1991 and Persian version of Epistemological Questionnaire (Schommer, 1990. Results showed that, in general, the more naïve the epistemological beliefs of students, the less likely they are to use motivational learning strategies. Moreover, there was no significant relationship between dimensions of epistemological beliefs and motivational components of self-regulated learning strategies among male and female students. On the other hand, a statistically significant relationship was found between dimensions of epistemological beliefs and motivational components of self-regulated learning strategies for both freshman and sophomore students.

  2. Influence of Psychosocial Classroom Environment on Students' Motivation and Self-Regulation in Science Learning: A Structural Equation Modeling Approach

    Science.gov (United States)

    Velayutham, Sunitadevi; Aldridge, Jill M.

    2013-01-01

    The primary aim of this study was two-fold: 1) to identify salient psychosocial features of the classroom environment that influence students' motivation and self-regulation in science learning; and 2) to examine the effect of the motivational constructs of learning goal orientation, science task value and self-efficacy in science learning on…

  3. New media for the promotion of self-regulated learning in higher education.

    Science.gov (United States)

    Cerezo, Rebeca; Núñez, José Carlos; Rosário, Pedro; Valle, Antonio; Rodríguez, Susana; Bernardo, Ana Belén

    2010-05-01

    In this article, some of most relevant programs of self-regulation of academic learning in the sphere of higher education were reviewed. Although there are quite a few of them, we reviewed only the interventions whose contents had been implemented in e-learning modalities or had been supported by the new information and communication technologies. For this task, we arranged the programs along a continuum that ranged from those that deal with the development of self-regulatory competences by indirect training of such competences to the programs whose impact on such competences is much more direct. Lastly, we provide information about a program that our research team is developing and implementing as a pilot study, and whose preliminary results seem highly satisfactory.

  4. Learned self-regulation of the lesioned brain with epidural electrocorticography

    Directory of Open Access Journals (Sweden)

    Alireza eGharabaghi

    2014-12-01

    Full Text Available Introduction: Different techniques for neurofeedback of voluntary brain activations are currently being explored for clinical application in brain-related disorders. One of the most frequently used approaches is the self-regulation of oscillatory signals recorded with electroencephalography (EEG. Many patients are, however, not in a position to use such tools. This could be due to the specific anatomical and physiological properties of the patient's brain after the lesion, as well as to methodological issues related to the technique chosen for recording brain signals.Methods: A patient with extended ischemic lesions of the cortex was unable to gain volitional control of sensorimotor oscillations when using a standard EEG-based approach. We provided him with a neurofeedback set-up with which his brain activity could be recorded from the epidural space by electrocorticography (ECoG.Results: Ipsilesional epidural recordings of field potentials facilitated learned self-regulation of brain oscillations in an online closed-loop paradigm and allowed swift and reliable neurofeedback training for a period of four weeks on a daily basis.Conclusion: Epidural implants may decode and train brain activity even when the cortical physiology is distorted following severe brain injury. Such practice would allow for reinforcement learning of preserved neural networks and may well provide restorative tools for those patients who are worst afflicted.

  5. The influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing

    NARCIS (Netherlands)

    Rozendaal, JS; Minnaert, A; Boekaerts, M

    This study investigates the influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing over time. This was done in the context of the Interactive Learning group System (ILS (R)): a large-scale innovation program in Dutch vocational

  6. A self-regulation perspective on avoidance and persistence behavior in chronic pain: new theories, new challenges?

    Science.gov (United States)

    Van Damme, Stefaan; Kindermans, Hanne

    2015-02-01

    Behavioral factors such as avoidance and persistence have received massive theoretical and empirical attention in the attempts to explain chronic pain and disability. The determinants of these pain behaviors remain, however, poorly understood. We propose a self-regulation perspective to increase our understanding of pain-related avoidance and persistence. A narrative review. We identified several theoretical views that may help explaining avoidance and persistence behavior, and organized these views around 4 concepts central in self-regulation theories: (1) identity, (2) affective-motivational orientation, (3) goal cognitions, and (4) coping. The review shows that each of these self-regulation perspectives allows for a broadened view in which pain behaviors are not simply considered passive consequences of fear, but proactive strategies to regulate the self when challenged by pain. Several implications and challenges arising from this review are discussed. In particular, a self-regulation perspective does not consider avoidance and persistence behavior to be intrinsically adaptive or maladaptive, but argues that their effects on disability and well-being rather depend on the goals underlying these behaviors. Such view would require a shift in how avoidance and persistence behavior are assessed and approached in clinical interventions.

  7. Self-Regulation: Relations with Theory of Mind and Social Behaviour

    Science.gov (United States)

    Korucu, Irem; Selcuk, Bilge; Harma, Mehmet

    2017-01-01

    It is argued that self-regulation skill is necessary both for displaying constructive behaviour and for controlling negative social behaviour, and self-regulation might affect social behaviours by increasing the ability to understand others' minds. In this research, in order to examine different aspects of self-regulation and their similarities…

  8. Examining the Relations of Time Management and Procrastination within a Model of Self-Regulated Learning

    Science.gov (United States)

    Wolters, Christopher A.; Won, Sungjun; Hussain, Maryam

    2017-01-01

    The primary goal of this study was to investigate whether college students' academic time management could be used to understand their engagement in traditional and active forms of procrastination within a model of self-regulated learning. College students (N = 446) completed a self-report survey that assessed motivational and strategic aspects of…

  9. Purpose of Engagement in Academic Self-Regulation

    Science.gov (United States)

    Lichtinger, Einat; Kaplan, Avi

    2011-01-01

    "Academic self-regulation" refers to the self-generated, reflective, and strategic engagement in academic tasks (Zimmerman, 2000). Self-regulation is crucial for academic success, particularly in higher education, where students are required to take increased responsibility for their learning and where the diversity of courses and activities may…

  10. The Role of Self-Determination Theory in Explaining Teachers' Motivation to Continue to Use E-Learning Technology

    Science.gov (United States)

    Sorebo, Oystein; Halvari, Hallgier; Gulli, Vebjorn Flaata; Kristiansen, Roar

    2009-01-01

    Based on self-determination theory, this study proposes an extended information systems continuance theory in the context of teachers' utilization of e-learning technology in connection with on-site courses. In the proposed model teachers' extrinsic motivation (i.e. perceived usefulness), confirmation of pre-acceptance expectations and intrinsic…

  11. Linking Learning Contexts: The Relationship between Students’ Civic and Political Experiences and Their Self-Regulation in School

    Science.gov (United States)

    Malafaia, Carla; Teixeira, Pedro M.; Neves, Tiago; Menezes, Isabel

    2016-01-01

    This paper considers the relationship between self-regulation strategies and youth civic and political experiences, assuming that out-of-school learning can foster metacognition. The study is based on a sample of 732 Portuguese students from grades 8 and 11. Results show that the quality of civic and political participation experiences, together with academic self-efficacy, are significant predictors of young people’s self-regulation, particularly regarding cognitive and metacognitive strategies (elaboration and critical thinking). Such effects surpass even the weight of family cultural and school variables, such as the sense of school belonging. Therefore, we argue that the pedagogical value of non-formal civic and political experiences is related to learning in formal pedagogical contexts. This is because civic and political participation with high developmental quality can stimulate higher-order cognitive engagement and, thus, contribute to the development of learning strategies that promote academic success. PMID:27199812

  12. Linking Learning Contexts: The Relationship between Students' Civic and Political Experiences and Their Self-Regulation in School.

    Science.gov (United States)

    Malafaia, Carla; Teixeira, Pedro M; Neves, Tiago; Menezes, Isabel

    2016-01-01

    This paper considers the relationship between self-regulation strategies and youth civic and political experiences, assuming that out-of-school learning can foster metacognition. The study is based on a sample of 732 Portuguese students from grades 8 and 11. Results show that the quality of civic and political participation experiences, together with academic self-efficacy, are significant predictors of young people's self-regulation, particularly regarding cognitive and metacognitive strategies (elaboration and critical thinking). Such effects surpass even the weight of family cultural and school variables, such as the sense of school belonging. Therefore, we argue that the pedagogical value of non-formal civic and political experiences is related to learning in formal pedagogical contexts. This is because civic and political participation with high developmental quality can stimulate higher-order cognitive engagement and, thus, contribute to the development of learning strategies that promote academic success.

  13. MOTIVATION INTERNALIZATION AND SIMPLEX STRUCTURE IN SELF-DETERMINATION THEORY.

    Science.gov (United States)

    Ünlü, Ali; Dettweiler, Ulrich

    2015-12-01

    Self-determination theory, as proposed by Deci and Ryan, postulated different types of motivation regulation. As to the introjected and identified regulation of extrinsic motivation, their internalizations were described as "somewhat external" and "somewhat internal" and remained undetermined in the theory. This paper introduces a constrained regression analysis that allows these vaguely expressed motivations to be estimated in an "optimal" manner, in any given empirical context. The approach was even generalized and applied for simplex structure analysis in self-determination theory. The technique was exemplified with an empirical study comparing science teaching in a classical school class versus an expeditionary outdoor program. Based on a sample of 84 German pupils (43 girls, 41 boys, 10 to 12 years old), data were collected using the German version of the Academic Self-Regulation Questionnaire. The science-teaching format was seen to not influence the pupils' internalization of identified regulation. The internalization of introjected regulation differed and shifted more toward the external pole in the outdoor teaching format. The quantification approach supported the simplex structure of self-determination theory, whereas correlations may disconfirm the simplex structure.

  14. Examining Residents' Strategic Mindfulness During Self-Regulated Learning of a Simulated Procedural Skill.

    Science.gov (United States)

    Brydges, Ryan; Hatala, Rose; Mylopoulos, Maria

    2016-07-01

    Simulation-based training is currently embedded in most health professions education curricula. Without evidence for how trainees think about their simulation-based learning, some training techniques may not support trainees' learning strategies. This study explored how residents think about and self-regulate learning during a lumbar puncture (LP) training session using a simulator. In 2010, 20 of 45 postgraduate year 1 internal medicine residents attended a mandatory procedural skills training boot camp. Independently, residents practiced the entire LP skill on a part-task trainer using a clinical LP tray and proper sterile technique. We interviewed participants regarding how they thought about and monitored their learning processes, and then we conducted a thematic analysis of the interview data. The analysis suggested that participants considered what they could and could not learn from the simulator; they developed their self-confidence by familiarizing themselves with the LP equipment and repeating the LP algorithmic steps. Participants articulated an idiosyncratic model of learning they used to interpret the challenges and successes they experienced. Participants reported focusing on obtaining cerebrospinal fluid and memorizing the "routine" version of the LP procedure. They did not report much thinking about their learning strategies (eg, self-questioning). During simulation-based training, residents described assigning greater weight to achieving procedural outcomes and tended to think that the simulated task provided them with routine, generalizable skills. Over this typical 1-hour session, trainees did not appear to consider their strategic mindfulness (ie, awareness and use of learning strategies).

  15. Illustrating performance indicators and course characteristics to support students' self-regulated learning in CS1

    Science.gov (United States)

    Ott, Claudia; Robins, Anthony; Haden, Patricia; Shephard, Kerry

    2015-04-01

    In higher education, quality feedback for students is regarded as one of the main contributors to improve student learning. Feedback to support students' development into self-regulated learners, who set their own goals, self-monitor their actual performance according to these goals, and adjust learning strategies if necessary, is seen as an important aspect of contemporary feedback practice. However, only those students who are aware of the course demands and the impact of certain study behaviors on their final achievement are in a position to self-regulate their learning on an informed basis. Learning analytics is an emerging field primarily concerned with using predictive models to inform educational instructors or learners about projected study outcomes. In a scoping study, over 200 students of an introductory programming course (CS1) were supplied with information revealing performance indicators for different stages on the course and projecting final performance for various achievement levels. The study was set out to explore the impact of this type of feedback in the confined context of a CS1 course as well as to learn about students' attitudes toward diagnostic course data in general. The results from the study suggest that students valued the information, but, despite high engagement with the information, students' study behavior and learning outcome remained rather unaffected for the aspects investigated. Given these multi-layered results, we suggest further exploration on the provision of feedback based on diagnostic course data - a vital step toward more transparency for students to foster their active role in the learning process.

  16. Autonomy supported, learner-controlled or system-controlled learning in hypermedia environments and the influence of academic self-regulation style

    NARCIS (Netherlands)

    Gorissen, Chantal; Kester, Liesbeth; Brand-Gruwel, Saskia; Martens, Rob

    2012-01-01

    This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style ( ASRS; i.e., a macro level of motivation) on learning. This

  17. Autonomy supported, learner-controlled or system-controlled learning in hypermedia environments and the influence of academic self-regulation style

    NARCIS (Netherlands)

    Gorissen, Chantal J J; Kester, Liesbeth; Brand-Gruwel, Saskia; Martens, Rob

    2015-01-01

    This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style (ASRS; i.e. a macro level of motivation) on learning. This

  18. The effects of question-generation training on metacognitive knowledge, self regulation and learning approaches in science.

    Science.gov (United States)

    Cano García, Francisco; García, Ángela; Berbén, A B G; Pichardo, M C; Justicia, Fernando

    2014-01-01

    Although much research has examined the impact of question generation on students' reading comprehension and learning from lectures, far less research has analysed its influence on how students learn and study science. The present study aims to bridge this knowledge gap. Using a quasi-experimental design, three complete ninth-grade science classes, with a total of 72 students, were randomly assigned to three conditions (groups): (G1) questioning-training by providing prompts; (G2) question-generation without any explicit instruction; and (G3) no question control. Participants' pre-test and post-test self-reported measures of metacognitive knowledge, self-regulation and learning approaches were collected and data analysed with multivariate and univariate analyses of covariance. (a) MANCOVA revealed a significant effect for group; (b) ANCOVAs showed the highest average gains for G1 and statistically significant between-group differences in the two components of metacognition: metacognitive knowledge and self-regulation; and (c) the direction of these differences seemed to vary in each of these components. Question-generation training influenced how students learned and studied, specifically their metacognition, and it had a medium to large effect size, which was somewhat related to the prompts used.

  19. Using self-determination theory to improve residency training: learning to make omelets without breaking eggs.

    Science.gov (United States)

    Hoffman, Benjamin D

    2015-04-01

    An inherent tension exists in clinical training between supervising learners to ensure quality and patient safety, and allowing learners to practice independently to gain experience. In this issue of Academic Medicine, Biondi and colleagues discuss this tension, highlighting the disconnect between faculty and resident perceptions of autonomous practice for housestaff. They report that each group perceives itself as more competent in its role than does the other group. Their work leads us to consider how medical educators might safely and effectively transform the learning process. Self-determination theory (SDT) holds that there is a human tendency to develop toward self-directed and autonomous regulation of behavior. This development of intrinsic motivation is governed by the complex relationships among autonomy, competence, and relatedness as well as educational content and the learning milieu. Applying an SDT framework to their findings, Biondi and colleagues report that faculty desire from residents the evidence of internal motivation and demonstration of competence and self-confidence that will allow faculty to entrust learners with autonomy. They conclude, however, that these are qualities that faculty find lacking in many residents. To optimize the balance between autonomy and supervision, this Commentary's author proposes the use of "scaffolding," a construct from developmental psychology. In the scaffolding model, the role of teachers is to support the learner's development and to provide support structures to help the learner get to the next stage of entrustment and competence. Achieving a balance is essential to providing the best patient care now and in the future.

  20. Self-regulated learning as a framework for the educational application of virtual communities and personal learning environments

    Directory of Open Access Journals (Sweden)

    Julio Cabero Almenara

    2013-08-01

    Full Text Available 0 0 1 187 1033 USAL 8 2 1218 14.0 Normal 0 21 false false false ES JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-ansi-language:ES; mso-fareast-language:EN-US;} “Virtual Communities” (VC and “Personal learning Environments” (PLE, as products of the Web 2.0, of the cloud computing and of the “social media”, are impacting the field of education and are carrying the students to perform a more active role in the process of learning, and to integrate in their training not only the formal contexts, but also the informal and non-formal. However, we must be aware that the students control over the technology does not imply, necessarily, their control over their processes of teaching-learning and over the experience of learning. And for such control, self-regulation of learning by the student in CV and PLE can serve them to pass of their perception of technologies as technological tools to their perception of them as pedagogical tools, and to its use in the learning process in a planned and organized action, and directed toward specific goals. In order to do it, self-regulated learning, ie the application of learning strategies, their self-assessment, and the use of corrective actions in CV and in PLE, will led the student to take a more active, participatory and critical position in them, which will result in the creation of meaning mediated learning environments.

  1. Self-Regulated Learning and Academic Performance: a Study among Freshmen : Zelfregulerend leren en studiesucces: een studie onder eerstejaars studenten in het hoger onderwijs

    NARCIS (Netherlands)

    M. De Bruijn - Smolders

    2017-01-01

    The four studies presented in this dissertation aimed to examine which aspects of self-regulated learning (think of planning, time management, and motivation) best predict academic performance in higher education, and whether and how self-regulated learning might be improved for better academic

  2. Self-Regulated Learning and Academic Performance : a Study among Freshmen : Zelfregulerend leren en studiesucces : een studie onder eerstejaars studenten in het hoger onderwijs

    NARCIS (Netherlands)

    M. de Bruijn-Smolders (Monique)

    2017-01-01

    markdownabstractThe four studies presented in this dissertation aimed to examine which aspects of self-regulated learning (think of planning, time management, and motivation) best predict academic performance in higher education, and whether and how self-regulated learning might be improved for

  3. A microanalytic study of self-regulated learning processes of expert, non-expert, and at-risk science students

    Science.gov (United States)

    Dibenedetto, Maria K.

    2009-12-01

    The present investigation sought to examine differences in the self-regulated learning processes and beliefs of students who vary in their level of expertise in science and to investigate if there are gender differences. Participants were 51 ethnically diverse 11th grade students from three parochial high schools consisting of 34 females and 17 males. Students were grouped as either expert, non-expert, or at-risk based on the school's classification. Students were provided with a short passage on tornados to read and study. The two achievement measures obtained were the Tornado Knowledge Test : ten short-answer questions and the Conceptual Model Test : a question which required the students to draw and describe the three sequential images of tornado development from the textual description of the three phases. A microanalytic methodology was used which consists of asking a series of questions aimed at assessing students' psychological behaviors, feelings, and thoughts in each of Zimmerman's three phases of self-regulation: forethought, performance, and reflection. These questions were asked of the students while they were engaged in learning. Two additional measures were obtained: the Rating Student Self-Regulated Learning Outcomes: A Teacher Scale (RSSRL) and the Self-Efficacy for Self-Regulated Learning (SELF). Analysis of variance, chi square analysis, and post hoc test results showed significant expertise differences, large effect sizes, and positive linear trends on most measures. Regarding gender, there were significant differences on only two measures. Correlational analyses also revealed significant relations among the self-regulatory subprocesses across the three phases. The microanalytic measures were combined across the three phases and entered into a regression formula to predict the students' scores on the Tornado Knowledge Test. These self-regulatory processes explained 77% of the variance in the Tornado Knowledge Test, which was a significant and

  4. The role of self-regulated learning in explaining examination performance of college students in first-semester general chemistry

    Science.gov (United States)

    Beckley, Scott

    Many college students struggle with first-semester general chemistry. Prior studies have shown that a student's prior knowledge of chemistry, a cognitive factor, does not account for the total variance when measured by examination scores. This study explored the role of self-regulated learning (SRL) to identify the degree of success or failure of students with two outcome variables (i.e., American Chemical Society Comprehensive First-Term General Chemistry Examination (Form 2009) and hour-examination averages). The SRL construct consists of three interrelated components (i.e., cognitive, metacognitive, and motivational). SRL theory focuses on the idea of reciprocal determinism, in which the impact of one component of self-regulation affects the other two components. In the quantitative portion of this mixed methods study, eight measures of SRL were used to determine the `level' of self-regulation for each student. SRL variables were used in regression analysis and provided additional and unique variances. Cluster analysis techniques identified two distinct groups of students (i.e., adaptive and maladaptive). Generally, adaptive learners were associated with higher levels of SRL and success in the course; maladaptive learners had lower levels of SRL and struggled with the course demands. For the qualitative portion of the study, student volunteers (n = 8) were interviewed to gauge their views on the role of instruction in influencing their examination performances. The findings indicated that perceptions of teaching methods, demands of the course, course structure, feedback, and assessments were associated with the students' levels of self-regulation. Interviews revealed four SRL styles. Rote memorizers tended to fragment instruction and then memorize each fragment, while algorithmic memorizers tended to imitate the step-by-step problem-solving strategies of the instructor or the textbook. Globalizers were intrinsically motivated to learn the material but tended to

  5. The Effects of Self-Regulation on Science Vocabulary Acquisition of English Language Learners with Learning Difficulties

    Science.gov (United States)

    Kim, Woori; Linan-Thompson, Sylvia

    2013-01-01

    This multiple-probe study examined the effects of self-regulation on the acquisition of science vocabulary by four third-grade English language learners (ELLs) with learning difficulties. The students were provided only direct vocabulary instruction in a baseline phase, followed by intervention and maintenance phases into which self-regulation…

  6. The development of self-regulated learning during the pre-clinical stage of medical school: a comparison between a lecture-based and a problem-based curriculum.

    Science.gov (United States)

    Lucieer, Susanna M; van der Geest, Jos N; Elói-Santos, Silvana M; de Faria, Rosa M Delbone; Jonker, Laura; Visscher, Chris; Rikers, Remy M J P; Themmen, Axel P N

    2016-03-01

    Society expects physicians to always improve their competencies and to be up to date with developments in their field. Therefore, an important aim of medical schools is to educate future medical doctors to become self-regulated, lifelong learners. However, it is unclear if medical students become better self-regulated learners during the pre-clinical stage of medical school, and whether students develop self-regulated learning skills differently, dependent on the educational approach of their medical school. In a cross-sectional design, we investigated the development of 384 medical students' self-regulated learning skills with the use of the Self-Regulation of Learning Self-Report Scale. Next, we compared this development in students who enrolled in two distinct medical curricula: a problem-based curriculum and a lectured-based curriculum. Analysis showed that more skills decreased than increased during the pre-clinical stage of medical school, and that the difference between the curricula was mainly caused by a decrease in the skill evaluation in the lecture-based curriculum. These findings seem to suggest that, irrespective of the curriculum, self-regulated learning skills do not develop during medical school.

  7. The Effect of Reflective Science Journal Writing on Students' Self-Regulated Learning Strategies

    Science.gov (United States)

    Al-Rawahi, Nawar M.; Al-Balushi, Sulaiman M.

    2015-01-01

    The current study investigates the effectiveness of grade-ten students' reflective science journal writing on their self-regulated learning strategies. We used a pre-post control group quasi-experimental design. The sample consisted of 62 tenth-grade students (15 years old) in Oman, comprising 32 students in the experimental group and 30 students…

  8. Metacognition and Self-Regulated Learning in Predicting University Students' Academic Achievement in Turkey

    Science.gov (United States)

    Çetin, Baris

    2017-01-01

    The purpose of this study was to determine whether perceived levels of self-regulated learning and metacognition predicted the ultimate grade point average (GPA) attained by 206 female and 70 male college seniors (aged 21 to 27) finishing their elementary education teaching certification studies at a university in Turkey. Data regarding individual…

  9. Linking learning contexts: The relationship between students’ civic and political experiences and their self-regulation in school

    Directory of Open Access Journals (Sweden)

    Carla eMalafaia

    2016-04-01

    Full Text Available This paper considers the relationship between self-regulation strategies and youth civic and political experiences, assuming that out-of-school learning can foster metacognition. The study is based on a sample of 732 Portuguese students from grades 8 and 11. Results show that the quality of civic and political participation experiences, together with academic self-efficacy, are significant predictors of young people’s self-regulation, particularly regarding cognitive and metacognitive strategies (elaboration and critical thinking. Such effects surpass even the weight of family cultural and school variables, such as the sense of school belonging. There-fore, we argue that the pedagogical value of non-formal civic and political experiences is re-lated to learning in formal pedagogical contexts. This is because civic and political participa-tion with high developmental quality can stimulate higher-order cognitive engagement and, thus, contribute to the development of learning strategies that promote academic success.

  10. Learning for Self-regulation: Improving Instructional Benefits for Pupils, Teachers, Parents, Schools, and Society At Large

    NARCIS (Netherlands)

    Mooij, Ton

    2008-01-01

    Mooij, T. (2007). Learning for Self-regulation: Improving Instructional Benefits for Pupils, Teachers, Parents, Schools, and Society At Large. Inaugural address, Open University of the Netherlands, The Netherlands.

  11. Goal setting as a self-regulation mechanism

    NARCIS (Netherlands)

    Suvorov, A.; van de Ven, J.

    2009-01-01

    We develop a theory of self-regulation based on goal setting for an agent with present-biased preferences. Preferences are assumed to be reference-dependent and exhibit loss aversion, as in prospect theory. The reference point is determined endogenously as an optimal self-sustaining goal. The

  12. Goal setting as a self-regulation mechanism

    NARCIS (Netherlands)

    Suvorov, A.; van de Ven, J.

    2008-01-01

    We develop a theory of self-regulation based on goal setting for an agent with present-biased preferences. Preferences are assumed to be reference-dependent and exhibit loss aversion, as in prospect theory. The reference point is determined endogenously as an optimal self-sustaining goal. The

  13. Self-Regulated Learning and Perceived Health among Students Participating in University Physical Activity Classes

    Science.gov (United States)

    McBride, Ron E.; Xiang, Ping

    2013-01-01

    Three hundred and sixty-one students participating in university physical activity classes completed questionnaires assessing perceived health and self-regulated learning. In addition, 20 students (11 men; 9 women) were interviewed about their reasons for enrolling, participation and goals in the class. Results indicated the students endorsed…

  14. Validation of an Instrument to Measure Students' Motivation and Self-Regulation towards Technology Learning

    Science.gov (United States)

    Liou, Pey-Yan; Kuo, Pei-Jung

    2014-01-01

    Background: Few studies have examined students' attitudinal perceptions of technology. There is no appropriate instrument to measure senior high school students' motivation and self-regulation toward technology learning among the current existing instruments in the field of technology education. Purpose: The present study is to validate an…

  15. Effect of chronotype and student learning time on mathematical ability based on self-regulated learning

    Science.gov (United States)

    Ratnaningsih, N.; El Akbar, R. R.; Hidayat, E.

    2018-05-01

    One of ways to improve students' learning ability is conduct a research, with purpose to obtain a method to improve students' ability. Research often carried out on the modification of teaching methods, uses of teaching media, motivation, interests and talents of students. Research related to the internal condition of students becomes very interesting to studied, including research on circadian rhythms. Every person in circadian rhythms has its own Chronotype, which divided into two types namely early type and night late type. Chronotype affects the comfort in activity, for example a person with Chronotype category of early type tends to be more comfort in daytime activities. The purpose of this study is to examine the conditions of students, related Chronotype suitable or appropriate for student learning time. This suitability then studied in relation to the ability of learning mathematics with self- regulated learning approach. This study consists of three stages; (i) student Chronotype measurement, (ii) data retrieval, and (iii) analysis of research results. The results show the relationship between the students' learning ability in mathematics to learning time corresponding to Chronotype.

  16. Development and Validation of an Instrument to Measure Students' Motivation and Self-Regulation in Science Learning

    Science.gov (United States)

    Velayutham, Sunitadevi; Aldridge, Jill; Fraser, Barry

    2011-10-01

    Students' motivational beliefs and self-regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower students by nurturing the belief that they can succeed in science learning and to cultivate the adaptive learning strategies required to help to bring about that success. This article reports the development and validation of an instrument to measure salient factors related to the motivation and self-regulation of students in lower secondary science classrooms. The development of the instrument involved identifying key determinants of students' motivation and self-regulation in science learning based on theoretical and research underpinnings. Once the instrument was developed, a pilot study involving 52 students from two Grade 8 science classes was undertaken. Quantitative data were collected from 1,360 students in 78 classes across Grades 8, 9, and 10, in addition to in-depth qualitative information gathered from 10 experienced science teachers and 12 Grade 8 students. Analyses of the data suggest that the survey has strong construct validity when used with lower secondary students. This survey could be practically valuable as a tool for gathering information that may guide classroom teachers in refocusing their teaching practices and help to evaluate the effectiveness of intervention programmes.

  17. Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed-methods pilot study.

    Science.gov (United States)

    Bressington, Daniel T; Wong, Wai-Kit; Lam, Kar Kei Claire; Chien, Wai Tong

    2018-01-01

    Student nurses are provided with a great deal of knowledge within university, but they can find it difficult to relate theory to nursing practice. This study aimed to test the appropriateness and feasibility of assessing Novak's concept mapping as an educational strategy to strengthen the theory-practice link, encourage meaningful learning and enhance learning self-efficacy in nursing students. This pilot study utilised a mixed-methods quasi-experimental design. The study was conducted in a University school of Nursing in Hong Kong. A total of 40 third-year pre-registration Asian mental health nursing students completed the study; 12 in the concept mapping (CM) group and 28 in the usual teaching methods (UTM) group. The impact of concept mapping was evaluated thorough analysis of quantitative changes in students' learning self-efficacy, analysis of the structure and contents of the concept maps (CM group), a quantitative measure of students' opinions about their reflective learning activities and content analysis of qualitative data from reflective written accounts (CM group). There were no significant differences in self-reported learning self-efficacy between the two groups (p=0.38). The concept mapping helped students identify their current level of understanding, but the increased awareness may cause an initial drop in learning self-efficacy. The results highlight that most CM students were able to demonstrate meaningful learning and perceived that concept mapping was a useful reflective learning strategy to help them to link theory and practice. The results provide preliminary evidence that the concept mapping approach can be useful to help mental health nursing students visualise their learning progress and encourage the integration of theoretical knowledge with clinical knowledge. Combining concept mapping data with quantitative measures and qualitative reflective journal data appears to be a useful way of assessing and understanding the effectiveness of

  18. Early Prediction of Student Self-Regulation Strategies by Combining Multiple Models

    Science.gov (United States)

    Sabourin, Jennifer L.; Mott, Bradford W.; Lester, James C.

    2012-01-01

    Self-regulated learning behaviors such as goal setting and monitoring have been found to be crucial to students' success in computer-based learning environments. Consequently, understanding students' self-regulated learning behavior has been the subject of increasing interest. Unfortunately, monitoring these behaviors in real-time has proven…

  19. Longitudinal Analysis of the Role of Perceived Self-Efficacy for Self-Regulated Learning in Academic Continuance and Achievement

    Science.gov (United States)

    Caprara, Gian Vittorio; Fida, Roberta; Vecchione, Michele; Del Bove, Giannetta; Vecchio, Giovanni Maria; Barbaranelli, Claudio; Bandura, Albert

    2008-01-01

    The present study examined the developmental course of perceived efficacy for self-regulated learning and its contribution to academic achievement and likelihood of remaining in school in a sample of 412 Italian students (48% males and 52% females ranging in age from 12 to 22 years). Latent growth curve analysis revealed a progressive decline in…

  20. Autonomy Supported, Learner-Controlled or System-Controlled Learning in Hypermedia Environments and the Influence of Academic Self-Regulation Style

    Science.gov (United States)

    Gorissen, Chantal J. J.; Kester, Liesbeth; Brand-Gruwel, Saskia; Martens, Rob

    2015-01-01

    This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style (ASRS; i.e. a macro level of motivation) on learning. This research was performed to gain more insight in the…

  1. The Potentials of Educational Data Mining for Researching Metacognition, Motivation and Self-Regulated Learning

    Science.gov (United States)

    Winne, Philip H.; Baker, Ryan S. J. D.

    2013-01-01

    Our article introduces the "Journal of Educational Data Mining's" Special Issue on Educational Data Mining on Motivation, Metacognition, and Self-Regulated Learning. We outline general research challenges for data mining researchers who conduct investigations in these areas, the potential of EDM to advance research in this area, and…

  2. Interaction Effects of Gender and Motivational Beliefs on Self-Regulated Learning: A Study at ICT- Integrated Schools

    Science.gov (United States)

    Abdullah, Melissa Ng Lee Yen

    2016-01-01

    Purpose: This study aimed to examine the interaction effects of gender and motivational beliefs on students' self-regulated learning. Specifically, three types of motivational beliefs under the Expectancy-Value Model were examined, namely self-efficacy, control beliefs and anxiety. Methodology: A quantitative correlational research design was used…

  3. THE ROLE OF STUDENTS’ MOTIVATIONAL SELF-REGULATION IN STRUCTURE III

    Directory of Open Access Journals (Sweden)

    Thomas Wahyu Prabowo Mukti

    2017-10-01

    Full Text Available One of the important factors that influence the language learning, especially learning the basic rule of a language, is motivation. Many studies have tried to find out the correlation between motivation and self-regulation with the students' academic performance and they find out that both motivation and learning language are correlated so much. Thus, this paper specifically tried to find out the role of students’ motivational self-regulation with the students’ learning strategy. This research employed quantitative approach by employing survey method using observation sheet, questionnaire, and interview on some participants. The results of this study showed that the students’ motivation was high but they cannot self-regulate themselves.

  4. Do demanding conditions help or hurt self-regulation?

    NARCIS (Netherlands)

    Koole, S.L.; Jostmann, N.B.; Baumann, N.

    2012-01-01

    Although everyday life is often demanding, it remains unclear how demanding conditions impact self-regulation. Some theories suggest that demanding conditions impair self-regulation, by undermining autonomy, interfering with skilled performance and working memory, and depleting energy resources.

  5. Do Demanding Conditions Help or Hurt Self-Regulation?

    NARCIS (Netherlands)

    Koole, S.L.; Jostmann, N.B.; Baumann, N.

    2012-01-01

    Although everyday life is often demanding, it remains unclear how demanding conditions impact self-regulation. Some theories suggest that demanding conditions impair self-regulation, by undermining autonomy, interfering with skilled performance and working memory, and depleting energy resources.

  6. Does Using E-Portfolios for Reflective Writing Enhance High School Students' Self-Regulated Learning?

    Science.gov (United States)

    Chang, Chi-Cheng; Liang, Chaoyun; Shu, Kuen-Ming; Tseng, Kuo-Hung; Lin, Chun-Yu

    2016-01-01

    The study aims to examine whether reflective writing using e-portfolios enhances high school students' self-regulated learning. Participants included two classes of eighth-graders majoring in Information Processing and taking a course called "Website Design" at a vocational high school in Taiwan. There were 41 students, with 18 males and…

  7. Metacognitive Unawareness of the Errorful Generation Benefit and Its Effects on Self-Regulated Learning

    Science.gov (United States)

    Yang, Chunliang; Potts, Rosalind; Shanks, David R.

    2017-01-01

    Generating errors followed by corrective feedback enhances retention more effectively than does reading--the benefit of errorful generation--but people tend to be unaware of this benefit. The current research explored this metacognitive unawareness, its effect on self-regulated learning, and how to alleviate or reverse it. People's beliefs about…

  8. Family context variables and the development of self-regulation in college students.

    Science.gov (United States)

    Strage, A A

    1998-01-01

    While researchers have begun to specify how features of students' immediate learning environments affect the development and use of self-regulation skills, relatively little attention has been paid to the role of the family context in fostering or impeding the development of these skills. This paper proposes a conceptual framework based on attachment theory (Ainsworth et al., 1978; Bowlby, 1982) and Baumrind's parenting styles typology (Baumrind, 1967, 1991) for examining the relationship between family context variables and the development of self-regulation skills. It also presents initial findings from a study of the parental practices and values associated with academic self-regulation in college students. A sample of 465 students completed the 104-item Student Attitudes and Perceptions Survey, which consists of 4 personal profile scales, 7 family background scales, 2 course characteristics scales, and 2 study habits scales. Perceptions of parents as authoritative and of family as emotionally close were found to be predictive of (1) general confidence and positive sense of self, (2) positive goal-orientation at school, (3) general concern about preparation for the future, and (4) positive adjustment to college. These family profiles were also predictive of (1) students' rating their introductory psychology course as interesting and supportive, (2) favorable ratings of their time and effort management and note-taking skills, and (3) strong agreement with a series of items reflecting components of self-regulated learning. Perceptions of parents as authoritarian and of family as nagging or enmeshed were also predictive of concern about preparation for the future. These family profiles were generally predictive of students' rating their introductory psychology course as difficult, and of time and effort management difficulties. The patterns linking family background profiles with course perceptions, study habits, and individual indices of self-regulated learning

  9. Relationship between self-directed learning with learning styles and strategies in medical students

    OpenAIRE

    Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar

    2014-01-01

    Background: Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. Aim: To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. Material and Methods: One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direc...

  10. Interaction Analysis for Supporting Students' Self-Regulation during Blog-Based CSCL Activities

    Science.gov (United States)

    Michailidis, Nikolaos; Kapravelos, Efstathios; Tsiatsos, Thrasyvoulos

    2018-01-01

    Self-regulated learning is an important means of supporting students' self-awareness and self-regulation level so as to enhance their motivation and engagement. Interaction Analysis (IA) contributes to this end, and its use in studying learning dynamics involved in asynchronous Computer-Supported Collaborative Learning (CSCL) activities has…

  11. Actions and Achievements of Self-Regulated Learning in Personal Environments. Research on Students Participating in the Graduate Program in Preschool Education at the University of Granada

    Science.gov (United States)

    Chaves-Barboza, Eduardo; Trujillo-Torres, Juan Manuel; López-Núñez, Juan Antonio; Sola-Martínez, Tomás

    2017-01-01

    This paper is intended to study the self-regulated learning (SRL) process in personal learning environments (PLEs) among students participating in the Graduate Program for Preschool Education at the University of Granada (Spain). The study is focused on self-regulatory actions carried out by students, and on their self-regulated learning…

  12. PENGEMBANGAN BAHAN AJAR FISIKA MATEMATIKA BERBASIS SELF REGULATED LEARNING SEBAGAI UPAYA PENINGKATAN KEMAMPUAN BELAJAR MANDIRI

    Directory of Open Access Journals (Sweden)

    Ellianawati -

    2012-01-01

    Full Text Available Penelitian ini bertujuan untuk meningkatkan motivasi belajar Fisika Matematika dengan memberi keleluasaan kepada mahasiswa dalam memilih tipe belajar yang diminati agar dapat memacu mahasiswa mampu belajar secara mandiri. Model Self Regulated Learning (SRL dipilih karena dinilai memuat uraian tugas dan kewajiban dosen dan mahasiswa untuk mencapai tujuan ini. Sampel penelitian ini adalah mahasiswa semester genap 2010/2011 yang mengambil mata kuliah Fisika Matematika 1. Berdasarkan hasil penelitian yang menggunakan metode penelitian research and development ini menunjukkan adanya peningkatan pemahaman dan capaian prestasi belajar yang cukup signifikan. Peningkatan persepsi diri mahasiswa tentang pemahaman materi Fisika Matematika 1 serta capaian rata-rata yang masuk dalam kategori B menggambarkan keefektifan metode ini. Masih ada beberapa mahasiswa yang perlu mendapatkan perhatian dengan perbaikan yang berkelanjutan baik dari segi konten, sajian, maupun proses pembelajaran.The research aimed to increase the students’ motivation in learning Mathematical Physics by choosing their own type of study in order to challenge them to study autonomy. Self Regulated Learning (SRL model is chosen since the model provides the role for teacher and learner to reach the learning goal. This research has been done to the students who taken Mathematical Physics 1 in even semester of academic year of 2010/2011. Based on the result using research and development methodology, it can be concluded that there is a quite significant gain of students’ understanding of Mathematical Physics 1 concepts. The increase of students’ self perception of material understanding of Mathematical Physics 1 and the average of achievement categorized as B shows the effectiveness of the method.  There are some students who still need to be concerned by continuing their improvement in learning content as well as the learning process.

  13. Examining the Influence of Self-Efficacy and Self-Regulation in Online Learning

    Science.gov (United States)

    Bradley, Rachel L.; Browne, Blaine L.; Kelley, Heather M.

    2017-01-01

    This paper examined self-efficacy and self-regulatory skills and their influence on achievement in an online learning environment. This study utilized the Online Academic Success Indicators Scale (OASIS). The results of the scale were compared to previous tests measuring the predictive nature of self-efficacy and self-regulatory skills on academic…

  14. Self-Regulation, Self-Efficacy and Health Behavior Change in Older Adults.

    Science.gov (United States)

    Purdie, Nola; McCrindle, Andrea

    2002-01-01

    Presents an overview of self-regulation models: theory of planned behavior, protection motivation theory, health belief model, action control theory, transtheoretical model of behavior change, health action process, and precaution adoption process. Applies models to health behavior change in older adults with cardiovascular disease or diabetes.…

  15. How Elementary School Students' Motivation Is Connected to Self-Regulation

    Science.gov (United States)

    Jarvela, Sanna; Jarvenoja, Hanna; Malmberg, Jonna

    2012-01-01

    Empirical research reveals that students face difficulties engaging in learning and achieving their goals in a variety of learning contexts. To study effectively, students need to regulate their learning process. In spite of increased understanding of cognitive aspects of self-regulation, motivational aspects of regulation have not yet been…

  16. Re-Interpreting Teaching: A Divided Task in Self-Regulated Teaching Practices

    Science.gov (United States)

    Eriksson, I.

    2009-01-01

    The article concerns the increased use of self-regulated teaching in Swedish schools, where teachers perceive self-regulated teaching as an ideal way of organising schoolwork. Students make their own plans concerning time, content, grades and their own learning. What and how to learn is no longer a question for the teacher only. If self-regulated…

  17. Self-Regulated Learning Strategies Applied to Undergraduate, Graduate and Specialization Students from Civil Engineering

    Directory of Open Access Journals (Sweden)

    Jose Carlos Redaelli

    2013-03-01

    Full Text Available The current demand for civil engineering work requires new skills and knowledge and calls for new and effective learning methods. This paper shows self-regulated learning strategies applied to undergraduate, graduate and specialization students from Civil Engineering in a Brazilian University. A Scale of Evaluation of Learning Strategies was administered with a view to identifying students´ cognitive, metacognitive and dysfunctional learning strategies.

  18. Improving Health Care Providers' Capacity for Self-Regulated Learning in Online Continuing Pharmacy Education: The Role of Internet Self-Efficacy.

    Science.gov (United States)

    Chiu, Yen-Lin; Liang, Jyh-Chong; Mao, Pili Chih-Min; Tsai, Chin-Chung

    2016-01-01

    Although Internet-based learning is widely used to improve health professionals' knowledge and skills, the self-regulated learning (SRL) activities of online continuing education in pharmacy are seldom discussed. The main purpose of this study was to explore the relationships between pharmacists' Internet self-efficacy (ISE) and their SRL in online continuing education. A total of 164 in-service pharmacists in Taiwan were surveyed with the Internet Self-Efficacy Survey, including basic ISE (B-ISE), advanced ISE (A-ISE) and professional ISE (P-ISE), as well as the Self-Regulated Learning Questionnaire consisting of preparatory SRL (P-SRL) and enactment SRL (E-SRL). Results of a 1-by-3 (educational levels: junior college versus bachelor versus master) analysis of variance and a 1-by-4 (institutions: community-based versus hospital versus clinic versus company) analysis of variance revealed that there were differences in ISE and SRL among different education levels and working institutions. The hierarchical regression analyses indicated that B-ISE and P-ISE were significant predictors of P-SRL, whereas P-ISE was a critical predictor of E-SRL. Moreover, the interaction of P-ISE × age was linked to E-SRL, implying that P-ISE has a stronger influence on E-SRL for older pharmacists than for younger pharmacists. However, the interactions between age and ISE (A-ISE, B-ISE, and P-ISE) were not related to P-SRL. This study highlighted the importance of ISE and age for increasing pharmacists' SRL in online continuing education.

  19. Content Analysis of Diet-Related Mobile Apps: A Self-Regulation Perspective.

    Science.gov (United States)

    Zahry, Nagwan R; Cheng, Ying; Peng, Wei

    2016-10-01

    Diet-related mobile apps hold promise in helping individuals self-regulate their eating behaviors. Nevertheless, little is known about the extent to which diet-related mobile apps incorporate the established behavior change theories and evidence-based practices that promote dietary self-regulation. Guided by the self-regulation aspect of Bandura's social cognitive theory and the Dietary Guidelines for Americans 2010 of the U.S. Department of Agriculture, this study conducts a content analysis of diet-related mobile apps for iPhone (N = 400). In terms of the adherence to the self-regulation aspect of the social cognitive theory, results show that although 72.5% of the apps incorporate at least one theoretical construct, few apps tap all three processes of self-regulation (i.e., self-observation/monitoring, judgment process, and self-reaction). Additionally, outcome expectation is manifested in a majority of the diet-related apps. In terms of the Dietary Guidelines for Americans 2010, while the diet-related apps equally emphasize setting goals for calorie intake or nutrient consumption, more apps feature nutrient tracking than calorie tracking. Implications and limitations are discussed.

  20. The role of self-determination theory and cognitive evaluation theory in home education

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    Gina Riley

    2016-12-01

    Full Text Available This article explores the theories of Self-Determination, Cognitive Evaluation, and Intrinsic Motivation as it applies to home education. According to Self-Determination Theory, intrinsic motivation is innate. However, the maintenance and enhancement of intrinsic motivation depends upon the social and environmental conditions surrounding the individual. Deci and Ryan’s Cognitive Evaluation Theory specifically addresses the social and environmental factors that facilitate versus undermine intrinsic motivation and points to three significant psychological needs that must be present in the individual in order to foster self-motivation. These needs are competence, autonomy, and relatedness. Because of curriculum and time constraints, intrinsic motivation may be difficult to facilitate within the traditional classroom. This loss of intrinsic motivation for learning prompts some parents to homeschool their children. One of the most impressive strengths of home education lies in the fact that in many cases, the entire process revolves around a child’s intrinsic motivation to learn.

  1. Does Physical Environment Contribute to Basic Psychological Needs? A Self-Determination Theory Perspective on Learning in the Chemistry Laboratory

    Science.gov (United States)

    Sjöblom, Kirsi; Mälkki, Kaisu; Sandström, Niclas; Lonka, Kirsti

    2016-01-01

    The role of motivation and emotions in learning has been extensively studied in recent years; however, research on the role of the physical environment still remains scarce. This study examined the role of the physical environment in the learning process from the perspective of basic psychological needs. Although self-determination theory stresses…

  2. A Critical Review of Self-Regulated Learning Interventions for Children with Attention-Deficit Hyperactivity Disorder

    Science.gov (United States)

    Reddy, Linda A.; Cleary, Timothy J.; Alperin, Alexander; Verdesco, Arielle

    2018-01-01

    School practitioners and educators are frequently challenged by the diverse and pervasive academic and behavioral needs of children at risk for and with attention-deficit hyperactivity disorder (ADHD). This paper examines the outcome literature on self-regulated learning (SRL) interventions for youth with ADHD by systematically reviewing the key…

  3. The Firepower of Work Craving: When Self-Control Is Burning under the Rubble of Self-Regulation.

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    Kamila Wojdylo

    Full Text Available Work craving theory addresses how work-addicted individuals direct great emotion-regulatory efforts to weave their addictive web of working. They crave work for two main emotional incentives: to overcompensate low self-worth and to escape (i.e., reduce negative affect, which is strategically achieved through neurotic perfectionism and compulsive working. Work-addicted individuals' strong persistence and self-discipline with respect to work-related activities suggest strong skills in volitional action control. However, their inability to disconnect from work implies low volitional skills. How can work-addicted individuals have poor and strong volitional skills at the same time? To answer this paradox, we elaborated on the relevance of two different volitional modes in work craving: self-regulation (self-maintenance and self-control (goal maintenance. Four hypotheses were derived from Wojdylo's work craving theory and Kuhl's self-regulation theory: (H1 Work craving is associated with a combination of low self-regulation and high self-control. (H2 Work craving is associated with symptoms of psychological distress. (H3 Low self-regulation is associated with psychological distress symptoms. (H4 Work craving mediates the relationships between self-regulation deficits and psychological distress symptoms at high levels of self-control. Additionally, we aimed at supporting the discriminant validity of work craving with respect to work engagement by showing their different volitional underpinnings. Results of the two studies confirmed our hypotheses: whereas work craving was predicted by high self-control and low self-regulation and associated with higher psychological distress, work engagement was predicted by high self-regulation and high self-control and associated with lower symptoms of psychological distress. Furthermore, work styles mediated the relationship between volitional skills and symptoms of psychological distress. Based on these new

  4. Barriers to Self-Motivated Conceptual Music Learning: Activity Theory as a Framework for Comparing Dissimilar Cases

    Science.gov (United States)

    Schmidt-Jones, Catherine

    2018-01-01

    This paper describes the use of activity theory to compare dissimilar cases in a study of adult online music learners. The purpose of the study was to better understand the barriers that keep self-motivated users of online open education resources from experiencing successful independent learning. Eleven participants were given tutoring-style help…

  5. Emotions, motivation and self-regulation in boys' and girls' learning mathematics

    Directory of Open Access Journals (Sweden)

    Cirila Peklaj

    2011-12-01

    Full Text Available The purpose of our study was to investigate the relationship of affective and motivational processes and self-regulation in mathematics in secondary school students. We were interested in finding out if these relationships differ between boys and girls. Second, we predicted the use of cognitive and metacognitive strategies from emotional and motivational variables. A total of 397 students (145 boys and 252 girls attending the first year of grammar schools in Slovenia participated in the study. Emotions were measured with the three scales assessing students' positive and negative emotions during math classes, during learning math at home and during math tests. Students' goal orientations were measured by Achievement Goal Questionnaire Revised (AGQ-revised; Elliot & Murayama, 2008, self-efficacy by Patterns of Adaptive Learning Scales (PALS; Midgley et al., 2000 and cognitive and metacognititve strategies by Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991. More significant correlations between emotional and motivational dimensions were found for girls than for boys. The opposite was true for the relationship between emotional dimensions and strategies. Further hierarchical regression analyses showed that emotions explained a greater amount of variance in using cognitive and metacognitive strategies in boys than in girls. In both genders, positive emotions during learning math at home and math test are the best predictors of (metacognitive strategy use. Among motivational variables, only performance goal orientation explained significant amount of variance in all strategies in girls over and above emotional variables. Implications of emotional and motivational dimensions for the use of cognitive and metacognitive strategies in learning math are discussed, as well as implications for further research.

  6. Improving Preservice Teachers’ Self-Efficacy through Service Learning: Lessons Learned

    Directory of Open Access Journals (Sweden)

    Carianne Bernadowski

    2013-07-01

    Full Text Available University students have been barraged with service learning opportunities both as course required and as volunteer opportunities in recent years. Currently, many universities now require students to participate in engaged learning as a graduation requirement. Situated in Bandura’s theory of self-efficacy, this study examines the effects service learning has on students teaching self-efficacy when required to participate in an activity (course connected, compared to when they chose to volunteer in service learning projects. As instructors of preservice teachers it is our commitment to prepare these students to their maximum potential. Identifying best practices for teacher preparation is an overarching goal of this study. A pre/post survey examined students’ self-perceptions for each service opportunity in regards to their perceived teaching self-efficacy. Results indicate that students’ self-efficacy improved when service learning was connected or imbedded in the context of learning and connected to a specific course. These findings indicate course connected service learning has a greater impact on preservice teachers’ perceptions of their ability to be effective future classroom teachers. Therefore course connected service learning can be viewed as a best practice in preservice teaching instruction.

  7. A Case Study on the Impacts of Connective Technology on Self-Efficacy and Self-Regulated Learning of Female Adult Students Managing Work-Life Balance

    Science.gov (United States)

    Sheetz, Tracey L.

    2014-01-01

    Adults frequently define their lives as "hectic" and "overextended;" yet, many make the decision to return to school and add the role of student into their busy lives. This research study explored and explained the impact of connective technology on self-efficacy and self-regulated learning of female adult students balancing…

  8. Facilitating internalization: the self-determination theory perspective.

    Science.gov (United States)

    Deci, E L; Eghrari, H; Patrick, B C; Leone, D R

    1994-03-01

    Self-determination theory (Deci & Ryan, 1985) posits that (a) people are inherently motivated to internalize the regulation of uninteresting though important activities; (b) there are two different processes through which such internalization can occur, resulting in qualitatively different styles of self-regulation; and (c) the social context influences which internalization process and regulatory style occur. The two types of internalization are introjection, which entails taking in a value or regulatory process but not accepting it as one's own, and integration, through which the regulation is assimilated with one's core sense of self. Introjection results in internally controlling regulation, whereas integration results in self-determination. An experiment supported our hypothesis that three facilitating contextual factors--namely, providing a meaningful rationale, acknowledging the behaver's feelings, and conveying choice--promote internalization, as evidenced by the subsequent self-regulation of behavior. This experiment also supported our expectation that when the social context supports self-determination, integration tends to occur, whereas when the context does not support self-determination, introjection tends to occur.

  9. Outcomes of a Self-Regulated Learning Curriculum Model

    Science.gov (United States)

    Peters-Burton, Erin E.

    2015-10-01

    The purpose of this study was to describe connections among students' views of nature of science in relation to the goals of a curriculum delivered in a unique setting, one where a researcher and two teachers collaborated to develop a course devoted to teaching students about how knowledge is built in science. Students proceeded through a cycle of self-regulated phases, forethought, performance, and self-reflection, during each segment of the curriculum: (a) independent research, (b) knowledge building in the discipline of science, and (c) a citizen science project. Student views were measured at the beginning and end of the course using epistemic network analysis. The pretest map reported student understanding of science as experimentation and indicated three clusters representing the durability of knowledge, empirical evidence, and habits of mind, which were loosely connected and represented knowledge generation as external to personal thinking. The posttest map displayed a broader understanding of scientific endeavors beyond experimentation, a shift toward personal knowledge generation, and indicated a larger number of connections among three more tightly oriented clusters: empirical evidence, habits of mind, and tentativeness. Implications include the potential to build curriculum that purposefully considers reinforcing cycles of learning of the nature of science in different contexts.

  10. Developing Young Children's Self-Regulation through Everyday Experiences

    Science.gov (United States)

    Florez, Ida Rose

    2011-01-01

    Every child is different. Some have difficulty expressing their ideas verbally. Some struggle to get along with peers or follow classroom routines. In each case, however, one thing is the same: improved learning and behavior requires strong self-regulation skills. Children develop foundational skills for self-regulation in the first five years of…

  11. The effects of strength-based versus deficit-based self-regulated learning strategies on students' effort intentions

    NARCIS (Netherlands)

    Hiemstra, Djoerd; Van Yperen, Nico W.

    In two randomized experiments, one conducted online (n = 174) and one in the classroom (n = 267), we tested the effects of two types of self-regulated learning (SRL) strategies on students’ intentions to put effort into professional development activities: strength-based SRL strategies (i.e.,

  12. Self-Regulated Out-of-Class Language Learning with Technology

    Science.gov (United States)

    Lai, Chun; Gu, Mingyue

    2011-01-01

    Current computer-assisted language learning (CALL) research has identified various potentials of technology for language learning. To realize and maximize these potentials, engaging students in self-initiated use of technology for language learning is a must. This study investigated Hong Kong university students' use of technology outside the…

  13. PENGARUH SELF REGULATED LEARNING LINGKUNGAN KELUARGA, DAN DISIPLIN BELAJAR TERHADAP HASIL BELAJAR MATA PELAJARAN PENGANTAR AKUNTANSI KELAS X AKUNTANSI SMK PL TARCISIUS SEMARANG TAHUN AJARAN 2014/2015

    Directory of Open Access Journals (Sweden)

    Hendra Anto Permana

    2015-11-01

    Full Text Available Hasil belajar pengantar akuntansi dipengaruhi oleh berbagai faktor baik faktor internal maupun faktor eksternal. Permasalahan yang dikaji dalam penelitian ini adalah pengaruh self regulated learning, lingkungan keluarga, dan disiplin belajar terhadap hasil belajar siswa pada mata pelajaran pengantar akuntansi kelas X Akuntansi SMK PL Tarcisius Semarang secara simultan maupun parsial. Tujuan dalam penelitian ini adalah untuk mendeskripsikan pengaruh self regulated learning, lingkungan keluarga, dan disiplin belajar terhadap hasil belajar siswa pada mata pelajaran pengantar akuntansi kelas X akuntansi SMK PL tarcisius semarang secara simultan maupun parsial. Populasi penelitian ini adalah siswa kelas X Akuntansi SMK PL Tarcisius Semarang sebanyak 148 siswa, dan sampel sebanyak 108 siswa yang dilihat dari rumus Slovin dan teknik pengambilan sampel dengan proportional random sampling. Variabel dalam penelitian ini meliputi variabel terikat yaitu hasil belajar pengantar akuntansi (Y, variabel bebas yaitu lingkungan sekolah (X1, lingkungan keluarga (X2 dan disipin belajar (X3. Pengumpulan data dengan metode dokumentasi dan angket. Pengolahan data dengan analisis deskriptif dan analisis statistik inferensial. Secara simultan ada pengaruh positif dan signifikan self regulated learning, lingkungan keluarga, dan disiplin belajar terhadap hasil belajar siswa pada mata pelajaran pengantar akuntansi. Secara partial ada pengaruh positif dan signifikan self regulated learning terhadap hasil belajar pengantar akuntansi, ada pengaruh positif dan signifikan lingkungan keluarga terhadap hasil belajar pengantar akuntansi, ada pengaruh positif dan signifikan disiplin belajar terhadap hasil belajar pengantar akuntansi. Introduction of learning outcomes accounting is influenced by various factors both internal factors and external factors. Issues examined in this study was the influence of self-regulated learning, family environment, and the discipline of learning to

  14. Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning

    OpenAIRE

    Proulx, Jean-Nicolas; Romero, Margarida; Arnab, Sylvester

    2018-01-01

    Background: Using digital games for educational purposes has been associated with higher levels of motivation among learners of different educational levels. However, the underlying psychological factors involved in digital game based learning (DGBL) have been rarely analyzed considering self-determination theory (SDT, Ryan \\& Deci, 2000b); the relation of SDT with the flow experience (Csikszentmihalyi, 1990) has neither been evaluated in the context of DGBL.

  15. Self-regulated learning in simulation-based training: a systematic review and meta-analysis.

    Science.gov (United States)

    Brydges, Ryan; Manzone, Julian; Shanks, David; Hatala, Rose; Hamstra, Stanley J; Zendejas, Benjamin; Cook, David A

    2015-04-01

    Self-regulated learning (SRL) requires an active learner who has developed a set of processes for managing the achievement of learning goals. Simulation-based training is one context in which trainees can safely practise learning how to learn. The purpose of the present study was to evaluate, in the simulation-based training context, the effectiveness of interventions designed to support trainees in SRL activities. We used the social-cognitive model of SRL to guide a systematic review and meta-analysis exploring the links between instructor supervision, supports or scaffolds for SRL, and educational outcomes. We searched databases including MEDLINE and Scopus, and previous reviews, for material published until December 2011. Studies comparing simulation-based SRL interventions with another intervention for teaching health professionals were included. Reviewers worked independently and in duplicate to extract information on learners, study quality and educational outcomes. We used random-effects meta-analysis to compare the effects of supervision (instructor present or absent) and SRL educational supports (e.g. goal-setting study guides present or absent). From 11,064 articles, we included 32 studies enrolling 2482 trainees. Only eight of the 32 studies included educational supports for SRL. Compared with instructor-supervised interventions, unsupervised interventions were associated with poorer immediate post-test outcomes (pooled effect size: -0.34, p = 0.09; n = 19 studies) and negligible effects on delayed (i.e. > 1 week) retention tests (pooled effect size: 0.11, p = 0.63; n = 8 studies). Interventions including SRL supports were associated with small benefits compared with interventions without supports on both immediate post-tests (pooled effect size: 0.23, p = 0.22; n = 5 studies) and delayed retention tests (pooled effect size: 0.44, p = 0.067; n = 3 studies). Few studies in the simulation literature have designed SRL training to explicitly support trainees

  16. Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis

    Directory of Open Access Journals (Sweden)

    Timothy J. Cleary

    2013-01-01

    Full Text Available Four high school students received 11 weeks of a self-regulated learning (SRL intervention, called the Self-Regulation Empowerment Program (SREP, to improve their classroom-based biology exam scores, SRL, and motivated behaviors. This mixed model case study examined the correspondence between shifts in students’ strategic, regulated behaviors with their performance on classroom-based biology tests. The authors used traditional SRL assessment tools in a pretest-posttest fashion (e.g., self-report questionnaires, teaching rating scales and gathered SRL data during the intervention using field note observations and contextualized structured interviews. This multidimensional assessment approach was used to establish convergence among the assessment tools and to facilitate interpretation of trends in students’ biology test performance relative to their SRL processes. Key themes in this study included the following: (a the close correspondence between changes in students SRL, biology exam performance, and SREP attendance; (b individual variability in student performance, SRL behaviors, and beliefs in response to SREP; and (c the importance of using a multi-dimensional assessment approach in SRL intervention research. Furthermore, this study provided additional support for the potential effectiveness of SREP in academic contexts.

  17. Self-Regulation through Portfolio Assessment in Writing Classrooms

    Science.gov (United States)

    Mak, Pauline; Wong, Kevin M.

    2018-01-01

    Portfolio assessment (PA) is promulgated as a useful tool to promote learning through assessment. While the benefits of PA are well documented, there is a lack of empirical research on how students' self-regulation can be effectively fostered in writing classrooms, and how the use of PA can develop students' self-regulated capacities. This…

  18. Self-Regulated Strategy Development. What Works Clearinghouse Intervention Report

    Science.gov (United States)

    What Works Clearinghouse, 2017

    2017-01-01

    "Self-Regulated Strategy Development" ("SRSD") is an intervention designed to improve students' academic skills through a six-step process that teaches students specific academic strategies and self-regulation skills. The practice is especially appropriate for students with learning disabilities, the focal population of the…

  19. Examination of the Relationships between Fifth Graders' Self-Regulated Learning Strategies, Motivational Beliefs, Attitudes, and Achievement

    Science.gov (United States)

    Ocak, Gurbuz; Yamac, Ahmet

    2013-01-01

    The aim of current study was to examine predictor and explanatory relationships between fifth graders' self-regulated learning strategies, motivational beliefs, attitudes towards mathematics, and academic achievement. The study was conducted on a sample of 204 students studying in the primary schools of Afyonkarahisar province. Motivated…

  20. [Relationship between self-directed learning with learning styles and strategies in medical students].

    Science.gov (United States)

    Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar

    2014-11-01

    Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.

  1. HUBUNGAN ANTARA SELF REGULATED LEARNING DAN LOCUS OF CONTROL INTERNAL DENGAN KEMATANGAN VOKASIONAL SISWA SMK

    Directory of Open Access Journals (Sweden)

    Lativa Hartiningtyas

    2016-06-01

    Penelitian ini dilaksanakan pada SMK TKJ (Teknik Komputer dan Jaringan se-Kabupaten Tulungagung. Tujuan dari penelitian ini adalah mengetahui hubungan antara self regulated learning dan locus of control internal sebagai variabel bebas (independent dengan kematangan vokasional sebagai variabel terikat (dependent pada siswa SMK. Populasi penelitian ini adalah seluruh siswa kelas XI Paket Keahlian TKJ di Kabupaten Tulungagung yang berjumlah 337 siswa. Teknik sampling yang digunakan dalam penelitian ini adalah proportionate random sampling. Jumlah sampel pada penelitian ini adalah 182 siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan rancangan penelitian deskriptif korelasional. Instrumen yang digunakan berupa angket self regulated learning, locus of control internal, dan kematangan vokasional yang menggunakan skala Likert dengan 4 skala. Analisis data pada penelitian ini menggunakan korelasi product moment untuk mengetahui hubungan antara variabel bebas dengan variabel terikat secara parsial dan analisis regresi ganda untuk mengetahui hubungan secara simultan antara variabel bebas dan variabel terikat. Berdasarkan analisis data dapat diketahui koefisien korelasi antara X1 dengan Y adalah sebesar 0,511 dan koefisien korelasi antara variabel X2 dengan Y adalah sebesar 0,576.

  2. Evaluation of the Preschool Situational Self-Regulation Toolkit (PRSIST) Program for Supporting children's early self-regulation development: study protocol for a cluster randomized controlled trial.

    Science.gov (United States)

    Howard, Steven J; Vasseleu, Elena; Neilsen-Hewett, Cathrine; Cliff, Ken

    2018-01-24

    For children with low self-regulation in the preschool years, the likelihood of poorer intellectual, health, wealth and anti-social outcomes in adulthood is overwhelming. Yet this knowledge has not yielded a framework for understanding self-regulatory change, nor generated particularly successful methods for enacting this change. Reconciling insights from cross-disciplinary theory, research and practice, this study seeks to implement a newly developed program of low-cost and routine practices and activities for supporting early self-regulatory development within preschool contexts and to evaluate its effect on children's self-regulation, executive function and school readiness; and educator perceived knowledge, attitudes and self-efficacy related to self-regulation. The Early Start to Self-Regulation study is a cluster randomized, controlled trial for evaluating benefits of the Preschool Situational Self-Regulation Toolkit (PRSIST) program, when implemented by early childhood educators, compared with routine practice. The PRSIST program combines professional learning, adult practices, child activities and connections to the home to support children's self-regulation development. Fifty preschool centers in New South Wales, Australia, will be selected to ensure a range of characteristics, namely: National Quality Standards (NQS) ratings, geographic location and socioeconomic status. After collection of baseline child and educator data, participating centers will then be randomly allocated to one of two groups, stratified by NQS rating: (1) an intervention group (25 centers) that will implement the PRSIST program; or (2) a control group (25 centers) that will continue to engage in practice as usual. Primary outcomes at the child level will be two measures of self-regulation: Head-Toes-Knees-Shoulders task and the PRSIST observational assessment. Secondary outcomes at the child level will be adult-reported measures of child self-regulation, executive function and

  3. Examining Self-Determination in a Service Learning Course

    Science.gov (United States)

    Levesque-Bristol, Chantal; Stanek, Layla R.

    2009-01-01

    This article examines students' perceptions of the learning environment in a service learning research course and increases in student motivation and skill development. According to self-determination theory (Deci & Ryan, 1985), positive learning environments increase levels of student motivation and learning outcomes. Survey responses…

  4. Improving Preservice Teachers' Self-Efficacy through Service Learning: Lessons Learned

    Science.gov (United States)

    Bernadowski, Carianne; Perry, Ronald; Del Greco, Robert

    2013-01-01

    University students have been barraged with service learning opportunities both as course required and as volunteer opportunities in recent years. Currently, many universities now require students to participate in engaged learning as a graduation requirement. Situated in Bandura's theory of self-efficacy, this study examines the effects service…

  5. Self-Efficacy in Second/Foreign Language Learning Contexts

    Science.gov (United States)

    Raoofi, Saeid; Tan, Bee Hoon; Chan, Swee Heng

    2012-01-01

    This study reviews the empirical literature of self-efficacy, a central component of social cognitive theory, in the area of second language learning by focusing on two research questions: first, to what extent, has self-efficacy, as a predicting variable, been explored in the field of second language learning? Second, what factors affect…

  6. Seminar for Master's Thesis Projects: Promoting Students' Self-Regulation

    Science.gov (United States)

    Miedijensky, Shirley; Lichtinger, Einat

    2016-01-01

    This study presents a thesis seminar model aimed at promoting students' self-regulation. Students' perceptions regarding the contribution of the seminar to their learning process were characterized and the seminar's effect upon their self-regulation expressions was examined. Data was collected using questionnaires and analyzed thematically. The…

  7. Self-assessment versus self-grading – approaches to the education of self-regulated teachers

    Directory of Open Access Journals (Sweden)

    Elizabete Aparecida Garcia Ribeiro

    2014-06-01

    Full Text Available The development of teacher skills estimates actions which provides more responsibility and autonomy towards learning. One of these actions is to promote self-assessment activities, contributing to better awareness of one’s own learning and planning of interventions. This study focused on determining the potential for self-regulation of learning in self-assessment practices carried out in an undergraduate Pedagogy course. The research is qualitative, using the case study technique. Fifty-six students from the final year of the course at a public university in Paraná participated in the study. Information from questionnaires and interviews was submitted for content analysis, revealing that most participants were aware of the purposes of self-assessment, but they were found to be conducting self-grading activities, which consists on grading one’s own work in order to calculate a grade point average. The practices performed in the course do not encourage the development of self-regulatory skills.

  8. Self-Regulated Learning: The Continuous-Change Conceptual Framework and a Vision of New Paradigm, Technology System, and Pedagogical Support

    Science.gov (United States)

    Huh, Yeol; Reigeluth, Charles M.

    2017-01-01

    A modified conceptual framework called the Continuous-Change Framework for self-regulated learning (SRL) is presented. Common elements and limitations among the past frameworks are discussed in relation to the modified conceptual framework. The iterative nature of the goal setting process and overarching presence of self-efficacy and motivational…

  9. An Exploration of the Relationship between Students' Preferences for Formative Feedback and Self-Regulated Learning Skills

    Science.gov (United States)

    Çakir, Recep; Korkmaz, Özgen; Bacanak, Ahmet; Arslan, Ömer

    2016-01-01

    The purpose of this study is to explore students' preferences for formative feedback and its relationship with their self-regulated learning skills. The study used a mixed methods approach in which quantitative data collection and analysis was followed by qualitative data collection and analysis. "Preferences toward Formative Feedback"…

  10. Self-regulating and self-evolving particle swarm optimizer

    Science.gov (United States)

    Wang, Hui-Min; Qiao, Zhao-Wei; Xia, Chang-Liang; Li, Liang-Yu

    2015-01-01

    In this article, a novel self-regulating and self-evolving particle swarm optimizer (SSPSO) is proposed. Learning from the idea of direction reversal, self-regulating behaviour is a modified position update rule for particles, according to which the algorithm improves the best position to accelerate convergence in situations where the traditional update rule does not work. Borrowing the idea of mutation from evolutionary computation, self-evolving behaviour acts on the current best particle in the swarm to prevent the algorithm from prematurely converging. The performance of SSPSO and four other improved particle swarm optimizers is numerically evaluated by unimodal, multimodal and rotated multimodal benchmark functions. The effectiveness of SSPSO in solving real-world problems is shown by the magnetic optimization of a Halbach-based permanent magnet machine. The results show that SSPSO has good convergence performance and high reliability, and is well matched to actual problems.

  11. [Motivation and self-directed learning among medical students].

    Science.gov (United States)

    Fasce H, Eduardo; Ortega B, Javiera; Ibáñez G, Pilar; Márquez U, Carolina; Pérez V, Cristhian; Bustamante D, Carolina; Ortiz M, Liliana; Matus B, Olga; Bastías V, Nancy; Espinoza P, Camila

    2016-05-01

    Motivation is an essential aspect in the training process of medical students. The association that motivation can have with learning self-regulation is of utmost importance for the design of curriculum, teaching methods and evaluation. To describe the motivational aspects of self-directed learning among medical students from a traditional Chilean University. A qualitative, descriptive study based on grounded theory of Strauss and Corbin. Twenty 4th and 5th year medical students were selected using a maximum variation sampling technique. After obtaining an informed consent, semi-structured interviews and field notes were carried out. Data were analyzed to the level of open coding through Atlas-ti 7.5.2. From the student point of view, personal motivational aspects are linked to the search for information, constant updating, the perception of the physician-patient relationship and interest in subject matters. From the scope of teachers, a main issue is related to their ability to motivate students to develop independent study skills. Personal motivational aspects facilitate the development of independent study skills, specifically in the search of information. The role of teachers is crucial in promoting these skills and the perception of medical students from their learning process.

  12. Hypo-egoic self-regulation: exercising self-control by diminishing the influence of the self.

    Science.gov (United States)

    Leary, Mark R; Adams, Claire E; Tate, Eleanor B

    2006-12-01

    Theory and research dealing with self-regulation have focused primarily on instances of self-regulation that involve high levels of self-reflection and effortful self-control. However, intentionally trying to control one's behavior sometimes reduces the likelihood of achieving one's goals. This article examines the process of hypo-egoic self-regulation in which people relinquish deliberate, conscious control over their own behavior so that they will respond more naturally, spontaneously, or automatically. An examination of spontaneously occurring hypo-egoic states (such as flow, deindividuation, and transcendence) suggests that hypo-egoic states are characterized by lowered self-awareness and/or an increase in concrete and present-focused self-thoughts. In light of this, people may intentionally foster hypo-egoism via two pathways-(a) taking steps to reduce the proportion of time that they are self-aware (such as repeating a behavior until it is automatic or practicing meditation) or (b) increasing the concreteness of their self-thoughts (such as inducing a concrete mindset or practicing mindfulness). In this way, people may deliberately choose to regulate hypo-egoically when effortful control might be detrimental to their performance.

  13. Self-regulation and performance level of elite and non-elite youth soccer players

    NARCIS (Netherlands)

    Toering, T. T.; Elferink-Gemser, M. T.; Jordet, G.; Visscher, C.

    2009-01-01

    In learning and development, self-regulation can be described as the extent to which individuals are metacognitively, motivationally, and behaviourally proactive participants in their learning process (Zimmerman, 1989, 2006). We examined the relationship between self-regulation and performance level

  14. Investigating the Longer-Term Impact of the CREST Inquiry-Based Learning Programme on Student Self-regulated Processes and Related Motivations: Views of Students and Teachers

    Science.gov (United States)

    Moote, Julie

    2017-07-01

    This study investigates the impact of participation in the CREativity in Science and Technology (CREST) programme on student self-regulated processes and related motivations. The CREST scheme, a student-run science project managed by the British Science Association, is currently being implemented in schools across the UK to increase student engagement and motivation in science. Through implementing a rigorous quasi-experimental research design using two intervention conditions and one control group with immediate as well as 3-month delayed post-test data, the results documented both the immediate and longer-term positive impact of CREST participation on students' self-reported levels of self-regulation. The present study also investigates changes in teachers' perceptions of students' self-regulated learning through CREST programme participation. Group differences regarding changes in student self-reported self-regulation were not matched when looking at the teacher-reported self-regulated learning results at both immediate post-test and delayed post-test. These discrepancies are discussed in relation to analyses conducted on the other motivational constructs measured.

  15. Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

    Directory of Open Access Journals (Sweden)

    Inga Glogger

    2013-01-01

    Full Text Available Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44; N2=89 worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

  16. Does Extrinsic Goal Framing Enhance Extrinsic Goal-Oriented Individuals' Learning and Performance? An Experimental Test of the Match Perspective versus Self-Determination Theory

    Science.gov (United States)

    Vansteenkiste, Maarten; Timmermans, Tinneke; Lens, Willy; Soenens, Bart; Van den Broeck, Anja

    2008-01-01

    Previous work within self-determination theory has shown that experimentally framing a learning activity in terms of extrinsic rather than intrinsic goals results in poorer conceptual learning and performance, presumably because extrinsic goal framing detracts attention from the learning activity and is less directly satisfying of basic…

  17. Discrepancy-based and anticipated emotions in behavioral self-regulation.

    Science.gov (United States)

    Brown, Christina M; McConnell, Allen R

    2011-10-01

    Discrepancies between one's current and desired states evoke negative emotions, which presumably guide self-regulation. In the current work we evaluated the function of discrepancy-based emotions in behavioral self-regulation. Contrary to classic theories of self-regulation, discrepancy-based emotions did not predict the degree to which people engaged in self-regulatory behavior. Instead, expectations about how future self-discrepancies would make one feel (i.e., anticipated emotions) predicted self-regulation. However, anticipated emotions were influenced by previous discrepancy-based emotional experiences, suggesting that the latter do not directly motivate self-regulation but rather guide expectations. These findings are consistent with the perspective that emotions do not necessarily direct immediate behavior, but rather have an indirect effect by guiding expectations, which in turn predict goal-directed action.

  18. Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parenting

    Science.gov (United States)

    OLSON, SHERYL L.; LOPEZ-DURAN, NESTOR; LUNKENHEIMER, ERIKA S.; CHANG, HYEIN; SAMEROFF, ARNOLD J.

    2014-01-01

    This prospective longitudinal study focused on self-regulatory, social–cognitive, and parenting precursors of individual differences in children’s peer-directed aggression at early school age. Participants were 1993-year-old boys and girls who were reassessed following the transition to kindergarten (5.5–6 years). Peer aggression was assessed in preschool and school settings using naturalistic observations and teacher reports. Children’s self-regulation abilities and theory of mind understanding were assessed during a laboratory visit, and parenting risk (corporal punishment and low warmth/responsiveness) was assessed using interview-based and questionnaire measures. Individual differences in children’s peer aggression were moderately stable across the preschool to school transition. Preschool-age children who manifested high levels of aggressive peer interactions also showed lower levels of self-regulation and theory of mind understanding, and experienced higher levels of adverse parenting than others. Our main finding was that early corporal punishment was associated with increased levels of peer aggression across the transition from preschool to school, as was the interaction between low maternal emotional support and children’s early delays in theory of mind understanding. These data highlight the need for family-directed preventive efforts during the early preschool years. PMID:21262052

  19. Comprehension of texts in Digital Format versus Printed Texts and Self-Regulated Learning in University Students

    Directory of Open Access Journals (Sweden)

    Paula Gabriela Flores-Carrasco

    2016-12-01

    Full Text Available This article aims (1 to describe the levels of self-regulation and reading comprehension of scientific expository texts; (2 to establish the relationship between self-regulation and reading comprehension; and (3 to compare the performance in comprehension when the printed media (paper or digital media (computer is used. A quasi-experimental, quantitative, descriptive and correlative design was implemented. The sample was composed of 55 university students from four careers of Education; they were in 1st and 3rd year of study at a regional university of the Council of Rectors of Chilean Universities. Three measuring instruments were used: a questionnaire of self-regulated learning and two comprehension tests based on the understanding of Parodi’s (2005 assessment model. The implementation was made in two consecutive moments; first, the self-questionnaire; then, the tests for reading comprehension in both media. With the data obtained, statistical tests of variance, one-way ANOVA, Pearson’s correlation, and means comparison with Bruner and Munzel and U-Mann Whitney’s tests were calculated. In conclusion, and different from the initial statement, it was obtained that university students have an adequate level of self-regulation and low reading comprehension in both data, even the scores are relatively lower in digital data. In both data the output is inverse to the complexity of the questions. Between 1st and 3rd year, there is no increase either in the self-regulation or in reading comprehension; but, exceptionally, the career of Primary General Education specialist on Language and History did. There is a strong relationship between reading comprehension in printed media and self-regulation (ARATEX. The support does not affect reading comprehension, but individual reading skills of the subjects do. A competent reader will have similar performance in both reading supports.

  20. PERBEDAAN SELF-REGULATED LEARNING DITINJAU DARI POLA ASUH ORANGTUA PADA SISWA KELAS VIII SMP FRANSISKUS DAN SMP PGRI 01 SEMARANG

    Directory of Open Access Journals (Sweden)

    Lintang Januardini

    2015-07-01

    Full Text Available Relationship between parents and adolescents influence achievement at school. The research was conducted to determine differences of self-regulated learning (SRL in terms of parenting style. The population is 8th grade students of junior high school in SMP Fransiskus and SMP PGRI 01 Semarang. The hypothesis is there are differences of SRL in terms of parenting style. Parenting is overall characteristic of parent’s behavior on adolescents, including a response in the form of parental warmth, sensitivity and criticism, discipline, and involvement (control. Self-regulated learning is the ability of students to use metacognition, motivation and behavior to achieve learning goals. Method of data collection used two scales namely Parenting Scale and Self Regulated Learning scale. Parenting Scale consists of 42 aitem (α = 0.931 and the SRL scale consists of 37 aitem (α = 0.906. This study involved 208 students. Sampling technique carried out by cluster random sampling. Data analysis was performed by one way analysis of variance (one way-Anova. Based on the data analysis, obtained F count = 3152 with p = 0.029 (p<0.05. This result indicates that there are significant differences in SRL on students with the type of parenting authoritative, authoritarian, permissive, and neglect, so the hypothesis was accepted. Keywords: Parenting style, SRL, 8th grade students

  1. Self-Regulation Principles Underlying Risk Perception and Decision Making within the Context of Genomic Testing

    Science.gov (United States)

    Cameron, Linda D.; Biesecker, Barbara Bowles; Peters, Ellen; Taber, Jennifer M.; Klein, William M. P.

    2017-01-01

    Advances in theory and research on self-regulation and decision-making processes have yielded important insights into how cognitive, emotional, and social processes shape risk perceptions and risk-related decisions. We examine how self-regulation theory can be applied to inform our understanding of decision-making processes within the context of genomic testing, a clinical arena in which individuals face complex risk information and potentially life-altering decisions. After presenting key principles of self-regulation, we present a genomic testing case example to illustrate how principles related to risk representations, approach and avoidance motivations, emotion regulation, defensive responses, temporal construals, and capacities such as numeric abilities can shape decisions and psychological responses during the genomic testing process. We conclude with implications for using self-regulation theory to advance science within genomic testing and opportunities for how this research can inform further developments in self-regulation theory. PMID:29225669

  2. Self-Regulation Principles Underlying Risk Perception and Decision Making within the Context of Genomic Testing.

    Science.gov (United States)

    Cameron, Linda D; Biesecker, Barbara Bowles; Peters, Ellen; Taber, Jennifer M; Klein, William M P

    2017-05-01

    Advances in theory and research on self-regulation and decision-making processes have yielded important insights into how cognitive, emotional, and social processes shape risk perceptions and risk-related decisions. We examine how self-regulation theory can be applied to inform our understanding of decision-making processes within the context of genomic testing, a clinical arena in which individuals face complex risk information and potentially life-altering decisions. After presenting key principles of self-regulation, we present a genomic testing case example to illustrate how principles related to risk representations, approach and avoidance motivations, emotion regulation, defensive responses, temporal construals, and capacities such as numeric abilities can shape decisions and psychological responses during the genomic testing process. We conclude with implications for using self-regulation theory to advance science within genomic testing and opportunities for how this research can inform further developments in self-regulation theory.

  3. Motivation, Self-Regulated Learning Efficacy, and Academic Achievement among International and Domestic Students at an Urban Community College: A Comparison

    Science.gov (United States)

    Liao, Hsiang-Ann; Ferdenzi, Anita Cuttita; Edlin, Margot

    2012-01-01

    This study is designed to examine how intrinsic motivation, extrinsic motivation, and self-regulated learning efficacy influence academic achievement of international and domestic community college students. Results show that for both international and domestic students, motivation did not directly affect academic achievement. Self-regulated…

  4. Self-Regulated Learning Skills and Online Activities between Higher and Lower Performers on a Web-Intensive Undergraduate Engineering Course

    Science.gov (United States)

    Lawanto, Oenardi; Santoso, Harry B.; Lawanto, Kevin N.; Goodridge, Wade

    2017-01-01

    The objective of this study was to evaluate students' self-regulated learning (SRL) skills used in a Web-intensive learning environment. The research question guiding the study was: How did the use of student SRL skills and student engagement in online activities compare between higher- and lower-performing students participating in a…

  5. Deepening Learning through Learning-by-Inventing

    OpenAIRE

    Apiola, Mikko; Tedre, Matti

    2013-01-01

    It has been shown that deep approaches to learning, intrinsic motivation, and self-regulated learning have strong positive effects on learning. How those pedagogical theories can be integrated in computing curricula is, however, still lacking empirically grounded analyses. This study integrated, in a robotics-based programming class, a method of learning-by-inventing, and studied its qualitative effects on students’ learning through 144 interviews. Five findings were related with learning the...

  6. Improving Mathematical Communication Ability and Self Regulation Learning of Junior High Students by Using Reciprocal Teaching

    Science.gov (United States)

    Qohar, Abdul; Sumarmo, Utari

    2013-01-01

    This paper presents the findings from a posttest experiment control group design by using reciprocal teaching, conducted in Indonesia University of Education to investigate students' ability in mathematical communication and self regulated learning. Subject of the study were 254 of 9th grade students from three junior high schools of high, medium,…

  7. The Perceptions of Temporal Path Analysis of Learners' Self-Regulation on Learning Stress and Social Relationships in Junior High School

    Science.gov (United States)

    Chang, Hsiu-Ju

    2016-01-01

    This research focus on the temporal path analysis of learning stress, test anxiety, peer stress (classmate relatedness), teacher relatedness, autonomy, and self-regulative performance in junior high school. Owing to the processes of self-determination always combines several negotiations with the interactive perceptions of personal experiences and…

  8. Practice of Connectivism As Learning Theory: Enhancing Learning Process Through Social Networking Site (Facebook

    Directory of Open Access Journals (Sweden)

    Fahriye Altınay Aksal

    2013-12-01

    Full Text Available The impact of the digital age within learning and social interaction has been growing rapidly. The realm of digital age and computer mediated communication requires reconsidering instruction based on collaborative interactive learning process and socio-contextual experience for learning. Social networking sites such as facebook can help create group space for digital dialogue to inform, question and challenge within a frame of connectivism as learning theory within the digital age. The aim of this study is to elaborate the practice of connectivism as learning theory in terms of internship course. Facebook group space provided social learning platform for dialogue and negotiation beside the classroom learning and teaching process in this study. The 35 internship students provided self-reports within a frame of this qualitative research. This showed how principles of theory practiced and how this theory and facebook group space contribute learning, selfleadership, decision making and reflection skills. As the research reflects a practice of new theory based on action research, learning is not individualistic attempt in the digital age as regards the debate on learning in digital age within a frame of connectivism

  9. Investigation of the Self-Regulated Learning Strategies of Students from the Faculty of Education Using Ordinal Logistic Regression Analysis

    Science.gov (United States)

    Bozpolat, Ebru

    2016-01-01

    The purpose of this study was to reveal whether the low, medium, and high level self-regulated learning strategies of third year students at the Education Faculty of Cumhuriyet University can be predicted by the variables of gender, academic self-efficacy, and general academic average. The study uses the Relational Screening Model. The dependent…

  10. Exploring the Relationship between High School Students' Physics-Related Personal Epistemologies and Self-Regulated Learning in Turkey

    Science.gov (United States)

    Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen C.; Willson, Victor

    2016-01-01

    This article reports on an empirical exploration of the relations and strengths among Turkish grades 9-11 students' (n = 209) personal epistemologies (justification of knowledge, certainty of knowledge, source of knowledge, development of knowledge), self-regulated learning (extrinsic motivation, intrinsic motivation, rehearsal, elaboration,…

  11. Online Teacher Work to Support Self-Regulation of Learning in Students with Disabilities at a Fully Online State Virtual School

    Science.gov (United States)

    Rice, Mary F.; Carter, Richard Allen, Jr.

    2016-01-01

    Students with disabilities represent a growing number of learners receiving education in K-12 fully online learning programs. They are, unfortunately, also a large segment of the online learning population who are not experiencing success in these environments. In response, scholars have recommended increasing instruction in self-regulation skills…

  12. How Does Self-Regulation Affect Computer-Programming Achievement in a Blended Context?

    Science.gov (United States)

    Cigdem, Harun

    2015-01-01

    This study focuses on learners' self-regulation which is one of the essential skills for student achievement in blended courses. Research on learners' self-regulation skills in blended learning environments has gained popularity in recent years however only a few studies investigating the correlation between self-regulation skills and student…

  13. Combining Vision with Voice: A Learning and Implementation Structure Promoting Teachers' Internalization of Practices Based on Self-Determination Theory

    Science.gov (United States)

    Assor, Avi; Kaplan, Haya; Feinberg, Ofra; Tal, Karen

    2009-01-01

    We propose that self-determination theory's conceptualization of internalization may help school reformers overcome the recurrent problem of "the predictable failure of educational reform" (Sarason, 1993). Accordingly, we present a detailed learning and implementation structure to promote teachers' internalization and application of ideas and…

  14. Regulation of Emotions in Socially Challenging Learning Situations: An Instrument to Measure the Adaptive and Social Nature of the Regulation Process

    Science.gov (United States)

    Jarvenoja, Hanna; Volet, Simone; Jarvela, Sanna

    2013-01-01

    Self-regulated learning (SRL) research has conventionally relied on measures, which treat SRL as an aptitude. To study self-regulation and motivation in learning contexts as an ongoing adaptive process, situation-specific methods are needed in addition to static measures. This article presents an "Adaptive Instrument for Regulation of Emotions"…

  15. An Examination of Motivational Regulations, Dispositional Flow and Social Physique Anxiety among College Students for Exercise: A Self-Determination Theory Approach

    Science.gov (United States)

    Ersöz, Gözde

    2016-01-01

    Based on self-determination theory (SDT), the main goal of this study is to analyze dispositional flow and social physique anxiety (SPA) that could be predicted by gender, BMI and motivational regulations and to examine motivational regulations, dispositional flow and SPA of college students in terms of stage of change for exercise. Participants…

  16. Assessing Self-Regulation as a Cyclical, Context-Specific Phenomenon: Overview and Analysis of SRL Microanalytic Protocols

    Directory of Open Access Journals (Sweden)

    Timothy J. Cleary

    2012-01-01

    Full Text Available The primary purpose of this paper is to review relevant research related to the use of an assessment technique, called Self-Regulated Learning (SRL Microanalysis. This structured interview is grounded in social-cognitive theory and research and thus seeks to evaluate students' regulatory processes as they engage in well-defined academic or nonacademic tasks and activities. We illustrate the essential features of this contextualized assessment approach and detail a simple five-step process that researchers can use to apply this approach to their work. Example questions and administration procedures for five key self-regulation subprocesses (i.e., including goal-setting, strategic planning, monitoring, self-evaluation, and attributions are highlighted, with particular emphasis placed on causal attributions. The psychometric properties of SRL microanalytic assessment protocols and potential areas of future research are presented.

  17. Exploring the Role of Peer Advice in Self-Regulated Learning: Metacognitive, Social, and Environmental Factors.

    Science.gov (United States)

    Rashid, Hanin; Lebeau, Robert; Saks, Norma; Cianciolo, Anna T; Artino, Anthony R; Shea, Judy A; Ten Cate, Olle

    2016-01-01

    This Conversation Starters article presents a selected research abstract from the 2016 Association of American Medical Colleges Northeast Region Group on Educational Affairs annual spring meeting. The abstract is paired with the integrative commentary of three experts who shared their thoughts stimulated by the pilot study. These thoughts explore the metacognitive, social, and environmental mechanisms whereby advice plays a role in self-regulated learning.

  18. Application of decision-making theory to the regulation of muscular work rate during self-paced competitive endurance activity.

    Science.gov (United States)

    Renfree, Andrew; Martin, Louise; Micklewright, Dominic; St Clair Gibson, Alan

    2014-02-01

    Successful participation in competitive endurance activities requires continual regulation of muscular work rate in order to maximise physiological performance capacities, meaning that individuals must make numerous decisions with regards to the muscular work rate selected at any point in time. Decisions relating to the setting of appropriate goals and the overall strategic approach to be utilised are made prior to the commencement of an event, whereas tactical decisions are made during the event itself. This review examines current theories of decision-making in an attempt to explain the manner in which regulation of muscular work is achieved during athletic activity. We describe rational and heuristic theories, and relate these to current models of regulatory processes during self-paced exercise in an attempt to explain observations made in both laboratory and competitive environments. Additionally, we use rational and heuristic theories in an attempt to explain the influence of the presence of direct competitors on the quality of the decisions made during these activities. We hypothesise that although both rational and heuristic models can plausibly explain many observed behaviours in competitive endurance activities, the complexity of the environment in which such activities occur would imply that effective rational decision-making is unlikely. However, at present, many proposed models of the regulatory process share similarities with rational models. We suggest enhanced understanding of the decision-making process during self-paced activities is crucial in order to improve the ability to understand regulation of performance and performance outcomes during athletic activity.

  19. How do postgraduate GP trainees regulate their learning and what helps and hinders them? A qualitative study.

    Science.gov (United States)

    Sagasser, Margaretha H; Kramer, Anneke W M; van der Vleuten, Cees P M

    2012-08-06

    Self-regulation is essential for professional development. It involves monitoring of performance, identifying domains for improvement, undertaking learning activities, applying newly learned knowledge and skills and self-assessing performance. Since self-assessment alone is ineffective in identifying weaknesses, learners should seek external feedback too. Externally regulated educational interventions, like reflection, learning portfolios, assessments and progress meetings, are increasingly used to scaffold self-regulation.The aim of this study is to explore how postgraduate trainees regulate their learning in the workplace, how external regulation promotes self-regulation and which elements facilitate or impede self-regulation and learning. In a qualitative study with a phenomenologic approach we interviewed first- and third-year GP trainees from two universities in the Netherlands. Twenty-one verbatim transcripts were coded. Through iterative discussion the researchers agreed on the interpretation of the data and saturation was reached. Trainees used a short and a long self-regulation loop. The short loop took one week at most and was focused on problems that were easy to resolve and needed minor learning activities. The long loop was focused on complex or recurring problems needing multiple and planned longitudinal learning activities. External assessments and formal training affected the long but not the short loop. The supervisor had a facilitating role in both loops. Self-confidence was used to gauge competence.Elements influencing self-regulation were classified into three dimensions: personal (strong motivation to become a good doctor), interpersonal (stimulation from others) and contextual (organizational and educational features). Trainees did purposefully self-regulate their learning. Learning in the short loop may not be visible to others. Trainees should be encouraged to actively seek and use external feedback in both loops. An important question for

  20. How do postgraduate GP trainees regulate their learning and what helps and hinders them? A qualitative study

    Directory of Open Access Journals (Sweden)

    Sagasser Margaretha H

    2012-08-01

    Full Text Available Abstract Background Self-regulation is essential for professional development. It involves monitoring of performance, identifying domains for improvement, undertaking learning activities, applying newly learned knowledge and skills and self-assessing performance. Since self-assessment alone is ineffective in identifying weaknesses, learners should seek external feedback too. Externally regulated educational interventions, like reflection, learning portfolios, assessments and progress meetings, are increasingly used to scaffold self-regulation. The aim of this study is to explore how postgraduate trainees regulate their learning in the workplace, how external regulation promotes self-regulation and which elements facilitate or impede self-regulation and learning. Methods In a qualitative study with a phenomenologic approach we interviewed first- and third-year GP trainees from two universities in the Netherlands. Twenty-one verbatim transcripts were coded. Through iterative discussion the researchers agreed on the interpretation of the data and saturation was reached. Results Trainees used a short and a long self-regulation loop. The short loop took one week at most and was focused on problems that were easy to resolve and needed minor learning activities. The long loop was focused on complex or recurring problems needing multiple and planned longitudinal learning activities. External assessments and formal training affected the long but not the short loop. The supervisor had a facilitating role in both loops. Self-confidence was used to gauge competence.Elements influencing self-regulation were classified into three dimensions: personal (strong motivation to become a good doctor, interpersonal (stimulation from others and contextual (organizational and educational features. Conclusions Trainees did purposefully self-regulate their learning. Learning in the short loop may not be visible to others. Trainees should be encouraged to actively seek