Relevant bibliographies by topics / Self-regulated learning strategies

Academic literature on the topic 'Self-regulated learning strategies'

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Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Self-regulated learning strategies"

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TEZCI, Erdogan, Fahri SEZER, Sumer AKTAN, and Ugur GURGAN. "Do Lifestyles Shape Self-Regulated Learning Strategies?" Eurasian Journal of Educational Research 16, no. 65 (October 6, 2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.65.14.

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Mesarosova, Margita. "Relationship among the Verbal Competence, Self-Regulated Learning Strategies, and Professional Interests." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 6 (April 6, 2017): 57–65. http://dx.doi.org/10.18844/gjhss.v2i6.1431.

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Ben-Eliyahu, Adar, and Lisa Linnenbrink-Garcia. "Extending self-regulated learning to include self-regulated emotion strategies." Motivation and Emotion 37, no. 3 (December 15, 2012): 558–73. http://dx.doi.org/10.1007/s11031-012-9332-3.

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ERGEN, Binnur, and Sedat KANADLI. "The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study." Eurasian Journal of Educational Research 17, no. 69 (May 20, 2017): 55–74. http://dx.doi.org/10.14689/ejer.2017.69.4.

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Gravill, Jane, and Deborah Compeau. "Self-regulated learning strategies and software training." Information & Management 45, no. 5 (July 2008): 288–96. http://dx.doi.org/10.1016/j.im.2008.03.001.

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Anthonysamy, Lilian, Koo Ah Choo, and Hew Soon Hin. "INVESTIGATING SELF-REGULATED LEARNING STRATEGIES FOR DIGITAL LEARNING RELEVANCY." Malaysian Journal of Learning and Instruction 18, Number 1 (January 31, 2021): 29–64. http://dx.doi.org/10.32890/mjli2021.18.1.2.

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Purpose – The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack of ability to self-regulate learning processes has led to poor learning performance among undergraduates. Therefore, this study examined the effects of self-regulated learning strategies (SRLS) on learning performance among Malaysian IT undergraduates. Methodology – A sample of IT undergraduates from private higher education institutions in Malaysia participated in the study. Quantitative data from a total of 563 respondents was collected through questionnaire surveys and analysed using PLS-SEM. The common method variance was utilized in this paper. Findings – The findings of this study constitute essential results that three out of four SRLS domains (cognitive engagement, resource management, and motivational beliefs) positively influenced the students’ perception of learning performance. Significance – This study provides insight into the best SRLS to excel in digital learning for deeper learning particularly in the Malaysian context. Implications of the findings on higher education institutions as well as recommendations for future research are discussed. Keywords: Self-regulated learning strategies, digital learning, higher education, learning performance, subjective learning outcomes.
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Paris, Scott G., and Evelyn R. Oka. "Self-Regulated Learning among Exceptional Children." Exceptional Children 53, no. 2 (October 1986): 103–8. http://dx.doi.org/10.1177/001440298605300201.

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Self-regulated learning should be an educational objective for handicapped children and unsuccessful students. Self-regulated learning combines cognitive skill and motivational will so that students can select challenging tasks, apply effective learning strategies, and measure their success against personal standards. Self-regulated learning builds confidence in children and enables them to acquire effective problem-solving skills that extend beyond the classroom. A variety of classroom programs that enhance children's learning strategies, metacognition, and motivation, are described to show how instruction can foster self-regulated learning.
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Thomas, Nathan, and Heath Rose. "Do Language Learning Strategies Need to Be Self‐Directed? Disentangling Strategies From Self‐Regulated Learning." TESOL Quarterly 53, no. 1 (August 22, 2018): 248–57. http://dx.doi.org/10.1002/tesq.473.

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Marini, Janete Aparecida da Silva, and Evely Boruchovitch. "Self-Regulated Learning in Students of Pedagogy1." Paidéia (Ribeirão Preto) 24, no. 59 (December 2014): 323–30. http://dx.doi.org/10.1590/1982-43272459201406.

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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.
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Wirth, Joachim. "Promoting Self-Regulated Learning Through Prompts." Zeitschrift für Pädagogische Psychologie 23, no. 2 (January 2009): 91–94. http://dx.doi.org/10.1024/1010-0652.23.2.91.

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Prompts are effective means for promoting self-regulated learning provided that learners show “only” a production deficiency. Prompts can be classified with respect to their content, the condition for their presentation, and their method. In sum, the studies presented in the special issue demonstrate that prompts are effective means if their content aims at activating cognitive strategies or both cognitive as well as metacognitive strategies. Additionally, all studies used the feed forward method to present prompts. However, the studies differ with respect to how the deal with the cyclic character of self-regulated learning and whether they use prompts as the only instructional method or as a supplement to other instructions.
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Dissertations / Theses on the topic "Self-regulated learning strategies"

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Ng, Man-him. "Self-regulated learning strategies of mathematically gifted students." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37235096.

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Ng, Man-him, and 吳文謙. "Self-regulated learning strategies of mathematically gifted students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37235096.

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Brasser, Angela L. "Social learning strategies| A qualitative study of self-regulated learning." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702736.

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This qualitative study examined low achieving online learners' uses of social self-regulated learning strategies. Research has shown that low achieving online learners lack strategies for self-regulated learning, which directly relates to their lack of achievement. Social self-regulated learning strategies examined in this study included help seeking, social comparison and social interactions. As learners constructed meaning and struggled with content, interactions between learners and peers, the instructor/instructor's assistant, technical support, and materials facilitated the process. Low achieving online learners resisted utilizing social self-regulated learning strategies. However, according to the research, little data was collected from low achieving online learners directly. This study asked low achieving online learners to describe their experiences, through semi-structured interviews. Barriers to social self-regulated learning strategies included poor attitudes, internet addiction, and exterior blame, according to the research. Self-regulated learning, in general, is linked to higher achievement. This study found that low achieving online learners lacked the use of social self-regulated learning strategies. Additionally, participants lacked help seeking behaviors, experienced social isolation, and held negative views of their classmates and instructor. The findings in this study may assist instructional designers to increase opportunities for social self-regulated learning in online courses, which may, in turn, increase achievement.

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Cho, Moon-Heum. "The development of online self-regulated learning model and initial validation of human interaction component of online self-regulated learning." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6092.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 19, 2009) Includes bibliographical references.
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Mofokeng, Modumo Jonas. "The relation between self-regulated learning, self-efficacy, learning strategies and academic achievement / Modumo Jonas Mofokeng." Thesis, Potchefstroom University for Christian Higher Education, 1996. http://hdl.handle.net/10394/7859.

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The purpose of this study was to determine by means of the review of the literature and an empirical investigation whether self-regulated learning, self-efficacy and learning strategies influence the academic achievement in Physical Science of Std. 10 Qwaqwa students. From the review of literature, it was established that there is a relationship between self-regulated learning, self-efficacy, learning strategies and academic achievement. Self-regulated learning theories of academic achievement lay emphasis on how students can select, organize, create advantageous learning environments for themselves and how they can plan and control the form and amount of their own instruction. Self-regulated learners are distinguished by their systematic use of metacognitive and motivational strategies, their responsiveness to feedback regarding the effectiveness of their learning and their self-efficacy for academic accomplishment from other learners. Self-efficacy perceptions affect students' choice of activities, the effort they expend when learning and perseverence they exercise in the face of adversive experiences. Students that hold a low sense of self-efficacy for completing their tasks may avoid them completely, whereas those who feel more efficacious participate more eagerly. The use of effective and efficients learning strategies facilitate acquisition, integration, organisation, storage of information and this makes learning possible. Properly selected learning strategies help in generating and maintaining motivation for continued learning. Learning strategies help students to make new information more meaningful and help them integrate new information woth prior knowledge. By means of an empirical investigation, it could be established that there is a relationship between self-regulated learning, self-efficacy for social support and academic achievement in Physical Science. The relationship between learning strategies and academic achievement in Physical Science could not be established as the relationship could not be investigated.
Skripsie (MEd (Psigo-Opvoedkunde))--PU vir CHO, 1996
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Wang, Chuang. "Self-regulated learning strategies and self-efficacy beliefs of children learning English as a second language." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1091546670.

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Malmberg, J. (Jonna). "Tracing the process of self-regulated learning – students’ strategic activity in g/nStudy learning environment." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526204703.

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Abstract This study focuses on the process of self-regulated learning by investigating in detail how learners engage in self-regulated and strategic learning when studying in g/nStudy learning environments. The study uses trace methods to enable recognition of temporal patterns in learners’ activity that can signal strategic and self-regulated learning. The study comprises three data sets. In each data set, g/nStudy technology was used to support and trace self-regulated learning. In the analysis, micro-analytical protocols along with qualitative approach were favoured to better understand the process of self-regulated and strategic learning in authentic classroom settings. The results suggested that the specific technological tools used to support strategic and self-regulated learning can also be used methodologically to investigate patterns emerging from students’ cognitive regulation activity. The advantage of designing specific tools to trace and support self-regulated learning also helps to interpret the way in which the learning patterns actually inform SRL theoretically and empirically. Depending on how the tools are used, they can signal the typical patterns existing in the learning processes of students or student groups. The learning patterns found in the students’ cognitive regulation activity varied in terms of how often the patterns emerged in their learning, how the patterns were composed and when the patterns were used. Moreover, there were intra-individual differences – firstly, in how students with different learning outcomes allocated their study tactic use, and secondly, how self-regulated learning was used in challenging learning situations perceived by students. These findings indicate log file traces can reveal differences in self-regulated learning between individuals and between groups of learners with similar characteristics based on the learning patterns they used. However, learning patterns obtained from log file traces can sometimes be complex rather than simple. Therefore, log file traces need to be combined with other situation-specific measurements to better understand how they might elucidate self-regulated learning in the learning context
Tiivistelmä Tässä väitöskirjassa tutkitaan oppilaiden itsesäätöisen ja strategisen oppimisen ilmenemistä oppimisprosessin aikana. Tutkimuksessa hyödynnetään g/nStudy- oppimisympäristöä, jonka avulla on mahdollista tukea ja jäljittää oppimisen strategista toimintaa. g/nStudy-oppimisympäristö tallentaa lokidataa, joka on tarkkaa ajallista informaatiota siitä toiminnasta, jota oppilas tekee työskentelynsä aikana. Toisin sanoen, lokidatasta on mahdollista jäljittää ne tiedot, jotka reflektoivat strategista – ja itsesäätöistä oppimista. Erityisenä mielenkiinnon kohteena oli selvittää miten lokidatasta voi löytää strategisia oppimisen toimintamalleja, ja miten nämä strategiset oppimisen toimintamallit vaihtelevat oppilaiden, oppilasryhmien ja erilaisten oppimisen tilanteiden aikana. Väitöstutkimus muodostuu kolmesta erillisestä tutkimusaineistosta. Jokaisessa kolmessa aineistossa on hyödynnetty g/nStudy-teknologian mahdollisuuksia tukea ja jäljittää itsesäätöistä oppimista. Tutkimusaineiston analyysissä hyödynnetään mikroanalyyttista lähestymistapaa sekä laadullista tutkimusotetta. Tutkimuksen analyyttinen lähestymistapa antaa mahdollisuuden ymmärtää itsesäätöisen- ja strategisen oppimisen ilmenemistä aidossa oppimistilanteessa. Tutkimustulokset osoittavat, että oppimisympäristöön sisällytettyjä teknologisia työkaluja voidaan käyttää tukemaan itsesäätöistä ja strategista toimintaa. Sen lisäksi samoja työkaluja voidaan käyttää myös menetelmällisenä välineenä tutkittaessa itsesäätöistä – ja strategista toimintaa erilaisissa oppimistilanteissa. Tutkimus -tulokset osoittavat, että oppimisen strategiset toimintamallit vaihtelivat oppilaiden – ja oppimistilanteiden välillä. Oppimisen strategisissa toimintamalleissa oli myös laadullisia eroja sen suhteen, miten usein ne ilmenivät oppimisprosessin aikana ja mistä strategisista toiminnoista ne koostuivat. Johtopäätöksenä voi todeta, että lokidatan käyttäminen tutkimusmenetelmänä edesauttaa paljastamaan opiskelun strategisia toimintamalleja oppilaiden – ja oppilasryhmien välillä. Tutkimuksen perusteella voidaan todeta, että strategiset toimintamallit voivat olla hyvinkin monimuotoisia. On tärkeää tunnistaa, missä tilanteissa ja milloin näitä toimintamalleja käytetään ja erityisesti mikä on niiden vaikutus oppimisen laatuun
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Ao, Man-Chih, and res cand@acu edu au. "The Effect of the Use of Self-Regulated Learning Strategies on College Students' Performance and Satisfaction in Physical Education." Australian Catholic University. Education (Victoria), 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp117.25102006.

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The purpose of this study was to investigate whether using self-regulated learning strategies could promote college students’ learning and satisfaction in Physical Education. A quasi-experimental design, experimental group (N =49) and control group (N=51), was used to examine the effectiveness of a teaching intervention in achieving the goals of learning and satisfaction. Students undertaking the self-regulated learning intervention were compared with a group participating in standard curriculum instructional conditions. Three questionnaires were administered to identify 1) students’ entry characteristics, 2) their perceptions of their learning experiences, and 3) satisfaction. Students completed a students’ characteristics questionnaire in week 2. During the module, students responded to a learning experience questionnaire. At the conclusion of the module, students completed a tennis skills test and responded to a satisfaction questionnaire. The conceptual framework for this study included the independent variables of teaching strategy, mediating variables (students’ characteristics), and dependent variables (satisfaction and performance). The experimental study was conducted within this framework by use of an ANCOVA design. The main results were: 1. The experimental group scored significantly higher on measures reflecting self regulated learning processes in their learning experience than the control group (p=0.000).2. There was no difference between the groups on scores for global satisfaction (p=0.059).3. There was no difference between the groups on satisfaction through valuing (p=0.401). 4. The experimental group demonstrated significantly higher students' satisfaction through enjoyment than the control group (p=0.013).5. The experimental group had significantly higher performance in the tennis skills test than the control group (p=0.000). Several effects of self-regulated learning were indicated in this study. Analysis of the monitoring sheets provided evidence that students gained more interest and confidence in their involvement in the tennis class by the use of self-regulated learning strategies. However, it was expected that the self-regulated learning group would experience the greater satisfaction. As this did not occur, more research is needed to further examine the relationship of learning experiences to satisfaction and particularly the dimension of valuing. The importance of utilizing a conceptual framework that accounted for differences in student entry characteristics in a teaching intervention of this nature was demonstrated by the ANCOVA analysis. The individual factors of managing environmental change, problem solving, ability attributions, and task orientation were all shown to have some significant effects on student outcomes over and above those attributed to the learning experience. Finally, some interesting findings concerning the composition of the scales used in the study were reported. They were interpreted as providing evidence for the importance of verifying the cultural appropriateness of even well-known theoretical concepts that may have been developed in different contexts to those in which they are being used. The study concludes with some specific recommendations for future research.
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Au, Oi-na Anna. "Self-regulated learning of secondary students in Hong Kong: a comparison of high and low achievers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29791492.

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Nieuwoudt, Susanna Maria. "Strategiese onderrig en leer van skoolwiskunde in 'n videoklasstelsel / Susanna Maria Nieuwoudt." Thesis, Potchefstroom University for Christian Higher Education, 2003. http://hdl.handle.net/10394/6.

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Books on the topic "Self-regulated learning strategies"

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Kornell, Nate, and Bridgid Finn. Self-Regulated Learning. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.23.

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Effective self-regulated studying can influence students’ learning in school and beyond. This chapter reviews research on two key decisions: when to study and how to study. It first reviews the decisions people make about when to start and stop studying—that is, when to study—and the metacognitive judgments that underlie those decisions. It distinguishes between small-scale and large-scale decisions, such as which problem to work on next and whether to study today at all, respectively. It then discusses decisions about how to study, for example, whether or not to take notes, underline, test oneself, or reread. It then discusses key areas for future research, with an emphasis on student-centric research and research in digital learning environments. It offers practical recommendations for studiers about how to avoid overconfidence and procrastination and how to choose study strategies that increase short-term difficulty and long term success.
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Stefaniak, Jill E. Self-Regulated Learners: Strategies, Performance, and Individual Differences. Nova Science Publishers, Incorporated, 2018.

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Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills. Stylus Publishing, 2013.

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Nilson, Linda B. Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills. Stylus Publishing, 2013.

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Cleary, Timothy J. Self-Regulated Learning Guide: Teaching Students to Think in the Language of Strategies. Taylor & Francis Group, 2018.

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Seli, Helena, and Myron H. Dembo. Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning. Taylor & Francis Group, 2016.

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Seli, Helena, and Myron H. Dembo. Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning. Taylor & Francis Group, 2019.

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Seli, Helena, and Myron H. Dembo. Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning. Taylor & Francis Group, 2016.

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Seli, Helena, and Myron H. Dembo. Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning. Taylor & Francis Group, 2019.

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Seli, Helena, and Myron H. Dembo. Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning. Taylor & Francis Group, 2019.

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Book chapters on the topic "Self-regulated learning strategies"

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Lewis, Evelyn. "Online Self-Regulated Learning Strategies." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_114-1.

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Cleary, Timothy J. "Strategies: Tools for Directing the SRL Loop." In The Self-Regulated Learning Guide, 37–49. New York: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315693378-4.

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Pammer, Maria, Juliana Pattermann, and Stephan Schlögl. "Self-regulated Learning Strategies and Digital Interruptions in Webinars." In Communications in Computer and Information Science, 51–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81350-5_5.

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Winne, Philip H. "Learning Strategies, Study Skills, and Self-Regulated Learning in Postsecondary Education." In Higher Education: Handbook of Theory and Research, 377–403. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-5836-0_8.

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de la Fuente, Jesús, Lucía Zapata, José Manuel Martínez-Vicente, Paul Sander, and Dave Putwain. "Personal Self-regulation, Self-regulated Learning and Coping Strategies, in University Context with Stress." In Intelligent Systems Reference Library, 223–55. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11062-2_9.

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Pedrosa, Daniela, José Cravino, Leonel Morgado, and Carlos Barreira. "Self-regulated Learning in Computer Programming: Strategies Students Adopted During an Assignment." In Communications in Computer and Information Science, 87–101. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41769-1_7.

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Freihofner, Ulla, Chris Campbell, and Simone Smala. "Digital Tool Use and Self-Regulated Strategies in a Bilingual Online Learning Environment." In Digital Technologies: Sustainable Innovations for Improving Teaching and Learning, 131–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73417-0_8.

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Davis, Dan, Guanliang Chen, Tim van der Zee, Claudia Hauff, and Geert-Jan Houben. "Retrieval Practice and Study Planning in MOOCs: Exploring Classroom-Based Self-regulated Learning Strategies at Scale." In Adaptive and Adaptable Learning, 57–71. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45153-4_5.

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Pérez-Álvarez, Ronald, Jorge J. Maldonado-Mahauad, Diego Sapunar-Opazo, and Mar Pérez-Sanagustín. "NoteMyProgress: A Tool to Support Learners’ Self-Regulated Learning Strategies in MOOC Environments." In Data Driven Approaches in Digital Education, 460–66. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66610-5_43.

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Bouchet, François, Jason M. Harley, and Roger Azevedo. "Impact of Different Pedagogical Agents’ Adaptive Self-regulated Prompting Strategies on Learning with MetaTutor." In Lecture Notes in Computer Science, 815–19. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39112-5_120.

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Conference papers on the topic "Self-regulated learning strategies"

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Hsu, Pi-Ying. "Self-Regulated Learning Strategies in Technology-Enhanced Learning." In IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377571.3377579.

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Falkner, Katrina, Rebecca Vivian, and Nickolas J. G. Falkner. "Identifying computer science self-regulated learning strategies." In the 2014 conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2591708.2591715.

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Ainscough, Louise, Richard Leung, Kay Colthorpe, and Tracey Langfield. "Characterizing university students’ self-regulated learning behavior using dispositional learning analytics." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9153.

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Learning analytics can be used in conjunction with learner dispositions to identify at-risk students and provide personalized guidance on how to improve. Participants in the current study were students (n=192) studying a first year anatomy and physiology course. A two-step cluster analysis was performed using learning analytics data from the learning management system and self-regulated learning behavior from meta-learning assessment tasks. Three clusters of students were identified – high, medium and low self-regulated learners. High self-regulated learners were engaged with the meta-learning tasks, reported the most self-regulated learning strategies and used new strategies during semester. They also had the highest academic achievement. Compared to low self-regulated leaners, medium self-regulated learners were more engaged in the meta-learning tasks and used more learning strategies during semester, including new strategies; however, both medium and low self-regulated learners had similar levels of academic achievement. It is possible that the medium self-regulated learners represent students who were attempting to improve their learning, but had not yet found strategies that were right for them. Future evaluation of academic performance may determine whether the attempts to improve learning by medium self-regulated learners distinguishes them from low self-regulated learners in the later years of their study.
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Shih, Hui-Ru, Wei Zheng, Evelyn J. Leggette, and Gordon Skelton. "Enhancing Student Performance by Promoting Self-Regulated Learning." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62446.

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Self-regulated Learning (SRL) focuses on the use of self-evaluation and self-motivation to aid the student in developing the correct habits, techniques, and tools necessary for success in a learning environment. With self-regulated learning, students can evaluate their study and learning strategies. Training programs that promote self-regulated learning have been found to be beneficial for students’ learning. SRL is currently viewed as a vital prerequisite for the successful acquisition of knowledge in school and beyond. However, SRL is not well known and utilized by the Engineering and Technology education community for facilitating student learning. Self-regulated learning is an important but difficult concept to present to students. The application of self-regulation to learning is a complicated process involving not only the awareness and application of learning strategies but also extensive reflection and self-awareness. This paper describes the design and development of the SRL instructional strategies, their implementation, and the evaluation of their effectiveness. The outcomes are provided and recommendations are discussed.
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Paraskeva, F. "Self-regulated learning strategies and computer self-efficacy in IT courses." In DATA MINING & INFORMATION ENGINEERING 2007. Southampton, UK: WIT Press, 2007. http://dx.doi.org/10.2495/data070231.

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"Online Self-regulated Learning Strategies for College English Learners." In 2018 2nd International Conference on e-Education, e-Business and Information Management. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/eeim.2018.042.

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Ozteke Kozan, Hatice Irem, Sahin Kesici, and Mustafa Baloglu. "THE PREDICTION OF TEST ANXIETY BY SELF-REGULATED LEARNING STRATEGIES." In 3rd Teaching & Education Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/tec.2016.003.019.

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Shih, Hui-Ru, Wei Zheng, Pao-Chiang Yuan, and Richterica Tukiya Ford. "Development of Self Regulation Skills and Academic Self-Efficacy Beliefs." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50343.

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In engineering and technology education, increasing concerns about student retention have led educators to pursue possible explanations for students’ academic successes and failures. Educators need to maintain students’ learning interest and motivation and increase their self-efficacy and learning persistence. Self-Regulated Learning (SRL) is a specific form of learning. “Self-regulated” describes a process of taking control of and evaluating one’s own learning and behavior. SRL is guided by meta-cognition, strategic action, and motivation to learn. With SRL, students can evaluate their study and learning strategies. Self-regulated learners also hold incremental beliefs about intelligence and attribute their successes or failures to factors within their control. The application of self-regulation to learning is a complicated process involving not only the awareness and application of learning strategies but also extensive reflection and self-awareness. Training programs that promote SRL have been found to be beneficial for students’ learning. This paper describes the design and development of the SRL instructional strategies, their implementation, and the evaluation of their effectiveness. Students also learned about the brain and how it forms new connections every time they learn something new. The outcomes are provided and recommendations are discussed.
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Chen, Bodong, Yizhou Fan, Guogang Zhang, and Qiong Wang. "Examining motivations and self-regulated learning strategies of returning MOOCs learners." In LAK '17: 7th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027385.3029448.

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Chechi, Vijay Kumar, and Jyoti Bhalla. "Invigorating self-regulated learning strategies of mathematics among higher education students." In RECENT ADVANCES IN FUNDAMENTAL AND APPLIED SCIENCES: RAFAS2016. Author(s), 2017. http://dx.doi.org/10.1063/1.4990335.

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