Relevant bibliographies by topics / Self-regulated learning study

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

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Published: 10 December 2022
Last updated: 28 January 2023

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

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Sahdan, Shafizza, Alias Masek, Noor Atikah Zainal Abidin, and Juliati Jusoh. "Preliminary Study: Self-Regulated Learning Procedure." MATEC Web of Conferences 150 (2018): 05008. http://dx.doi.org/10.1051/matecconf/201815005008.

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Self-regulated learning (SRL) is widely adopted by various educational institutions all over the world. A simple guideline is important and essential for the successful implementation of SRL that yields good results. Hence, a procedure and lesson plan of SRL for the subject of Principles of Management are developed and tested in a preliminary study. The objective of the preliminary study is to determine the reliability of the instruments so that the implementation procedure and lesson plan for the real study can be executed smoothly. This study was conducted for a cycle of SRL designed procedure. ANCOVA was used to analyse the effects of the procedure and lesson plan in relation to students’ motivation, metacognitive awareness and academic achievement. Based on the results of the preliminary study, the items reliability index using alpha cronbach was 0.92, indicated that the questionnaire was good and effective. Each variable was significantly different, indicated that the procedure and lesson plan have positive effects on motivation, metacognition, and academic achievement. In conclusion, the procedure and lesson plan of Principles of Management developed are ready for an actual study.
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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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Suartama, I. Kadek, Punaji Setyosari, Sulthoni Sulthoni, Saida Ulfa, Muhammad Yunus, and Komang Anik Sugiani. "Ubiquitous Learning vs. Electronic Learning: A Comparative Study on Learning Activeness and Learning Achievement of Students with Different Self-Regulated Learning." International Journal of Emerging Technologies in Learning (iJET) 16, no. 03 (February 12, 2021): 36. http://dx.doi.org/10.3991/ijet.v16i03.14953.

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This research examines the effect of ubiquitous learning strategies using various self regulated learning on learning activeness and learning achievement of student in higher education. Quasi-experimental pretest-post tests non-equivalent control group design is selected to be the method of this research. The subjects of this research are 113 students. The instrument used to measure the students’ learning activeness is learning activeness questionnaires developed by researcher with reference to the theory of learning activeness by Sardiman, whereas objective test are to evaluate students’ learning achievement, and online self regulated learning questionnaire (OSLQ) as adapted from Barnard is utilized to measure the self regulated learning of the research subjects. The data is then analyzed through two-way MANOVA technique. The findings of the research conclude that: (1) there are significant differences in learning activeness and learning achievement between groups which learned using ubiquitous learning strategies and electronic learning strategies; (2) there are significant differences in learning activeness and learning achievement between students when integrated with high self regulated learning and low self regulated learning; (3) there is an interaction between ubiquitous learning and electronic learning strategies integrated with self regulated learning on learning activeness and learning achievement of students.
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Baars, Martine, and Olga Viberg. "Mobile Learning to Support Self-Regulated Learning." International Journal of Mobile and Blended Learning 14, no. 4 (October 1, 2022): 1–12. http://dx.doi.org/10.4018/ijmbl.315628.

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This paper discusses the possibilities of using and designing mobile technology for learning purposes coupled with learning analytics to support self-regulated learning (SRL). Being able to self-regulate one's own learning is important for academic success but is also challenging. Research has shown that without instructional support, students are often not able to effectively regulate their own learning. This is problematic for effective self-study and stands in the way of academic success. Providing instructional support for both metacognitive processes such as planning, monitoring, and reflection and cognitive processes such as learning strategies can help students to learn in a self-regulated way more optimally. Mobile learning provides opportunities to provide ‘just in time' support for both cognitive and metacognitive processes. To provide insights into how mobile learning can support SRL, this theoretical review discusses selected studies that have used mobile learning to support SRL in different domains.
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Öz, Eda, and Halime Şenay Şen. "Self Regulated Learning Questionnaire: Reliability and Validity Study." Educational Policy Analysis and Strategic Research 13, no. 4 (December 28, 2018): 108–23. http://dx.doi.org/10.29329/epasr.2018.178.6.

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Praweswari, Dita, and Nur’aeni Nur’aeni. "Self-Control and Self-Regulated Learning on Students." Proceedings Series on Social Sciences & Humanities 2 (October 8, 2021): 69–74. http://dx.doi.org/10.30595/pssh.v2i.105.

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Students who are active in non-academic activities can get different academic scores from students who do not participate in student organizations. This study examines the relationship between self-control and self-regulated learning of students who are members of the Student Organization of the University of Muhammadiyah Purwokerto-Indonesia. This study uses quantitative methods. The sample of this research is 88 students who follow the Student Organization. Sample selection using probability sampling technique by taking 14% of the total population. Data were collected using an online questionnaire, and namely, google Forms. The instrument used is a scale of self-control and self-regulated learning. The data analysis technique uses the product-moment method from Karl Pearson. This study indicates a positive and significant relationship between self-control and self-regulated learning in students participating in Student Organizations; the correlation value of r is 0.689 at p = 0.000 (p < 0.01).
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Palennari, Muhiddin, Firdaus Daud, and Nurhayati B. "Hubungan Antara Self Regulated Learning dengan Self Efficacy Mahasiswa melalui Strategi Blended Learning pada Perkuliahan Biologi Dasar." Sainsmat : Jurnal Ilmiah Ilmu Pengetahuan Alam 10, no. 2 (December 4, 2021): 172. http://dx.doi.org/10.35580/sainsmat102262232021.

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Self regulated learning merupakan suatu kemandirian yang harus ditumbuhkan agar mahasiswa tidak hanya tergantung pada informasi yang berasal dari dosen. Sedangkan, Self efficacy merupakan keyakinan dan harapan mengenai kemampuan individu untuk menghadapi tugasnya. Keduanya dapat ditumbuhkan dengan menerapkan strategi pembelajaran yang tepat. Salah satu strategi pembelajaran yang dapat diterapkan adalah strategi blended learning. Oleh karena itu, dilakukan penelitian dengan tujuan untuk mengetahui hubungan antara self regulated learning dengan self efficacy mahasiswa pada Jurusan Biologi. Populasi dalam penelitian ini adalah seluruh mahasiswa Jurusan Biologi angkatan tahun 2019 yang terdiri atas 158 orang. Sampel diambil secara acak sederhana yang terdiri atas 39 orang. Instrumen yang digunakan adalah angket self regulated learning yang terdiri atas 30 item dan angket self efficacy yang terdiri dari 18 item. Data penelitian dianalisis dengan menggunakan korelasi product moment. Hasil penelitian diperoleh nilar r = 0,619 dengan nilai signifikansi p = 0.000 lebih kecil dari α = 0,05. Dengan demikian disimpulkan bahwa ada hubungan antara self regulated learning dengan self efficacy mahasiswa pada perkuliahan Biologi Dasar. Dari hasil penelitian tersebut, self regulated learning dan self efficacy mahasiswa sebaiknya ditumbuhkembangkan dalam pembelajaran. Kata-kata kunci: self regulated learning, self efficacy, blended learningSelf-regulated learning is an independence in learning that must be promoted in order that students do not only rely solely on the information provided by lecturers. While, Self efficacy is a belief and hope regarding the ability of individuals to deal with their duties. Both can can be promoted by implementing appropriate learning strategies. One of the learnings strategies that can be implemented is the blended learning strategy. Accordingly, this research is conducted to assess the relationship between self regulated learning and student self-efficacy in the Department of Biology. The population in this study was all students of the Department of Biology in 2019 consisting of 158 people. The sample was taken by simple random sampling consisting of 39 people. The instrument used was a self regulated learning questionnaire consisting of 30 items, and a self-efficacy questionnaire consisting of 18 items. The research data was analyzed product moment correlation. The results obtained by value r = 0.619 with a significance value of p = 0.000 smaller than α = 0.05. Thus, it was concluded there was a relationship between self regulated learning and student self-efficacy in Basic Biology Class. From the results of the study, students' self-regulated learning and self-efficacy should be developed in learning.Keywords: self regulated learning, self efficacy, blended learnin
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Aziz, Jamil Abdul. "SELF REGULATED LEARNING DALAM AL-QUR’AN." Jurnal Pendidikan Agama Islam 14, no. 1 (March 27, 2018): 81–107. http://dx.doi.org/10.14421/jpai.2017.141-06.

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Self regulated learning is one key to obtaining maximum learning results. However, the facts on the ground are still many students who do not have the independence in learning. Based on this background, it becomes important for every educator and activist education to understand what is the meaning of independent learning, independent learning forms, as well as how to foster independent learning in self-learners.This type of research is the study of literature (libraryresearch). The approach used in this study is the approach of Psychological Sciences. After conducting a study on the independence of existing learning the Koran and Psychology, found some of the following: a) the Koran a lot of gesturing order mankind always read and explore science departing from the awareness and willingness of individuals themselves (QS. [2]: 189, [QS. [8]: 1, [17]: 85) b) forms of learning kemandrian exemplified in al- Koran contained in the story of Moses and Ibrahim (QS. [6]: 76-79). In Psychology, form independent learning contained in Prophet Moses and Nabi Ibrahim belong to the kind Identivied regulation and Intrinsically motivated behavior c) how to cultivate independent learning in the Koran there are: 1) Introduce learners of reality (environment) 2) Build kontsruk think learners Keywords: Self Regulated Learning, The Qur’an.
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Rogers, Donna, and Karen Swan. "Self-Regulated Learning and Internet Searching." Teachers College Record: The Voice of Scholarship in Education 106, no. 9 (September 2004): 1804–24. http://dx.doi.org/10.1177/016146810410600907.

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As the Internet becomes a resource in the classroom, students must learn to glean maximally from that information using skills that enhance their understandings. Students engage in activities involved with Internet searching to the degree that they are skilled and motivated. This article reports on a research study that demonstrates that the model of self-regulated learning developed by Corno and Mandinach relative to traditional classroom activities can be applied to Internet searching behaviors. The study also found that not all Internet searchers are equal; thus, the article suggests that students need to be helped to become better at it, and the article also suggests ways this might be accomplished, which are linked to the findings and research on self-regulated learning in general. In particular, it gives curricular and instructional recommendations for accomplishing and supporting student learning in both Internet searches and regulation of their own searching behaviors.
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Hardy, Jay H., Eric Anthony Day, and Logan M. Steele. "Interrelationships Among Self-Regulated Learning Processes: Toward a Dynamic Process-Based Model of Self-Regulated Learning." Journal of Management 45, no. 8 (June 20, 2018): 3146–77. http://dx.doi.org/10.1177/0149206318780440.

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Self-regulation and learning are fundamentally dynamic phenomena that occur at the within-person level and unfold over time. However, the majority of the extant empirical research on self-regulated learning has been conducted at the between-person level, which can obscure the true nature of interrelationships among self-regulatory mechanisms. In the present study, we seek to advance a more nuanced view of the role of self-regulation in modern training and development by presenting a novel theoretical perspective that integrates cognitive, motivational, and behavioral mechanisms central to the literature on active learning with the more dynamic theoretical principles and mechanisms underlying stage-based cognitive models of skill acquisition. Hypotheses derived from this model were tested in a laboratory study with 305 participants who practiced a dynamic computer game involving strong cognitive and perceptual-motor demands. Bivariate cross-lagged latent growth models generally supported the proposed model, revealing systematic trends over the course of practice consistent with a series of iterative, bidirectional, and self-correcting reciprocal interrelationships among self-efficacy, metacognition, exploratory behavior, and practice performance. Collectively, these findings suggest that strong positive interrelationships among self-regulated learning variables at the between-person level may, in some cases, actually belie the true nature of their functional effects. Implications for theory and practice are discussed.
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Dissertations / Theses on the topic "Self-regulated learning study"

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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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Morris, Stephanie A. "A qualitative study of self-regulated learning in online learning environments." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/205.

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This study investigated self-regulated learning in online learning environments and how well students adapt learning strategies from face-to-face courses to online courses. This study examined student perceptions of self-regulated learning skills, instructor immediacy behaviors and curricular design in online learning environments. Data was collected from three focus groups of college students from a mid-sized private university in California who had completed online college courses. The results indicated that students sought to manage their learning in online courses through intrinsic, interpersonal and/or regulated motivational strategies. Students also provided useful suggestions for instructors to enhance immediacy behaviors when teaching through online platforms. In addition, the students emphasized models and feedback as effective instructional strategies for online courses.
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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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Powers, Matthew N. "A Study of Self-Regulated Learning in Landscape Architecture Design Studios." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29015.

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Design is a multidimensional activity involving a variety of skills and thought processes, including analytic reasoning, intuition, and creative expression. Learning how to design can be a frustrating and confusing process that some students find difficult to understand. Professors employ a range of strategies when teaching design. These strategies are often based on how their professors taught them with little or no theoretical basis in how students learn. For students, the failure to grasp the process of designing can challenge their willingness to stay motivated and actively engaged in the studio project. The result is less than optimal learning and students that do not achieve their full potential. One important factor that influences design learning is the process of self-regulated learning. Self-regulated learning (SRL) refers to a student's self-generated thoughts, strategies, and goal-directed behaviors. This study examined SRL in landscape architecture design studios in order to find out how students self-regulate their learning and performance on studio projects. Interviews with landscape architecture students were used to answer the research questions. Study findings suggest that landscape architecture students self-regulate their learning on studio projects through a process of engaging in design, then using SRL to address issues that arise during design, then generating more design issues that require additional SRL, and so on. The findings indicate that a student's ability to engage in SRL is based on their understanding of design as a complex set of behaviors and activities. Since students in each year have a different understanding of what designing entails, they use and engage in SRL differently. The findings suggest that high achievement in a design studio is a result of advanced knowledge that comes from the freedom to pursue additional issues beyond the basic requirements of the project. The freedom comes when a student attains the expertise to shift cognitive resources away from learning how to design and redirects them towards risk-taking, personal interests, and learning new information. The study sheds light on how students learn, engage, and self-regulate their learning in design studios and provides design educators with a basis for effective design teaching strategies.
Ph. D.
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Hammons, Leigh N. "Parents' Roles in Adolescent Self-Regulated Learning: A Mixed Methods Study." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511861032843592.

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Almahasneh, Randa. "The effects of beliefs about knowledge and learning on students' self-regulated studying /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2800.

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Mitrokhin, Touma David, and Oscar Nyman. "Self-regulated learning and psychological well-being in the online learning environment : A correlation study." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-299263.

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This study examines the correlation between self-regulated learning (SRL) and psychological well-being (PWB) in students in the online learning environment. Previous research suggests that these concepts are positively correlated, i.e. that application of SRL contributes to better PWB or vice versa. However, most studies on this relation have been performed with the traditional/in-person learning environment as context. Therefore, there is a lack of insight into how this relation might behave in the online learning environment, which is currently employed by many universities due to the ongoing Covid-19 pandemic. Thus, in this study, SRL and PWB were measured across 6 subscales each in students at KTH in order to perform a correlation analysis between the subscales of the two concepts. The aim is to gain in-sight into the relationship between SRL and PWB, which could be useful for teachers in assisting their students’ utilization of SRL and in turn improve their PWB.  Data was gathered through an online survey which was administered to students at KTH through a course and was published on an online forum for KTH students on Facebook in the year 2021. The survey received 103 responses. The data was analyzed using Spearman rank correlation analysis, which revealed mostly statistically insignificant correlations, or statistically significant but weak correlations between the subscales within SRL and PWB. The results show an overall weaker correlation between SRL and PWB compared to the results of previous studies. The large number of insignificant correlations might indicate that the sample size was insufficient for the method and tools used. In conclusion, the results of this study did not reveal much meaningful information on the relation between SRL and PWB in students in the online learning environment.
I denna studie undersöktes korrelationen mellan självreglerat lärande (SRL) och psykologiskt välmående (PWB) i online-lärandemiljön. Tidigare forskning har visat att dessa koncept är positivt relaterade, dvs. att användning av SRL kan bidra till bättre psykologiskt välmående eller vice versa. Tidigare studier som undersöker denna relation har undersökt frågan med den traditionella lärandemiljön som kontext, där studenter och lärare träffas i person. Det finns därför en kunskapslucka gällande hur denna relation ser ut i online-lärandemiljön, som i skrivande stund används av många lärosäten på grund av den rådande Covid-19 pandemin. Därför har i denna studie PWB och SRL mätts över 6 delskalor var hos studenter på KTH för att utföra en korrelationsanalys mellan delskalorna av de två koncepten. Syftet var att få insikt i relationen mellan SRL och PWB med målet att det kan hjälpa lärare assistera deras studenter applicera SRL strategier och då bidra till bättre PWB hos studenter i online-lärandemiljön. Data samlades in med en online-enkät som delades ut till studenter på KTH genom en kurs och publicerades på ett online-forum för KTH studenter på Facebook året 2021. Enkäten fick 103 svar. Datan undersöktes med Spearmans rangkorrelationsmatris, som visade mestadels icke-signifikanta korrelationer, eller signifikanta, men svaga, korrelationer mellan delskalorna inom SRL och PWB. Resultaten av denna studie visar på svagare relation mellan SRL och PWB jämfört med resultat i tidigare studier. Det stora antalet icke signifikanta korrelationer kan tyda på att sampel-storleken var för liten för instrumenten som användes. Sammanfattningsvis så gav inte denna studie mycket betydelse-full insikt i relationen mellan SRL och PWB i online lärandemiljön.
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Ishikawa, Yukiko. "Japanese students' development of self-regulated learning during the transition to college." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/501646.

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Teaching & Learning
Ed.D.
In this case study, I investigate the development of first-year Japanese students’ self-regulated learning skills and the role of language learning advising in their transition to college. A great deal of research on the first-year experience has focused on a sense of belonging and the quality of friendships, but few researchers have investigated how learning habits influence first-year students’ successful adjustment to college life. Meanwhile, research on language learning advising has largely focused on learner strategies, a framework that has been met with increasing criticism (e.g., Dörnyei, 2005). Accordingly, for this study I adopt Zimmerman’s self-regulated learning (SRL) framework to examine the participants’ ability to transition to independent learning during their first year at a junior college in Japan. Furthermore, I aim to investigate the relation between SRL and foreign language learning and explore how advising in language learning can help learners to self-regulate their learning. The participants are 15 first-year students enrolled in a women’s junior college in Japan. The data were collected by conducting interviews, recording advising sessions, and obtaining documents. A series of four semi-structured interviews were conducted with each participant over the course of eight months in their first year. Advising sessions with seven participants were also recorded. Each advising session lasted for half an hour and the number of advising sessions varied from one to eight times depending on the participant. Documents related to the college and materials relevant to the participants’ self-study were also collected. In addition, key administrators and faculty members were interviewed. The data were analyzed using three coding methods in two cycles: Eclectic Coding, Hypothesis Coding, and Axial Coding (Saldaña, 2013). Following this analysis, single-case and cross-case analyses were conducted (Yin, 2014). The findings suggest that there was a great variance in the level of SRL skill development among the participants. Some learners had already developed some SRL skills prior to entering college and built on their skills in their first year in college. Others experimented with strategies and eventually developed skills based on their mistakes. However, there were many participants who were able to observe and emulate their peers’ learning skills, but failed to utilize these skills independently in other contexts. These behaviors were observed more among the lower proficiency learners. It was also shown that the students who utilized effective SRL skills were good at managing their language studies. Several factors affected their SRL skill development. Emerging demands due to novel academic assignments, new living environments, and additional social obligations proved particularly challenging. Students with less developed self-regulated skills found themselves in a riskier position because in many cases it was difficult for them to understand the demands that new tasks presented. Consequently, they tended to take on more tasks beyond their abilities. The cases of two participants who visited the advisor repeatedly suggested that giving advice only on language learning strategies was insufficient, and pointed to the need for more SRL training. The rich description of the multiple cases in this study contributes to our understanding of the many challenges that students face in their transition to college, and the various strategies, some successful and some less so, that they use in their attempts to address these challenges. This study also provides insight into the processes of SRL development in the Japanese context. In particular, this study elucidates the difficulties that lower proficiency students have in adjusting to college life and developing SRL skills. The importance of understanding the context is re-emphasized and more flexibility on the part of advisors is recommended in order to support the varying degrees of preparedness for self-regulated learning with which first year students come to college.
Temple University--Theses
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Zaram, Gyang Nyam. "An experimental study of self-regulated learning with mathematically gifted pupils in Nigerian primary schools." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13381.

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The purpose of this study was to determine whether gifted pupils can master an enriched advanced level curriculum in mathematics using self-regulated learning strategies. A mathematics curriculum for class five primary school learners in Nigeria was developed for this study. An empirical study was conducted on primary five pupils who were seen to be significantly gifted in mathematics. The study employed the quantitative method of research, that is, the true experimental research. The pre-test, post-test control group design was used. Sixty gifted pupils who participated in a mathematics enrichment programme (MEP) were assigned into two groups of the control group and experimental group with thirty pupils forming each group. The control group was exposed to direct teaching (DT) while the experimental group used self-regulated learning (SRL) strategies. Four teachers served as facilitators in the MEP. The teaching and learning activities were carried out at a higher cognitive level as opposed to the regular curriculum, ensuring that the contents of the MEP were enriched and accelerated. Pupils in both the experimental group and the control group were administered a pre-test, problem-solving exercises, and post-test. These pupils also completed an attitudinal questionnaire to provide feedback about the MEP. The empirical results show that gifted pupils in primary five are capable of self-regulating their own learning through self-monitoring, self-evaluation, and self-reinforcement. The empirical results also show that there is a significant relationship between self-regulated learning, gifted learners, and an enriched advanced level differentiated curriculum as a realistic alternative to the present regular curriculum for gifted pupils in the mainstream of education. The findings further show that the lack of differentiation of instruction, lack of facilities such as libraries, media centres, and support materials contributes to low achievement of gifted pupils. Furthermore, the findings show that pupils were challenged and motivated with the MEP to the extent that they were engaged to think divergently and applied their metacognitive skills in finding solutions to mathematical problems. Therefore, the findings of this study could have significant implications for the future direction of gifted primary school education as well as teacher education. This study has made a significant contribution to the existing body of knowledge for implementing an enriched advanced level curriculum using SRL strategies for mathematically gifted pupils in the mainstream of primary school education.
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Chau, Yat Kwong. "What predicts workplace self-paced e-learning outcomes? : an exploratory study of motivation, self-regulated learning characteristics, and organisational contextual factors." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51641/.

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Organisations today are investing significant amounts of time, money, and resources on workplace self-paced e-learning, yet employees seem to be having problems even getting these e-learning courses completed, bringing into question the true value of workplace self-paced e-learning. In an attempt to improve understanding of factors contributing to success in workplace self-paced e-learning, this study investigated how employee learners’ motivation, self-regulated learning, and organisational contextual factors affected outcomes in workplace self-paced e-learning. A quantitative study was conducted to investigate the research questions. Participants of the study were 119 employees enrolled in workplace self-paced e-learning courses provided by Hong Kong organisations. Data were collected using online questionnaires and analysed using the partial least squares structural equation modelling technique. Findings revealed significant relationships between learners’ motivation, self-regulated learning, organisational contextual factors, and training outcomes in workplace self-paced e-learning. Motivation to learn, time management, metacognitive self-regulation, perceived choice, workload, and organisational support were found to positively correlate with training outcomes as expressed in terms of course completion rate, learner satisfaction, and perceived learning performance in workplace self-paced e-learning. Findings also revealed learners’ autonomy in learning participation, level of workload (negative), and supervisor support (negative) moderate the relationship between learners’ time management strategy use and completion rate of workplace self-paced e-learning courses. Unfortunately, the results failed to support the expected relationship between supervisor support and training outcomes. The significance of the findings is discussed, along with implications for researchers and practitioners, limitations of the current study, and opportunities for future research.
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Books on the topic "Self-regulated learning study"

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Sebastian, Bonner, and Kovach Robert, eds. Developing self-regulated learners: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association, 1996.

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H, Schunk Dale, ed. Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman. Charlotte, North Carolina: Information Age Publishing, 2013.

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Yogyanti-Ajisuksmo, Clara Rosa Pudji. Self-regulated learning in Indonesian higher education: A study carried out at Atma Jaya Catholic University in Jakarta, Indonesia. Jakarta, Indonesia: Atma Jaya Research Centre, 1996.

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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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(Editor), Dale H. Schunk, and Barry J. Zimmerman (Editor), eds. Self-Regulated Learning: From Teaching to Self-Reflective Practice. The Guilford Press, 1998.

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H, Schunk Dale, and Zimmerman Barry J, eds. Self-regulated learning: From teaching to self-reflective practice. New York: Guilford Press, 1998.

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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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Nilson, Linda B., and Barry J. Zimmerman. Creating Self-Regulated Learners: Strategies to Strengthen Students' Self-Awareness and Learning Skills. Stylus Publishing, LLC, 2013.

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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., and Barry J. Zimmerman. Creating Self-Regulated Learners: Strategies to Strengthen Students' Self-Awareness and Learning Skills. Stylus Publishing, LLC, 2013.

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

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Teng, Lin Sophie. "Developmental Trajectories of SRL: Evidence from A Case Study." In Self-regulated Learning and Second Language Writing, 183–207. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99520-1_8.

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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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Cucchiara, Stefania, Alessandra Giglio, Donatella Persico, and Juliana E. Raffaghelli. "Supporting Self-regulated Learning Through Digital Badges: A Case Study." In Lecture Notes in Computer Science, 133–42. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13296-9_15.

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Meyer, Debra K., and Juli arme C. Turner. "Using Instructional Discourse Analysis to Study the Scaffolding of Student Self-Regulation." In Using Qualitative Methods To Enrich Understandings of Self-regulated Learning, 17–25. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781410608529-3.

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Wiklund-Engblom, Annika, and Sven-Erik Hansén. "Corporate e-Learning Design Research A Study on Design Affordances for Self-Regulated Learning." In Crossmedia-Kommunikation in kulturbedingten Handlungsräumen, 315–37. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-11076-5_17.

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Chen, Wenyi. "A Study on College Students’ Self-regulated Online Learning in the Home Study Context." In Communications in Computer and Information Science, 189–200. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4594-2_16.

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Wiemeyer, Josef, and Bernhard Schmitz. "Self-regulated multimedia learning in Sport Science Concepts and a field study." In Proceedings of the 10th International Symposium on Computer Science in Sports (ISCSS), 259–66. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24560-7_33.

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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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Swalander, Lena, and Anne-Mari Folkesson. "Computer Use in a Primary School: A Case-Study of Self-Regulated Learning." In Trends and Prospects in Metacognition Research, 395–425. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-6546-2_18.

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Caporarello, Leonardo, Federica Cirulli, and Beatrice Manzoni. "Designing a Self-regulated Online Learning Course Using Innovative Methods: A Case Study." In Advances in Intelligent Systems and Computing, 121–28. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23990-9_15.

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

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Pavani, Ana M. B., Guilherme P. Temporao, and Felipe Calliari. "Concept Maps and Self-Regulated Learning: an Exploratory Study." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125399.

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Zhang, Xiaojing. "Study on Social Media in Public Self-regulated Learning." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.123.

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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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Sarva, Edīte, Inga Linde, and Linda Daniela. "Self-Regulated Learning in Remote Educational Context." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.27.

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Year 2020 has introduced massive changes in the teaching and learning in traditional classroom settings all around the world as due to the abrupt outbreak of COVID-19 pandemic, schools had to introduce remote learning systems and the amount of students’ independent workload increased exponentially. Self-regulated learning plays a crucial role in the learning process, and it is even more significant in remote learning as external regulation is low. The aim of this research was to study students’ self-evaluation on self-regulation processes during remote learning caused by the second wave of COVID-19 pandemic in autumn 2020. This paper presents results of a case study at a secondary school in Latvia. Over a period of two months regular surveys were carried out to investigate students’ opinion on their metacognitive, motivational and behavioural processes during remote learning. Results were analysed to determine the overall situation, changes over time and differences between distinctive students’ groups. Results reveal that 10–12th grade students are more self-rigorous when evaluating their performance than 7–9th graders. It is also evident that girls have better self-regulation skills than boys but seem to neglect their own needs more than boys. These and other results point to the need for customized support to different student groups during remote learning in order to provide all students with an appropriate learning environment.
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Şentürk, Aysan. "DESIGNING A BLENDED LEARNING ENVIRONMENT TO SUPPORT SELF-DIRECTED AND SELF-REGULATED LEARNING." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.87.

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In this study, a blended learning environment was designed for sixty students from Computer Education and Instructional Technologies Department, taking Programming Languages course. The environment was designed to support self-directed and self-regulated learning. Interviews with open ended questions were used as data collection instruments. According to the qualitative data collected in this study it was concluded that students were satisfied using that learning environment. Key words: blended learning environment, self-directed and self-regulated learning, university students.
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Šūmane, Ilze, and Līga Āboltiņa. "Promoting Self-Regulatory Skills in Self-Regulated Learning Pre-School Education Stage 3." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.45.

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The competence approach in pre-school education, which recommends the promotion of self-regulated learning, raises questions about its impact on the development of children’s self-regulation. As a cross-cutting skill, self-regulated learning is essential for today’s society. It provides for a person’s ability to self-educate and develop effectively and successfully. The environment of the pre-school institution and the teacher, who equips and improves this environment, play an important role in promoting the child’s self-regulated learning. In the third stage of pre-school education children have reached the age of 5 to 6 years old and are being prepared to start school. The aim of this study is to assess and analyse children’s self-regulation skills in a pre-primary education environment in the third stage of self-regulated learning. Self-regulated learning is when a student is able to function and use cognitive, emotional processes and behavioural regulation tools to achieve learning goals. The following research tasks were included: 1) analyse the essence and development of self-regulation, and guidelines for organising a self-regulated learning process; and 2) carry out pedagogical observations of children’s self-regulatory abilities within the framework of the self-regulated learning process. The research methods included analysis of pedagogical and psychological literature and sources, pedagogical observation, and statistical analysis of data. The study involved 41 children who were 5 to 6 years old. The results of the study show that self-directed learning can significantly promote the development of self-regulation skills in 5 to 6-year-old children. To better develop the process of self-regulation for 5 to 6-year-old children, the self-regulated learning process must be easier to understand, with an emphasis on updating, understanding, and reflecting on the learned content, while also clearly articulating the expected outcomes and providing feedback.
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Zarouk, Mohamed Yassine, Eugénio C. Oliveira, Paula Peres, and Mohamed Khaldi. "SELF-REGULATED PROJECT-BASED LEARNING IN HIGHER EDUCATION: A CASE STUDY DESIGN." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1696.

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Davies, Jane. "SELF-REGULATED STUDY SKILLS AMONG MALAYSIAN STUDENTS IN TRANSITION TO HIGHER EDUCATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2366.

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Mikroyannidis, Alexander. "Supporting Self-Regulated Learning within a Personal Learning Environment: The OpenLearn Case Study." In 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.184.

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