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 & LearningEd.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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Bednall, Timothy Colin Psychology Faculty of Science UNSW. "Effects of self-regulatory aids on autonomous study." Publisher:University of New South Wales. Psychology, 2009. http://handle.unsw.edu.au/1959.4/43360.
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The experiments described in this thesis tested whether encouraging the use of self-regulatory learning strategies enhances the effectiveness of autonomous study for novices in a learning domain. Previous research and theory have suggested that high-achieving students are proficient at self-regulating their learning, and they do so using a range of learning strategies for planning their study, monitoring the effectiveness of their efforts and elaborating their knowledge. Information processing theories of instructional design suggest that learning is optimal when working memory load is managed effectively. Accordingly, methods have been devised for reducing load associated with unnecessary task requirements, as well as dedicating additional capacity to the construction and automation of knowledge schemas. Less is known, however, about instructional methods for encouraging self-regulatory learning strategies. Experiments 1, 2 and 4 examined the effect of encouraging participants to reflect on their understanding of topics they had been taught previously. Although these participants were able to accurately estimate their level of understanding in some situations, they failed to consistently use this knowledge to guide their study of topics they had previously understood poorly. In light of this finding, Experiments 3 and 5 examined the effect of encouraging participants to plan a free study period, with the direction to prioritise the topics that they had understood the least well. This intervention had a modest positive effect on post-test performance. Experiment 6 examined the effect of encouraging two elaborative strategies, namely explanation generation and summarisation. The former benefited performance, whereas the effectiveness of the latter depended on the comprehensiveness of the summaries produced by the participants. Finally, Experiment 7 examined the effect of providing broad-spectrum instruction in learning strategies, with minimal requirements to engage in specific strategies. This intervention resulted in an overall benefit to performance. Overall, the results of this dissertation suggest that certain instructional aids for self-regulation yield benefits to the autonomous study by domain novices without overburdening working memory.
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Bernacki, Matthew L. "The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/78622.
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Educational PsychologyPh.D.
This study examined how learners construct textbase and situation model knowledge in hypertext computer-based learning environments (CBLEs) and documented the influence of specific self-regulated learning (SRL) tactics, prior knowledge, and characteristics of the learner on posttest knowledge scores from exposure to a hypertext. A sample of 160 undergraduate education majors completed measures of prior knowledge, goal orientation, intrinsic motivation, self-efficacy to self-regulate learning, and a demographic survey. They were trained in the use of nStudy, a learning environment designed to facilitate self-regulated learning from web-based media including hypertext and to trace learners' actions while they learned online. Learners completed a 20-minute study session learning about Attention Deficit Hyperactivity Disorder and a posttest to assess changes in knowledge scores. Results indicate that employment of individual SRL tactics including tendency to highlight was found to be associated with increased posttest knowledge scores across learners. Goal orientation and prior knowledge also significantly predicted posttest knowledge scores in regression models. These findings can be used to inform the design and use of hypertext in order to individualize computer-based instruction and maximize knowledge acquisition for students, based upon their individual characteristics.
Temple University--Theses
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Shapley, Kelly S. "Metacognition, Motivation, and Learning: A Study of Sixth-Grade Middle School Students' Use and Development of Self-Regulated Learning Strategies." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278191/.
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Grau, Cárdenas Valeska Valentina. "Self-regulated learning and conceptual development in biology : a naturalistic study with primary school children." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611100.
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Tunningley, Joan M. "Self-Regulated Learning and Reflective Journaling in an Online Interprofessional Course: A Mixed Methods Study." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511799445626182.
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Leung, Bun. "A study to investigate the use of self-regulated learning strategies between two classes of secondary four students in two different secondary schools in Hong Kong." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184161.
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Anand, Pranit Shailesh. "Using mobile phone technology outside class time to develop first year university students' independent study skills." Thesis, University of Wollongong, 2015. https://eprints.qut.edu.au/128321/2/128321.pdf.
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Independent study skills are essential for student success in the first year of university. Students often need help to develop independent study skills that will enable them to work effectively individually and collaboratively, particularly outside formal class time. Increases in student numbers and more diverse student population have made it both more important and more challenging for universities to effectively and efficiently support students to develop their independent study skills.
This thesis presents research that addresses this gap through a case study of the design, development, implementation and evaluation of a study skills development program for first year university students delivered using mobile phone technology. Specifically, the program operationalised theoretical concepts from self-regulated learning in the form of learning prompts sent to students by text messages. The purpose of the study was to derive design principles to support the development of independent study skills using mobile phone technology, identify practical implications for teachers and institutions, and highlight avenues for future research and development.
This study demonstrated the potential effectiveness of mobile learning to develop self-regulated learning skills by prompting students with relevant study instructions at various times outside of class. While the results of this research study are encouraging, the approach should be trialled with students from other discipline areas and backgrounds, and include research methods that rely less on student self-reports, such as controlled ability tests and online traces. Longitudinal studies could also investigate the impact of this type of support on attrition, study success after first year, further study and employment.
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Milton, Watt Kristen D. "How Student-to-Teacher Interactions Encourage Self-Regulated Learning in One Computer-Based Alternative Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6761.
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The purpose of this exploratory case study was to examine how student-to-teacher interactions encourage students to develop self-regulated learning (SRL) habits and skills. Zimmerman's social cognitive theory of SRL, which supposes a relationship between academic success and SRL, is used as a conceptual framework. The representative case is a computer-based alternative education program for students at risk of dropping out of high school in grades 10-12. The teachers worked one-on-one with students in a computer lab while the students engaged in mastery-based learning using Apex Learning Inc. digital curriculum. Five teachers responded to three questionnaires to examine how student-to-teacher interactions influenced student-to-content interactions, and students' forethought, performance, and evaluation behavior. The teachers also submitted instructional artifacts and described instructional tools, activity types, and scaffolds within the digital curriculum. After analysis of primary and secondary data, the results showed the following: Student-to-teacher interactions encouraged students to engage in forethought behaviors associated with goal setting and strategic planning; examples of performance behaviors were using the content to increase understanding, navigating the content efficiently and effectively, monitoring the use of task strategies, and developing thinking steps; and examples of evaluative behaviors were calibrating and making accurate self-judgments. The study can promote social change by helping students at-risk of dropping out of school develop SRL strategies correlated to academic achievement and high school graduation. SRL habits are transferable to everyday behaviors associated with continued employment, maintaining healthy relationships, and lifelong learning.
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Vanapalli, Arun. "Montessori Grade 9 Students and Their Use of an Online Concept Mapping Website: A Case Study Exploration." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39517.
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This study investigated the impact of an online concept mapping website (Concept Maps for Learning, or CMfL) designed to provide targeted formative feedback to students. The aims of this study were to determine the usefulness of CMfL for both teachers and students, as a tool for instruction and self-regulated learning. Additionally, the impacts of CMfL on supporting student learning were observed. This research site of this study was a Montessori high school, and the participating students were enrolled in the Ontario Grade 9 Academic Mathematics course. The educational philosophies deployed at the research site offered independence and flexibility to students with respect to how the Ontario Grade 9 Academic Mathematics course was approached, and therefore matched the self-regulated learning components of the study.
This study measured student achievement across three milestones over the data collection period to analyse any cognitive impact that CMfL had on the participating students. Metacognitive impacts, as well as the students’ perception of usefulness of CMfL, were measured through surveys that were administered at the milestone points. Usefulness of CMfL from the teacher’s perspective was determined through interviews with the teacher. The participating students and teacher were also provided with the opportunity to provide feedback on how CMfL could be improved through the aforementioned surveys and interviews, respectively.
The evidence collected over the study suggests that CMfL can be a useful tool for teaching and learning in a self-regulated environment, and that frequent engagement with CMfL may can support student learning. However, there is room for improvement that may increase student adoption and aid teaching strategy.
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Kim, Yuna. "Study, Socialize, and Play: Understanding Students’ Multiple Goal Pursuit and Multiple-Goals-Directed Self-Regulation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587486169238009.
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Ariel, Robert. "Learning what to learn: The effects of task experience on strategy shifts in the allocation of study time." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1342123497.
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DeFrancisco, Gabriela. "A Phenomenological Study on Self-Efficacy and Self-Regulated Learning Strategies and their Link to Persistence in Hispanic College English Language Learners." FIU Digital Commons, 2019. https://digitalcommons.fiu.edu/etd/3950.
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In adult education, studies have been done in the areas of persistence, self-efficacy, self-regulated learning strategies and the Hispanic population. However, this study was unique in its attempt at examining the link between the self-efficacy and self-regulated learning strategies in the persistence of Hispanic college English language learners. The purpose of this phenomenological study was to understand the experience of 1st generation Hispanic English Language learners during their first year at a Hispanic-Serving Institution.
The researcher conducted 14 semi-structured interviews of their experiences both as immigrants learning the English language and first-generation college students by utilizing a phenomenological framework. The study served two purposes: (a) informing the literature and (b) supporting the necessity for helping facilitate the path to higher education for first-generation Hispanic college students. Six themes emerged from the data related to persistence among the participants: (a) unwavering support from families and teachers, (b) role models matter, (c) struggles in the pursuit of the seemingly elusive American Dream, (d) difficulties in navigating the higher education system as first-generation college students, (e) friendships and the role they play in the participants’ lives, and finally, (f) uncertainty of the future and participants’ expectations after graduation.
Theoretical, empirical, and practical implications related to persistence among 1st year Hispanic students are explored. In particular, these findings highlight the need for future research that informs existing theoretical models of student persistence and the practical utility of attending to learners’ needs early in the collegiate experience.
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Lo, Kam-cheong. "A study of self-regulated learning and academic performance of high and low achieving students in Hong Kong." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22706197.
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Baker, Allison Wallace. "Self-Regulation in Transition: A Case Study of Three English Language Learners at an IEP." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7497.
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This longitudinal qualitative research case study analyzed how international students in their first semester at an intensive English program (IEP) managed their English language learning experiences while transitioning to a new academic learning environment. Their experiences of cultural and educational transition were viewed through the lens of self-regulatory learning habits and behavior. Three linguistically and internationally diverse students who identified as highly self-regulated learners through Likert-scale questionnaire responses were interviewed at the beginning, middle, and end of their first semester at a large university-affiliated IEP in the western part of the US. The three students came from Central America (Spanish speaking), Sub-Saharan Africa (Malagasy & French speaking), and Asia (Mandarin Chinese speaking). Semi-structured interviews yielded data about what self-regulated learning (SRL) principles and practices the students brought with them to the IEP and which SRL principles and practices were maintained, newly developed, or not used throughout their first semester. Data collected from the semi-structured interviews about their transition experiences were organized and analyzed within a six-dimensional model of SRL that included how students managed their motives, in-class and out-of-class learning methods, time, physical environments, social environments, and language performance. Implications for researchers, administrators, and teachers are discussed, including the role of resilience as an important self-regulated learning practice for language learners.
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Doll-Speck, Lori Jo. "Study Behavior of Nursing Students." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182687105.
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Lo, Kam-cheong, and 盧錦昌. "A study of self-regulated learning and academic performance of high and low achieving students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961824.
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Paterson, Craig Chalmers. "An experimental study of self-regulated learning in biology with special reference to instructional control, locus of control, and academic performance." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/15996.
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Bibliography: pages 189-198.Applying theoretical conceptualisations of current theories of self-regulated learning, a biology instructional programme facilitating learner perceptions of control by offering choices in task engagement was undertaken with two intact samples of Caucasian standard ten higher grade biology pupils in Cape Town, with the student groups matched for IQ and ability. A counter-balanced, quasi-experimental research design was implemented for two five-day cycles. Learner locus of control and self-regulatory behaviour were established using, respectively, the Intellectual Achievement Responsibility Questionnaire (Crandall, et al, 1965), and the Motivated Strategies for Learning Questionnaire (Pintrich and De Groot, 1990). The primary aim was to test the prediction that, in contrast to teacher-regulated instruction, academic performance after learner self-regulation would be appreciably greater. Differences between the experimental and control group mean achievement scores at the end of the programme were highly significant.
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Yetkin, Iffet Elif. "The role of classroom context in student self-regulated learning an exploratory case study in a sixth-grade mathematics classroom /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148492404.
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林容任. "A Study on the Relationship among Learning Styles, Self-Regulated Learning." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/01342163066116645357.
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碩士國立高雄師範大學
教育學系
96
A Study on the Relationship among Learning Styles, Self-Regulated Learning and Academic Achievement of the Sixth Graders in Elementary School Abstract The aim of this research is to explore the relationship among learning styles, self-regulated learning and academic achievement of the sixth graders in elementary school. The four purposes of this study are to find out about the learning styles and self-regulated learning of the sixth graders in elementary schools, to compare the differences among variables of students’ background in learning styles and self-regulated learning, to analyze the relationship among variables of students’ learning styles, self-regulated learning and academic achievement, and to explore how variables of students’ background, learning and self-regulated learning can predict students’ academic achievement. Survey method was employed for this study. The subjects of this study include 965 sixth graders(508 male students and 457 female students) from 17 public elementary schools in Kaohsiung City. The research instruments of this study include The Basic Information Questionnaire, The Learning Style Scale, The self-regulated Learning Scale. In addition, descriptive statistics, chi-square test, one way ANOVA, step-wise multiple regression techniques are employed to analyze the data obtained. The main findings of this study are as follows: 1. In terms of learning styles, a large number of the sixth graders tend to be “activists”. 2. The self-regulated learning ability of the sixth graders is above average. 3. The learning styles of the sixth graders bear positive correlation with students’ gender. The male students tend to be the “activist” and “pragmatist” while the female students the“reflector” and “theorist”. 4. The self-regulated learning ability of the sixth graders has positive correlation with students’ gender. It is obvious that the self-regulated learning ability of girls surpass that of boys. 5. There’s no connection between the students’ academic achievement and their learning style. 6. The self-regulated learning ability of the sixth graders is related to their academic achievement. The sixth graders of great self-regulated learning ability tend to have a better academic achievement. 7. The self-regulated learning of the sixth graders have positive correlation with students’ learning styles. The sixth graders with the learning style of the “activist” tend to have lower performance than other sixth graders with other learning styles in terms of self-regulated learning ability. 8. The sixth graders’ gender, learning styles and self-regulated learning may serve as predictors of their academic achievement. Based on the findings in the study, some suggestions for teachers and counselors at school, educational related authorities, and further studies are provided. Key words : learning styles, self-regulated learning, academic achievement
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Lin, Yi-Hsuan, and 林倚萱. "The study of self-regulated learning and teacher's self efficacy for internship teachers." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/50109270274406557336.
Full textAbstract:
博士國立彰化師範大學
輔導與諮商學系所
100
The study aimed to examine the contents and process of self- regulated learning and change in self efficacy among internship teachers. A total of 37 internship teachers at the middle school level participated in the study. After course sections and group supervisions which lasted for one semester, their changes in self- regulated learning and efficacy demonstrated the following patterns. 1. All participants demonstrated qualities characterized as active adjustment and positive coping in the forethought, performance control, and self reflection phases. 2. Participants made adjustment in goal-orientation, strategic planning, motivational belief, self control, and self observation according to varied natures of different tasks. Although changes in self judgment and self reflection did not follow the same pattern, these changes were moving toward an adaptive direction. 3. Gender of participants, level of engagement, and whether or not pursuing teaching positions as future career goals all had significant effect on their performance in self- regulated learning. 4. Type of school at which internship was completed had significant impact on teachers’ self efficacy. 5. Teachers thrived in the following three aspects of self efficacy: a. engagement in student, b. teaching strategy, and c. the ability to accommodate for students’ needs. The effect and increment in these abilities also sustained. 6. The trajectory of teacher self efficacy among internship teachers during the learning process of self regulation learning demonstrated a pattern characterized by increase after a slight decrease. The increment in self efficacy was salient in the later stages of training program and even maintained after the training courses ended. 7. Although the relationship between level of engagement in self regulated learning and teachers’ self efficacy was found not significant, yet high and middle engagement groups demonstrated higher and more stable increase in self efficacy compared with their low engagement counterpart. Finally, suggestions and reflections were proposed based on the findings of this study.
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Wang, Sheng-Ting, and 王聖葶. "A Study on the Relationship among Learning Self-efficacy、Self-regulated Learning and Learning Engagement of Online Learners." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/91287831807621872224.
Full textAbstract:
碩士淡江大學
教育科技學系碩士班
101
Development of online learning in higher education is booming, and online learner become the central role in virtual classroom, so that learners’ learning situation has became an important issue. In this study, the goal is to explore the relationship among learning self-efficacy, self-regulated learning and learning engagement of online learners as well as to estimate these variables according to their background. Variable as self-regulated leaning contains goal setting, environment structuring, task strategies, time management, help seeking and self-evaluation, and online learning engagement contains behavioral engagement, emotional engagement and cognitive engagement. This study makes use of questionnaire survey based on five-point Likert scale, the overall reliability of the scale on standardized Cronbach’s Alpha is .936(n=370 on 50 items). After data collection and analysis, the results indicate that 1) Tamkang University online learners’ learning self-efficacy, self-regulated learning and learning engagement have yet to be improved. 2) The gender had no significant difference among learning self-efficacy, self-regulated learning and learning engagement. 3) The more online learning experiences learners had, the higher perception of learning engagement they got. 4) Significant positive correlation exists among online learning self-efficacy, self-regulated learning and learning engagement. 5) Students’ online learning self-efficacy can predict their semester grade but self-regulated learning and learning engagement.
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Liu, Ya-Chi, and 劉雅琦. "To Study the Learning Behavior on MOOCs based on Self-regulated Learning Perspective." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/04769255500019552900.
Full textAbstract:
碩士國立屏東科技大學
資訊管理系所
104
Recently, the advancement of information and technology has been affecting the development of education, and E-learning has been becoming a new learning trend. “Massive Open Online Courses (MOOCs)” is an up-to-date online course which is domestic and foreign large-scale open access by way of the web in distance education. MOOCs was first introduced in 2008 and turned into a popular mode of E-learning in 2012. Because most of people dropped courses or stopped joining to courses, Small Private Online Courses (SPOCs) was born in 2013. In regard to this, this study uses Self-Regulated Learning (SRL) as the core of the theory to explore how to support MOOCs learning. SPOCs system design and implementation with SRL factors by ePage analyze learning behavior mode. In order to collect the empirical data to evaluate the research model, a formal questionnaire survey from the MOOCs forum, and 303 effective responses are collected. In advance, Smart PLS is applied to analyze the data. The analysis results show that the learner’s attitude, subjective norm and perceived behavioral control have significant impacts on the intention to join MOOCs courses.
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Lee, Jian-Bang, and 李建邦. "A Study on Low Achievers’ Learning Difficulties by using Self-Regulated Learning Theory." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/12776807376398684546.
Full textAbstract:
碩士國立彰化師範大學
科學教育研究所
100
The purpose of the study is to discuss the low achievers’learning diffculties and learning strategies by using the self-regulated learning theory and to analyze the key factors that cause low achievers fail to self regulated their learning. In this study, through semi-constructed interview, the learning diffculties and learning strategies of 30 low-achievers in science class of junior-high school was investigated. That study was focus on three scicence topics： light, heat and chemical reaction. Findings indicated that three major learning diffculties of low achiever was found. First, the teaching is too diffcult, too fast and too hard that students cannot understand. Second, students fail to memorize what they learned and easily confused and forgotten. Third, students were easily distracted in class for they were not interested, felt bored and didn’t understand. For the self-regulated strategies, there are four findings： First, students use more cognition and action-control strategies. Second, students use less motivation and meta-cognition strategies. Third, students use various strateies, but single student focus on specific strategy. Fourth, student didn’t have enough strategies to solve the problem compltely. The resons that low achievers can’t slove the learning diffculties include low motivation, lack of meta-cogniton abilities, without proper strategies and over depend on seeking-help and study hard strategies. The study also suggests that the teacher and parents can help students to have better self-regulation on setting challenge and reachable goal, learning to plan, prompting meta-cognition ability, learning different learning strategies, learning action-control strategies to prevent distraction and and helping them to maintain the high motivation.
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Li, Hong-Xun, and 李泓勳. "A Study of how Self-regulated Learning Environment may Provide Learning Supports to Programming Learning." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/9b2n38.
Full textAbstract:
碩士中原大學
資訊工程研究所
105
As technology advances, programming learning has become increasingly more important. In the foreseeable future, (weak) artificial intelligence, cloud computing, the Internet of things, and big data analysis will all become commonplace. Therefore, it is very important that practitioners in the programming profession be highly adaptive of this ever- changing world of computing. More specifically, practitioners of programming must use the Web as the most important resource for them to not only acquire knowledge of new development of technology but also learn about important changes of the technology they are currently using or developing. This in turn means that computer science students today must very quickly acquaint themselves with the use of the Web for getting technical information, be it course-related or otherwise. In this research work, a framework was developed for helping computer science students to develop a habit of getting technology related information from the Web. Specifically, a self-regulated learning environment has been developed; this environment was then used to scaffold computer science students in acquiring programming related knowledge from the Web. By scaffolding learners this way, it is hoped that these students will very quickly develop a habit of using the Web to look for technology related information whenever such a need arises in their everyday life. It was found that this attempt (of helping learners to develop a habit for directly using the Web to get technology related answers) did have an important impact on the students that were being experimented upon.
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Chou, Chia-Ying, and 周佳穎. "A study of Employees Self-Efficacy on the E-Learning Effectiveness-Self-Regulated Learning as the Mediator." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/69825447556906263015.
Full textAbstract:
碩士中國文化大學
勞工關係學系
102
E-learning will continue to be one of the most important trends in human resource development in the future. For companies, E-learning is not only a fast and efficient way to learn, but also a way that allows enterprises to deliver information to employees and distribute learners in different regions in a shortest time, which significantly reduce learners' learning time. The purpose of this study was to understand whether employees gained knowledge through the use of E-learning before starting the implementation of E-learning. Making self-regulated learning as intervening variable, the study tried to explore whether enterprise employees can achieve better learning outcomes through the process of E-learning in self-regulated learning. In order to find out whether E-learning is helpful for the operations of enterprises and employees’ learning effectiveness, in conjunction with literature review designing a questionnaire, which verified by reliability and validity test, these questionnaires were distributed and returned 200 valid samples. After analysis by the SPSS statistical software packages, validity, t-test, one-way ANOVA, correlation and multiple regression analysis, the study found: 1.In terms of self-efficacy during the E-learning process among employees, male has higher level of efficacy; for employees aged fewer than 30, they have higher levels of self-efficacy on accomplishment attitude; for staffs in position of information-related, they have higher level of self-efficacy on accomplishment attitude and self-efficacy on the Internet. 2.The E-learning outcomes varied among employees with different sex, level of education, and work nature; in self-regulated learning E-learning level, the perceptual level of employees in business class was higher than the employs in administrative positions. 3.In terms of effectiveness level during the E-learning process among employees, male has better learning effectiveness; in terms of education background, employees with University degree feel stronger usefulness of learning than master degree; in term of learning effectiveness, learning usefulness and learning correctness, employees in business positions have better performance. 4.Among the E-learning process for employees, it was found that the higher self-efficacy, the better self-regulated learning and e-learning effectiveness. 5.It was significantly helpful for self-efficacy and learning effectiveness when employees conduct E-learning through self-regulated learning. Based on these findings, related recommendations were put forward for enterprises and its employees to guide their E-learning.
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Lin, Hui, and 林暉. "A Study of Students’ Self-regulated Learning in Freshman English Program." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/48402682525363217691.
Full textAbstract:
碩士逢甲大學
公共政策所
97
This study aimed at exploring students’ English competence and self-regulated learning in the Freshman English Program of a teaching excellent university in central Taiwan. A total of 813 students, selected from 27 classes of the university, responded to a set of instruments including the English Competence Scale, the Self-regulated Learning Strategies Scale, and the Self-study Class Learning Behaviors Scale. The descriptive statistics, t-test, one-way ANOVA, Pearson correlation, stepwise multiple regression, and two-way ANOVA were the statistical methods used to analyze data. The conclusions of this study were summarized as follows: 1. Students’ attitudes toward English competence and self-regulated learning were both positive. 2. Gender, different levels, and different colleges significantly affected students’ academic achievement in Freshman English Program. 3. There were significant positive correlations between students’ English competence and self-regulated learning toward academic achievement. But self-handicapped strategy showed negative correlations with English competence and partial academic achievement. 4. English competence, and self-regulated learning were also significant predicators for students’ academic achievement in Freshman English Program. 5. Different levels , self-regulated learning and self-class learning behavior toward academic achievement showed significant interaction. According to the results of this study, implications and suggestions for teaching and future research are provided.
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Tsai, Chi-Ruei, and 蔡其瑞. "A Study of Students’ Self-regulated Learning Process in Overseas Internship." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/87656479917073162867.
Full textAbstract:
碩士國立臺灣師範大學
工業教育學系
100
ABSTRACT This is a qualitative case study to investigate overseas intern students’ self-regulated learning process in their vocational learning. Self- regulated learning is a concept of how and what do learners fully control on their lenring. According to the paper review, the self-regulated learning process divided into four stages, as the forethought stage, the executive stage, the modify stage, and the reflection stage. The main purpose of this study is to explore how and what do the overseas intern students react in the self-regulated learning process. And based on the finding and conclusions, some suggestion would be proposed to the oversea internship and follow-up reseachers.
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Chen, Chin-yu, and 陳錦瑜. "The Pilot Study of Mix-Mode Self-Regulated English-Learning Model." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/54899718554077120621.
Full textAbstract:
碩士國立臺灣科技大學
管理研究所
97
The main purpose of language learning is to communicate and exchange information. It can be approached from contextual involvement into constructive self regulatory learning to develop individual language skills. Learners may get motivated in collaborative study easily and develop their scaffoldings in self-regulated learning after being involved in the contexts. Web-based instructional designs and learning management should be provided by experienced teachers and learning platform. However, most of the conventional English teaching models provide contents and assessments directly to the learners whom have little chances in developing scaffoldings and self-regulated learning management skills. As a result, most of learners stay in passive learning status which leads to unconfident and shallow performance. For many second and foreign language learners, experience of the target language has traditionally been limited to opportunities created by the teacher in the classroom, drawing on such resources as textbooks, tapes or CDs, and videos. ICT environments such as World Wide Web、Email、 instant message、 and mobile phones are getting more popular nowadays which might offer chances for learner-centeredness and self-regulated learning. Language learners can easily get the approaches to develop their scaffoldings in language learning. Computer Supported Collaborative Learning (CSCL) receives more attentions in contemporary learning trends. Nowadays English learners may use computers as supportive tools to set up collaborative networks and search learning contents on the websites to construct their learning skills and take the self-regulated learning. Web-based Constructivist Environment provides rich resources for English learning constructivist to construct an extended CSCL environment. 90% of websites are in English. However, English language learners still need contextual environments to enhance and communicate skills. The research presents a framework that addresses the innovative English learning model based on mix-mode CSCL English learning environments, which contains two categories: learning environments and learning management. Data were collected from three different learning groups and identified four results from this study. (1) prior knowledge such as computer skills,web-searching skills, presentation skills (2) Learning management skills such as theme resources management, learning network community and self-regulated learning management skills. (3) Constructivist learning process (4) Mix-mode learning environment are the key successful factors in English learning. This research has conducted a field experiment creating a mix-mode self-regulated English learning model. Literature review and observational interview are applied to investigate the results of the research.
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Hsu, Shu-Yi. "An Experimental Study of Self-regulated Learning Strategies Application in Moocs." Thesis, 2021. https://doi.org/10.7916/d8-k2g6-5q04.
Full textAbstract:
Online learning has been widely adopted in higher education to reach students who typically would not have a chance to complete accredited courses (Kentnor, 2015). Massive open online courses (MOOC), which is a type of online learning, makes it easier for people to take university courses with internet access and a fraction of cost compared to traditional residential programs (Reich, 2020). MOOCs also become popular for those who want to increase their professional profile or advance their academic career (Pheatt, 2017).
However, online learning has long been criticized for its universally low completion rates, high dropout rate and poor learning performance (Almeda et al., 2018). This phenomenon is more exacerbated in MOOC environments. Historical studies have attempted to support learner self-regulated learning (SRL) activities in order to enhance completion rates and academic outcomes. Prior studies have conducted pre-course questionnaires as inexpensive SRL interventions to prompt learners as SRL support(Kizilcec et al., 2017, Kizilcec & Cohen, 2017; Kizilcec et al., 2020; Yeomans & Reich, 2017). Yet, these one-time-only, short-term interventions only yield limited or no effects. This study implemented and evaluated the effectiveness of an alternative intervention, the self-regulated learning user interface (SRLUI), to support students' self-regulated learning (SRL) strategies in a MOOC environment.
SRLUI is based on Zimmerman’s (2000) SRL model and develops learner’s SRL skills through longitudinal, recurring practice of multiple SRL dimensions activities (i.e., goal setting, self-evaluation, task planning, setting reminders) with content-specific information. The study utilized a randomized experimental design and implemented SRLUI in eight MOOCs with a total of 808 participants. The results indicated a higher usage rate of SRL support compared to the historical findings, which may be owing to the SRL support embedded into the learning activities throughout the course. Also, the study showed improved learning outcomes for a subgroup of participants, but there was no reduction in the number of dropouts.
Based on the findings of this study, it is recommended that a personalized SRL tool featuring content-specific information should be embedded in online courses. The research design also recorded direct cognitive records of learners' SRL activities, which yield stronger validity compared to trace and survey data. The result suggested SRLUI might only benefit a subgroup of learners with passing grades. Thus, it is recommended that future research identify various subgroups of learner profiles in MOOC environments and to consider how to reach and support learners in different subgroups.
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Yin, Fang, and 尹芳. "A Study of the Relationship between Class Management and Self-Regulated Learning : An Examination of Self-Regulated Education Teaching Team." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/3ekpbk.
Full textAbstract:
碩士健行科技大學
企業管理系碩士班
103
Class management is regard as the necessary condition of excellent teaching for a long time. Excellent class management can promote the effectiveness of student’s learning and teacher’s teaching. The role and duty of a teacher is different from before. Now they should have ability to manage and organize. If teachers can make use of class management philosophy appropriately in guiding students’ self-regulated learning, their teaching efficacy and teaching quality can be promoted. When this individual power turns into an organizational power , then the goal of excellent education achieves. Finally, management can be one power of education which can promote student achievement. There are three purpose of this study explore. 1. How to do implement is the class management of the self-regulated education teaching team. 2. What is the students’ efficacy of self-regulated learning in the self-regulated education teaching team? 3. What are the relationships between teachers’ class management and students’ self-regulated learning? A case study is adopted. The data is collected from in-depth interviews of teachers and students. Then I explore the relationships between teachers’ class management and students’ self-regulated learning from the self- regulated education teaching team in a elementary school in Taoyuan city. The main findings of the study are as follows: 1.The most significant factor which influences students self regulated learning is teaching activities in teachers’ class management. 2. The second factor which guides students’ self regulated learning is classroom atmospere in the teachs’ class management. 3.The teacher more devoted in class management, it shows more the efficacy of students’ self-regulated learning. The higher efficacy of students’ self-regulated learning is helpful to the teachers’ class management. This study proposed that teachers may set up a teaching community of self regulated learning. In order to form the sophisticated basis of teaching, teachers can share their opinions and professional dialogue to each other in this teaching community. Thus the efficacy of teaching will be enhanced.
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Hu, Hsiu-jen, and 胡秀貞. "The study of the community college students’ self-regulated learning literacy and learning effectiveness." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/80288699645434474694.
Full textAbstract:
碩士國立中正大學
成人及繼續教育所
94
Abstract This research is to study the community college students’ self-regulated learning literacy and learning effectiveness. In order to achieve this purpose, the questionnaire investigating method was adopted in this study. First, the study started from literature collection to make sure the theoretical foundation of the self-regulated learning literacy and learning effectiveness and then the hypothesis testing was made. Eight community colleges in five counties of the central part of Taiwan were investigated as the study samples and finally 638 effective questionnaires were accepted. The data of the questionnaires were analyzed statistically and the conclusions were as follows: 1 The students’ self-regulated learning literacy of the community colleges achieved middle and above level and the best level was learning self-encouraging one. 2 The students’ learning effectiveness of the community colleges achieved middle and above level and the best level was learning attitude one. 3 The students’ self-regulated learning literacy of the community colleges differed due to age, occupation, and location. 4 The higher level of the self-regulated learning literacy those students achieved, the better level of the learning effectiveness they became. 5 The learning process improvement level is the best prediction of the whole learning effectiveness. According to the above conclusion, the suggestions of this study were as follows: 1 To the students of the community colleges (1) Try most important way to promote the learning effectiveness is to improve the learning process. (2) Adopt the positive self-concept in order to strengthen self learning. (3) Self-regulated learning can show the seniors’ wisdom and learning effectiveness. 2 To the lecturer and the community colleges (1)Deepen adult students’ understanding of self-regulated learning literacy. (2) Women are the main body of the adult learning. Encourage adult student to check their self-regulated learning literacy. (3)Provide community college students with the chance to demonstration in order to promote their learning effectiveness. 3 To the future researcher Research variables, methods, objects, and tools in this study were provided to study further in the future.
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Moseki, Monkie Muriel. "Adolescent self-regulated learning development in school : a psycho-educational perspective." Thesis, 2013. http://hdl.handle.net/10500/13865.
Full textAbstract:
High school students need to be equipped with the competencies that may enable them to adapt to the increasing demands of learning in the school and beyond. To this end, the main research question of this study was, namely How can the self-regulated learning of adolescents be developed at high school? The aim of the study was to design, implement and evaluate a study skills programme for high school students. The social-cognitive theory, in particular the self-regulated Learning (SRL) theory, was used as the conceptual framework on which this study was based.
An explanatory, sequential, mixed-methods research design was implemented. Purposeful sampling was used to select the participants in the three phases of the research project. Two classes of Grade 10-students (an experimental and a comparison group) from one school participated in the study, as follows: (i) in the first quantitative phase both classes wrote a pre-test, using the Learning and Strategies Inventory - High School Version (LASSI-HS); (ii) this was followed by a qualitative phase over 10 weeks. During this time a programme was implemented with the experimental group, once per week for 30 minutes (during school hours), and a 30 minute session in the afternoons. Individual work was also done with eight students, who were purposefully sampled. Between one and four sessions were held with each of the eight students. During the 10 weeks data were collected continuously by means of individual interviews with the eight students, as well as from their journals. In addition, the researcher collected data by means of field-notes. (iii) After the 10 weeks, the final quantitative phase involved both the experimental and the comparison groups in the writing of a post-test.
The results indicated that the programme to enhance the students’ goal-setting, self-monitoring and self-evaluation strategies was successful. The students also indicated an improvement in their attitudes, motivation, information-processing, and in selecting the main ideas in their study material. However, shortcomings were noted in certain areas. Based on the literature and the empirical findings of the study, an improved programme for the development of the adolescents’ SRL in high school was designed. The programme recommended the early commencement of the programme, and that the two problem areas that were identified, namely time-management and motivational strategies be emphasised.Psychology of Education
D. Ed. (Psychology of Education)
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Jiang, Yang. "Development of Self-Regulated Learning Skills Within Open-Ended Computer-Based Learning Environments for Science." Thesis, 2018. https://doi.org/10.7916/D82Z2NPW.
Full textAbstract:
Over the past decade, open-ended computer-based learning environments have been increasingly used to facilitate students’ learning of complex scientific topics. The non-linearity and open-endedness of these environments create learning opportunities for students, but can also impose challenges in terms of extraneous cognitive load and greater requirements for self-regulated learning (SRL). SRL is crucial for academic success in various educational settings. This dissertation explores how self-regulatory skills develop and the role of gender in the development of SRL skills in Virtual Performance Assessments (VPA), an immersive, open-ended virtual environment designed to assess middle school students’ science inquiry skills. Findings from three analyses combining educational data mining techniques with multilevel modeling indicated that students developed self-regulatory behaviors and strategies as they used VPA. For example, experience with VPA prepared students to adopt more efficient note-taking and note-reviewing strategies. Students who used VPA for the second time engaged in note-taking more frequently, noted a significantly higher quantity of unique information, used the control of variables strategy more frequently in note-taking, and reproduced more domain-specific declarative information in notes than students who used VPA for the first time, all of which have been found to be positively associated with science inquiry performance. Students also learned to exploit more available sources of information by applying learning strategies, in order to either solve inquiry problems, or to monitor and evaluate their solutions. Compared to the second-time users who focused primarily on answering the core inquiry question and selectively collected data, the first-time users’ behaviors showed the repetition and combination of exploratory actions such as talking with non-player characters and collecting data. In addition, consistent gender differences in SRL were observed in this study. Female students were more likely to take notes than male students; they took notes and reviewed notes more frequently and recorded a higher quantity of information in notes, especially information from the research kiosk. Females were also more likely to review notes or read research pages to assist them with the problem-solving and decision-making process than their male counterparts. Possibly due to the higher quantity of information recorded by female note-takers and their tendency to review notes over males, female students’ performance on science inquiry tasks improved across the course of using the two scenarios of VPA, whereas the male students’ science inquiry skills did not show improvement. Results from this dissertation study provide insights into the instructional design of personalized open-ended learning environments to facilitate self-regulated learning for both male and female students.
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Hung, Chen-Jung, and 洪振榮. "A Hyper-Interactive Self-Regulated Learning System: Design, Implementation, and Trial Study." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/57843614144960227848.
Full textAbstract:
碩士淡江大學
資訊工程學系碩士班
94
The thesis proposes a cyclic self-regulated learning system for self-regulated learning. With the support of the self-regulated learning system, the learner can identify his best way for learning, where a learner can get supports from the environmental resources and improve the performance of self-regulated learning. Based on the self-regulatory learning theories, five subsystems, Learning Scheduler Subsystem, Schedule Review Subsystem, Learning and Monitoring Subsystem, Analysis Subsystem, and Self-Evaluation Subsystem, are proposed. Learning Scheduler Subsystem helps learners schedule their learning by providing personal historical learning records. The schedule results can be reviewed in Schedule Review Subsystem. With the aid of Learning and Monitoring Subsystem, learners can receive many learning resources to enrich their learning experiences. Besides, learners’ learning behaviors are also observed by the subsystem completely. After learning, the learners can self-evaluate their performance by Self-Evaluation Subsystem. The learners’ learning and self-evaluated results, then, will be analyzed by Analysis Subsystem. The analysis results will feedback to learners for next learning scheduling. The experiment indicates that the proposed system helps learners to improve the performance of self-regulated learning.
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WU, CHIN-CHIN, and 吳晶晶. "Study of a Junior High School Student’s English Self-Regulated Learning Process." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/12905189776121415241.
Full textAbstract:
碩士國立臺中教育大學
諮商與應用心理學系碩士班
95
Study of a Junior High School Student’s English Self-Regulated Learning Process Chin-Chin Wu ABSTRACT This is a qualitative case study to investigate a junior high school student’s self-regulated learning process in her English learning. The relationships of goal setting and self-efficacy were explored, the self-regulated learning(SRL) strategies were examined, and the relations of self-reflection and the self-regulated learning process were scrutinized. The main findings of this study are as follows. 1. There is an interactive relationship between goal setting and self-efficacy in the learning process. The level of the goal setting rises while the level of self-efficacy increases, vice versa. 2. In the English learning activities that are highly related to grades, the student’s goal setting seems to be highly related to her self-efficacy, in which how she perceives the importance of the activities, which is grade-oriented, is crucial. 3. Various SRL strategies are adopted corresponding to the time remaining for preparation. Expansive strategies would be applied when there is much time, and quick reviewing strategies would be employed when the test is near. 4. When the test results are attributed to factors not related to her effort, the goal and the SRL strategies remain. However, the student keeps modifying her SRL strategies to achieve her goal when the grades are ascribed to the results of effort. 5. For the goals accomplished, the student tends to attribute the result to effort. For the goals not achieved, the grades are seemed to be the result of something but effort. Key words: self-regulated learning, English learning, junior high school student.
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Liu, Huiling, and 劉惠玲. "The Study of Self-regulated Learning in ePortfolios for Pre-service Teachers." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/38046932370339122322.
Full textAbstract:
碩士東海大學
教育研究所
100
This study aimed to the ePortfolios that promote pre-service teachers’ self-regulated learning in order to know their goal-setting, engagement, and self-reflection in teacher education. Focus group interviews with Tunghai university pre-service teachers were used, as were their portfolio reports on their experiences of working on a portfolio. According to the focus group interviews, semi-unstructured interview with six pre-service teachers were used in addition, and then the documents with pre-service teachers’ ePortfolios were collected. The result of study showed pre-service teachers’ positive expectation and preparation for being teachers and the promotion of their own abilities from others’ ePortfolios observation. After each learning period, introspection can provide pre-service teachers with goal-striving and modification to enhance self-efficacy for the next period. Therefore, the records of ePortfolios illustrate pre-service teachers’ forethought, performance, and self-reflection in self-regulated learning. Furthermore, the effects of this study advance teacher education institutions to scaffold student teachers’ learning with ePortfolios, developing pre-service teachers’ teaching and learning as well.
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陳炎漳. "A study on applying self-regulated learning mechanism for promoting learning performance of reading annotation." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/25346702302471913497.
Full textAbstract:
碩士國立政治大學
圖書資訊學數位碩士在職專班
99
In the consideration of that digital reading has become a new trend of reading development; many studies were conducted to develop related reading systems or equipments to assist learners on learning of reading. Moreover, how to help students improve comprehension while reading English is an important topic for research. Based on the characteristics of digital reading in the e-learning environment, in which learners often need self-regulated learning, the ability of self-regulated learning has become a key factor that affects the learning effects of reading. The purpose of the present study was to investigate whether the application of reading annotation system with self-regulated learning could increase the learning effects of English reading for junior high school students. The present study adopted quasi-experimental design method and the subjects were two classes of seventh graders in a junior high school in Taoyuan County. There were divided into experimental group and control group to learn English through reading, and were instructed respectively with “reading annotation system learning with self-regulated learning” and “reading annotation system learning without self-regulated learning.” After the experiment, “reading post-test” was conducted to compare the learning effects of reading for these two groups of students. Students in the experimental group were also surveyed by questionnaires and interviewed for qualitative data analysis. Finally, the researcher made suggestions according to the research results as references for future studies and for teachers who want to apply reading annotation system with self-regulated learning to reading instruction. The results of the present study were as the following: 1. The learning effects of English reading for learners in the experimental group with self-regulated reading annotation system were significantly greater than those who were in the control group without self-regulated reading annotation system. 2. The ability of reading annotation of the learners in the experimental group with self-regulated reading annotation system were significantly greater than those who were in the control group without self-regulated reading annotation system. 3. There were significant differences among the learning effects of reading for learners in the experimental group with different ability of self-regulated learning. 4. There were significant differences among the ability of reading annotation for learners in the experimental group with different ability of self-regulated learning. 5. For the learners in the experimental group, the learning effects of reading were significantly related to the ability of reading annotation; the ability of self-regulated learning was positively correlated with learning effects. Keywords: self-regulated learning, digital reading, reading annotation, learning effects of reading
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Haq, Ghania Rizky El, and Ghania Rizky El Haq. "A Study of Mobile-Assisted Language Learning for Self-Regulated Learning of Indonesian EFL Students." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/y863b4.
Full textAbstract:
碩士國立臺灣科技大學
應用外語系
107
Abstract Previous research has explored mobile-assisted language learning (MALL), especially at in-school setting; however, little research was emphasized at out-of-class one. Considering the huge opportunities for students to be engaged on out of-class mobile learning, the present study aimed to explore out-of-class mobile learning among Indonesian EFL students, in order to see if there was an influence on their self-regulated learning (SRL) and its difference between more proficient and less proficient students. Proficiency level was taken into consideration in this study of 127 participants, who were surveyed with two questionnaires, addressing MALL and SRL. Semi-structured interviews were further held with ten participants. The results showed the participants have used mobile device to support mobile learning with various mobile apps used, like online dictionaries (Google Translate, Merriam Webster), YouTube, online news, TED, etc. Second, there was a positive relationship between mobile-assisted language learning and self-regulated learning among the participants which indicated the role of mobile learning that might affect the self-regulated learning strategies of the students. Third, there was no significant difference in the self-regulated learning strategies for mobile learning between more proficient and less proficient students. Moreover, the interview responses indicated the participants’ different points of view toward mobile learning might be due to their different majors, language skills could be enhanced through this learning, how they chose language apps, and their future plans shaped their motivation and learning goals. Finally, suggestions were provided to teachers and parents to further familiarize and encourage students/children with mobile learning, especially in an informal setting so that they can use their spare time in a wiser way. Keywords: mobile-assisted language learning, self-regulated learning, Indonesian EFL students
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Chung, Chia-Jung, and 鍾佳容. "The Study of Epistemological Beliefs and Self-regulated Learning for Music Undergraduate Majors." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/4j5746.
Full textAbstract:
碩士國立臺南大學
音樂學系碩士班
100
This research aimed to investigate the subjects’ Epistemological beliefs and the situation of their self-regulated learning, who were the students in music department in university in Taiwan. It also investigated the relationship between Epistemological beliefs and self-regulated learning. The instrument of this study was revised from Schommer Epistemological Questionnaire(SEQ) and A Mannual for the Use of the Motivated Strategies for Learning Questionnaire(MSLQ). We issued a total of 1019 questionnaires, and 622 copies were returned, the recovery rate was 61%. The major findings of this study were as the follows: 1. In Epistemological beliefs, the subjects are more sophisticated in fixed ability than other factors. 2. In self-regulated learning, the subjects use learning strategy in motivation section more often than other sections. 3. Female students’ Epistemological beliefs are more sophisticate than male students in music department in university. 4. There was no significant difference shown in the self-regulated learning of music undergraduate majors by their gender, major, and social-economic background. 5. There was relationships among Epistemological beliefs and self-regulated learning for music undergraduate majors. According to the research results, suggestions was made for the teacher in music department in university, and for future research.
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Chen, KuanWei, and 陳冠瑋. "The Study of Epistemological Beliefs and Self-regulated Learning for English Undergraduate Majors." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/53886429041755982738.
Full textAbstract:
碩士立德大學
應用英語研究所
97
The research substantially aimed to examine the multi-lateral relationship among motivational construct of self-regulation, copious learning strategies of self-regulation, underlying epistemological beliefs, and English proficiency. Quantitative methodology was implemented. A total of 347 English major undergraduate students from the selected universities in Taiwan responded to the EBI and MSLQ questionnaires on students’ epistemological beliefs, motivation and cognitive and metacognitive learning strategies of self-regulated learning. Descriptive statistics, path analysis, and stepwise multiple regressions were manipulated in statistical techniques. Results of the study were summarized as the following: (1) Among the entire multi-dimensional epistemological beliefs, most students possessed a strong simple knowledge belief, (2) In opposition to simple knowledge, there were fewer college students believed in the notion that learning can be quick and fast, (3) Concerning undergraduates’ motivational dynamics of self-regulatory activities, their most intense motivation was manifest in intrinsic goal orientation and task value, (4) Taiwanese students tended to have lower test anxiety, (5) English major students’ cognitive and metacognitive learning strategies of self-regulation indicated high elaboration skills while they were learning English, (6) Many college students found it difficult to manage their studying time efficiently and to administrate their milieu well for reading and studying, (7) English major undergraduate students’ internal epistemological beliefs and motivation of self-regulatory behaviors were significantly positively related to each other, (8) The influence of motivation of SRL on epistemological beliefs was reaching significance and direct effects. Moreover, the influence of motivation of SRL on English proficiency was achieving significance and direct effects. Besides, through the intermediate variable (epistemological beliefs), the indirect effects of the motivation of SRL on English proficiency was significant, (9) The impact of learning strategies of SRL on epistemological beliefs was failing to attain significance and direct effects. In addition, through the intermediate variable (epistemological beliefs), the indirect effects of the learning strategies of SRL on English proficiency was not significant. However, the impact of learning strategies of SRL on English proficiency was achieving strong significance and direct effects. Likewise, the impact of epistemological beliefs on English proficiency denoted significance and direct effects. Key Words: English major, undergraduate, college student, epistemological beliefs, epistemology, self-regulated learning, self-regulation, motivation, learning strategy, cognition, metacognition, and English proficiency