Journal articles: '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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Jacob, Lisa, Manuela Benick, Sandra Dörrenbächer, and Franziska Perels. "Promoting self-regulated learning in preschoolers." Journal of Childhood, Education & Society 1, no. 2 (July 28, 2020): 116–40. http://dx.doi.org/10.37291/2717638x.20201237.

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Self-regulated learning (SRL) is important for a person's school career and their later academic success, and it should therefore be fostered as early as possible. Nevertheless, research focusing on the promotion of SRL in preschoolers is limited. The present study aims to examine the efficacy of an SRL intervention based on a longitudinal control-group-design for preschoolers (direct-level intervention) and their kindergarten teachers (indirect-level intervention). The SRL intervention took place in either a) an autonomous learning environment, where SRL learning strategies were practiced with no special focus on the stimulation of communicative abilities or b) in a social-interactive learning environment, where SRL learning strategies were practiced while communicative abilities were stimulated. The sample consisted of 189 preschoolers (49.5% ♀, 50.5% ♂, mean age: 5.6 years, SD = .47 years) and 30 kindergarten teachers. SRL and general self-regulation ability (gSR) served as performance measures. The results of the paired t-tests revealed an increase in SRL and gSR for preschoolers irrespective of the condition, while a group-differential intervention benefit for preschoolers (i.e. direct-autonomous or direct-interactive intervention) could not be confirmed by the applied repeated measures ANOVA and contrast analyses. Further, we did not find any substantial benefit from teacher intervention (i.e. indirect intervention) analysed by non-parametric Wilcoxon test. This unexpected result is discussed in light of methodical considerations. Nevertheless, the study provides important implications for future intervention studies.

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

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Purpose – The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack of ability to self-regulate learning processes has led to poor learning performance among undergraduates. Therefore, this study examined the effects of self-regulated learning strategies (SRLS) on learning performance among Malaysian IT undergraduates. Methodology – A sample of IT undergraduates from private higher education institutions in Malaysia participated in the study. Quantitative data from a total of 563 respondents was collected through questionnaire surveys and analysed using PLS-SEM. The common method variance was utilized in this paper. Findings – The findings of this study constitute essential results that three out of four SRLS domains (cognitive engagement, resource management, and motivational beliefs) positively influenced the students’ perception of learning performance. Significance – This study provides insight into the best SRLS to excel in digital learning for deeper learning particularly in the Malaysian context. Implications of the findings on higher education institutions as well as recommendations for future research are discussed. Keywords: Self-regulated learning strategies, digital learning, higher education, learning performance, subjective learning outcomes.

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Díaz, Ana García. "Alternative Education and Self-Regulated learning: Multiple Case Study." International Journal for Cross-Disciplinary Subjects in Education 7, no. 4 (December 30, 2016): 2900–2905. http://dx.doi.org/10.20533/ijcdse.2042.6364.2016.0395.

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McPherson, Gary E., Margaret S. Osborne, Paul Evans, and Peter Miksza. "Applying self-regulated learning microanalysis to study musicians’ practice." Psychology of Music 47, no. 1 (October 26, 2017): 18–32. http://dx.doi.org/10.1177/0305735617731614.

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This article describes the development of a music practice microanalysis protocol that is based on the three-phase model of self-regulated learning (i.e., Forethought, Performance, and Self-Reflection). Up until now, most studies on music practice have tended to focus on behavioural aspects. The expanded view presented here outlines a technique for mapping the types of behaviours (actions), cognition (thoughts), and affect (feelings) that can help focus musicians’ practice. To explain the technique, we describe the practice of two first year Bachelor of Music students studying at a prominent university music school who are compared at three time points across one semester as they prepare an étude for a performance exam. These case studies demonstrate two broadly contrasting self-regulated learning profiles of how microanalysis can be used to cue students to think about what they are doing and then reflect critically on the strategies they can use to improve their playing. As a technique, microanalysis can inform educational interventions aimed at breaking the cycle of habits that typify musical practice by encouraging musicians to become more behaviourally, metacognitively, and motivationally involved in their own learning.

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Kreber, Carolin, Heather Castleden, Nina Erfani, and Tarah Wright. "Self-regulated learning about university teaching: an exploratory study." Teaching in Higher Education 10, no. 1 (January 2005): 75–97. http://dx.doi.org/10.1080/1356251052000305543.

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Aksan, Nilgun. "A descriptive study: epistemological beliefs and self regulated learning." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 896–901. http://dx.doi.org/10.1016/j.sbspro.2009.01.159.

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Ulfatun, Titik, Fitri Septiyanti, and Aprilia Garia Lesmana. "University Students’ Online Learning Self-efficacy and Self-regulated Learning during the COVID-19 Pandemic." International Journal of Information and Education Technology 11, no. 12 (2021): 597–602. http://dx.doi.org/10.18178/ijiet.2021.11.12.1570.

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The teaching and learning process has shifted online since the outbreak of COVID-19 in Indonesia. Students have had to adapt to the new situation. Thus, it is necessary to explore their self-efficacy and self-regulated learning. The objective of this paper is twofold: 1) to describe the profiles of students’ online learning self-efficacy and students’ online self-regulated learning; and 2) to investigate the relationship between self-efficacy and self-regulated learning in online learning among university students during the COVID-19 pandemic. This quantitative study included a sample (n = 260) of university students enrolled in an accounting education study program. First, the study found that students exhibit a high level of online learning self-efficacy and online self-regulated learning. Second, the results of this study revealed a strong positive correlation between students’ online self-efficacy and online self-regulated learning (r = 0.67, p < 0.0005). This indicates that students’ high levels of online self-efficacy are correlated with their high levels of online self-regulated learning.

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Isyarotullatifah, Isyarotullatifah. "PENGEMBANGAN KONTEN E-LEARNING IPS BERBASIS SELF REGULATED LEARNING." Jurnal Visi Ilmu Pendidikan 11, no. 2 (July 5, 2019): 1. http://dx.doi.org/10.26418/jvip.v11i2.34488.

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Problems found in SMP Negeri 1 Singaraja that is still the lack of learning media used and the results of study IPS students VIII class that many have not completed. This study aims to describe the design of e-learning development in IPS subjects, and also describe product effectiveness e-learning based on self regulated learning on IPS class VIII subjects at SMP Negeri 1 Singaraja. This research is development research and development model which used is Luther model. Data collection methods used were questionnaires and written tests. The results of the study are e-learning of IPS subjects developed valid by: (a) the result of the expert review shows the predicated product is good, (b) individualized trial, small group trials and field trials are showing e-learning predicate with good classification. The effectiveness of using SRL-based e-learning content shows a significant difference between the learners' learning outcomes before learning with the content of e-learning content based on SRL and after learning with the content of e-learning content based on SRL. The learning outcomes based on the mean posttest score were higher than the mean pretest score. The results show that SRL-based e-learning content can improve student learning outcomes.

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Rinawati, Rinawati, and Liza Adyani. "Self-Regulated Learning dan Self-Control Pada Mahasiswa Pendatang." Jurnal Psikologi Terapan (JPT) 3, no. 2 (September 28, 2022): 43. http://dx.doi.org/10.29103/jpt.v3i2.8878.

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Educational isn't always between teacher and student, even each individual can arrange their learning or what is called learning with their arrangements. This of course requires good self-control from every learner. This study aims to determine the relationship between independent learning and self-control in students through a cross-sectional approach. The population and sample of this study were West Sumatra 2016-2018 students studying at Malikussaleh University using quota sampling. Primary data collection is done by utilizing self-regulated learning scales and self-control scales. Hypothesis test results indicate the value of the correlation coefficient (r = 0.553) at a significance level of 0,000 (p <0.001). The state of this statistical value can be interpreted that the working hypothesis has a significant relationship between the two variables studied.

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Saragih, Fernando. "ENVIRONMENT EFFECT IN SELF-REGULATED LEARNING." Jurnal Pendidikan PKN (Pancasila dan Kewarganegaraan) 1, no. 2 (November 2, 2020): 62. http://dx.doi.org/10.26418/jppkn.v1i2.40875.

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This study aims at finding and analyzing the influence of parenting style and peer group toward the self regulated learning. These goals are considerably based on the lack of student learning independence occurred during the learning process at school. The theory used in this research is the social cognitive of self regulation. This theory explains that the learning independence is formed by individual, behavior, and the environment. This is a quantitative research using an explanatory survey method with the questionnaires as the technique of data collection. They consisted of 32 statements which had been evaluated and were valid and reliable to be tested on the respondents. The simple random sampling was applied in order to choose 120 high school students in Purwakarta. All the data were then analyzed by applying the multiple regressions using SPSS. The result of this research shows that there is a positive and a significant effect between the parenting parents and peer group toward the student learning independence. Therefore, parents should adjust the parenting model to the children’s condition as well as implement the values and the basic principles in addition, the role of peer groups is also needed to develop basic values and provide motivation to become more independent figures.Keywords: self regulated learning, Character building, parenting style, peer group, social interactions

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Alafgani, Mehmed, and Eny Purwandari. "Self-efficacy, academic motivation, self-regulated learning and academic achievement." Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling 5, no. 2 (December 29, 2019): 104. http://dx.doi.org/10.26858/jppk.v5i2.10930.

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This study aims to empirically prove that the relationship between self-efficacy, academic motivation, self-regulated learning and academic achievement. In addition, empirically proved the mediating role of self-regulated learning on self-efficacy, academic motivation and student achievement. This study used quantitative expansive method. The sample of this study was 246 students of an Islamic senior high school recruited using census technique; thus, the entire population was used as the sample of the study. Data were collected using a questionnaire and were analyzed using Structural Equation Model (SEM). The results empirically show that there is a relationship between self-efficacy, academic motivation, self-regulated learning and academic achievement. However, there is no relationship between self-regulated learning and academic achievement.

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El-Adl, Adel, and Hussain Alkharusi. "Relationships between self-regulated learning strategies, learning motivation and mathematics achievement." Cypriot Journal of Educational Sciences 15, no. 1 (February 29, 2020): 104–11. http://dx.doi.org/10.18844/cjes.v15i1.4461.

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This study aimed at examining the relationships of self-regulated learning strategies with students’ learning motivation and academic achievement in mathematics. The study employed a descriptive research design. The participants were 238 ninth grade students in the Sultanate of Oman. The Motivated Strategies for Learning Questionnaire was used to assess the participants’ use of self-regulated learning strategies and motivation. Academic achievement was reflected by the total score obtained in mathematics. Results revealed statistically positive relationships of self-regulated learning with intrinsic motivation, extrinsic motivation, task value, control of learning beliefs, self-efficacy and academic achievement. Test anxiety was found to be negatively related to self-regulated learning. The study offers insights on how to develop effective instructional strategies to enhance students' self-regulated learning skills. Keywords: Self-regulation, learning motivation, learning beliefs, academic achievement, learning.

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Khoirudin, Khoirudin. "Techniques Self-Regulated Learning To Improve Self-Regulated Learning And Students' Learning Independence In Online Learning Situations Covid The -19." MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran 8, no. 1 (April 1, 2022): 51–57. http://dx.doi.org/10.30653/003.202281.210.

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Ability Self-regulated learning and independent learning are needed for humans throughout their life. However, the students of SMP Sunan Ampel Porong do not yet have optimal learning independence. the study aims to improve self-regulated learning and increase the learning independence of Sunan Ampel Porong Junior High School students in online learning situations during the Covid-19, through the application of Self-Regulated Learning. This research uses experimental research, the method used is quasi-experimental research design with non-equivalent control group design. The research sample consisted of sixty-nine students of SMP Sunan Ampel Porong with two classes, the experimental class, and the control class. Data on self-regulated learning and learning independence of students were collected using observation, interviews, questionnaires, and document scrutiny techniques guidance instruments self-regulated learning. Furthermore, the data were analyzed quantitatively. Based on the post-test t-test of the ability Self Regulated Learning, it is known that the average learning outcomes of the experimental class are greater than that of the control class. From the table, it is known that the value of t count > t table. achievement scores' self-regulated learning in the experimental class and the control class. While the post-test t-test of learning independence of the experimental class is known to have an average learning outcome of the experimental class is greater than that of the control class. From the table, it is known that the value of t count > t table. It can be concluded that there are significant differences in the scores of students' independent learning outcomes in the experimental class and the control class.

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Barnard-Brak, Lucy, Valerie Osland Paton, and William Yun Lan. "Profiles in self-regulated learning in the online learning environment." International Review of Research in Open and Distributed Learning 11, no. 1 (March 5, 2010): 61. http://dx.doi.org/10.19173/irrodl.v11i1.769.

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Individuals who are self-regulated in their learning appear to achieve more positive academic outcomes than individuals who do not exhibit self-regulated learning behaviors. We suggest that distinct profiles of self-regulated learning behaviors exist across learners. In turn, these profiles appear to be associated with significantly different academic outcomes. The purpose of the current study was to examine whether profiles for self-regulated learning skills and strategies exist among learners. To achieve this purpose, we conducted two studies using two different samples. We administered the Online Self-Regulated Learning Questionnaire (OLSQ), a 24-item scale with a 5-point Likert-type response format, to students enrolled in online degree programs at a large, public university located in the Southwestern United States. The OSLQ consists of six subscale constructs, including environment structuring, goal setting, time management, help seeking, task strategies, and self-evaluation. Latent class analyses were performed with participant subscale scores from the OSLQ. Our results indicate the presence of five, distinct profiles of self-regulated learning replicated across both study samples: super self-regulators, competent self-regulators, forethought-endorsing self-regulators, performance/reflection self-regulators, and non- or minimal self-regulators. Results also indicate that individuals differ significantly in their academic achievement according to their profile membership; for example, minimal and disorganized profiles of self-regulated learning are both associated with similar, poorer academic outcomes (e.g., lower GPAs). These profiles in self-regulated learning may be viewed as contributing to the development of theory by elucidating how exactly individuals are and are not self-regulated in their learning. The authors suggest future research directions.

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Vijayakumar, S., Akhter Habib Shah, Syed Farhat Jahara, and Tribhuwan Kumar. "The impact of teacher regulated versus self-regulated flipped learning." World Journal on Educational Technology: Current Issues 14, no. 6 (November 28, 2022): 1857–72. http://dx.doi.org/10.18844/wjet.v14i6.8359.

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The purpose of this research paper is intended to look into how teacher-mediated flipped learning and student-regulated learning affect presentation skills. A total of 68 English as Specific Language (ESL) students were chosen for the intervention trial. In Group-A, 34 students were exposed to teacher-mediated flipped learning, whereas Group-B students were exposed to student-regulated flipped learning. Before the intervention, the samples were homogeneous. To determine the impact, the researchers used Levene’s Test of Variance. The results of this study clearly illustrate that both teacher-mediated and student-regulated learning brings potential and obstacles. Both groups showed signs of progress. Students in the teacher-mediated flipped mode, on the other hand, outperformed those in the self-regulated flipped method. Keywords- ESL, Flipped Instruction, Online Learning, Pedagogy, Self-Regulated Learning

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Calle, Juan Carlos Chumacero, Marya Graciela Barzola Loayza, Christian Esteban Gómez Carrión, Ruth Asela Saravia Alviar, and July Rivera-Zamudio. "Inverted Classroom in Self-regulated Learning during the Covid-19 Pandemic in University Students." Webology 19, no. 1 (January 20, 2022): 1903–14. http://dx.doi.org/10.14704/web/v19i1/web19128.

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The year 2020, the Peruvian authorities decreed the development of virtual learning in universities, due to the appearance of the pandemic that originated the COVID.19, in order to avoid the increase of contagions, it is this context that the higher houses of study should, implemented strategies to improve the performance academice of the students, being one of them the use of the inverted classroom, the objective of this study was to demonstrate that the use of the Inverted Classroom significantly influences the self-regulated learning during the pandemic of the COVID-19. The method used was quantitative, basic, with a quasi-experimental design, applying a program to second cycle students of a public university. From the statistical processing it was possible to conclude that the inverted classroom significantly influences self-regulated learning.

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Arfianti, Kiki, and Khilman Rofi Azmi Rofi Azmi. "Self Regulated Learning(SRL): Skills in Improving Learning Motivation." KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 8, no. 2 (December 1, 2021): 199–206. http://dx.doi.org/10.24042/kons.v8i2.9958.

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The problem that still often occurs in the educational environment is the lack of motivation to learn in students. Each student has a different level of learning motivation, ranging from low, medium, to high learning motivation. The low motivation of students to learn occurs in the lack of a sense of student awareness of the importance of learning motivation. The purpose of this study is to increase learning motivation, using group guidance with self-regulated learning techniques. RS). Self-regulated learning (SRL) is important to be given to students so that students can increase their awareness of their learning motivation. This research is a type of quantitative research with a quasi-experimental research design with an experimental control group design. The results of this study indicate that there are differences before and after the group guidance action with self-regulated learning (SRL) techniques is carried out. So it can be proven that group guidance with self-regulated learning (SRL) techniques can increase the learning motivation of vocational students. SRL can increase students' awareness of learning motivation so that it can be taken into consideration in group guidance services for BK.

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Ariani, Dorothea Wahyu. "Relationship Model among Learning Environment, Learning Motivation, and Self-Regulated Learning." Asian Social Science 13, no. 9 (August 24, 2017): 63. http://dx.doi.org/10.5539/ass.v13n9p63.

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This study applies social capital theory, motivation theory, and systems theories to examine the role of the learning environment and motivation in learning to encourage self-regulation in learning especially effort regulation. This study examines the relationship among learning environment (i.e., student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity), learning motivation (i.e., learning goal orientation, task value, and self-efficacy), and self-regulated learning in effort regulation. This study also examines the mediating role of learning motivation on relation between learning environment and self-regulation in learning effort. Respondents were 307 students of undergraduate program on business, management, and economics in Yogyakarta and Bandung, Indonesia. Self-report questionnaires were administered to respondents during their regular class periods. Results revealed that students’ perception of learning environment on all dimensions were significantly related to learning motivation and self-regulation in effort regulation. Students’ perception of learning environment especially task orientation dimension was significantly influenced on three dimensions of learning motivation. The result of this study also indicated that learning goal orientation and self-efficacy are the mediating variables in the relationship model. These results supported many of the hypothesized relationships. Further explanations are discussed regarding both the expected and unexpected outcomes.

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Khiat, Henry, and Silke Vogel. "A self-regulated learning management system: Enhancing performance, motivation and reflection in learning." Journal of University Teaching and Learning Practice 19, no. 2 (April 9, 2022): 43–59. http://dx.doi.org/10.53761/1.19.2.4.

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Practising self-regulated learning is essential in one’s lifelong learning journey. As educators, we can assist our students to regulate their learning effectively, whether this is in an online learning environment or any other. However, many factors affect how well learners regulate their learning. Research reveals that self-regulated learning practices vary and warrant further exploration. This study specifically investigates how the guided practice of self-regulated learning behaviour affects learning in the online learning environment. To guide students in managing their learning more effectively, an automated self-regulated learning management system was developed. The system assists students in practising the cognitive, meta-cognitive and motivational aspects of self-regulated learning. 155 postgraduate students in two online healthcare-related courses were randomly selected to be involved in the study. Trace data from the self-regulated learning management system was used to triangulate the students’ self-reports in relation to their self-regulated learning behaviours. Non-parametric statistical tests were used in the analysis. Findings indicate that the use of the self-regulated learning management system facilitated and aided students in practising more effective self-regulated learning behaviours thus impacting positively on learning motivation and metacognitive reflection. However, its effect is inconclusive in relation to academic performance. In summary, positive changes were made to their self-regulated learning behaviours and these subsequently improved their self-regulation and related outcomes.

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Sharizan, Sharizan, Indah Tri Purwanti, and Eliwarti Eliwarti. "SELF-EFFICACY AND SELF-REGULATED LEARNING FOR ENGLISH CONTENT COURSES IN ONLINE LEARNING." JURNAL PAJAR (Pendidikan dan Pengajaran) 6, no. 2 (March 27, 2022): 608. http://dx.doi.org/10.33578/pjr.v6i2.8703.

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This paper discusses a study that is focused on English Department students’ self-efficacy and self-regulated learning for English content courses in online learning. This study is a quantitative descriptive study that involved 114 English Department students taking in Semantic Class at Universitas Riau. The participants are selected through a saturated sampling technique, where all populations who respond to the questionnaire are the samples of this research. The data are collected from a set of questionnaires that are broadcasted online through the WhatsApp Group feature and analyzed by using descriptive statistics through SPSS Application. The findings show that the English Department students’ self-efficacy and self-regulated learning are high with a total average of 3.83 and 3.57 while learning English content courses in online learning. It can be inferred that the students who have background knowledge in operating technology and are familiar with it, are less likely to experience any problems while learning. Moreover, the understanding about self-efficacy and self-regulated learning should be more cultivating both the teachers and the students.

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Kartika, Hapsari Dwi. "A Learner’s Self-Regulated Learning in Writing." IJEE (Indonesian Journal of English Education) 2, no. 2 (December 29, 2015): 120–31. http://dx.doi.org/10.15408/ijee.v2i2.3085.

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The purpose of this study was to analyze Self-Regulated Learning (SLR) upon the process of writing task. The Motivated and Learning Strategies Questionnaire (MLSQ) developed by Pintrich was used to generate the participant's cognitive and metacognitive activity. Data were collected from the participant’s journal written during her task performance and from her scores from three essay assignments in Psychology and Instruction subject. The result indicated an improvement in the participant’s writing performance, such as recalling previous knowledge and reviewing her writing. It showed that the participant’s marks among the three assignments significantly increased. The result also indicated participant’s difficulties and strength in her writing. However, The study further suggested time expansion to obtain a more comprehensive SLR performance, such as motivational and emotional aspects. Permalink/DOI:http://dx.doi.org/10.15408/ijee.v2i2.3085

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Abar, Beau, and Eric Loken. "Self-regulated learning and self-directed study in a pre-college sample." Learning and Individual Differences 20, no. 1 (February 2010): 25–29. http://dx.doi.org/10.1016/j.lindif.2009.09.002.

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Fazriah, S., D. Irwandi, and D. Fairusi. "Relationship of self-regulated learning with student learning outcomes in chemistry study." Journal of Physics: Conference Series 1836, no. 1 (March 1, 2021): 012075. http://dx.doi.org/10.1088/1742-6596/1836/1/012075.

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Ramadhani, Aninda Wahyu, Ika Maryani, and Rungchatchadaporn Vehachart. "Literature Study on Self-Regulated Learning in Science Learning of Elementary School Students." International Journal of Learning Reformation in Elementary Education 1, no. 02 (December 7, 2022): 80–100. http://dx.doi.org/10.56741/ijlree.v1i02.71.

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The study was conducted to determine the trend of research topics for self-regulated learning science for elementary school students in 2017-2021. This type of research is a descriptive quantitative research using literature study analysis and bibliometric methods. The data collection process is carried out by conducting observations and documentation on the Google Scholar online database. The data analysis phase was applied Mendeley, Publish or Perish, and VOSViewer. Based on the analysis of 102 research publications, 46 topics emerged. Relevant topics that arise relating to self-regulated learning do not all have a high occurrence rate. Topics with high emergence include Self-regulated learning, Learning Outcomes, Critical Thinking, Scientific Literacy, Motivation, Problem Based Learning, Inquiry, and Discovery Learning. Topics with low emergence and opportunities for further research are Strategy, Learning Media, Science Process Skills, Self-Efficacy, Emotional Intelligence, Metacognitive Skills, and Peer Learning.

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Randi, Judi. "Teachers as Self-Regulated Learners." Teachers College Record: The Voice of Scholarship in Education 106, no. 9 (September 2004): 1825–53. http://dx.doi.org/10.1177/016146810410600908.

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This article describes how preservice teachers are afforded opportunities for developing self-regulation as they learn to transition to “the other side of the desk” in their teacher education program. The article focuses on self-regulated learning as it applies to teachers’ work in the classroom and distinguishes volitional work styles and student study habits from learning-oriented volitional strategies teachers engage to learn from teaching. To illustrate teachers’ strategy use and to reify volitional constructs as they are embodied in practice, this article presents practical examples from one teacher education program. Finally, the article considers ways that teacher preparation programs might structure learning environments, affording teachers opportunities to learn self-regulation and then apply those strategies to learn from their own teaching.

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Kusuma, Anggita Nurindah. "The state of self-regulated learning and academic dishonesty of undergraduate students during online learning." Psychological Research and Intervention 5, no. 1 (December 2, 2022): 19–27. http://dx.doi.org/10.21831/pri.v5i1.49441.

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The purpose of this study was to determine the condition of academic problems in the form of self-regulated learning and academic dishonesty in students during online learning and to examine the effect of self-regulated learning on academic dishonesty. This type of research is a correlational of quantitative approach. The study was conducted on 410 students in Special Region of Yogyakarta using online self-regulated learning scale and academic dishonesty scale. The results of this study indicate that student’s self-regulated learning is mostly in the medium category with percentage of 52%. The aspect of self-regulated learning that has the highest average score is environment structuring, while the lowest aspect is time management. For academic dishonesty, most students are in the moderate category with percentage of 45.6%. this study also shows the Fcount value of 24.471, a significance value of 0.00, and the regression equation Y=23,816-0.090 which means that self-regulated learning has a negative effect on academic dishonesty. Self-regulated learning contributes 5.7% to academic dishonesty while 94.3% is influenced by other factors.

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Firmansyah, Marindra, and Dina Rahmi Daroini. "SELF-REGULATED LEARNING DURING COVID-19 PANDEMIC." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 10, no. 3 (November 2, 2021): 290. http://dx.doi.org/10.22146/jpki.63618.

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Background: The government implemented the regulation for higher education during the pandemic Covid-19 about the method of learning with an online system. This online learning model will affect self-regulated learning and academic achievement. Self-regulated learning for online learning has not been widely studied. Previous research has written that self-regulated learning in offline learning was formed by several factors. This research was conducted to find out that self-regulated learning and the factors that shape them are still relevant in online learning. The objectives of the study were to analyze the factors and relationships that influence self-regulated learning in online learning during the pandemic Covid-19.Methods: This research was conducted with confirmatory factor analysis (CFA) on the survey results of 175 respondents. The questionnaire consisted of 54 validated questions on the Likert scale. Calculations were done using PLS-SEM data analysis (Smart PLS version 3.0).Results: This study produces a good and strong model with a GoF value> 0.34. Path analysis shows that all O-sample values are positive with t statistic > 1.97 and p-value < 0.025. Thus, each factor has a significant positive effect on forming self-regulated learning.Conclusion: The factors that have been researched on offline learning that forming self-regulated learning are still relevant to use in online learning. These factors are mastery goal orientation, task value perception, academic self-efficacy, metacognitive knowledge awareness, prior learning experiences, good grades, employment prospects, successful future, support from teaching staff, peers, and family.

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Ziadat, Ayed Hanna, and Mohammad Abed Sakarneh. "Academic achievement and self-regulated learning from parent’s perspective of student with learning difficulties." International Journal of Evaluation and Research in Education (IJERE) 11, no. 3 (September 1, 2022): 1028. http://dx.doi.org/10.11591/ijere.v11i3.22177.

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<span lang="EN-US">The study was designed to realize the association between academic achievement and self-regulated learning of students presenting learning difficulties. Therefore, the study adopted a quantitative approach and distributed the developed questionnaire to over 384 participants. The results reported underscored worsen achievement of students in distance learning compared to face-to-face setting despite the assistance they received during distance settings. The achievement of students differs due to the category of difficulty. Students presenting learning difficulties exhibited medium acquisition level of self-regulated learning. Elementary stage students exhibited a higher level of self-regulated learning, while female students exhibited a higher level of self-efficacy, metacognitive, micro-strategies, and emotional support. There is a strong association combined between students’ achievement and self-regulated learning. Furthermore, the study revealed a difference in self-regulated learning due to students’ gender, difficulty categories, and grade. Future studies can opt for specific self-regulated learning strategies according to subjects' particularism, such as mathematic material or specific age groups using the self-assessment tool.</span>

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Nuraisa, Diah, Hairul Saleh, and Sigit Raharjo. "PROFILE OF STUDENTS’ COMPUTATIONAL THINKING BASED ON SELF-REGULATED LEARNING IN COMPLETING BEBRAS TASKS." Prima: Jurnal Pendidikan Matematika 5, no. 2 (August 1, 2021): 40. http://dx.doi.org/10.31000/prima.v5i2.4173.

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Bebras task is a problem solving problem that integrates computational thinking in it, which the stages in computational thinking consist of: decomposition, abstraction, algorithm, and pattern recognition. This study aims to describe the profile of student’s computational thinking based on the level of self-regulated learning in completing bebras task. This study is a qualitative-descriptive study with three research subjects based on the level of students’ self-regulated learning, namely high self-regulated learning, medium self-regulated learning, and low self-regulated learning. The results of this study indicate that students with different levels of self-regulated learning have different computational thinking ability in completing bebras task. Student with high level of self-regulated learning can reach the stages of decomposition, abstraction, algorithm, and pattern recognition. Student with medium level of self-regulated learning can reach the stages of decomposition, absraction, and algorithm. Student with low level of self-regulated learning can reach the stage of decomposition only. Student with low level of self-regulated learning do not yet reflect independence in learning.

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Laily Nurjanah, Ratih, Januarius Mujiyanto, Hendi Pratama, and Dwi Rukmini. "Students’ perceptions on learning independence: how self-regulated learning strategy helps?" Language Value 15, no. 2 (December 22, 2022): 29–53. http://dx.doi.org/10.6035/languagev.6930.

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This study aims to determine the effects of a self-regulated learning strategy on students’ independence in Literal Reading education. Literal Reading is an educational course working on literal comprehension and assigned to 2nd semester students. This experiment was carried out using a self-regulated learning strategy with the phases; (1) Forethought and Planning phase, (2) Performance Monitoring phase, and (3) Self-Reflection phase. 120 students were selected as participants, with a case study and experimental diary conducted to observe the implementation of the utilized strategy. A questionnaire was distributed to these participants, to determine the patterns by which the self-regulated learning strategy helped in developing independent students. The results showed; (1) The implementation of the learning strategy emphasized goal settings, learning journal completions, and lecturers' feedback reviews, (2) Most students positively perceived the self-regulated learning strategy, by exhibiting some independent characteristics, such as academic goal setting, learning process monitoring, and self-evaluation. These indicated that the self-regulated strategy influenced the development of students' learning Independence.

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Ikhwanuddin, Ikhwanuddin, Sumarjo H., V. Lilik Hariyanto, and A. Hasan. "Self-Regulated Learning with a Module to Improve Learning Achievement." Jurnal Pendidikan Teknologi dan Kejuruan 24, no. 2 (September 29, 2018): 213–21. http://dx.doi.org/10.21831/jptk.v24i2.18287.

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Drafting competence using Computer Aided Design (CAD) is required for building projects. The basic competence of CAD courses is students can draw elevation houses with CAD. To improve the effectiveness of learning, it has been developed a CAD learning module. This study was aimed to identify the utilization strategy of the CAD learning module to improve self-regulated learning. It is believed that increasing self-regulated learning can improve learning achievement. This research method consisted of four cycles: plan, action, observation, and reflection. The data were in the form of quantitative and qualitative data. Data collecting techniques were observation and documentation. Data analysis techniques used mean scores and reflection. The target was the mean score of classical tasks which is bigger than 80 in high difficult tasks. The results of the study were (1) there were differences in learning achievement in applying the concept of self-regulated learning with a collaborative approach and an individualistic approach, (2) self-regulated learning concepts with collaborative approach is more appropriate for the CAD module-based learning, and (3) the concept self-regulated learning with collaborative approach can improve learning achievement.

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Alharbi, Ali, Frans Henskens, and Michael Hannaford. "Personalised Learning Object System Based on Self-Regulated Learning Theories." International Journal of Engineering Pedagogy (iJEP) 4, no. 3 (June 12, 2014): 24. http://dx.doi.org/10.3991/ijep.v4i3.3348.

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

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Mawardi, Mawardi, and Henny Dewi Koeswanti. "PPG Students' Learning Competency Analysis From Self Regulated Learning Factors." Jurnal Ilmiah Sekolah Dasar 5, no. 4 (December 5, 2021): 737. http://dx.doi.org/10.23887/jisd.v5i4.40111.

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The experience of implementing the Teacher Professional Education (PPG) for Elementary School Teacher Program so far shows that the graduation rate for PPG participants has only reached an average of 70% for the entire class. This condition is undoubtedly a reflection material for managers to improve their performance to achieve more optimal results in the future. This study aimed to analyze PPG student competence, student competence, and differences in student competence based on SRL and low. This type of research is descriptive quantitative research with the comparative correlational method. Techniques and instruments used are student competency document analysis techniques and SRL Measurement Instruments. The sample in this study was 34 PPG students. Data analysis techniques used descriptive statistical techniques, linear regression analysis and t-test. The results of the study found that the average student SRL level score reached 88.76; the average competency score of PPG students reached 90.44; the contribution of SRL to student competence is 15.8%; and students who have SRL significantly in their learning competence. It can be said that all student SRL levels can be said to be very high.

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M. Coscos, Reggie Marie, Judy Ann D. Doncillo, Jeneth M. Sausal, Mary Christine M. Tanquilan, Sherlyn Rose S. Tumana, and Jenyliza T. Ucang. "Self-Regulated Learning Strategies on Students’ Academic Performance in Mathematics Through Flexible Learning." International Journal of Applied Science and Research 05, no. 04 (2022): 26–40. http://dx.doi.org/10.56293/ijasr.2022.5404.

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Students use self-regulated learning, a self-directed process, to evaluate their learning as they work toward academic objectives. This study aims to determine the degree of self-regulated learning strategy in a flexible learning environment with regard to affective, cognitive, metacognitive, and motivational strategy; ascertain the level of students’ academic performance in flexible learning; assess if there is a significant relationship between the students’ academic performance and the self-regulated learning strategies; and find out which variable, singly or in combination, predicts students’ academic performance. The study used a descriptive quantitative correlational design. The study is conducted at Valencia National High School, Valencia City, Bukidnon. The research respondents were 150 Grade 10 students. The reseachers used descriptive statistics to determine the level of each sub-variable of self-regulated learning strategies and the students’ academic performance. The relationship involving self-regulated learning and students' mathematical performance is examined using Pearson Product Moment Correlation. Finally, to predict which sub-variables predict students’ academic performance, it utilizes regression analysis. Results showed that students are indicated positive about self-regulated learning. The student's academic performance is rated as very satisfactory. Henceforth, there is a significant correlation between students' academic performance and their use of a self-regulated learning strategy. Lastly, the sub-variable that predicts students’ academic performance is the metacognitive strategy.

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Costa-Ferreira, Paula, and Ana Margarida Veiga-Simão. "Teaching Practices that Foster Self-regulated Learning: a case study." Educational Research eJournal 1, no. 1 (2012): 1–16. http://dx.doi.org/10.5838/erej.2012.11.01.

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Peng, Yaoping, and Jonathan G. Tullis. "Theories of intelligence influence self-regulated study choices and learning." Journal of Experimental Psychology: Learning, Memory, and Cognition 46, no. 3 (March 2020): 487–96. http://dx.doi.org/10.1037/xlm0000740.

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Kim, Susan J. "A Study of Self-Regulated Learning in College String Majors." String Research Journal 1, no. 1 (July 2010): 39–54. http://dx.doi.org/10.1177/194849921000100103.

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Throndsen, Inger. "Self-regulated learning of basic arithmetic skills: A longitudinal study." British Journal of Educational Psychology 81, no. 4 (November 29, 2010): 558–78. http://dx.doi.org/10.1348/2044-8279.002008.

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Singh, Prakash. "An Experimental Study of Self-Regulated Learning with Gifted Learners." International Journal of Learning: Annual Review 16, no. 1 (2009): 101–18. http://dx.doi.org/10.18848/1447-9494/cgp/v16i01/46086.

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Wahlheim, Christopher N., and K. Andrew DeSoto. "Study preferences for exemplar variability in self-regulated category learning." Memory 25, no. 2 (February 25, 2016): 231–43. http://dx.doi.org/10.1080/09658211.2016.1152378.

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

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