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Gonzalez, Andrea Michelle. "Six Principles of Self-Regulated Learning: Developing Self-Regulated Language Learners." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4052.
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Self-regulation is an important aspect of learning, and all teachers want to instill this ability in their students. However, students often feel confused or inadequate when it comes to being in charge of their own learning. This is especially true in intensive English programs where students expect the teacher to provide them with the information they need to pass tests and advance to higher levels. While the teacher's role cannot be overlooked, encouraging self-regulated learning is also vital to students' success in learning. The author saw a need for this in the intensive English program where she is teaching. She created a workbook which outlines the six principles of self-regulated learning as presented by Andrade and Evans (2013). During the course of two semesters, she gathered data from teachers and students in classes at the English Language Center (ELC) through surveys and interviews regarding how useful the workbook was in helping students to be more self-regulated in their learning. The feedback indicates that the principles presented in the workbook were useful, and the students felt better equipped to face future learning. Although this was a preliminary study, the feedback collected regarding the workbook indicates that students are more receptive to self-regulated learning if they have the tools to understand how to be self-regulated learners. A second study was conducted by administrators of an intensive English program, and the results demonstrated the workbook was useful for their purposes in many different proficiency levels.
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Hillgaar, Stian Douglas. "Mindfulness and self regulated learning." Thesis, Norges teknisk-naturvitenskapelige universitet, Psykologisk institutt, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-13594.
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The main purpose of this thesis was to investigate the association between mindfulness and self-regulated learning. Mindfulness is used in the treatment of stress and anxiety, and has been associated with attention regulation and affect-regulation. Mindful individuals have been found to use more strategies to keep attention on task to enhance their performance. It was therefore predicted that mindfulness would be positively associated with self-regulated learning. The data was collected using self-rapport questionnaires and consisted of three different measurements; the Five Facet Mindfulness Questionnaire (FFMQ) [(Baer, R. A., Smith, G. G., Hopkins, J., Krietemeyer, J. & Toney, L. (2006). Using Self-Report Assessment Methods to Explore Facets of Mindfulness. Assessment, 13(1), 27 – 45.)], test anxiety and the strategy section of the “Motivational Strategic Learning Questionnaire” (MSLQ) [(Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Non-Journal item.)], and a sample from Locke and Latham goal – setting questionnaire. The respondents were 346 students from the “Norwegian University of Science and Technology” (NTNU), with a response rate of 41%. A theoretical link between mindfulness and self-regulated learning is initially introduced, before the empirical investigation. The reliability of the instruments used and dimensional structure was checked to investigate the measurements reliability and consistencies with previous finding. The main aim was then tested, which consisted of testing association between mindfulness and self-regulative learning components, measured as students use of learning strategies, meta-cognitive self-regulation strategies, test anxiety and as goal-setting. Inter-correlations between the indices were performed. Cluster analysis was used to determine response tendencies within the mindfulness dimensions and MANOVA was applied to test differences between the clusters in self-regulated learning. The results indicated that the dimensional structure of the FFMQ was replicated with satisfactory Chronback alpha. Reliability of the learning strategy indices was consistent with previous results. The correlations between the different measurements revealed the facets of mindfulness to be positively correlated with learning strategies, and negatively correlated with test anxiety. Mindfulness was furthermore, across all facets, consistently and significantly positively correlated with goal accomplishment and negatively with goal dissatisfaction. Cluster analysis revealed that the cluster with a combination of high scores on mindfulness facets scored consistently better on the self-regulated learning facets. These results stayed significant even when gender, age and education were controlled for.
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Gregory, David Alan. "Impulsivity control and self-regulated learning /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1407688881&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2007."Department of Educational Psychology and Special Education." Keywords: Impulsivity control, Self-regulated learning, Achievement Includes bibliographical references (p. 132-167). Also available online.
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Hemerda, Jodie Maria. "Maximizing Feedback for Self-Regulated Learning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1895.
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Application of clearly defined feedback types, which have been correlated with improved student performance, has great potential for maximizing instructor use of feedback and its effect on a learner's self-regulatory learning (SRL) for optimized learning. Within SRL, where learner performance is influenced by a recursive internal process, instructional feedback plays a critical role. Yet, the characteristics of external feedback that influence SRL to improve performance are unclear in the literature. Within a theoretical framework where feedback catalyzes self-regulation, this quantitative study sought to integrate feedback type research to expand the SRL model. Data were graded assignments from 23 undergraduate level and 8 graduate level online university courses randomly selected from a pool of 86 possible courses. Applying non-experimental logistic regression and using descriptive statistics, feedback was categorized to determine the quantity of each of the 5 feedback types [task correctness (FC), task elaboration (TE), task process (FP), self-regulation (FR), and personal or self-related (FS)], as well as how they correlated with improved performance. The results indicate that the feedback types were not normally distributed, FS was statistically not present and FE was most used, and the logistical regression indicated that the presence of FC and FR was minimally associated with improved performance. Additional experimentation is needed to normalize the type distribution and test the strength of the FC and FR effect. This study initiated a clarification in understanding the external component of feedback in the SRL model, which is necessary to harness feedback to create positive change in the self-regulatory processes of learners.
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Ta, Thi Han Hoan. "Self-regulated learning in a Vietnamese context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0026/MQ51482.pdf.
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Valle, Arias Antonio, Cabanach Ramón González, Lozano Alfonso Barca, and Pérez José Carlos Núñez. "Cognitive-motivational dimmensions and self-regulated learning." Pontificia Universidad Católica del Perú, 1996. http://repositorio.pucp.edu.pe/index/handle/123456789/99958.
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This paper discusses schoollearning from a cognitive-motivational perspective. A number of relevant ideas are highlighted as relevant to undersrand the cognitive-motivational factors that influence school learning.El artículo analiza el aprendizaje escolar donde una perspectiva cognitivo- motivacional, en la que se destacan una serie de ideas relevantes de profundizar en la comprensión de los factores cognitivo-motivacionales que inciden en el aprendizaje escolar.
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Brasser, Angela L. "Social learning strategies| A qualitative study of self-regulated learning." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702736.
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This qualitative study examined low achieving online learners' uses of social self-regulated learning strategies. Research has shown that low achieving online learners lack strategies for self-regulated learning, which directly relates to their lack of achievement. Social self-regulated learning strategies examined in this study included help seeking, social comparison and social interactions. As learners constructed meaning and struggled with content, interactions between learners and peers, the instructor/instructor's assistant, technical support, and materials facilitated the process. Low achieving online learners resisted utilizing social self-regulated learning strategies. However, according to the research, little data was collected from low achieving online learners directly. This study asked low achieving online learners to describe their experiences, through semi-structured interviews. Barriers to social self-regulated learning strategies included poor attitudes, internet addiction, and exterior blame, according to the research. Self-regulated learning, in general, is linked to higher achievement. This study found that low achieving online learners lacked the use of social self-regulated learning strategies. Additionally, participants lacked help seeking behaviors, experienced social isolation, and held negative views of their classmates and instructor. The findings in this study may assist instructional designers to increase opportunities for social self-regulated learning in online courses, which may, in turn, increase achievement.
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Cho, Moon-Heum. "The development of online self-regulated learning model and initial validation of human interaction component of online self-regulated learning." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6092.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 19, 2009) Includes bibliographical references.
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Ng, Man-him. "Self-regulated learning strategies of mathematically gifted students." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37235096.
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Ng, Man-him, and 吳文謙. "Self-regulated learning strategies of mathematically gifted students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37235096.
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Jones, Aidan. "Adaptive robotic tutors for scaffolding self-regulated learning." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8247/.
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This thesis explores how to utilise social robotic tutors to tackle the problem of providing children with enough personalised scaffolding to develop Self-Regulated Learning (SRL) skills. SRL is an important 21st century skill and correlates with measures of academic performance. The dynamics of social interactions when human tutors are scaffolding SRL are modelled, a computational model for how these strategies can be personalised to the learner is developed, and a framework for long-term SRL guidance from an autonomous social robotic tutor is created. To support the scaffolding of SRL skills the robot uses an Open Learner Model (OLM) visualisation to highlight the developing skills or gaps in learners' knowledge. An OLM shows the learner's competency or skill level on a screen to help the learner reflect on their performance. The robot also supports the development of meta-cognitive planning or forethought by summarising the OLM content and giving feedback on learners' SRL skills. Both short and longer-term studies are presented, which show the benefits of fully autonomous adaptive robotic tutors for scaffolding SRL skills. These benefits include the learners reflecting more on their developing competencies and skills, greater adoption SRL processes, and increased learning gain.
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Wu, Mengjiao. "Retrieval-based Metacognitive Monitoring in Self-regulated Learning." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1532049448140424.
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Jacob, Lisa [Verfasser]. "Investigating self-regulated learning in preschoolers / Lisa Jacob." Saarbrücken : Saarländische Universitäts- und Landesbibliothek, 2020. http://d-nb.info/1224883624/34.
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de, Albuquerque Melo Cassio. "Scaffolding of self-regulated learning in social networks." Universidade Federal de Pernambuco, 2010. https://repositorio.ufpe.br/handle/123456789/2223.
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Previous issue date: 2010Conselho Nacional de Desenvolvimento Científico e Tecnológico
Scaffoldings são apoios a aprendizes novatos através de uma simplificação do contexto de aprendizagem. Estes apoios são gradualmente removidos à medida que os alunos desenvolvem estratégias autônomas de aprendizagem (processo conhecido como fading ). Em ambientes de aprendizagem online, os scaffoldings podem ser implementados através de um conjunto de funcionalidades que promovam o planejamento de objetivos, auto-monitoramento, auto-avaliação, estratégias de aprendizado, procura de ajuda, e planejamento e gerenciamento do tempo. Enquanto scaffoldings do Aprendizado Auto- Regulado (AAR) têm sido discutidos em ambientes tradicionais de aprendizagem, as redes sociais online têm pouca ou nenhuma atenção neste domínio. O presente estudo é focado em scaffoldings do AAR em redes sociais, pois acreditamos que as redes sociais têm estilos de interação que influenciam mais notadamente as habilidades individuais e coletivas do AAR. Nós coletamos itens do AAR no estado-da-arte sobre metacognição e aprendizagem, definimos suas metas e sugerimos scaffoldings para o AAR em redes sociais. Cada item foi extraído a partir de vários estudos na literatura sobre Computer-Supported Collaborative Learning (CSCL) e o AAR; dados quantitativos e qualitativos a partir de relatórios; estudos de caso; questionários AAR e outros recursos mencionados ao longo deste trabalho. Nós implementamos os mecanismos de scaffoldings na rede social Rede Social Educacional (Redu). Redu oferece um espaço de trabalho compartilhado, onde os alunos são incentivados a publicar os seus documentos e notas de aula, enquanto o professor fornece documentos e faz comentários para a classe. Os mecanismos de scaffoldings sugeridos incluem: 1) Blogs, comentários e fórum; 2) Instruções sobre tarefas, 3) Ajuda contextual e políticas de uso; 4) Perguntas para reflexão; 5) Fluxo de atividades; 6) Criação e compartilhamento de recursos; 7) Perfil de aprendizagem, 8) Notas de aula; 9) Discussões e assitência par-a-par; 10) Exames formativos; 11) Feedback de desempenho e orientação; 12) Mecanismos de recompensa e; 13) Visualização de informação. Em resumo, este trabalho sugere que uma rede social de aprendizagem pode ser concebida para melhorar o aprendizado auto-regulado através de mecanismos de scaffoldings apropriados
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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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Morehead, Kayla Elizabeth Morehead. "Sources of Individual Differences in Self-regulated Category Learning." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563456095222779.
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Pavão, Elitza Mladenova. "Self-regulated practices: impacts on motivation and learning outcomes." Master's thesis, Universidade de Aveiro, 2011. http://hdl.handle.net/10773/8561.
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Mestrado em MúsicaEstratégias adequadas ao estudo de um instrumento envolvem a implementação de estratégias de auto-regulação. Neste contexto, tendo em conta a falta de estudos sobre quais as estratégias adequadas a alunos de violino numa faixa etária entre os 9 e os 12 anos, desenvolveu-se um estudo longitudinal observacional comparativo com o objectivo de investigar estratégias de estudo que possam influir na auto-regulação da prática instrumental e a sua influência no desenvolvimento musical e motivação dos estudantes. Implementaram-se estratégias de auto-regulação de estudo com um grupo de alunos (grupo experimental), cujos resultados de aprendizagem e motivação foram comparados aos de um segundo (grupo de controlo) para quem não foram implementadas estratégias de estudo específicas. A forma, regularidade e organização das sessões de estudo de ambos os grupos foram comparadas através de: (i) entrevistas semi-estruturadas; (ii) diários foram entregues aos alunos que receberam instruções precisas de regulação das sessões de estudo; (iii) testes de avaliação perceptual da performance dos alunos. Os resultados da triangulação dos dados recolhidos sugerem que a implementação de estratégias de auto-regulação do estudo é benéfica ao desenvolvimento do domínio técnico do instrumento e ao interesse dos alunos. A ausência destas estratégias pode conduzir à falta de motivação e abandono escolar, embora a prática eficiente por si só pode não ser suficiente para manter elevados níveis de motivação intrínseca. Futuras práticas pedagógicas deveriam ter em conta estes resultados e procurar a implementação destas estratégias no dia-a-dia do processo ensino-aprendizagem, envolvendo todos os seus intervenientes, i.e. aluno, professor, pais e escola.
The implementation of appropriate practicing strategies involves self-regulation, both related to efficient music instrumental practice. Despite this close relation between successful learning and self-regulated studying habits, there is a lack of systematic research on which self-regulated studying strategies could be most appropriate for violin students of an age group between 9 and 12 years old. A longitudinal observational comparative study was undertaken to investigate how specific implemented strategies affect student´s self-regulation of instrumental practice and impact on their instrumental learning outcomes and motivation. The study involved two participant groups: the experimental group, to whom regular practice strategies were implemented; and the control group, who did not receive specific guidance on practicing strategies. Three database sets were collected, consisting of: (i) face to face semi-structured interviews; (ii) written diaries; and (iii) a perceptual evaluation of students’ performances. Results of data triangulation suggested that effective practice strategies are necessary for developing instrumental expertise and motivation, although efficient practice by itself may not be sufficient to further develop motivation, a key factor for effective learning.
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Becker, Lana L. "Self-Regulated Learning in an Introductory Undergraduate Accounting Course." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1337.
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Self-regulated learning skills have been shown to positively impact academic achievement in educational settings. This same set of skills becomes critically important as graduates enter today‟s dynamic work environment. That environment increasingly requires accountants and other professionals to be lifelong learners. This study is a response to the call of the Accounting Education Change Commission (AECC) to make "learning to learn" a priority in the accounting classroom. This study used a quantitative, quasi-experimental design within the context of a beginning accounting course. The course is characterized by high failure rates, highly conceptual content, and a population of novice learners.
Study participants were stratified according to ACT level, prior GPA level, and academic major. The control group received instruction based on course content only. The treatment group received an intervention in which instruction focused on the process of learning as well as on regular course content. The purpose of the study was to determine whether academic performance differed between the 2 groups. The study further examined whether differences in the means on exam scores varied as a function of ACT level, prior GPA level, or academic major.
A MANOVA indicated a significant difference in exam scores between the control and treatment groups with the treatment group outperforming the control group on 4 of the 5 exams. Follow-up ANOVAS were used to determine on which exams statistical significance was found. Two-way ANOVAS revealed no significant interaction between classroom method and prior GPA or academic major. Although statistical significance was not found in the interaction between classroom method and ACT level, descriptive statistics revealed that the greatest differences (between the mean exam scores of the control and treatment groups) occurred among the high-ACT group.
The researcher did not attempt to trace causal paths, or changes in the mediating variables that may have linked changes in the learning environment to changes in academic performance. This study provided evidence that instruction related to the process of learning did not diminish academic performance on content-based exams and for most groups of students who received such instruction performance on exams was enhanced. This study casts doubt on the presence of a "ceiling effect," which is often associated with high-ACT students.
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Heath, Amy Elizabeth. "Self-regulated Learning in Doctor of Physical Therapy Students." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216572.
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Educational PsychologyPh.D.
There is a paucity of adult professional education literature, yet there are multiple theories and models from which to extrapolate information regarding learning in this population, including self-regulated learning theory and adult learning models. The first aim of this study was to explore these bodies of literature and provide a compelling argument for how these theories and models may be considered relative to each other. The second aim of this study was to provide empirical support for the theoretical framework within the professional education population, specifically for Doctor of Physical Therapy (DPT) students. Participants included 232 DPT students from a large, research-intensive university in the mid-Atlantic region. The Self-directed Learning Readiness Survey for Nursing Education (SDLRSNE) (Fisher, King, & Tague, 2001) was administered to five cohorts of students seven times throughout the duration of the DPT program. T-tests and ANOVAs were conducted to determine cohort differences. The data were collapsed across time in order to generate longitudinal growth curve models. Results revealed that the SDLRSNE is an internally consistent tool to utilize with DPT students and that the majority of DPT students were self-regulated learners. Results from the growth curve models indicated that self-regulated learning increased across time, was discontinuous within the DPT program, and that participation in clinical education experiences coincided with the change in slope of the model that best fit the data. Additionally, results indicated that the age of a student (traditional: age 19-24 versus nontraditional: age 25+) significantly predicted Desire For Learning subscale scores.
Temple University--Theses
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Khoiriyah, Umatul. "ENHANCING STUDENTS’ PROBLEM -BASED LEARNING STRATEGIES THROUGH SELF-ASSESSMENT." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15867.
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Active student participation is critical to successful Problem Based Learning (PBL). Self-assessment is one potential solution that might reduce students’ dysfunctional behaviour affecting the quality of PBL tutorials, which in turn impacts on the achievement of PBL goals. However, there is no convincing theory explaining how self-assessment works in PBL. Some self-assessment tools do exist; however, there is not yet sufficient validity evidence to support their underlying theoretical constructs. To fill this gap, this thesis explores the relevant theories and investigates the ways in which self-assessment can be promoted within the PBL process. This includes the development of a validated self-assessment tool that would assist students’ learning in PBL tutorials. The study was conducted using a mixed-method design in four stages among pre-clinical students at the Faculty of Medicine at the Islamic University of Indonesia (FM IUI), Yogyakarta, Indonesia. In the first stage, semi-structured interviews were conducted with 10 students and 10 tutors, who were all experienced in PBL tutorials, in order to investigate the relationship between students’ self-assessment and learning in the PBL process. The analysis was undertaken from a self-regulated learning (SRL) theory perspective. The findings revealed that students employed learning preparation by analysing the task and developing personal learning goals prior to the tutorial performance. During the tutorial performance, students displayed three skills: reasoning, teamwork and self-directed learning (SDL). Students conducted an unstructured self-assessment of their learning by applying self-observation, self-judgement and self-reaction. In conducting all of these activities, students required support from peers, tutors and the faculty. Students also found that PBL tutorials and self-assessment activities had impacts on their study behaviour. In the second and third stages, respectively, the development of the self-assessment tool was conducted via two processes: namely, Scale Construction and Scale Finalisation. First, 80 Likert scale items were developed based on the findings in stage 1 and consideration of scale items developed in previously published studies. Fifteen experts and 30 students were then invited to review the results. This process reduced the item pool to 37 items, which were then tested on 256 third- and fourth-year students. By applying item analysis and exploratory factor analysis (EFA), two factors were identified as underlying the developed tool. These factors theoretically connect with domains underlying the blueprints (reasoning, teamwork and SDL). As a result of this process, 29 items were retained. Next, 238 students from the first and second years used this 29-item tool. The data was then analysed using confirmatory factor analysis (CFA), by which a 2-factor model with 14 items was identified, with fit indices criteria showing a good fit of the model to the data. This model also showed good internal consistency (Cronbach alpha coefficient > 0.8) for each sub-scale (the Active Learning and Critical Thinking sub-scales). The scale, which is labelled as the Self-Assessment Scale of Active Learning and Critical Thinking (SSACT), was also stable when applied to two independent samples. The process of Scale Construction and Scale Finalisation provided evidence that the finalised tool (SSACT) had valid content and a good internal structure. Stage four was conducted to evaluate the initial learning impacts after a short implementation of the self-assessment tool (SSACT) through semi-structured interviews with 11 students. The findings indicated that the implementation of this tool in relation to the PBL tutorials helped students to apply self-regulatory processes. It also increased students’ knowledge about the tutorial process and increased students’ motivation in regard to improving their tutorial performance. The tool also empowered students’ positive behaviour during PBL tutorials. It enabled students to adjust their learning plans in terms of the learning strategy they applied during self-study. Interestingly, although the implementation of this tool was conducted as a research activity and without support from tutors or faculty, students became more aware of the kinds of support that they would need from tutors and faculty in order to maximise the benefits of the tool. Viewed through a framework that places SRL theory, expert learning and constructive-learning regulation concepts in a PBL context, the developed tool (SSACT) explicitly links the students' self-assessment strategies with their learning preparation and their tutorial performance, all of which constitute a learning cycle. Using the tool, students observed and judged their tutorial performance. They then took appropriate action in the next learning preparation. The learning cycle was mainly directed by students’ motivational and metacognition (knowledge and regulation) states. The tool appeared to stimulate students to regulate their learning by applying metacognitive regulation with the aim of improving their tutorial performance in order to meet the goals of the PBL. This was mediated by the increase in students’ motivation and metacognitive knowledge, and induced behavioural changes during the tutorial performance. The utility of the tool, in assisting students to improve their tutorial performance, required the availability of educational supports that further enhanced students’ motivation and metacognitive knowledge. The present study has resulted in a self-assessment tool with sufficient validity evidence. This work also provides an understanding of the connection between self-assessment and SRL. It extends the SRL model, expert learning and constructive-learning regulation concepts by placing these models in the context of self-assessment implementation in PBL tutorials. This work extends the SRL model by providing a greater understanding of the role of metacognitive knowledge and regulation in each phase of the model. It extends expert learning and constructive-learning regulation concepts in relation to the connection between motivation, metacognitive knowledge and regulation and their contributions in influencing students’ PBL tutorials.
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Phung, Li Funn. "Self-regulated learning in an e-learning environment in a Malaysian University." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/984.
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This study aimed to conceptualise, design and validate an instrument for measuring self-regulated learning in the e-learning environment. It examined how students at Univerisiti Sains Malaysia (USM) self-regulate their learning in an e-learning environment. It investigated how learners monitor their reflections, learning strategies, metacognitive awareness, intrinsic motivation, extrinsic motivation and amotivation in their learning activities.A conceptual model of self-regulated learning in an e-learning environment was developed from a review of pertinent literature. This model was then used to develop a student self-report rating scale instrument, the data from which were scrutinised by the Statistical Package for the Social Sciences (IBM -SPSS), and Rasch Unidimensional Measurement Models (RUMM2030).Quantitative research methodology was adopted based on deductive approach. Thus, convenience sampling was employed for university students who volunteered to participate anonymously.Factor analysis identified 28 factors and after data reduction, eight „natural‟ groupings were found. The factors were Ability and Effort Beliefs, Reflection, Introjected Regulation, Task Character, Strategic Use, Value of Task, Stimulus Response and Recognition. Data from the respective items comprising the eight factors were then analysed using RUMM20303 to ascertain whether the factors could be measured. This showed that measures had been constructed. Data were also examined for the effects of categorical variables such as student gender, age, year of study, ethnicity and school.The findings of this study provide useful information for university instructional technologists, software developers, students, facilitators, administrators and researchers who are interested in self-regulated learning and ways in which information and communication e-learning technology can enhance and facilitate learning. The study is also significant because it used a highly contemporary method for instrument development and data analysis – the Rasch model.
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Ledermüller, Karl, and Irmgard Fallmann. "Predicting learning success in online learning environments: Self-regulated learning, prior knowledge and repetition." ZFHE, 2017. http://dx.doi.org/10.3217/zfhe-12-01/05.
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The emergence of new trends sometimes carries the risk that established, well-proven concepts rooted in other disciplines are not properly integrated into new approaches. As Learning Analytics seems to be evolving into a highly multidisciplinary field, we would like to demonstrate the importance of embedding classic theories and concepts into a Learning Analytics, system-data-driven setting. Our results confirm that classical factors that are operationalized with the help of system-generated data outperform more recent survey-based models. Therefore, we want to stress the point that system-generated data should not be left behind in the quickly evolving field of Learning Analytics.
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Pan, Xin. "The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/39335.
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This developmental research adopted an adapted Personalized System of Instruction (PSI) structure to design an e-learning course module and a learning procedure, and embedded a self-regulated learning procedure into the PSI course. A set of self-regulated learning tools were developed and applied in this process. Through this PSI-based course, students learned a comparative culture study topic and learned to develop their self-regulated learning skills.
This research also conducted Formative Evaluation. Suggestions from expert review and small group evaluation were used to design and revise this module and learning procedure. Evaluation outcomes from expert review and small group evaluation confirmed that this SRL embedded PSI framework was applicable for this e-learning environment. Implications for future use in both academic and practical areas were discussed.Ph. D.
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Mofokeng, Modumo Jonas. "The relation between self-regulated learning, self-efficacy, learning strategies and academic achievement / Modumo Jonas Mofokeng." Thesis, Potchefstroom University for Christian Higher Education, 1996. http://hdl.handle.net/10394/7859.
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The purpose of this study was to determine by means of the review of the literature and an empirical investigation whether self-regulated learning, self-efficacy and learning strategies influence the academic achievement in Physical Science of Std. 10 Qwaqwa students. From the review of literature, it was established that there is a relationship between self-regulated learning, self-efficacy, learning strategies and academic achievement. Self-regulated learning theories of academic achievement lay emphasis on how students can select, organize, create advantageous learning environments for themselves and how they can plan and control the form and amount of their own instruction. Self-regulated learners are distinguished by their systematic use of metacognitive and motivational strategies, their responsiveness to feedback regarding the effectiveness of their learning and their self-efficacy for academic accomplishment from other learners. Self-efficacy perceptions affect students' choice of activities, the effort they expend when learning and perseverence they exercise in the face of adversive experiences. Students that hold a low sense of self-efficacy for completing their tasks may avoid them completely, whereas those who feel more efficacious participate more eagerly. The use of effective and efficients learning strategies facilitate acquisition, integration, organisation, storage of information and this makes learning possible. Properly selected learning strategies help in generating and maintaining motivation for continued learning. Learning strategies help students to make new information more meaningful and help them integrate new information woth prior knowledge. By means of an empirical investigation, it could be established that there is a relationship between self-regulated learning, self-efficacy for social support and academic achievement in Physical Science. The relationship between learning strategies and academic achievement in Physical Science could not be established as the relationship could not be investigated.Skripsie (MEd (Psigo-Opvoedkunde))--PU vir CHO, 1996
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Wang, Chuang. "Self-regulated learning strategies and self-efficacy beliefs of children learning English as a second language." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1091546670.
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Wortha, Franz [Verfasser]. "Beyond Self-Regulated Learning : Integrating Approaches to Self-Regulation in Education / Franz Wortha." Tübingen : Universitätsbibliothek Tübingen, 2023. http://d-nb.info/1237684358/34.
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Brady, Anna C. Brady. "Integrating Time Estimation into a Model of Self-regulated Learning." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524131553833987.
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Cassidy, Simon. "Individual differences and learning : learning style, academic control beliefs and student self-evaluation as aspects of self-regulated learning." Thesis, University of Salford, 2009. http://usir.salford.ac.uk/26609/.
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The thesis comprises a collection of ten published works in the field of individual differences and student learning in a, mainly, higher education context involving undergraduate student participants. The works revolve primarily around three principal conceptual areas, identified within the field on the grounds of being recognized mediators of learning and achievement - namely, learning style, academic control beliefs and student self-evaluation. Students' perceptions of themselves as learners, and their use of various processes to regulate their learning, have been identified as critical factors in the analyses of academic development and achievement. On the basis of this, the thesis presents a programme of work concerned with establishing a clearer understanding of the conceptualisation, measurement and pedagogical utility of learning style, academic control beliefs, student peer assessment and student self-assessment. It is argued that each of these constructs plays a major role in the development and practice of student self-regulated learning (SRL). SRL theory therefore provides the theoretical context which unifies and integrates the principal research areas addressed in the thesis. Accordingly, learning style, academic control beliefs and student self-evaluation are suggested as key component processes of SRL. The study of SRL is increasingly being identified as highly relevant to both research and practice-based pedagogy (e.g. Baumert et al., 2000; Zimmerman & Schunk, 2001). It is therefore further suggested that the existing conceptual bases of SRL may represent the foundations for the development of a composite theory capable of characterising, and facilitating, translational modelling of much of the work involving individual differences in learning.
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Galaige, Joy. "Supporting Self-Regulated Learning with Student-Facing Learning Analytics: User-centric Design Guidelines." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/401416.
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Universities are investing heavily in online learning in a bid to remain competitive in a globalized world and in harsh economic times. The need to enhance and strengthen online learning is even greater given the current Covid-19 pandemic that makes it difficult to conduct face-to-face learning sessions due to the need for social distancing. Normally, retention and success rates in online courses are much lower as compared to traditional face-to-face courses – a major concern for universities. This issue is attributed to the lack of adequate self-regulated learning (SRL) skills; a situation, which is particularly problematic in online learning where students have greater levels of autonomy and flexibility. SRL skills enable students to actively and independently control their own learning processes and contribute to academic success.
The proliferation of online learning in education institutions brings to greater focus on the importance of supporting students’ SRL skills. It is known that SRL skills can be fostered in students and one possible way to achieve this is to embed tools that support the development of SRL in day-to-day online learning tools. Student-facing learning analytics (SFLA) are one possible avenue for supporting SRL in online learning environments. This is attributed to the fact that they present new opportunities for collecting and analysing students’ learning data and reporting it back directly to students. They make use of visual tools such as charts, graphs, and network diagrams to present feedback to students. This feedback can enable learners to gain insight into their learning process and reflect on their learning thereby supporting students’ SRL activities. However, the potential of SFLA to support students’ SRL skills is failing to be realized. This is largely attributed to the current design methods that are flawed and techno-centric, focusing on availability of data with little attention to learning science theory and student needs as confirmed by the exploratory study. As interest in SFLA to foster SRL grows and higher education institutions continue to implement SFLA on a widespread scale, there is an urgent need for design guidelines that are studentcentred and learning science theory-driven. For an emerging field, the need for developing a body of knowledge to address the design, development, and implementation issues in LA systems cannot be underestimated. The work presented in this thesis is a response to this need. Therefore, the central research question addressed in this study is: How can student-facing learning analytics be designed to best support SRL skills among students? This question was broken down into the following specific questions:
i. What are the students’ self-regulated learning support needs based on the self-regulated learning theory?
ii. What are the students’ perceptions of student-facing learning analytics?
iii. What student-facing learning analytics features are most appropriate to support students’ self-regulated learning?
To answer these research questions, Zimmerman’s cyclic model of selfregulation was adopted as the theoretical basis and a user-centred design approach was taken. A mixed-methods approach was used to investigate how the design of SFLA for supporting SRL may be improved. The study focused on understanding student's SRL support needs and how they should be addressed while being grounded in learning science theory; establishing students SFLA preferences and concerns; generating both general and specific design guidelines; and proposing an overall framework will support the design of SFLA for supporting SRL that will enhance learning experiences, learning practices and improve the learning process. To achieve the study aim, an exploratory study was first conducted with learning analytics experts to ascertain the relevancy and urgency of the research problem. From the insights gained, a conceptual framework for the optimal design of SFLA for supporting SRL was proposed. The three research questions stated above were formulated based on this conceptual framework. The study was conducted in three phases with each phase addressing one research question as follows:
In the first phase, RQN 1 was answered to establish student's SRL support needs. This involved conducting a survey with online students undertaking business courses at an Australian public university to examine student's SRL differences and SRL support needs. Cluster analysis using K-means revealed four SRL profiles (nonself- regulators, basic self-regulators, proficient self-regulators, and expert selfregulators) based on Zimmerman’s SRL framework. Each profile exhibited different characteristics hence differing SRL support needs. The results confirmed that students have low SRL skills as the non-self-regulators constituted the largest profile with 121 students (40%) while the expert self-regulators were the smallest with 20 students (7%) of the study respondents.
In the second phase, RQN 2 was answered by examining students’ perceptions of SFLA using a survey with undergraduate university students. The results revealed SFLA features and data considered most important from the student perspective. Notably, students considered data related to their emotional aspects as extremely important, even though current LA applications have given less attention to the emotional aspects of the learning process. Student concerns towards SFLA were also established and these included the loss of autonomy, privacy and security, teacher role, accuracy, and timing of the feedback, and depression, anxiety, and stress. Hence, learning analytics designers, researchers, and educators should address these concerns during the design and implementation process of SFLA for supporting SRL.
In phase three, RQN 3 was addressed through an experiment that was conducted with undergraduate students to determine the most appropriate SFLA features to support SRL for students in each of the identified SRL profiles. The findings revealed both positive and negative relationships between students SFLA preferences and SRL profiles. Some students SFLA preferences conflicted with the kind of SRL support they needed. Based on these results, profile-specific SFLA features and generic SFLA features were generated and summarised in the form of design cards.
Cumulatively, the investigations yielded student-centred and theory-based guidelines to inform the design of SFLA that will likely support students’ SRL skills. Specifically, the study yielded the following contributions: A conceptual framework for the optimal design of SFLA for supporting SRL; Self-regulated learning profiles, and their SRL support needs. The kinds of user data and SFLA features that students consider important in SFLA; The specific design guidelines with design cards for each of the identified SRL profile; the overall research-based framework for designing SFLA for supporting SRL.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Info & Comm Tech
Science, Environment, Engineering and Technology
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Smith, Terry Krista. "The Effects of Online Time Management Practices on Self-Regulated Learning and Academic Self-Efficacy." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/29745.
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The following study investigates the use of a web-based mechanism that was designed to attempt to influence levels of self-efficacy by engaging participants in an experimental procedure. The process encouraged participants to monitor their time management behaviors and engage in a self-regulated learning process. The study utilized a web-based tool in order to attempt to evoke these changes using current and emerging instructional technologies and tools. This mechanism provided participants with feedback on their time management behaviors as they progressed through a two-week process of setting goals, monitoring their time management practices, and receiving feedback. Although no significant findings were discovered via the statistical analyses, many implications regarding the development and implementation of future interventions can be inferred.Ph. D.
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Samruayruen, Buncha. "Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271889/.
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The purpose of this study was to identify the existing level of self-regulated learning (SRL) among Thai online learners, to examine the relationship between SRL and academic achievement based on a) course completion and b) course grades, and to investigate differences in SRL as they correlate to demographic factors. A mixed-methods research design with modified MSLQ online surveys and semi-structured interviews was used during the process of data collection. One hundred eighty-eight of the 580 online learners enrolled in the certificate programs of the Thailand Cyber University Project responded to the surveys; 7 of these also participated in the interview process. The findings indicated that Thai online learners reported high levels of SRL characteristics. Independent sample t-test results revealed that successful learners were higher in SRL learning strategies than those who did not succeed the course. Results from multiple regression analyses indicated that critical thinking and time/study environmental management were significant predictors of academic course grade with a small effect size (R2 = .113). Comparison of mean differences revealed that some SRL characteristics were different among demographic subgroups determined by factors including gender, age range, marital status, and Internet use; female reported a significantly higher level of task value than male; younger learners had a significantly higher level of test anxiety than older learners; married learners reported a significantly higher level of self-efficacy and task value than single learners; online learners who had more Internet experience reported a significantly higher level of self-efficacy, metacognitive self-regulation, and time/study environmental management than those who had less Internet experience. In addition, the qualitative findings confirmed that participants reported the use of learning strategies in four categories, with a high number of references to metacognitive self-regulation and elaboration, and a low number of references to critical thinking and time/study environmental management. Furthermore, the qualitative results revealed that Thai online learners used different tools for social and personal activities, communication, and information searching.
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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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Cobb, Robert Jr. "The relationship between self-regulated learning behaviors and academic performance in web-based courses." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/26469.
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This study investigated self-regulated learning behaviors and their relationships with academic performance in web-based courses. The participants (n = 106) were distance learners taking humanities and technical coursed offered by a community college in Virginia. Data was collected using 28 items from the Motivated Strategies for Learning Questionnaire and 5 demographically related items. Data analysis included factor analyses, multivariate analysis of variance, and regression analyses. The employment of self-regulated learning behaviors differed between humanities and technical courses (p = .0138). Time and study environment management (p = .0009) and intrinsic goal orientation (p = .0373) categories reported significant findings in their relationship to academic performance. The factors affiliated with time and study environment management and intrinsic goal orientation were used as predictors in the development of a mathematical formula used to predict academic success in a web-based course. These predictors explain 21 percent of the variance in the academic success rating calculated using the mathematical formula developed from this study.Ph. D.
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Kelly, Kim M. "A Set of Experiments Investigating Methods to Improve Student Learning Through Self-Regulated Learning." Digital WPI, 2018. https://digitalcommons.wpi.edu/etd-dissertations/553.
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Educators and educational researchers constantly strive to find effective instructional methods that meet the needs of struggling students. There is a well-established relationship between self-regulated learning and academic achievement. Therefore, a great deal of research has been conducted examining the effectiveness of interventions designed to develop self-regulated learning sub-processes including goal setting, help-seeking behavior, self-monitoring, and causal attributions. One particular sub-process that has gained significant attention is self-motivation beliefs, which includes goal orientation. Developing a growth mindset, or the belief that that intelligence is malleable, has been found to increase student learning. Intelligent tutoring systems have also been incorporated into K-12 education to help differentiate instruction and improve learning outcomes. There have been several empirical studies that have attempted to develop help-seeking behavior and growth mindset with interventions delivered by intelligent tutoring systems. Initially, the goal of this dissertation was to increase student learning by developing self-regulated learning through the use of an intelligent tutoring system. Preliminary attempts failed to modify student beliefs and behavior. As a result, a series of additional randomized controlled trials were conducted. This dissertation is a compilation of those studies, which attempted to leverage ASSISTments, an intelligent tutoring system, to improve student learning in mathematics. Each randomized controlled trial introduced an intervention, based on prior work, designed to address at least one aspect of self-regulated learning and measure the effect on learning. Most of the studies were unsuccessful in producing significant changes in either self-regulation or learning, failing to support the findings of prior research. Survey results suggest that students are reluctant to engage in certain self-regulated learning behaviors, like self-recording, because of the frustration caused when answering a question incorrectly. Based on the findings from these studies, recommendations for potential interventions and future research are discussed.
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Ergoz, Gulnur. "Investigation Of Self-regulated Learning And Motivational Beliefs In Mathematics Achievement." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609752/index.pdf.
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The purposes of this study are to investigate how mathematics achievement can be explained in terms of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control and learning beliefs, self efficacy for learning and performance and test anxiety), self-regulated learning components (cognitive strategy use and self-regulation), gender and school types and to determine the differences between two gender (girls and boys) and two school types (public schools and private schools) with respect to the variables above in the subject domain of mathematics.
The study was conducted in Istanbul and Ankara, two largest cities of Turkey, with 577 seventh-grade students (274 boys, 303 girls) from nine private and public schools. Motivated Strategies for Learning Questionnaire (MSLQ) and Mathematics Achievement Test (MAT) were used.
By using Linear Stepwise Regression and MANOVA, respectively, the results indicated that (1) The combined effect of three predictor variables (school type, self-efficacy and intrinsic goal orientation) on students&rsquomathematics achievement was significant. Boys&rsquo
mathematics achievement at public schools was significantly affected by extrinsic goal orientation and cognitive strategy use whereas self-efficacy and intrinsic goal orientation were two predictors for boys at private schools. Girls&rsquo
mathematics achievement both at public and private schools was significantly affected by self-efficacy. (2) There was no statistically significant mean difference between girls and boys with respect to task value, self-efficacy and test anxiety. Also, there was no statistically significant mean difference between public schools and private schools with respect to extrinsic goal orientation, task value, self efficacy and self-regulation.
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Goffena, Jordan D. "The relationship between coaches' leadership behavior and athletes' self-regulated learning." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1438769391.
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Pawlak, Patricia A. "Self-Regulated Learning Prompts in the Enhancement of Critical Thinking Skills." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1461712180.
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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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Yun, Liu Pay, and 劉佩雲. "Self-regulated Learning for Children." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/83885450928916567164.
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Lourenço, Daniel Frederico Marques Ezequiel Calvário. "Self-regulated learning and training effectiveness." Master's thesis, 2016. http://hdl.handle.net/10071/13041.
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JEL Classification System:
M12 – Personnel Management
M53 – TrainingIn the last years, training has shifted towards a more learner-centred perspective. In parallel, given the rapidly changing workplaces, employees are required to engage in self-regulatory processes regarding their learning and performance, in order be professionally wellsucceeded. However, and despite abundant evidence suggesting the critical role of processes like selfefficacy or metacognition to learning and transfer, little is known about the role of selfregulated learning to training effectiveness in the workplace. This dissertation aims to address this gap through two studies. Study one describes the construction and validation of an innovative instrument to measure self-regulated learning in training. Departing from Zimmerman’s (2000a) cyclical model of self-regulated learning and through a sample of 230 individuals, results indicate that this new instrument is reliable and valid. In study two, a theoretical model in which self-regulated learning plays a central role in training evaluation is proposed and validated. The relationships among self-regulated learning, training climate, transfer motivation and training evaluation are examined using the structured equations method with a sample of 137 individuals. Study findings indicate that self-regulated learning mediates the relationship between training climate and both transfer motivation and training evaluation. These findings support the introduction of the concept of self-regulated learning in training research and offer new insights into the way organisations can improve training effectiveness. Implications for research are practice are explored.
Nos últimos anos, a formação mudou no sentido de uma perspetiva mais centrada em quem aprende. Paralelamente, dada a rápida mudança nos locais de trabalho, os trabalhadores são chamados a participar em processos de auto-regulação relativos à sua aprendizagem e ao seu desempenho, para que possam ser bem-sucedidos profissionalmente. Porém, e apesar da abundante evidência que sugere que processos como a auto-eficácia ou metacognição têm um papel crítico na aprendizagem e transferência, pouco se sabe sobre o papel da auto-regulação da aprendizagem para a eficácia da formação no local de trabalho. Esta dissertação tem por objetivo abordar esta lacuna através de dois estudos. O primeiro estudo descreve a construção e validação de um inovador instrumento de medição da auto-regulação da aprendizagem em formação. Tendo como ponto de partida o modelo cíclico de auto-regulação da aprendizagem de Zimmerman (2000a), e através de uma amostra de 230 indivíduos, os resultados indicam que este novo instrumento é fiável e válido. No segundo estudo, é proposto e validado um modelo teórico no qual a auto-regulação tem um papel central na avaliação da formação. As relações entre auto-regulação da aprendizagem, clima de formação, motivação para a transferência e avaliação da formação são analisadas utilizando o método das equações estruturadas com uma amostra de 137 indivíduos. Os resultados do estudo sugerem que a auto-regulação da aprendizagem atua como mediador da relação entre o clima de formação e quer a motivação de transferência, quer a avaliação da formação. Estes resultados dão suporte à introdução do conceito da auto-regulação da aprendizagem na investigação da formação e oferecem novas perspetivas sobre como as organizações podem aumentar a eficácia da formação. São analisadas as implicações para a teoria e para a prática.
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Huang, Chen-Wei, and 黃振瑋. "Detection and Prompting Mechanisms of Ill Self-Regulated Learning Behaviors in a Computer Assisted Self-Regulated Learning Environment." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/w89mkz.
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碩士元智大學
資訊工程學系
107
The study developed a computer assisted self-regulated learning system with detection and prompting mechanisms of ill self-regulated learning behaviors to improve students’ self-regulated learning behaviors. The system engages students in self-regulated learning activities of self-regulated learning cycle and detects students’ ill self-regulated learning behaviors in five self-regulated learning stages of modified self-evaluation, goal setting, after-school exercises, delayed self-assessment, and delayed modified self-assessment, such as inaccurate self-assessment, inappropriate after-school exercises, and inappropriate goal setting. The system will detect students’ ill self-regulated learning behaviors and prompt them to revise behaviors. Students can follow the system prompts to improve their ill self-regulated learning behaviors to have better understanding of their learning, accurate self-assessment, appropriate learning goals, and after-school learning activities for fulfilling better self-regulated learning . This study conducted an evaluation to enroll 60 students to use the computer assisted self-regulated learning system to engage in four rounds of self-regulated learning cycle. The study collected the data of detected ill self-regulated learning, students’ response of prompts, and questionnaire results. The results showed that the ratio of detected inaccurate modified self-assessment is 21% and the improvement ratio after prompts is 32%. The ratio of detected inappropriate goal is 7% and the improvement ratio after prompts is 80%. The ratio of lacking of after-class learning is 47% and the ratio of poor after-class learning is 11%. The ratio of detected inaccurate delayed self-assessment is 13% and the improvement ratio after prompts is 38%. The ratio of detected inaccurate modified delayed self-assessment is 16% and the improvement ratio after prompts is 28%. In addition, the questionnaire results showed that 65% of the students indicated that the detection and prompting mechanisms of ill self-regulated learning behaviors were helpful to them.
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Wehner, Franziska Dorothea. "Self-regulated learning in mathematics tertiary education." Phd thesis, 2019. https://tuprints.ulb.tu-darmstadt.de/8446/1/Dissertation_Franziska%20Wehner_2019.pdf.
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A high number of engineering graduates is desirable both from the individual students’ views as well as from an economic and societal view. However, on their way to graduation, engineering students encounter a variety of challenges. One of them are mathematics courses, which are a typical and often obligatory part of engineering degree programs in Germany and other countries. Many of the explanations which have been provided for students’ difficulties in mathematics courses can be subsumed under the umbrella term of self-regulated learning. Although self-regulated learning is an intensively researched field, the literature base has several important limitations which impede the application of this knowledge to improve mathematics tertiary education. This dissertation wants to overcome these limitations and thus contribute to enhance the success of (engineering) students in mathematics tertiary education.
In the first study, a systematic review of research in the field of self-regulated learning in mathematics tertiary education in this millennium was conducted. Several databases containing both psychological as well as mathematics research were systematically searched. In addition, exploratory searches were conducted. After applying a two-tier screening procedure to the references identified, 28 articles remained as the final sample. Coding articles using a standardized coding sheet allowed to describe the literature base regarding research topics addressed, theories used as a basis for research or argumentation, definitions provided and aspects of self-regulated learning focused on, research design and measurement instruments used, as well as groups targeted by the research. Based on this, conclusions regarding the nature and correlates of self-regulated learning in mathematics tertiary education as well as possibilities to support it could be drawn.
In the second study, semi-structured interviews with engineering students enrolled in a mathematics course at a German university of technology were conducted. The final sample included 27 students. Anonymized transcripts were coded and analyzed using a deductive-inductive process. This allowed to identify important (meta-)cognitive and resource management strategies students used in mathematics courses. Reasons for (non-)use, way and frequency of use as well as perceived helpfulness could be explored for several learning offers. In addition, various goals students pursued in mathematics courses could be identified. Furthermore, for all the aspects mentioned, changes over the course of studying as perceived by students were explored. Beyond this, the attributions students made for their results in mathematics exams and the amount of time they spent studying for mathematics courses could be extracted from the transcripts as well. Overall, the study thus yielded an extensive description of (meta-)cognitive, motivational and behavioral aspects of self-regulated learning of engineering students in mathematics tertiary education.
To summarize, the current dissertation provides important insights into self-regulated learning in mathematics tertiary education in general and that of engineering students in particular. Thus, it provides a valuable foundation for future research and the development of optimal support for students as they make their way through higher education in general and mathematics courses in particular.
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Su, You-Hong, and 蘇宥鋐. "Effects of Integrating an Automated Self-Regulated Feedback Mechanism into Mobile Learning on Students\' Learning Achievements, Self-efficacy, Self-regulated and Approaches to Science Learning." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/8c64m4.
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碩士國立臺灣科技大學
數位學習與教育研究所
107
In recent years, students’ learning modes have been changed owing to the rapid advancement of mobile and communication technologies. In mobile learning, which is a learner-centered mode, students are able to receive learning contents from various sources without being limited by location and time. Therefore, self-regulated learning has become an important issue to them. In order to foster students’ self-regulated abilities, in this study, an automated self-regulated feedback mechanism is proposed and implemented in a mobile learning environment. To evaluate the effectiveness of the proposed approach, an experiment will be conducted in a junior high school science course to examine the students’ learning achievements, self-efficacy, self-regulated, and approaches to science learning. The participants were 46 eighth graders from two classes of a junior high school in northern Taiwan. The learning content is the “Light and Color” unit of the natural science course. The experiment group (n=24) learned with the automated self-regulated feedback mechanism-based mobile learning approach, while those in the control group (n=22) learned with the conventional mobile learning approach. The experimental results show that the designated approach effectively promoted the students’ learning achievements, self-regulated, and approaches to science learning. And no significant difference existed between the automated self-regulated feedback mechanism-based mobile learning approach and the conventional mobile learning approach in terms of students’ self-efficacy.
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Shih, Yu-han, and 施育函. "Self-regulated Learning and Learning Styles for College English Majors." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/59618295912061258814.
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碩士立德大學
應用英語研究所
98
The purpose of the study substantially aimed to investigate the effects of self-regulated learning and learning styles on English learning for college English majors. A total of 489English major students were selected from the different districts in northern, central, and southern Taiwan. The Self-efficacy for Self-regulated Learning (SESRL) scale (Gredler & Garacalia, 2000) and the Learning Style Inventory (LSI) (Chen, 2007) were the main instruments utilized in the study. The collected data was analyzed by descriptive statistics, the Pearson correlation, and two-way ANOVA. The findings of this study were summarized as follows: (1) there was a significant difference between self-regulated learning and learning styles, and most students applied more self-regulated learning strategies than learning styles preferences; (2) there was a positive correlation between self-regulated learning and learning styles; (3) different factors of gender and districts in self-regulated learning had no interaction effect, but there was a noteworthy interaction effect between gender and districts in learning styles; (4) females used more self-regulated learning strategies and preferred more learning styles than males, and the northern students were the best learners in self-regulated learning and learning styles. According to the findings, some pedagogical implications and suggestions for further research were provided at the end of this study.
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Cheng, Ching-hsueh, and 鄭靜雪. "Self-Regulated Learning Program in a Primary School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/97783356055411226272.
Full textAbstract:
碩士玄奘大學
應用心理學系碩士在職專班
101
This study examined the self-regulated learning program practiced in a primary school located in a suburban area. The participants are 6 class main teachers and 114 students in grades one to six. This study applied field observation semi-structured interviews, and students’self-regulated learning plans to investigate the plans, contents, patterns, processes, personal experiences, and suggestions. This study showed that self-regulated learning is a joyful learning processes endowed with positive learning implications. In the procedures of learning, based on individual personal interests, students choose their own study themes and learning contents, and further students and self-reflect the deficiencies, the strengths and the future improvements. This study suggests that the positive aspects of self-planning, joyful learning processes, and the self-improvement can be infused into the formal curriculum to advance the learning dynamics.
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Wu, Meng Qi. "Culture and self-regulated learning: exploring cultural influences on Chinese international and Canadian domestic undergraduate students’ engagement in self-regulated learning." Thesis, 2020. http://hdl.handle.net/1828/12558.
Full textAbstract:
Culture, as an advanced form of social life, is internalized within each individual as an essential component of learning, socializing, and developing (Baumeister, 2011; Greenfield et al., 2003). Self-regulated learning (SRL), as demonstrated in the literature, is essential for students’ academic success, where self-regulated learners strategically and metacognitively plan, monitor, and adapt their learning processes to achieve their goals in learning (Winne & Hadwin, 1998; Winne, 1995; Zimmerman, 2002). Because SRL theories significantly emphasize the importance of social contexts, culture is likely to influence how individuals develop and gain SRL competency. Nevertheless, there is a paucity of cross-cultural studies of SRL research; thus, this study aimed to examine and compare Chinese international and Canadian domestic students’ self-reported engagement in SRL processes and their academic performance. To achieve this purpose, we adopted an emic approach by evaluating Winne and Hadwin’s (1998) model of SRL and systematically comparing it with Chinese conceptualization of learning (e.g., Confucianism). Then, we used an advanced statistical method to investigate the measurement invariance of the Regulation of Learning Questionnaire (RLQ) designed to capture SRL as dynamic processes unfolding over time for Chinese and Canadian groups. Our findings supported configural and metric invariances across Chinese and Canadian cultural groups. Based on the evidence of partial scalar invariance, we also identified single items that contributed to scalar non-invariance. This study demonstrated the significance of examining the measurement invariance across cultures, which warrants comparability in cross-cultural comparisons, and contributed greatly to the current literature on the relation between culture and SRL.Graduate
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Ping-Sheng, Huang, and 黃秉勝. "Scaffolding students' self-regulated learning in a web project-based learning." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/18373143363380867171.
Full textAbstract:
碩士臺北市立教育大學
課程與教學研究所
96
The purpose of the study was to investigate the process and the effects of scaffolding strategies that teacher used to enhance students, self-regulated learning in a web project-based learning environment. The study took action research approach and used two cycles of project-based learning in a web learning site. During the process, teacher facilitated students’ learning with scaffolding strategies for self-regulated learning in the first cycle, and then students applied the skills on the web platform in the second cycle. Both quantitative and qualitative data gathering and analysis were used in the study. The results of this study were as follows: 1. The result showed that only self-reinforcement and persistence subscale reached a significant difference level. 2. The design of web project-based learning approach had a limited effect on students, use of self-regulated learning strategies. 3. Subject teacher needed more time and support in order to promote or change students, self-regulated learning abilities in a short time. 4. Scaffolding strategies had a positive effect for students if they are provided timely. 5. Students, attitude to project-based learning had a significant change in the web project-based learning. According to the results, the study presented several suggestions for the further research.
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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.
Full textAbstract:
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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Shu-Huan, Lin, and 林書鍰. "Teachers' Perspectives on Self-regulated Learning in Elementary School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/77100304341136200972.
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Hsu, Chih-Hsun, and 許智勛. "Design and Implementation of a Self-Regulated System for Self-Regulation Learning." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/00923597794197831937.
Full textAbstract:
碩士淡江大學
資訊工程學系碩士班
93
This thesis proposed a self-learning system which based on the theories of self regulatory learning and scaffolding. With the help of this system, Self-learners could easily find out the effective way to plan their own learning schedule and to enhance their learning ability. The main function of this system is to design a learning environment for learner with various kinds of selection and control mechanism. This system comprise two subsystems, Learning Scheduler Subsystem and Content Accessibility Subsystem, The Learning Scheduler Subsystem response of design an self-learning process which let learners schedule their learning process easily. In the Content Accessibility Subsystem, by involved of scaffolding module, Self-Check module, Assessment module and Event Monitor module, the instructor could organize the best learning content and provide the self-learner the function of audit and self-observation. Teacher could act as an instructor to lead the student planning their learning schedule, modifying their learning strategy and training their learning skill, after that, Student will have their learning standard confident and faithful. In Addition, The system could provide a platform to let the student study constantly.