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Journal articles on the topic 'Self-regulated learning'

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Author: Grafiati

Published: 4 June 2021

Last updated: 25 May 2024

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1

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

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2

Shin, Min Hee. "Self-Regulated Learning Thoery: Meaning Components and Design Principles." Journal of Educational Technology 14, no. 1 (June 29, 1998): 143–56. http://dx.doi.org/10.17232/kset.14.1.143.

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3

Porras, Jheniffer Fabiola Castro. "Self-regulated Learning and Academic Stress in University Students." Revista Gestão Inovação e Tecnologias 11, no. 3 (June 30, 2021): 719–26. http://dx.doi.org/10.47059/revistageintec.v11i3.1970.

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4

Ahmed, Wondimu. "Motivation and Self-Regulated Learning: A Multivariate Multilevel Analysis." International Journal of Psychology and Educational Studies 4, no. 3 (September 1, 2017): 1–11. http://dx.doi.org/10.17220/ijpes.2017.03.001.

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5

Theobald, Maria, Henrik Bellhäuser, and Matthias Nückles. "Inside Self-Regulated Learning." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 51, no. 4 (October 2019): 183–89. http://dx.doi.org/10.1026/0049-8637/a000224.

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Dettori, Giuliana. "Demystifying self-regulated learning." Future Learning 2, no. 1 (December 16, 2013): 55–59. http://dx.doi.org/10.7564/13-fule17.

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7

Pintrich, Paul R. "Understanding self-regulated learning." New Directions for Teaching and Learning 1995, no. 63 (1995): 3–12. http://dx.doi.org/10.1002/tl.37219956304.

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8

Usher, Ellen L., and Frank Pajares. "Self-Efficacy for Self-Regulated Learning." Educational and Psychological Measurement 68, no. 3 (November 9, 2007): 443–63. http://dx.doi.org/10.1177/0013164407308475.

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

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10

Wada, Ichiro. "Self-regulated learning in science." Impact 2021, no. 7 (September 14, 2021): 30–31. http://dx.doi.org/10.21820/23987073.2021.7.30.

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Children learn in different ways and so it is important that different teaching and learning styles are used in education. Professor Ichiro Wada, Professional School for Teacher Education in Education, Yokohama National University, Japan, wants to leverage self-regulated learning for science education. A key goal for his work is to clarify the relationship between the establishment of self-regulated learning and the construction of scientific concepts. He believes that self-regulated learning in science is important for improving educational issues in Japan. A key challenge for Wada is seeing how children think and self-regulate in order that teachers can design improved lessons. To overcome this, he used technology to encourage students to express and record their thoughts which provided an insight into how the children were thinking and learning. The researchers have been successful in visualising the learning process and plan to use their findings to help science teachers to design lessons that relate the process of self-regulated learning to the process of constructing scientific concepts. Wada plans to continue to promote self-regulated learning and will also tackle the social context of self-regulated learning and design lessons that consider these social aspects.

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Deneen, Christopher, Tracii Ryan, and Mike Prosser. "ePortfolios for self-regulated learning." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 7, 2022): 25–26. http://dx.doi.org/10.24135/pjtel.v4i1.135.

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ePortfolios in higher education are assumed to be effective at developing and determining complex student competencies and skills highly correspondent to self-regulated learning (SRL). Research validating this assumption, however, is sparse and of varying quality. Drawing on a recent, systematic review of relevant literature by the presenter’s research team, this Pecha Kucha explores major trends and gaps in the research into relationships between ePortfolios and SRL. Corresponding areas and approaches for further research are identified, as well. Sustained academic success requires autonomy, agency, and motivation from the learner to effectively plan and execute learning activities (Henri, Morrell & Scott, 2017; Pintrich, 2004). Due to the correspondence of SRL to these characteristics, higher education practitioners and researchers are increasingly interested in how best to support and determine students' SRL development. ePortfolios are believed to be a means for accomplishing and evidencing this development. ePortfolios are deliberate, curated collections of work that may provide opportunity for development and demonstration of complex outcomes (Stefani, Mason & Pegler, 2007). This value proposition is based on perceptions that ePortfolios are guided by frameworks for learning rather than predetermined product; centre on active learner engagement and authority; and foster connection and synthesis within and across curricula (Watson, Kuh, Rhodes, Light & Chen, 2016). These criteria strongly overlap with elements of SRL and align with best practices in assessment. ePortfolios are also perceived as a way in which educational technologies may be leveraged to allow students to develop and evidence competencies in innovative ways (Author, 2014). The literature supporting such conclusions, however, has recognised problems. These problems range from methodological limitations to a lack of specificity about which activities comprising ePortfolio engagement are most relevant to SRL competencies (Author, 2013; Author, 2018; Rhodes, Chen, Watson, & Garrison, 2014). This Pecha Kucha presents results from a systematic review of relevant literature on ePortfolios and SRL. The objectives of the review were to identify methodologically sound studies examining ePortfolio use in relation to SRL, systematically review whether, and how ePortfolio use improves or allows evidence of students’ SRL skills, and propose useful directions for future research and practice. A systematic, multi-stage review was conducted of relevant, empirical literature. This yielded only eight studies of sufficient quality and relevance to inform understandings of ePortfolios’ interactions with SRL. Results support the general premise that ePortfolios correlate to SRL development in a higher education context. Limitations within the literature, however, inhibit our ability to establish more specific or causal connections. A subsequent thematic analysis of the broader scope of near-acceptable literature yielded a schema of specific, SRL-relevant ePortfolio learning tasks and activities. These have potential for informing practice but require further robust and contextually relevant research. The Pecha Kucha concludes by offering specific suggestions for conducting this research.

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12

Rosito, Asina Christina. "Kepribadian dan Self-Regulated Learning." Jurnal Psikologi 45, no. 3 (December 3, 2018): 189. http://dx.doi.org/10.22146/jpsi.28530.

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13

Chung, Mi-Kyung. "Development of Self-Regulated Learning." Gifted and Talented International 16, no. 1 (March 2001): 27–39. http://dx.doi.org/10.1080/15332276.2001.11672950.

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Svinicki, Marilla. "Entitlement or Self-regulated Learning?" National Teaching & Learning Forum 23, no. 6 (October 2014): 11–12. http://dx.doi.org/10.1002/ntlf.20023.

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D. Muniyappan, D. Muniyappan, and Dr P. Sivakumar Dr. P. Sivakumar. "Efficacy Of Self- Regulated Learning Approach In Science At Secondary Level." Indian Journal of Applied Research 1, no. 2 (October 1, 2011): 34–35. http://dx.doi.org/10.15373/2249555x/nov2011/11.

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Setyaningrum, W. "Self-regulated learning in blended learning approach." Journal of Physics: Conference Series 1320 (October 2019): 012089. http://dx.doi.org/10.1088/1742-6596/1320/1/012089.

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Cazan, Ana-Maria. "Enhancing self regulated learning by learning journals." Procedia - Social and Behavioral Sciences 33 (2012): 413–17. http://dx.doi.org/10.1016/j.sbspro.2012.01.154.

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Pressley, Michael, and Elizabeth S. Ghatala. "Self-Regulated Learning: Monitoring Learning From Text." Educational Psychologist 25, no. 1 (January 1990): 19–33. http://dx.doi.org/10.1207/s15326985ep2501_3.

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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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Tuilan, Jeane. "Self-Regulated Learning In Blended Learning Environment." Script Journal: Journal of Linguistics and English Teaching 8, no. 2 (October 10, 2023): 154–62. http://dx.doi.org/10.24903/sj.v8i2.1381.

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Background: As technology advances and online learning becomes increasingly prevalent, consideration of students' metacognitive skills grows in importance. This study aims to provide insight into the influence of Self-Regulated Learning (SRL) on the academic outcomes of English students while examining the dominant component within SRL and assessing whether there is a relationship between the use of SRL and gender. Methodology: The research involved 123 students from the English Department of Universitas Negeri Manado (Unima), located in North Sulawesi, Indonesia. An adjusted questionnaire was utilized in a web-based survey to explore the use of SRL amid blended learning settings. Findings: The statistical analysis revealed a positive relationship between SRL and the learning outcomes of the students in the blended learning environment. In particular, students predominantly used achievement orientation as their SRL component in the blended learning environment, while gender differences in the use of SRL strategies were found to be statistically insignificant. Conclusion: As a result, this study highlights the importance of self-regulated learning in the improvement of student outcomes in a blended learning environment. The prominence of performance orientation is a noteworthy aspect of SRL application. Additionally, the lack of notable gender-based disparities in the utilization of SRL implies a level of equality in the educational setting. Originality: This study aims to fill an important gap in current understanding by exploring the complex relationship between SRLs, gender and blended environments among English language learners. By investigating the dynamics of effective learning strategies in the current digital age, this study aims to contribute to a comprehensive understanding of the factors that influence academic success and pave the way for targeted educational interventions.

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Intan Palullu, Asryani, and Arsad Bahri. "Profile of Self-Efficacy, Metacognitive Skills, Self-Regulated Learning, and Biology Cognitive Learning Outcomes of Public High School Students." International Journal of Science and Research (IJSR) 12, no. 9 (September 5, 2023): 1158–63. http://dx.doi.org/10.21275/sr23830084550.

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Brydges, Ryan, Parvathy Nair, Irene Ma, David Shanks, and Rose Hatala. "Directed self-regulated learning versus instructor-regulated learning in simulation training." Medical Education 46, no. 7 (June 12, 2012): 648–56. http://dx.doi.org/10.1111/j.1365-2923.2012.04268.x.

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Starkova, A. V., O. M. Vassilyeva, A. B. Pismenyuk, and T. M. Saroyan. "The necessity of ESL self-regulated strategies in remote education." Bulletin of the Karaganda University. Pedagogy series 106, no. 2 (June 29, 2022): 128–33. http://dx.doi.org/10.31489/2022ped2/128-133.

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The article deals with the problem of ESL self-regulated strategies in the context of remote education. The authors provide full overviews of various interpretations of the ESL self-regulated strategies concept, their advantages, and their impact on the learning process. The question of self-regulated strategies in the process of foreign language learning has been studied by foreign and Russian scientists. In the period of remote learning, self-regulated student learning has become more important than ever. Additionally, the relevance of the study is due to two more factors. Firstly, the amount of hours for students’ independent work, as defined in the legislative and regulatory framework of the Republic of Kazakhstan in the education sector, has increased. Secondly, the research proves the need to familiarize students of the M. Kozybayev North Kazakhstan University with self-regulated strategies in studying a foreign language. The research was carried out based on M. Kozybayev North Kazakhstan University with as many as 134 people, the first-year and second-year students were involved in the survey. Research results proved that there is a strong necessity to make students familiar with more effective self-learning strategies focusing on how to learn some specific content.

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Hoy, Anita Woolfolk, and Pamela J. Gaskill. "Self-Regulated Learning: From Self-Management to Self-Definition." Contemporary Psychology 48, no. 1 (February 2003): 16–18. http://dx.doi.org/10.1037/000697.

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

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Zakharevych, Nataliia. "KEY COMPETENCIES THROUGH SELF-REGULATED LEARNING, MOTIVATION AND METACOGNITION IN SCHOOL LEAVERS." Scientific Notes of Ostroh Academy National University: Psychology Series 1, no. 9 (August 29, 2019): 52–56. http://dx.doi.org/10.25264/2415-7384-2019-9-52-56.

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Rochmatika, Adhelia, Nur Eva, and Farah Farida Tantiani. "SELF-EFFICACY DAN SELF-REGULATED LEARNING PADA SANTRIWATI." PSYCHE: Jurnal Psikologi 3, no. 2 (August 2, 2021): 134–44. http://dx.doi.org/10.36269/psyche.v3i2.362.

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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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Bloom, Marc. "Self-regulated learning: Goal setting and self-monitoring." Language Teacher 37, no. 4 (July 1, 2013): 46. http://dx.doi.org/10.37546/jalttlt37.4-6.

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The focus of this article is Self-Regulated Learning (SRL). Students who can effectively use strategies to regulate their own learning tend to show higher academic achievement, make greater effort to resolve problems, overcome obstacles in understanding and show greater motivation to learn (Zimmerman 1990). Although there are a wide variety of ways in which students self-regulate, this essay focuses on three specific types of SRL: goal setting, language learning strategy usage and self-monitoring. It examines research in each of the three categories and discusses some practical implications for teachers. 本論は、自己調整学習（SRL：Self-Regulated Learning）に焦点を当てたものである。自分の学習を調整するストラテジーを効果的に用いる学生は、より優れた学習成果を示し、問題解決により努力し、理解への障害を克服し、より明確な学習動機を持つ傾向がみられる（Zimmerman, 1990）。学生の自己調整の方法は幅広く多岐に富んでいるが、本論ではSRLの特定の3 つの型（目標設定、言語学習ストラテジーの用い方、セルフ・モニタリング）に焦点を当てた。この3種類についての各研究結果を調査し、更に教師に役立つ指導方法についても考察する。

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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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Darminto, Eko, and Muhamad Khoirudin. "Techniques Self-Regulated Learning To Improve Self-Regulated Learning and Students' Learning Independence in Online Learning Situations Covid The -19." Studies in Philosophy of Science and Education 2, no. 3 (November 30, 2021): 95–104. http://dx.doi.org/10.46627/sipose.v2i3.117.

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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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32

Nückles, Matthias, Sandra Hübner, and Alexander Renkl. "Enhancing self-regulated learning by writing learning protocols." Learning and Instruction 19, no. 3 (June 2009): 259–71. http://dx.doi.org/10.1016/j.learninstruc.2008.05.002.

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Bembenutty, Héfer. "Self‐regulated learning with computer‐based learning environments." New Directions for Teaching and Learning 2023, no. 174 (June 2023): 11–15. http://dx.doi.org/10.1002/tl.20543.

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34

Nurdin, Alla‘ Junia, Triana Rejekiningsih, and Sri Sumaryati. "Facilitating Self-regulated Learning Using Mobile Learning Games." International Journal of Information and Education Technology 13, no. 11 (2023): 1820–27. http://dx.doi.org/10.18178/ijiet.2023.13.11.1994.

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Facilitating Self-regulated learning for students has become a concern recently. This is important for students because this mental activity increases a sense of control and confidence in fulfilling learning tasks, thus increasing self-efficacy, motivation, and autonomy in learning. Self-Regulated Learning (SRL) helps students progress and develop personally and socially. It is known that educators usually train self-regulated using learning media such as Massive Open Online Courses (MOOCs), games, augmented reality, virtual reality, and others. However, games are the most easiest and enjoyable learning media because games can promote independent learning in a constructivist, social problem-solving context. Some games would be better if they were developed with learning in mind. Therefore, the research objective of this paper is to develop games that can enhance self-regulatory learning. The type of study used was a 4D modeling application development study with the participation of 120 vocational high school students. The results showed that students who used game-based mobile learning improved in three aspects of self-regulated learning: metacognition, motivation, and behavior.

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Korostyshevskiy, Vladislav. "Self-Regulated Learning and Student Life." About Campus: Enriching the Student Learning Experience 26, no. 2 (May 2021): 17–20. http://dx.doi.org/10.1177/1086482220971270.

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Pamungkas, Heni, and Albrian prakoso. "Self-Regulated Learning Bagi Mahasiswa: Pentingkah?" Jurnal Pendidikan Ekonomi 13, no. 1 (March 24, 2020): 69–75. http://dx.doi.org/10.17977/um014v13i12020p069.

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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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Singh, Prakash, and Amanda Allers. "Reforming Education through Self-Regulated Learning." International Journal of Pedagogy and Curriculum 29, no. 2 (2022): 77–96. http://dx.doi.org/10.18848/2327-7963/cgp/v29i02/77-96.

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Gomerčić, Ljiljana, and Jurka Lepičnik Vodopivec. "Encouraging Self-Regulated Learning in Kindergarten." International Journal of Cognitive Research in Science, Engineering and Education 10, no. 2 (August 31, 2022): 111–20. http://dx.doi.org/10.23947/2334-8496-2022-10-2-111-120.

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This paper presents a part of the research carried out among educators in Slovenian kindergartens on the self- regulated learning of children in kindergarten and the role of educators in this process. The aim of the research was to find out how educators self-assess their knowledge of self-regulated learning in relation to their level of education, workplace (educator and assistant educator), and work experience. The research was conducted in June and July 2021 via the 1Ka website for online surveys. The questionnaire was sent by e-mail to the kindergarten directors throughout Slovenia. One-way analysis of variance indicates that there are no significant differences on the scale of knowledge about self-regulation and self-regulated learning in relation to the level of education, F (4, 494) = 0.96, p> 0.05. One-way analysis of variance indicates that there are statistically significant differences on the scale of knowledge about self-regulation and self-regulated learning in relation to work experience, F (3, 495) = 3.20, p = 0.023. LSD post hoc test was applied to examine the differences between individual groups. Educators and assistants with more than 31 years of service (AS = 3.62) have significantly higher results on the scale compared to those with up to 10 years of service (AS = 3, 40). as well as in relation to those with work experience from 11 to 20 years (AS = 3.39). Educators and assistants with more than 31 years of service (AS = 3.62) have significantly higher results on the scale compared to those with up to 10 years of service (AS = 3,40). ) as well as in relation to those with work experience from 11 to 20 years (AS = 3.39).

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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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Rathore, Ami. "Self Regulated Learning of high Achievers." i-manager’s Journal on Educational Psychology 4, no. 2 (October 15, 2010): 33–38. http://dx.doi.org/10.26634/jpsy.4.2.1237.

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Darr, Charles, and Jonathan Fisher. "Self-regulated learning in mathematics classes." Set: Research Information for Teachers, no. 2 (August 1, 2005): 44–49. http://dx.doi.org/10.18296/set.0631.

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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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Sandars, John. "When I say … self-regulated learning." Medical Education 47, no. 12 (November 11, 2013): 1162–63. http://dx.doi.org/10.1111/medu.12244.

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Leiß, Dominik. "Teacher intervention versus self-regulated learning?" Teaching Mathematics and its Applications: An International Journal of the IMA 24, no. 2-3 (September 1, 2005): 75–89. http://dx.doi.org/10.1093/teamat/hri020.

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Winne, Philip H. "Experimenting to bootstrap self-regulated learning." Journal of Educational Psychology 89, no. 3 (1997): 397–410. http://dx.doi.org/10.1037/0022-0663.89.3.397.

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Rogers, Donna, and Karen Swan. "Self-Regulated Learning and Internet Searching." Teachers College Record 106, no. 9 (September 2004): 1804–24. http://dx.doi.org/10.1111/j.1467-9620.2004.00406.x.

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Singh, Tara A. "Self-regulated learning in professional students." Clinical Teacher 15, no. 6 (November 13, 2018): 513–14. http://dx.doi.org/10.1111/tct.12965.

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Risemberg, Rafael, and Barry J. Zimmerman. "Self‐regulated learning in gifted students." Roeper Review 15, no. 2 (November 1992): 98–101. http://dx.doi.org/10.1080/02783199209553476.

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Bandura, Randall Paul, and Paul Lyons. "Coaching to enhance self-regulated learning." Human Resource Management International Digest 25, no. 4 (June 12, 2017): 3–6. http://dx.doi.org/10.1108/hrmid-01-2017-0018.

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Purpose This paper aims to express the value of manager/supervisor coaching with the intent of improving employee self-regulated learning (SRL). It examines the concept of SRL and its components; how SRL can assist employee performance and contribute to organizational success; and ways in which managers may intervene with employees via coaching to assist employees’ learning. Design/methodology/approach This discussion of SRL and coaching is based on an extensive literature review of recent research regarding SRL. Findings There are many practical opportunities for managers to enhance SRL of employees through coaching in the workplace. Originality/value There are many practical opportunities for managers to enhance SRL of employees through coaching in the workplace.

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