Journal articles: 'Self-regulatory strategies'

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Robinson, Stephanie A., Elizabeth H. Rickenbach, and Margie E. Lachman. "Self-regulatory strategies in daily life." International Journal of Behavioral Development 40, no. 2 (2015): 126–36. http://dx.doi.org/10.1177/0165025415592187.

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The effective use of self-regulatory strategies, such as selection, optimization, and compensation (SOC) requires resources. However, it is theorized that SOC use is most advantageous for those experiencing losses and diminishing resources. The present study explored this seeming paradox within the context of limitations or constraints due to aging, low cognitive resources, and daily stress in relation to everyday memory problems. We examined whether SOC usage varied by age and level of constraints, and if the relationship between cognitive resources and memory problems was mitigated by SOC usage. A daily diary paradigm was used to explore day-to-day fluctuations in these relationships. Participants ( n=145, ages 22 to 94) completed a baseline interview and a daily diary for seven consecutive days. Multilevel models examined between- and within-person relationships between daily SOC use, daily stressors, cognitive resources, and everyday memory problems. Middle-aged adults had the highest SOC usage, although older adults also showed high SOC use if they had high cognitive resources. More SOC strategies were used on high-stress compared to low-stress days. Moreover, the relationship between daily stress and memory problems was buffered by daily SOC use, such that on high-stress days, those who used more SOC strategies reported fewer memory problems than participants who used fewer SOC strategies. The paradox of resources and SOC use can be qualified by the type of resource-limitation. Deficits in global (cognitive) resources were not tied to SOC usage or benefits. Conversely, under daily constraints tied to stress, the use of SOC increased and led to fewer memory problems.

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Dr., V. Sreekumar* &. Dr. Suprabha K**. "SELF-REGULATORY LEARNING STRATEGIES FOR SCIENCE LEARNING." International Journal of Interdisciplinary Research in Arts and Humanities (IJIRAH) 7, no. 1 (2022): 57–60. https://doi.org/10.5281/zenodo.7951304.

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Self- regulation of learning is a fundamental element for learning. Self-regulated learners engage in actions, thoughts and behaviours in order to pursue determined tasks. According to Bandura, self-regulation encompassed an essential component of humanness with self-control of individuals over their situations, environment and contexts. Individuals are not subjected to stimulus control; rather they exercise cognitive, emotional, and behavioural power over their surroundings. The key issue defining learning as self-regulated is not whether it is socially isolated, but rather whether the learner displays personal initiative, perseverance, and adaptive skill in pursuing it. A self-regulated learning perspective shifts the focus of educational analyses from student learning abilities and environments at school or home as fixed entities to students personally initiated strategies designed to improve learning outcomes and environments.

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Hennecke, Marie, Thomas Czikmantori, and Veronika Brandstätter. "Doing despite Disliking: Self–Regulatory Strategies in Everyday Aversive Activities." European Journal of Personality 33, no. 1 (2019): 104–28. http://dx.doi.org/10.1002/per.2182.

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We investigated the self–regulatory strategies people spontaneously use in their everyday lives to regulate their persistence during aversive activities. In pilot studies (pooled N = 794), we identified self–regulatory strategies from self–reports and generated hypotheses about individual differences in trait self–control predicting their use. Next, deploying ambulatory assessment ( N = 264, 1940 reports of aversive/challenging activities), we investigated predictors of the strategies’ self–reported use and effectiveness (trait self–control and demand types). The popularity of strategies varied across demands. In addition, people higher in trait self–control were more likely to focus on the positive consequences of a given activity, set goals, and use emotion regulation. Focusing on positive consequences, focusing on negative consequences (of not performing the activity), thinking of the near finish, and emotion regulation increased perceived self–regulatory success across demands, whereas distracting oneself from the aversive activity decreased it. None of these strategies, however, accounted for the beneficial effects of trait self–control on perceived self–regulatory success. Hence, trait self–control and strategy use appear to represent separate routes to good self–regulation. By considering trait– and process–approaches these findings promote a more comprehensive understanding of self–regulatory success and failure during people's daily attempts to regulate their persistence. © 2018 European Association of Personality Psychology

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Medico, Lorelyn, and Jennelyn Lacar-Raymundo. "Self-regulatory Writing Strategies of ESL Pre-service Teachers." International Journal of Linguistics, Literature and Translation 8, no. 5 (2025): 743–73. https://doi.org/10.32996/ijllt.2025.8.5.27.

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In the context of post-pandemic education, teachers are implementing novel pedagogical methodologies to enhance the support provided to learners in cultivating vital English communication competencies, particularly in the domain of writing. The acquisition of a second language (L2) writing remains a multifaceted skill, and recent declines in writing proficiency of college students, primarily ascribed to the constraints and inconsistencies inherent in online learning environments, have exacerbated these formidable challenges. Hence, the investigation of self-regulatory writing strategies is imperative, as these strategies are instrumental in facilitating learners' progression towards becoming autonomous, reflective, and proficient writers—specifically within an L2 setting. This study examined the level of utilization and the differences in self-regulatory writing strategies among 230 ESL pre-service teachers across four campuses of Isabela State University, based on their profile variables. Employing a descriptive-comparative design, the data were gathered through validated questionnaires and substantiated by semi-structured interviews and document analysis. The outcomes indicated that sex did not significantly influence the overall self-regulatory writing strategies, although it affected certain specific strategies, suggesting that while instructional approaches do not necessarily need to be differentiated broadly based on sex, there are values in addressing nuanced preferences in particular strategies utilized by male and female students. In contrast, year level showed significant differences in the application of various self-regulatory practices, highlighting that strategies are progressively introduced and reinforced to match students’ developmental phases and academic demands. Ultimately, the students exhibited a generally positive engagement with self-regulatory strategies, though domains such as peer learning and artificial intelligence integration remained underutilized, which posited a critical area for improvement in writing pedagogy.

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BOWN, JENNIFER. "Self-Regulatory Strategies and Agency in Self-Instructed Language Learning: A Situated View." Modern Language Journal 93, no. 4 (2009): 570–83. http://dx.doi.org/10.1111/j.1540-4781.2009.00965.x.

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Nureeva, Liliya, Karen Brunsø, and Liisa Lähteenmäki. "Exploring self-regulatory strategies for eating behaviour in Danish adolescents." Young Consumers 17, no. 2 (2016): 155–67. http://dx.doi.org/10.1108/yc-10-2015-00565.

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Purpose Healthy eating behaviour in adolescence may be negatively affected by lack of self-regulation. The purpose of this paper is to discuss strategies for regulating eating behaviour as formulated by adolescents themselves. Design/methodology/approach Self-regulatory strategies were elicited with concept mapping, which is a group-based method. Three meetings were conducted with each of four school classes in Denmark. Participants in the 12-15-year age group were recruited for the study. At the first meeting, participants had to complete the phrase “Things I can do to ensure my healthy eating are: […]”. At the second meeting, participants had to group the statements. At the third meeting, the results were discussed with participants. Findings The results suggest that adolescents’ knowledge about healthy and unhealthy eating is in line with the official guidelines provided by health organisations. Adolescents made 142 statements about things they could do to ensure healthy eating; the statements were grouped by adolescents, and 12 strategies were formulated: following nutrition recommendations, developing own rules, making healthy deals with oneself, ensuring the right balance and regularity of food intake, awareness: remember to eat healthy, thinking of consequences, good advice for shopping and cooking, seeking help from parents, influencing family and others, avoiding temptations, replacing unhealthy food with a healthier option and reducing the amounts of unhealthy food in diet. Practical implications Focusing on improving adolescents’ self-regulatory skills in the domain of eating behaviour is a promising approach in developing future interventions. Originality/value The present article explores self-regulatory strategies for eating behaviour in adolescence and discusses their relevance.

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Sassenberg, Kai, Paige C. Brazy, Kai J. Jonas, and James Y. Shah. "When Gender Fits Self-Regulatory Preferences." Social Psychology 44, no. 1 (2013): 4–15. http://dx.doi.org/10.1027/1864-9335/a000095.

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Females are perceived to have less power than males. These differences in perceived power might render different self-regulatory strategies appropriate: Women should (as members of other low-power groups) care about security, whereas men should (as members of other high-power groups) strive for accomplishment. These regulatory implications of gender provide the basis for regulatory fit between individuals’ gender and their regulatory focus. Higher fit should lead to stronger gender-based ingroup favoritism: Prevention-focused females and promotion-focused males were expected to show more ingroup favoritism than both sexes in the respective other regulatory focus. According to the regulatory fit hypothesis, this effect should occur for evaluative- but not for stereotype-based ingroup favoritism. Three studies supported these hypotheses.

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GÜRSEL, Gamze, Filiz Tuba DIKKARTIN ÖVEZ, and Gülcan ÖZTÜRK. "High school students’ level of mathematics anxiety and use of self-regulatory learning strategies." Acta Didactica Napocensia 16, no. 1 (2023): 170–81. http://dx.doi.org/10.24193/adn.16.1.12.

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"We aimed to examine high school students’ level of mathematics anxiety and use of self-regulatory learning strategies as a function of different variables and to examine the correlation between these variables. The sample consisted of 330 students at 11th and 12th grades from three different high schools in the west of Turkey. We used the Revised Mathematics Anxiety Rating Scale, Self‐Regulatory Strategies Scale, and a personal information form. We found that female students’ level of mathematics anxiety and use of self‐regulatory learning strategies were higher than male students. Moreover, we found that 11th grade students had higher mathematics anxiety than 12th grade students and that there is a significant difference in students’ level of mathematics anxiety by mathematics achievement. In contrast, use of self-regulatory learning strategies did not demonstrate a significant difference by mathematics achievement scores. We found no correlation between students’ level of mathematics anxiety and use of selfregulatory learning strategies."

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Nursyarah, Vera, Nur Arifah Drajati, and Ngadiso Ngadiso. "EFL Student-Teachers' Voice in Using Self-Regulated Behavior Strategies in Extensive Listening Activities." EDULANGUE 2, no. 2 (2019): 98–116. http://dx.doi.org/10.20414/edulangue.v2i2.1246.

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Self-regulated learning skills are essential for students since self-regulated learners are more responsible for their own learning. Drawing on Zimmerman’s (2000) framework regarding self-regulation, this narrative study looked closely into self-regulatory behaviors of English student-teachers and the ways they regulated their Extensive Listening activities. The data were gathered from students’ learning journals and semi-structured interview. Two EFL student-teachers from an English department of an Indonesian University who were successfully managing their consistency in their Extensive Listening activities were selected as the participants. The findings showed that EFL student teachers used their self-regulatory behavior strategies in different cyclical phases (forethought, performance or volitional control, and self-reflection) in Extensive Listening activities. By experiencing and knowing what self-regulatory behavior strategies they use and how they are used, English student-teachers are expected to be able to transmit their knowledge of self-regulation in learning to their students in the future of ELT teaching.

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Olha, Ihumnova. "EMPIRICAL STUDY OF COPING-BEHAVIOR STRATEGIES AND SELF-REGULATORY STUDENTS-PSYCHOLOGISTS." Scientic Bulletin of Kherson State University. Series Psychological Sciences, no. 2 (September 22, 2019): 57–64. http://dx.doi.org/10.32999/ksu2312-3206/2019-2-8.

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Ping, Aminah Ma, and Saedah Siraj. "Exploring Self-regulatory Strategies for Vocabulary Learning among Chinese EFL Learners." Procedia - Social and Behavioral Sciences 47 (2012): 1211–15. http://dx.doi.org/10.1016/j.sbspro.2012.06.802.

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Buckley, Jude, and Linda D. Cameron. "Automaticity of Exercise Self-Regulatory Efficacy Beliefs in Adults With High and Low Experience in Exercise Self-Regulation." Journal of Sport and Exercise Psychology 33, no. 3 (2011): 325–48. http://dx.doi.org/10.1123/jsep.33.3.325.

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Guided by social cognitive theory (SCT), we investigated whether exercise selfregulatory efficacy beliefs can be activated nonconsciously in individuals experienced and inexperienced in exercise self-regulation, and whether these beliefs are automatically associated with exercise self-regulation processes. The study used a 2 (Exercise Self-Regulation Experience Group) × 3 (Prime Condition) between-subjects design in which individuals experienced and inexperienced in exercise self-regulation were randomly assigned to receive subliminal, supraliminal, or no priming of exercise self-regulatory efficacy beliefs. Participants completed hypothetical diary entries, which were assessed for exercise self-regulatory efficacy and self-regulation expressions using content analyses with a SCT coding system and the Linguistic Inquiry and Word Count (LIWC) text analysis program. For both exercise self-regulation experience groups, self-efficacy priming led to more expressions of low exercise self-regulatory efficacy and dysfunctional exercise self-regulation strategies compared with the control prime. For participants experienced in exercise self-regulation, supraliminal priming (vs. control priming) led to more expressions of high exercise self-regulatory efficacy and functional exercise self-regulation strategies. For the experienced groups, priming led to automaticity of exercise expressions compared with the control condition. For inexperienced participants in the subliminal prime condition, priming led to automaticity of self-regulatory efficacy beliefs and work-related goals compared with the control condition. Automatic activation of exercise self-regulatory efficacy and exercise self-regulation processes suggests that self-regulation of exercise behavior can occur nonconsciously.

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Molińska, Weronika, and Grażyna Katra. "Differences in Self-Regulation of Stress Among Students Starting and Finishing Studies. The Comparison of Students of Polish and Spanish Universities." Kultura i Edukacja 136, no. 2 (2022): 96–113. http://dx.doi.org/10.15804/kie.2022.02.06.

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The research focused on identifying differences in the sense of self-efficacy and self-regulation of stress among 470 students from Polish and Spanish universities and on determining the differences between students starting and finishing their studies. The following tests were used in the study: General Self-Efficacy Scale, COPE Inventory and Self-Regulatory Formative Questionnaire. Statistical analysis confirmed the correctness of the 6 hypotheses. The obtained results showed that the level of self-efficacy and self-regulation and the choice of coping strategies are related to gender, nationality, age, and multiple attitudes to a stressful situation. Moreover, other confirmed hypotheses show the conclusions that self-efficacy is higher in the group of men than in the group of women. On the other hand, women have higher self-regulatory skills and are more likely than men to choose favourable stress regulation methods. In contrast, the hypotheses about cross-cultural differences show that Spanish students have better self-regulatory skills and choose adaptive coping strategies, while Polish students use non-adaptive strategies.

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Xi, Liu, and Bang-Wool Han. "Understanding Consumer Perceptions of Brand Globalness and Localness: The Roles of Self-Regulatory Focus." Korea International Trade Research Institute 19, no. 1 (2023): 87–102. http://dx.doi.org/10.16980/jitc.19.1.202302.87.

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Purpose – The purpose of this paper is to investigate how self-regulatory focus influences the relationship between consumer perception of a brand nature and purchase intentions. This study uses perceived brand globalness (PBG) and perceived brand localness (PBL) to measure consumer perceptions of brand natures and examines the moderating effects of promotion-oriented vs. prevention- oriented regulatory focus on consumers’ intent to purchase global or local brands. Design/Methodology/Approach – This study conducted an online survey with Chinese consumers and data were collected using social media applications. To analyze the data, PROCESS modeling in SPSS 23.0. was hired in this study. Findings – The findings show that there is a significant moderating effect of promotion-focused self-regulation on the relationship between PBL and purchase intention. On the other hand, consumers with prevention-focused self-regulation show stronger purchase intention toward brands perceived as global (PBG). This study adds further evidence for the effectiveness of PBL and PBG by demonstrating their role among consumers with different self-regulatory focuses. Research Implications – The study contributes to the body of literature on PBG/PBL by examining the associations between self-regulatory focus and consumer purchase intentions. Furthermore, the findings may help brands to make more appropriate positioning decisions depending on the assessment of target consumers' self-regulatory focus. Thus, the findings of this study provide international brand managers with meaningful implications in developing marketing strategies.

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Loviagina, Aleksandra. "METACOGNITIVE STRATEGIES IN THE SYSTEM OF MENTAL SELF-REGULATION OF ATHLETES." SCIENCE AND SPORT: current trends 8, no. 2 (2020): 77–85. http://dx.doi.org/10.36028/2308-8826-2020-8-2-77-85.

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Purpose. The research purpose was to study the relationship of metacognitive strategies with indicators of mental self-regulation of an athlete: regulatory and volitional processes. Research methods and organization. The type of study is an empirical psychological testing. Methods: “Metacognitive strategies in decision making in difficult situations” questionnaire, “Difficulties of self-regulation in sports-significant situations” questionnaire, “Scale of action control” questionnaire, "Style of self-regulation of behavior" questionnaire. Sample group: 134 qualified athletes (54 men and 80 women) aged 18-23 years, engaged in various sports. Research results. The frequency of applying theorizing and reflecting strategies by athletes (men and women) is connected with the characteristics of volitional regulation, and the frequency of controlling cognitive processes is connected with programming of activities. We found some differences in the relationship of metacognitive strategies with regulatory processes in male and female athletes. We determined that increasing effectiveness of metacognitive strategies reduces difficulties of mental self-regulation: it is easier for athletes to restrain negative emotions, become ambitious and more active. Growing effectiveness of a number of metacognitive strategies is connected with increasing awareness of athletes' self-regulation. Conclusion. The research revealed statistically significant connections of metacognitive strategies with regulatory and volitional processes of athletes. Increasing the frequency of use and effectiveness of metacognitive strategies can both improve and deteriorate athletes’ mental self-regulation. The research results can be used to develop recommendations for the individualization of metacognitive strategies, taking into account the gender of athletes and the goals of sports training.

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GRAHAM, SUZANNE, ROBERT WOORE, ALISON PORTER, LOUISE COURTNEY, and CLARE SAVORY. "Navigating the Challenges of L2 Reading: Self‐Efficacy, Self‐Regulatory Reading Strategies, and Learner Profiles." Modern Language Journal 104, no. 4 (2020): 693–714. http://dx.doi.org/10.1111/modl.12670.

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Michael, Batsa, Yarhands Dissou Arthur, and Bright Asare. "Influence of peer learning, self-regulatory learning, and mathematics interest on mathematics performance." International Journal of Didactic Mathematics in Distance Education 2, no. 1 (2025): 105–16. https://doi.org/10.33830/ijdmde.v2i1.10313.

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The current study examined the influence of peer learning, self-regulatory learning, and mathematics interest on mathematics performance. The study adopted descriptive survey using questionnaire for the data collection. 320 students were sampled from a total population of 1600 students using stratified sampling and simple random sampling techniques. The data collected was analysed using Structural equation modeling to examined the hypothesized paths. Based on the data analysis, peer learning, self-regulatory learning, and mathematics interest had a direct positive and statistically significant impact on mathematics performance. The study explores the impact of peer learning, self-regulatory learning, and mathematics interest on students' performance, offering insights for effective instructional strategies and policy interventions. Finally, the study suggests incorporating structured peer-learning activities, self-regulatory learning strategies, engaging mathematical contexts, and professional development programs for teachers to enhance student autonomy and interest in mathematics.

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Nanang, N., and I. Purnamasari. "Influence of contextual-metacognitive on Self-Regulatory Strategies students in math IV." Journal of Physics: Conference Series 1869, no. 1 (2021): 012132. http://dx.doi.org/10.1088/1742-6596/1869/1/012132.

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Luchies, Laura B., Eli J. Finkel, and Gráinne M. Fitzsimons. "The Effects of Self-Regulatory Strength, Content, and Strategies on Close Relationships." Journal of Personality 79, no. 6 (2011): 1251–80. http://dx.doi.org/10.1111/j.1467-6494.2010.00701.x.

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Mickwitz, Åsa, and Marja Suojala. "Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?" Language Learning in Higher Education 10, no. 2 (2020): 381–402. http://dx.doi.org/10.1515/cercles-2020-2026.

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Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

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Kariithi, Victoria. "Navigating the Web3 Revolution: Regulatory Strategies for Kenya." Journal of Intellectual Property and Information Technology Law (JIPIT) 4, no. 1 (2024): 101–65. https://doi.org/10.52907/jipit.v4i1.504.

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The integration of technology into daily human lives has become indispensable, shaping society and emphasizing the role of humans in the development of society. This indispensable integration is illustrated by the global rise of Web3, a decentralized application ecosystem that utilizes advanced technologies, such as crypto assets, non-fungible tokens (NFTs), decentralized finance (DeFi), decentralized autonomous organizations (DAOs), and the Metaverse. These technologies offer significant benefits alongside unique risks and challenges, necessitating innovative regulatory strategies to address them. The inherent tension between promoting innovation and safeguarding citizens’ interests requires a flexible and comprehensive regulatory framework for Web3 in Kenya, capable of adapting to the rapidly evolving technological landscape while simultaneously managing emerging risks. This research aims to identify key principles for developing effective Web3 regulations and argues for Kenya’s regulatory recognition of Web3 technologies, emphasizing potential benefits such as increased innovation, digital sovereignty, financial independence, and economic development. It also explores different regulatory strategies, such as self-regulation, co-regulation, and the implementation of co-regulatory tools like public-private dialogue (PPD). The findings propose that Kenyan regulators should adopt flexible, forward-thinking regulatory strategies that can navigate the complexities introduced by these transformative technologies.

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Ateia, Saneia. "The Effect of Self-Regulatory Strategies in Enhancing Listening Skills and Self-Efficacy of EFL Learners." Journal of Research in Curriculum Instruction and Educational Technology 2, no. 2 (2016): 43–69. http://dx.doi.org/10.21608/jrciet.2016.24521.

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Ateia, Saneia Abdel Hameed Elsherbini. "The Effect of Self-Regulatory Strategies in Enhancing Listening Skills and Self-Efficacy of EFL Learners." Journal of Research in Curriculum Instruction and Educational Technology 2, no. 2 (2016): 43–68. http://dx.doi.org/10.12816/0028181.

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Dermitzaki, Irini. "Preliminary Investigation of Relations between Young Students' Self-Regulatory Strategies and Their Metacognitive Experiences." Psychological Reports 97, no. 3 (2005): 759–68. http://dx.doi.org/10.2466/pr0.97.3.759-768.

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The present study investigated second-graders' self-regulative behavior during task engagement and its relations to performance and to students' on-line metacognitive experiences. Participants were 25 individually examined Greek second graders (13 boys and 12 girls; M age: 7.6 yr., SD = 0.2). Students' use of cognitive, metacognitive, and motivational regulatory strategies while performing a cognitive task were directly observed and recorded by two independent observers. Students' task-specific performance was also evaluated. Finally, students' feeling of satisfaction with the solution produced, their estimate of effort expenditure, and estimate of the solution's correctness were assessed. Analysis showed these second grade students' use of self-regulatory strategies and feeling of satisfaction were significantly associated with their performance. However, metacognitive experiences reported after the solution were only slightly related to the students' actual self-regulative behavior during the task, implying that the relations of students' regulatory efforts with their metacognitive processes are still developing at such a young age.

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Seyhan, Hatice Güngör. "The Efficacy of Problem-Based Learning in an Instrumental Analyse Laboratory." Higher Education Studies 6, no. 4 (2016): 100. http://dx.doi.org/10.5539/hes.v6n4p100.

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In the context of the study, an instrumental analysis laboratory course offering Problem-Based Learning (PBL) was designed as an alternative to traditional laboratory practices. The study was conducted with a total of 36 volunteer, prospective chemistry teachers consisting of fourth year undergraduates and graduates. While PBL activities were conducted with 19 of the prospective teachers, instrumental analysis laboratory activities were conducted with 17 of them using the traditional approach. The first aim of this study was to determine the levels of perception of problem-solving ability and self-regulatory learning strategies of prospective teachers after and before all the applications. The second aim was to compare the effects of PBL instrumental analyze laboratory course and traditional instrumental analyze laboratory course on the perceptions of problem-solving ability and self-regulatory strategies of prospective teachers. A pre-test-post-test control group design was used. In this study, data were obtained using the “Problem Solving Inventory (PSI)” and “Self-Regulatory Strategy Scale (SRSS)”. The pretest-posttest results of the SRRS test showed that the prospective teachers in the experimental group used self-regulatory learning strategies more often when compared to the ones in the control group. According to the results obtained within the scope of the study, it can be said that the effect of PBL on the perception levels of problem solving skills and self-regulatory learning skills of prospective teachers is more effective than the traditional laboratory teaching application.

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Poormand, Masooma, Houman Bijani, and Orabah Salim Bani. "Exploring Self-Regulatory Strategies for Depth of Vocabulary Knowledge among Iranian EFL Upper Intermediate and Advanced Levels Learners." Journal of University of Shanghai for Science and Technology 25, no. 2 (2023): 189–97. https://doi.org/10.5281/zenodo.7850995.

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The present study investigated the relationship between self-regulated strategies and depth of vocabulary knowledge. To response the objective of the study, a convenient sampling used and 80 students of the English language from Bahar-e-Karaj institution in Iran were chosen in the study. For this purpose, the researchers made use of two main instruments: the self-regulation capacity in vocabulary learning scale developed by Tseng et al. (2006) and word associates test developed by Read (1998). The analysis of the data revealed that there was no relationship between the depth of vocabulary knowledge and self-regulatory strategies of EFL learners studying English, In addition, based on a Mann-Whitney Test and Independent-Samples T-Test which was run to examine the difference between the reported use of self-regulation strategies between the two groups of the participants as having a high and low depth of vocabulary knowledge, The results of the data analysis indicated a significant difference between these variables.

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Jiang, Ying Hong, Jia Wang, Patricia Bonner, and Jenny Yau. "A Cross-Cultural Study of Relationships between Epistemological Beliefs and Self-Regulated Learning Strategies." Electronic Journal of Research in Education Psychology 19, no. 54 (2021): 369–92. http://dx.doi.org/10.25115/ejrep.v19i54.3896.

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Introduction. Prior research consistently provides evidence supporting potential relationships between epistemological beliefs and learning. The current study examines the relationship between epistemological beliefs, academic motivation, and self-regulated learning strategies among different ethnic groups of American adolescents. Method. This quantitative study utilized a correlational design to examine the relationship between epistemological beliefs and self-regulated learning strategies in adolescents attending middle school. A total of 364 middle school students (6th to 8th grade) from Southern California public middle schools participated in the study. A multiple group path model was employed to analyze the student data. Results. We found that certain knowledge, omniscient authority, and innate ability beliefs about the nature of knowledge predict positive relationships with self-efficacy and intrinsic value components of motivation. Quick learning and simple knowledge beliefs predict negative relationships with self-efficacy and intrinsic-value but positive relationship with test-anxiety. Similarly, in the aspect of self-regulatory learning strategies, those who believe in the absolute nature of knowledge and the authorities tend to use cognitive and self-regulatory learning strategies more often, while those who believe in the speed of knowledge acquisition tend to employ those strategies less. Discussion and Conclusion. Findings from this study inform educators of the need to advance adolescents’ epistemological beliefs for each subject (e.g., science, language arts) as a method to facilitate their motivation and self-regulated learning. We recommend that future research should include assessments of the participants’ cultural orientations or the domain specificity of the epistemological beliefs, which may vary the associations of the beliefs with self-regulated learning. Additionally, future research can further investigate other potential mediators of the relationship between epistemological beliefs and self-regulatory learning.

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Ushakov, Dmitriy. "Strategies for Young College Teachers' Self-Realization." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2020, no. 3 (2020): 320–29. http://dx.doi.org/10.21603/2500-3372-2020-5-3-320-329.

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The research into social peculiarities, structure, and mechanisms of young teachers' self-realization is a relevant issue in modern sociological studies. The present paper features professional strategies that self-realization patterns. The research objective was to study strategies for professional self-realization employed by young teaching personnel of colleges. It was based on an authentic hybrid research complex, which included a combination of quantitative and qualitative analysis techniques: methods of included observation, in-depth interviews, expert interviews, and content analysis of regulatory documents. The analysis revealed three types of adaptive strategies for professional self-realization of young teachers: Strategy of Success, Strategy of Remonstrative Self-Realization, and Strategy of Forced Self-Realization. The article emphasizes the connection between social prosperity and the chosen strategy. Adaptive strategies force young teachers to comply with expectations of their social environment, which disagrees with the concept of self-realization. The humanistic non-adaptive strategy based on a free choice of patterns and modes of the teacher's work, which makes it possible to preserve physical and psychological health and save human resources.

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Zielińska, Aleksandra, Izabela Lebuda, Dorota M. Jankowska, and Maciej Karwowski. "Self-Regulation in Creative Learning: Agentic Perspective." Creativity. Theories – Research - Applications 8, no. 1 (2021): 52–71. http://dx.doi.org/10.2478/ctra-2021-0005.

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Abstract Creativity is agentic, and so is learning. People create and learn new things most effectively when they are convinced that they can respond appropriately to the task (creative confidence) and value the activity at hand. This investigation explores the role of the relatively understudied aspect of creative agency: self-regulatory strategies. In a longitudinal study, we tested whether self-regulation strategies, previously found to be essential drivers of academic achievement and learning in general (rehearsal, elaboration, critical thinking, and metacognition), might also support creativity in learning. Specifically, we tested sequential mediation, where creative confidence and self-regulation longitudinally mediated the relationship between creative potential (divergent thinking) and effective application of creative skills to solve problems embedded in school subjects. Our findings confirm that self-regulatory strategies predict providing creative solutions to school tasks (a proxy of creative learning) and mediate the relationship between divergent thinking, creative confidence, and creative learning.

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Krasnoryadtseva, Оlga M., and Azamat B. Naiman. "Self-regulatory Resources in Clients of an Online Psychological Support Service." SibScript 25, no. 2 (2023): 209–17. http://dx.doi.org/10.21603/sibscript-2023-25-2-209-217.

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The article discusses self-regulatory resources that can be used when working with clients of a psychological support service. The present study sought to examine the characteristics of self-regulatory resources in clients of an online psychological support service (Tomsk State University). The sample was collected using online measures from the clients who at that moment were solving their problems or had already solved them. To analyze self-regulatory resources we diagnosed the style of self-regulation, coping behavior, tolerance for uncertainty, basic assumptions of an individual and studied text messages from the clients. The correlation and cluster analysis revealed numerous correlations of self- regulation and other resources. It allowed us to identify groups of clients with dominant typological relationships between the self-regulatory features, strategies for coping with stress, ambiguity tolerance, and primary assumptions. We discussed the results, taking into account the current level of self-regulatory activity and personal resources.

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Anthony, Jared S., Karen E. Clayton, and Akane Zusho. "An Investigation of Students’ Self-Regulated Learning Strategies: Students’ Qualitative and Quantitative Accounts of Their Learning Strategies." Journal of Cognitive Education and Psychology 12, no. 3 (2013): 359–73. http://dx.doi.org/10.1891/1945-8959.12.3.359.

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The purpose of this study was to examine the relationship between qualitative and quantitative measures of self-regulatory learning strategies to further investigate issues related to the validity of self-report measures. One hundred and sixty high school girls completed both the Motivated Strategies for Learning Questionnaire (MSLQ) and an open-ended questionnaire, both of which were designed to assess students’ use of learning strategies in the domains of English and math. Open-ended responses were coded and analyzed with results indicating that most students use shallow-processing strategies when preparing for final exams. Regression analysis was also used to investigate the predictive ability of the MSLQ and the open-ended questionnaire with findings indicating both to have predictive qualities. Implications for self-regulation and the measurement of learning strategies will be discussed.

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Gredler, M. E., and L. S. Schwartz. "Factorial Structure of the Self-Efficacy for Self-Regulated Learning Scale." Psychological Reports 81, no. 1 (1997): 51–57. http://dx.doi.org/10.2466/pr0.1997.81.1.51.

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This study investigated the constructs measured by the Self-efficacy for Self-regulated Learning Scale with 235 undergraduates. The 24 items, derived from 13 validated categories of self-regulated learning from Zimmerman and Martinez-Pons, assess efficacy beliefs about general strategies (11 items) and use of specific self-regulatory activities (13 items). Exploratory factor analysis using principal factors with oblique rotation indicated three factors of General Organization and Planning, Task Preparation Strategies, and Environmental Restructuring. Values of coefficient alpha for the three factors were .84, .72, and .79, respectively.

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Shih, Huei-Ju. "L2 Anxiety, Self-Regulatory Strategies, Self-Efficacy, Intended Effort and Academic Achievement: A Structural Equation Modeling Approach." International Education Studies 12, no. 3 (2019): 24. http://dx.doi.org/10.5539/ies.v12n3p24.

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Factors that contribute to learning achievement have always been a primary research concern in the field of education. In the field of second/foreign language (L2) learning, researchers have been trying to explore many important factors that are linked to successful learning and how these factors may predict the success of language learning. With respect to the factors contributing to language proficiency, many researchers endeavor themselves to the exploration of assisting the learners. The present study aims to explore whether or not the following factors would influence learners’ academic achievement: the process of goal-setting, the L2 anxiety, the effort the learners put into, self-efficacy together with self-regulatory strategies. A total number of 356 senior high school students who were learning English as a Foreign Language participated in the study. A new questionnaire was developed to measure and collect the participants’ responses in respect to the above-mentioned learning factors. In order to investigate the relationships among these factors and the learners’ academic performance, the structural equation modeling (SEM) was used to identify the best fit model. It was found that self-efficacy, L2 anxiety, together with goal-setting processes, are prerequisites for the application of effective self-regulatory strategies, which in turn play an important role in affecting the intended efforts the learners make, and consequently influence the learners’ achievement. According to the findings, we suggest the teacher elevate the students’ self-efficacy, lower the L2 anxiety, help set their learning goals, cultivate their capability of employing strategies and increase their intended effort.

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Goel, Nikita. "Merging Self-Regulatory Strategies with GTA Pedagogical Practices: Enhancing Student Autonomy and Engagement." Journal of PGR Pedagogic Practice 4 (November 14, 2024): 96–123. http://dx.doi.org/10.31273/jppp.vol4.2024.1790.

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Graduate Teaching Assistants (GTAs) play a dual role in higher education, balancing their research responsibilities with teaching duties. This dual identity provides a unique vantage point for GTAs to implement innovative teaching practices that encourage students to utilize self-regulated learning (SRL) strategies. This paper explores how GTAs can adopt teaching practices centered on promoting SRL among students. Drawing on data from focus groups and surveys conducted with five GTAs, the study identifies key techniques—such as reflective journals, peer assessments, and technology-enhanced learning tools—that GTAs can incorporate into their teaching. The intervention was conducted over one semester in an English proficiency course tailored for students with low English proficiency. Findings indicate that these strategies not only enhance student engagement and motivation but also improve critical thinking and problem-solving skills. The paper underscores the positive impact of SRL on student learning outcomes and discusses how GTAs can effectively integrate and promote these strategies in their pedagogical practices.

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Kim, Minju. "The Effects of Father’s Parenting Attitude and Discipline on the Child’s Self-Regulation Ability." Korean Society for Educational Practice in Early Childhood Education 2, no. 2 (2024): 169–88. https://doi.org/10.62423/jepece.2024.2.2.169.

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The purpose of this study is to investigate the relationship and relative influence between the father’s parenting attitude, discipline method, and the child’s self-regulatory ability. this study surveyed 211 children and their fathers living in Seoul, Gyeonggi-do, and Busan. The collected data were analyzed by moment correlation analysis and stepwise multiple regression analysis using the SPSS 21.0 program. The results of the study are as follows: First, a correlation was found between the father’s controlling parenting attitude and the child’s self-regulatory ability. However, no significant correlation was found between the father’s discipline method and the child’s self-regulatory ability. Second, when examining the relative influence of the father’s parenting attitude and discipline method on the child’s self-regulatory ability, the father’s controlling parenting attitude was found to be a strong positive predictor of the overall self-regulatory ability and sub-factors of the child, while the father’s rejecting parenting attitude was a negative predictor. Among the sub-factors of self-regulatory ability, self-control and attention were positively predicted by the father’s controlling parenting attitude. In conclusion, this study is significant in that it analyzes the father-related factors influencing the child’s self-regulatory ability, and suggests that the findings can be used as basic data for developing strategies to improve the father’s parenting attitude to enhance the child’s self-regulatory ability.

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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 (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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Lee, Scott, and Andrea McDonough. "Role of self-talk in the classroom: investigating the relationship of eight-to-nine-year-olds' self-regulatory self-talk strategies with their classroom self-regulatory behaviour and mathematical achievement." Early Child Development and Care 185, no. 2 (2014): 198–208. http://dx.doi.org/10.1080/03004430.2014.915818.

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Zollanvari, Amin, Refik Caglar Kizilirmak, Yau Hee Kho, and Daniel Hernandez-Torrano. "Predicting Students’ GPA and Developing Intervention Strategies Based on Self-Regulatory Learning Behaviors." IEEE Access 5 (2017): 23792–802. http://dx.doi.org/10.1109/access.2017.2740980.

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Sullivan, Mary C. "The association between early regulatory processes and self regulation strategies at 15 months." Infant Behavior and Development 19 (April 1996): 144. http://dx.doi.org/10.1016/s0163-6383(96)90199-x.

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Sullivan, Mary C. "The association between early regulatory processes and self regulation strategies at 15 months." Infant Behavior and Development 19 (April 1996): 145. http://dx.doi.org/10.1016/s0163-6383(96)90200-3.

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Hedeshi, Vahid Montazeri. "The Effect of Self-Regulatory Learning Strategies on Academic Engagement and Task Value." World Family Medicine Journal/Middle East Journal of Family Medicine 15, no. 10 (2017): 242–47. http://dx.doi.org/10.5742/mewfm.2017.93168.

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Evans, Daniel R., Tory A. Eisenlohr-Moul, Daniel F. Button, Ruth A. Baer, and Suzanne C. Segerstrom. "Self-regulatory deficits associated with unpracticed mindfulness strategies for coping with acute pain." Journal of Applied Social Psychology 44, no. 1 (2013): 23–30. http://dx.doi.org/10.1111/jasp.12196.

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Suárez Riveiro, Jose Manuel, Ramon Gonzalez Cabanach, and Antonio Valle Arias. "Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies." British Journal of Educational Psychology 71, no. 4 (2001): 561–72. http://dx.doi.org/10.1348/000709901158677.

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Shukor, Khairunnisa A., Ahmad Firdaus Mohd Noor, Nafisah Ilham Hussin, Muhammad Atiullah Othman, Hafizan Mohamad Dain, and Muhammad Nur Aizuddin Norafandi. "Fostering Self-Regulatory Behaviour through Religious Values: Challenges, Strategies, and the Role of Parents." International Journal of Research and Innovation in Social Science IX, no. I (2025): 1497–505. https://doi.org/10.47772/ijriss.2025.9010124.

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Self-regulation is a critical skill in moral and behavioural development, encompassing the ability to control thoughts, emotions, and actions in alignment with values and long-term goals. Within the framework of Islamic education, the process of nurturing self-regulation goes beyond behavioural control, emphasizing the development of the soul and character in accordance with divine principles. This study explores the pivotal role of parents in fostering self-regulation through Islamic educational practices, examining the alignment between traditional Islamic methods and modern self-regulation theories. Drawing on Quranic teachings and contemporary research, the study identifies key elements such as reinforcement, role modelling, repetition, and social interaction as essential components of effective self-regulation development. The paper further addresses the challenges parents face, including societal pressures, the dynamic parent-child relationship, the influence of modern technology, and evolving family structures. By integrating Islamic principles with contemporary educational insights, this study highlights a comprehensive approach to nurturing self-regulation, empowering children to navigate life with integrity and purpose while contributing positively to society. This research underscores the importance of parental involvement in shaping morally grounded, self-regulated individuals, emphasizing that such efforts are foundational to achieving both worldly success and spiritual fulfilment.

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de Bruin, Leon R. "Evolving Regulatory Processes Used by Students and Experts in the Acquiring of Improvisational Skills: A Qualitative Study." Journal of Research in Music Education 65, no. 4 (2017): 483–507. http://dx.doi.org/10.1177/0022429417744348.

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The way an improviser practices is a vital and significant aspect to a musician’s means and capacities of expression. Expert music performers utilize extensive self-regulatory processes involving planning, strategic development, and systemized approaches to learning and reflective practice. Scholars posit that these processes are constructivist and socioculturally explained and manifest in individual, jointly negotiated, and shared learning. This qualitative study explores the regulatory processes of four prominent Australian improvising musician-educators and four tertiary improvisation students. Expert and developing musicians’ processes in learning and teaching improvised music-making were investigated through observations of self-regulation, co-regulation, and shared regulation strategies. I identified and analyzed regulatory learning strategies located from practice, training, and experience using interpretative phenomenological analysis. Findings suggest insights of evolving self-regulative behavior that are dynamic, task-specific, personalised, and contextually contingent across individual and collaborative tasks and activity. An integrative regulatory model of learning offers guidance and reflection of metacognitive flow within a social constructed view of learning. Implications for researchers and educators are drawn for meaningful educational practice by knowing and understanding expert improvisers’ complex concepts of self-regulation, critical thinking, problem solving, and the evolution and evaluation of creative processes in improvisers.

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Rao, D. Suryachandra, and M. SRAVANI. "Self Regulatory Organizations in Indian Microfinance Sector." INTERNATIONAL JOURNAL OF MANAGEMENT & INFORMATION TECHNOLOGY 7, no. 1 (2013): 939–46. http://dx.doi.org/10.24297/ijmit.v7i1.712.

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Introduction of Micro Finance Institutions (Development and Regulation) Bill, 2012 is a land mark in the history of Indian Microfinance Industry. This bill aims to provide for the development and regulation of microfinance institutions in India. One of the salient features of this bill is that all NBFCâ€MFIs must be members of at least one selfâ€regulatory organization (SRO) recognized by the RBI and comply with the code of conduct prescribed by the SRO. Even though the introduction of the Microfinance bill is a bit late, all the stakeholders appreciated and welcome the move of the Government. The microfinance industry in India is highly distributed and has many small players. The Reserve Bank of India (RBI) has limited presence on the ground. As the MFIs have businesses in the hinterland, there is a need for self-regulatory organizations (SROs) to enforce some self-discipline in the sector. An SRO is a voluntary body appointed by the industry participants to monitor the functioning of all players in the industry and bring in some degree of standardization in industry practices. These organizations operate under the overall regulatory supervision of the main regulator and help the main regulators in accomplishing their regulatory objectives. This mechanism provides an effective and efficient form of regulation in the constantly changing business environment because SROs virtually strive to strike an intelligent balance between the interest of its members and their regulatory responsibilities delegated by the main regulators. So, an SRO for microfinance institutions will play a complementary role to the Reserve Bank of India. Normally, this kind of entities knows the industry best and in many ways has the understanding, knowledge and ability to recognize a problem before it becomes too big. The authors made an attempt in this paper to provide a conceptual understanding on self-regulatory organizations (SROs), their functions and benefits, give clarity about SROs in Indian financial system in general and in Micro Finance Sector in particular. This paper also highlights the issues to be handled by RBI, while designing the policy frame work for SROs. Also focuses on contemporary challenges for self-regulatory organizations with a view to enable them to formulate strategies to overcome.

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Lin, Chen-Ju. "A multi-level test for social regulatory focus and team member creativity." Leadership & Organization Development Journal 38, no. 8 (2017): 1057–77. http://dx.doi.org/10.1108/lodj-05-2016-0125.

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Purpose In this study, self-leadership strategy serves as a self-regulatory mediating mechanism of individual differences in predicting individual creativity because it is related to actions intended to lead their own goal-directed activities. The purpose of this paper is to explore the boundary conditions of the effect of regulatory focus on employee self-leadership behaviors. Design/methodology/approach Considering the contextual influence, cross-level moderating effect of empowering leadership on the relationship between the promotion (prevention) focus and self-leadership has been examined. The research data were collected from 441 employees of 65 work teams from three software companies located in Northern Taiwan. A time-lagged design by implementing three time surveys was applied to minimize potential problems of cross-sectional design. At Time 1, employees completed the measures of promotion focus, prevention focus, empowering leadership, and individual-level control variables. At Time 2, employees reported the extent of their self-leadership at work. In the final survey, team leaders assessed the individual employee creativity. Findings This study concludes several findings. When self-leading behavior-focused strategies are considered as mediators, the indirect relationships that promotion focus and prevention focus had with individual creativity were confirmed. As an influential team-level indicator, empowering leadership could moderate the relatedness between employees promotion-focused strategies and behavior-focused strategies that positively influenced on individual creativity. Originality/value In this study, responding to the call by De Stobbeleir et al. (2011) to examine how employees actively manage their creative performance, the author zoomed in on self-leadership strategies and how these strategies relate to actual creative performance.

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Vorraber Lawson, Gabriela Andrade, Gerson Américo Janczura, and Heiko Lex. "Effects of self-regulatory processes on cognitive representation of team-specific tactics in junior male soccer players." Movement & Sport Sciences - Science & Motricité, no. 108 (September 20, 2019): 13–21. http://dx.doi.org/10.1051/sm/2019028.

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The present study aims to demonstrate the relationship between cognitive and behavioral variables that configure expert performance by testing if training in self-regulatory processes would affect the organization of tactics mental representation in soccer. A 2 × 2 mixed design was applied, manipulating the level of training in self-regulatory processes between groups and the moment of evaluation within groups. Participants were 13 under-15 year-old male soccer players from Montevideo, Uruguay, with an average of 9.38 years of competitive experience. The experimental group went through 10 individual weekly sessions of training in self-regulatory processes comprising 11 out of 18 self-regulatory processes presented in Zimerman’s Multiphasic Cycle of Self Regulatory Processes. Greater improvement on the cognitive representation of tactics was observed in the experimental group, which revealed more functionally organized clustering of offensive and defensive team-specific tactical concepts in long-term memory after the training. Results showed significant differences in the organization of tactical knowledge in long-term memory due to the participation in a training program on self-regulatory processes focusing on tactical actions in soccer. This study extended the effects of self-regulatory processes, previously evidenced in specific situations in other sports, to the organization of tactics mental representation in soccer. The effects are related to the facilitation of learning processes caused by the use of self-regulatory processes. The systematic application of learning strategies adapted to tactical situations seemed to enable participants to organize tactical knowledge in long-term memory.

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nemati koshteli, reza. "The Impact of Cognitive Learning Strategies on The Auditor's Neutrality (A Test of self-regulatory Learning Strategies Theory)." Iranian journal of Value and Behavioral Accounting 6, no. 11 (2021): 123–58. http://dx.doi.org/10.52547/aapc.6.11.123.

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Pourmohades, Golriz, Fatemeh Khoini, and Seyed Ali Hosseinalmadani. "Developing a casual model of literacy based on metacognitive skills, self-regulated learning strategies and self-efficacy with the meditation of creative thinking in students." Journal of Adolescent and Youth Psychological Studies 4, no. 4 (2023): 134–43. http://dx.doi.org/10.61838/kman.jayps.4.4.13.

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Background and Aim: Some research has been conducted on the determinant of media literacy. However, this is less done in a causal mode. Therefore, the aim of this study was to develop a causal model of media literacy based on metacognitive skills, self-regulatory learning strategies and self-efficacy mediated by creative thinking in students. Methods: For this purpose, 318 students of Azad University, North Tehran Branch were selected as the subjects by available sampling method. Data were collected using the Media Literacy Questionnaire, Wells Metacognitive Skills, Pintrich and De Groot Self-Regulatory Learning Strategies, Schwarzer Self-Efficacy, and Abedi's Creative Thinking. Data were analyzed with the aid of structural equation modeling and AMOS-graphic software Results: The results showed that the fit of the proposed conceptual model of the research is approved, and all the three predictor variables of metacognitive skills, self-regulated learning strategies and self-efficacy mediated by creative thinking effect on media literacy. Conclusion: The findings of the present study can be used by universities, educational centers, IRIB, cultural centers and other related experts and can play a role in the development and improvement of media literacy.

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Journal articles on the topic 'Self-regulatory strategies'

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