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Ng, Man-him. "Self-regulated learning strategies of mathematically gifted students". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37235096.
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Ng, Man-him, i 吳文謙. "Self-regulated learning strategies of mathematically gifted students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37235096.
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Brasser, Angela L. "Social learning strategies| A qualitative study of self-regulated learning". Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702736.
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This qualitative study examined low achieving online learners' uses of social self-regulated learning strategies. Research has shown that low achieving online learners lack strategies for self-regulated learning, which directly relates to their lack of achievement. Social self-regulated learning strategies examined in this study included help seeking, social comparison and social interactions. As learners constructed meaning and struggled with content, interactions between learners and peers, the instructor/instructor's assistant, technical support, and materials facilitated the process. Low achieving online learners resisted utilizing social self-regulated learning strategies. However, according to the research, little data was collected from low achieving online learners directly. This study asked low achieving online learners to describe their experiences, through semi-structured interviews. Barriers to social self-regulated learning strategies included poor attitudes, internet addiction, and exterior blame, according to the research. Self-regulated learning, in general, is linked to higher achievement. This study found that low achieving online learners lacked the use of social self-regulated learning strategies. Additionally, participants lacked help seeking behaviors, experienced social isolation, and held negative views of their classmates and instructor. The findings in this study may assist instructional designers to increase opportunities for social self-regulated learning in online courses, which may, in turn, increase achievement.
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Cho, Moon-Heum. "The development of online self-regulated learning model and initial validation of human interaction component of online self-regulated learning". Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6092.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 19, 2009) Includes bibliographical references.
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Mofokeng, Modumo Jonas. "The relation between self-regulated learning, self-efficacy, learning strategies and academic achievement / Modumo Jonas Mofokeng". Thesis, Potchefstroom University for Christian Higher Education, 1996. http://hdl.handle.net/10394/7859.
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The purpose of this study was to determine by means of the review of the literature and an empirical investigation whether self-regulated learning, self-efficacy and learning strategies influence the academic achievement in Physical Science of Std. 10 Qwaqwa students. From the review of literature, it was established that there is a relationship between self-regulated learning, self-efficacy, learning strategies and academic achievement. Self-regulated learning theories of academic achievement lay emphasis on how students can select, organize, create advantageous learning environments for themselves and how they can plan and control the form and amount of their own instruction. Self-regulated learners are distinguished by their systematic use of metacognitive and motivational strategies, their responsiveness to feedback regarding the effectiveness of their learning and their self-efficacy for academic accomplishment from other learners. Self-efficacy perceptions affect students' choice of activities, the effort they expend when learning and perseverence they exercise in the face of adversive experiences. Students that hold a low sense of self-efficacy for completing their tasks may avoid them completely, whereas those who feel more efficacious participate more eagerly. The use of effective and efficients learning strategies facilitate acquisition, integration, organisation, storage of information and this makes learning possible. Properly selected learning strategies help in generating and maintaining motivation for continued learning. Learning strategies help students to make new information more meaningful and help them integrate new information woth prior knowledge. By means of an empirical investigation, it could be established that there is a relationship between self-regulated learning, self-efficacy for social support and academic achievement in Physical Science. The relationship between learning strategies and academic achievement in Physical Science could not be established as the relationship could not be investigated.Skripsie (MEd (Psigo-Opvoedkunde))--PU vir CHO, 1996
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Wang, Chuang. "Self-regulated learning strategies and self-efficacy beliefs of children learning English as a second language". The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1091546670.
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Malmberg, J. (Jonna). "Tracing the process of self-regulated learning – students’ strategic activity in g/nStudy learning environment". Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526204703.
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Abstract This study focuses on the process of self-regulated learning by investigating in detail how learners engage in self-regulated and strategic learning when studying in g/nStudy learning environments. The study uses trace methods to enable recognition of temporal patterns in learners’ activity that can signal strategic and self-regulated learning. The study comprises three data sets. In each data set, g/nStudy technology was used to support and trace self-regulated learning. In the analysis, micro-analytical protocols along with qualitative approach were favoured to better understand the process of self-regulated and strategic learning in authentic classroom settings. The results suggested that the specific technological tools used to support strategic and self-regulated learning can also be used methodologically to investigate patterns emerging from students’ cognitive regulation activity. The advantage of designing specific tools to trace and support self-regulated learning also helps to interpret the way in which the learning patterns actually inform SRL theoretically and empirically. Depending on how the tools are used, they can signal the typical patterns existing in the learning processes of students or student groups. The learning patterns found in the students’ cognitive regulation activity varied in terms of how often the patterns emerged in their learning, how the patterns were composed and when the patterns were used. Moreover, there were intra-individual differences – firstly, in how students with different learning outcomes allocated their study tactic use, and secondly, how self-regulated learning was used in challenging learning situations perceived by students. These findings indicate log file traces can reveal differences in self-regulated learning between individuals and between groups of learners with similar characteristics based on the learning patterns they used. However, learning patterns obtained from log file traces can sometimes be complex rather than simple. Therefore, log file traces need to be combined with other situation-specific measurements to better understand how they might elucidate self-regulated learning in the learning contextTiivistelmä Tässä väitöskirjassa tutkitaan oppilaiden itsesäätöisen ja strategisen oppimisen ilmenemistä oppimisprosessin aikana. Tutkimuksessa hyödynnetään g/nStudy- oppimisympäristöä, jonka avulla on mahdollista tukea ja jäljittää oppimisen strategista toimintaa. g/nStudy-oppimisympäristö tallentaa lokidataa, joka on tarkkaa ajallista informaatiota siitä toiminnasta, jota oppilas tekee työskentelynsä aikana. Toisin sanoen, lokidatasta on mahdollista jäljittää ne tiedot, jotka reflektoivat strategista – ja itsesäätöistä oppimista. Erityisenä mielenkiinnon kohteena oli selvittää miten lokidatasta voi löytää strategisia oppimisen toimintamalleja, ja miten nämä strategiset oppimisen toimintamallit vaihtelevat oppilaiden, oppilasryhmien ja erilaisten oppimisen tilanteiden aikana. Väitöstutkimus muodostuu kolmesta erillisestä tutkimusaineistosta. Jokaisessa kolmessa aineistossa on hyödynnetty g/nStudy-teknologian mahdollisuuksia tukea ja jäljittää itsesäätöistä oppimista. Tutkimusaineiston analyysissä hyödynnetään mikroanalyyttista lähestymistapaa sekä laadullista tutkimusotetta. Tutkimuksen analyyttinen lähestymistapa antaa mahdollisuuden ymmärtää itsesäätöisen- ja strategisen oppimisen ilmenemistä aidossa oppimistilanteessa. Tutkimustulokset osoittavat, että oppimisympäristöön sisällytettyjä teknologisia työkaluja voidaan käyttää tukemaan itsesäätöistä ja strategista toimintaa. Sen lisäksi samoja työkaluja voidaan käyttää myös menetelmällisenä välineenä tutkittaessa itsesäätöistä – ja strategista toimintaa erilaisissa oppimistilanteissa. Tutkimus -tulokset osoittavat, että oppimisen strategiset toimintamallit vaihtelivat oppilaiden – ja oppimistilanteiden välillä. Oppimisen strategisissa toimintamalleissa oli myös laadullisia eroja sen suhteen, miten usein ne ilmenivät oppimisprosessin aikana ja mistä strategisista toiminnoista ne koostuivat. Johtopäätöksenä voi todeta, että lokidatan käyttäminen tutkimusmenetelmänä edesauttaa paljastamaan opiskelun strategisia toimintamalleja oppilaiden – ja oppilasryhmien välillä. Tutkimuksen perusteella voidaan todeta, että strategiset toimintamallit voivat olla hyvinkin monimuotoisia. On tärkeää tunnistaa, missä tilanteissa ja milloin näitä toimintamalleja käytetään ja erityisesti mikä on niiden vaikutus oppimisen laatuun
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Ao, Man-Chih, i res cand@acu edu au. "The Effect of the Use of Self-Regulated Learning Strategies on College Students' Performance and Satisfaction in Physical Education". Australian Catholic University. Education (Victoria), 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp117.25102006.
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The purpose of this study was to investigate whether using self-regulated learning strategies could promote college students’ learning and satisfaction in Physical Education. A quasi-experimental design, experimental group (N =49) and control group (N=51), was used to examine the effectiveness of a teaching intervention in achieving the goals of learning and satisfaction. Students undertaking the self-regulated learning intervention were compared with a group participating in standard curriculum instructional conditions. Three questionnaires were administered to identify 1) students’ entry characteristics, 2) their perceptions of their learning experiences, and 3) satisfaction. Students completed a students’ characteristics questionnaire in week 2. During the module, students responded to a learning experience questionnaire. At the conclusion of the module, students completed a tennis skills test and responded to a satisfaction questionnaire. The conceptual framework for this study included the independent variables of teaching strategy, mediating variables (students’ characteristics), and dependent variables (satisfaction and performance). The experimental study was conducted within this framework by use of an ANCOVA design. The main results were: 1. The experimental group scored significantly higher on measures reflecting self regulated learning processes in their learning experience than the control group (p=0.000).2. There was no difference between the groups on scores for global satisfaction (p=0.059).3. There was no difference between the groups on satisfaction through valuing (p=0.401). 4. The experimental group demonstrated significantly higher students' satisfaction through enjoyment than the control group (p=0.013).5. The experimental group had significantly higher performance in the tennis skills test than the control group (p=0.000). Several effects of self-regulated learning were indicated in this study. Analysis of the monitoring sheets provided evidence that students gained more interest and confidence in their involvement in the tennis class by the use of self-regulated learning strategies. However, it was expected that the self-regulated learning group would experience the greater satisfaction. As this did not occur, more research is needed to further examine the relationship of learning experiences to satisfaction and particularly the dimension of valuing. The importance of utilizing a conceptual framework that accounted for differences in student entry characteristics in a teaching intervention of this nature was demonstrated by the ANCOVA analysis. The individual factors of managing environmental change, problem solving, ability attributions, and task orientation were all shown to have some significant effects on student outcomes over and above those attributed to the learning experience. Finally, some interesting findings concerning the composition of the scales used in the study were reported. They were interpreted as providing evidence for the importance of verifying the cultural appropriateness of even well-known theoretical concepts that may have been developed in different contexts to those in which they are being used. The study concludes with some specific recommendations for future research.
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Au, Oi-na Anna. "Self-regulated learning of secondary students in Hong Kong: a comparison of high and low achievers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29791492.
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Nieuwoudt, Susanna Maria. "Strategiese onderrig en leer van skoolwiskunde in 'n videoklasstelsel / Susanna Maria Nieuwoudt". Thesis, Potchefstroom University for Christian Higher Education, 2003. http://hdl.handle.net/10394/6.
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McWhaw, Katherine A. "The interaction of goal orientation and interest on students' use of self-regulated learning strategies". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0005/MQ44890.pdf.
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Galbraith, Ian William. "Developing self-regulated learning through the use of meta-cognitive strategies in adventure-based activities". Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1003376.
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This research investigates the benefits of adventure-based activities used as a learning experience at school level. In order to scientifically investigate these benefits the study is located at a school where an adventure-based programme is being developed as part of the school's curriculum. This programme consists of a range of adventure type experiences including, rock climbing, abseiling, canoeing, mountain biking, group dynamic activities, survival camps, ropes courses and adventure racing. At Lilyfontein School these activities form part of the Life Orientation and life Skill programmes from grade 1 to grade 11. Specialized and qualified staff are used to conduct some of these programmes. Adventure-based activities are rigorous and contain elements of risk which require problem solving, good decision making and sound emotional management. These aspects present both physical and mental challenges to any participant. This study postulates that learners engaged in these adventure type activities are faced with using meta-cognitive strategies to help them through these mental and physical challenges. In doing these activities regularly learners will develop meta-cognitive strategies that will enable them to become better self-regulated learners. A self-regulated learner is able to use meta-cognitive strategies like problem solving, decision making, selfevaluation, self-monitoring, self-reflective thinking or emotional control in life generally. The aim of this research is to conduct an on-going action research study of the adventure-based programmes to determine their worth for the learners at Lilyfontein School and consequently the future of such experiences in a school's curriculum. This forms the primary goal of this research. The secondary goal is to gather valid and reliable evidence required to make an argument for the School's Governing Body (SGB) and Curriculum Development Committee (CDC) to be able to substantiate decisions relating to any such future programmes. This research regards the school context as the activity system which forms a primary case study. In order to extract maximum information from this educational system, embedded case studies will be conducted and monitored. These embedded case studies will be made up of the following groups of people: firstly the learners engaged in a variety of adventure-based experiences, secondly the educators as they observe and perceive the consequences of these experiences, and thirdly the parents as they identifY possible influences of adventure-based experiences on the behaviours, beliefs or habits of their children. In this research study data collecting techniques are used to extract infonnation from the embedded cases. Infonnation is elicited from parents and educators through the use of questionnaires and interviews. For learners, narratives and interviews are used to get a more qualitative sense of their beliefs and feelings on adventure-based experiences. However, in order to capture and document the learners' use of metacognitive strategies as they engage in the rigours of an adventure-based activity a more empirical approach is used. This approach uses in-depth observation, recording and measuring of the learners in action. Video footage is used to record the learners' reactions as they battle with fear, mental-strength, fatigue and decision making to accomplish their goal during an adventure activity. This study claims that an adventure-based experience helps to mediate the learning that will develop selfregulatory strategies in a learner. The limited research in the adventure-based learning field and more significantly the lack of empirical evidence of how meta-cognitive strategies fonn a crucial component of adventure-based activities has meant that the researcher has developed his own recording, measuring and analytical tools to serve this end. He has chosen to use Engestrom's third generation Activity Theory model which provides a useful underlying theory as well as an analytical and interpretive framework for this study. The research was conducted over a period of three years. Findings are considered in relation to the National Curriculum Statement for the GET and FET bands to ensure its relevance in the school context to the National Department of Education's expectations for the Life Orientation curriculum. The empirical findings of this study at Lilyfontein School and their relevance to the curriculum content of the National Curriculum Statement ought to provide convincing data for very important curriculum policy decisions at Lilyfontein School and in the broader educational context.
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Leung, Bun. "A study to investigate the use of self-regulated learning strategies between two classes of secondary four students in two different secondary schools in Hong Kong". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184161.
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Venter, Inge Maria. "Strategies for the development of self-regulated learning skills of first year university students / Inge Maria Venter". Thesis, North-West University, 2011. http://hdl.handle.net/10394/8249.
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The high dropout rate of first year students is a major source of concern for the
Department of Higher Education and Training and for Higher Education Institutions
(HEI’s).
Research indicated that students’ Self-Regulated Learning (SRL) skills and
strategies play a significant role in achieving academic success at universities. Thus,
the main aim of this study was to develop strategies for the development of SRL
skills of first year university students.
In order to achieve the research aim and objectives an extensive literature review
was conducted on SRL and the relationship between SRL skills and the academic
achievement of students at HEI’s.
For the purposes of the empirical investigation, a mixed-method approach was
followed. In the quantitative part of the investigation, the results of the Learning and
Study Strategies Inventory (LASSI), which was administered to the 2007 cohort of
first year students (n=2421) at the Potchefstroom Campus of the North-West
University, were analysed to determine whether the subscales in the LASSI
significantly predicted academic success and to identify variables that related to the
first year students’ learning and study skills and academic achievement.
In the qualitative part of the research, interviews were conducted during 2010, with a
selected group of participants from the 2007 cohort of first year students who were
then in their fourth year of study. The questions in the interviews were based on
questions in the Self-Regulated Learning Inventory Schedule (SRLIS), and the aims
were to explore the participants’ experiences with their studies and to determine which SRL skills, in addition to the skills assessed by the LASSI, influenced their
studies and academic achievement.
The quantitative analysis of the LASSI results revealed that:
• Motivation, Time management and Information processing were the best
LASSI predictors of the first year students’ academic success.
• The independent biographical variables Grade 12 marks, age and gender
correlated better with the first year students’ academic achievement than
the LASSI subscales did.
The qualitative investigation revealed that:
• Successful students realised at the onset of their studies that they had to
adapt their study methods to meet the challenges that studying at a
university requires.
• Successful students could differentiate between the different types of
study material and could adapt their study methods accordingly. They
could also adapt their study methods when the volume of the study
material differed.
• Successful students applied a repertoire of study methods in a flexible
manner, and managed their time well.
• Successful students conveyed knowledge of themselves as students, as
well as of the different requirements that study at a university implicates.
• Most of the successful students received information from parents,
lecturers or principals about different study methods and could describe
their learning styles and preferences clearly.
• Some of the successful students could accurately infer which questions
could be expected in the exam papers, and knew how and why these
questions were asked.
• Successful students set realistic academic goals for themselves. • Unsuccessful students did not consider their own study preferences or the
academic requirements of the university.
• Unsuccessful students did not manage their time well and were not
motivated.
On the basis of the findings, strategies were proposed for the development of SRL
skills of first year students at universities. The strategies are presented as a
compulsory programme that first year students have to complete in the first
semester.Thesis (PhD (Teaching and Learning))--North-West University, Potchefstroom Campus, 2012
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Bednall, Timothy Colin Psychology Faculty of Science UNSW. "Effects of self-regulatory aids on autonomous study". Publisher:University of New South Wales. Psychology, 2009. http://handle.unsw.edu.au/1959.4/43360.
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The experiments described in this thesis tested whether encouraging the use of self-regulatory learning strategies enhances the effectiveness of autonomous study for novices in a learning domain. Previous research and theory have suggested that high-achieving students are proficient at self-regulating their learning, and they do so using a range of learning strategies for planning their study, monitoring the effectiveness of their efforts and elaborating their knowledge. Information processing theories of instructional design suggest that learning is optimal when working memory load is managed effectively. Accordingly, methods have been devised for reducing load associated with unnecessary task requirements, as well as dedicating additional capacity to the construction and automation of knowledge schemas. Less is known, however, about instructional methods for encouraging self-regulatory learning strategies. Experiments 1, 2 and 4 examined the effect of encouraging participants to reflect on their understanding of topics they had been taught previously. Although these participants were able to accurately estimate their level of understanding in some situations, they failed to consistently use this knowledge to guide their study of topics they had previously understood poorly. In light of this finding, Experiments 3 and 5 examined the effect of encouraging participants to plan a free study period, with the direction to prioritise the topics that they had understood the least well. This intervention had a modest positive effect on post-test performance. Experiment 6 examined the effect of encouraging two elaborative strategies, namely explanation generation and summarisation. The former benefited performance, whereas the effectiveness of the latter depended on the comprehensiveness of the summaries produced by the participants. Finally, Experiment 7 examined the effect of providing broad-spectrum instruction in learning strategies, with minimal requirements to engage in specific strategies. This intervention resulted in an overall benefit to performance. Overall, the results of this dissertation suggest that certain instructional aids for self-regulation yield benefits to the autonomous study by domain novices without overburdening working memory.
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White, Judith. "Self-Regulated Learning Strategies and Beliefs of International Baccalaureate Students in an Urban Secondary High School". University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1300832256.
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Bernacki, Matthew L. "The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments". Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/78622.
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Educational PsychologyPh.D.
This study examined how learners construct textbase and situation model knowledge in hypertext computer-based learning environments (CBLEs) and documented the influence of specific self-regulated learning (SRL) tactics, prior knowledge, and characteristics of the learner on posttest knowledge scores from exposure to a hypertext. A sample of 160 undergraduate education majors completed measures of prior knowledge, goal orientation, intrinsic motivation, self-efficacy to self-regulate learning, and a demographic survey. They were trained in the use of nStudy, a learning environment designed to facilitate self-regulated learning from web-based media including hypertext and to trace learners' actions while they learned online. Learners completed a 20-minute study session learning about Attention Deficit Hyperactivity Disorder and a posttest to assess changes in knowledge scores. Results indicate that employment of individual SRL tactics including tendency to highlight was found to be associated with increased posttest knowledge scores across learners. Goal orientation and prior knowledge also significantly predicted posttest knowledge scores in regression models. These findings can be used to inform the design and use of hypertext in order to individualize computer-based instruction and maximize knowledge acquisition for students, based upon their individual characteristics.
Temple University--Theses
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Iverach, Michael Robert. "The interaction of achievement goal orientations, self-regulated learning and learning environment in high school science classrooms". Curtin University of Technology.Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17676.
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Despite the substantial amount of education research on “teaching for understanding” and “learning for understanding” processes that has occurred in the fields of achievement goals, constructivist-based pedagogy, motivational beliefs and self-regulated learning there is little research that considers in unison the pillar constructs of these fields. Three studies comprised the present research which was designed to address the proposal that important social- and personal-based constructs associated with achievement goals, constructivist-based pedagogy, motivational beliefs, and self-regulated learning act in an interdisciplinary fashion to influence learning in the high school science classroom. All the large-scale quantitative studies presented a single-level structural equation model that was applicable to the general high school science student, controlling for the variance associated with age, gender, and student type (regular or selective high school student). Results from the two large-scale trait-level correlational studies of Study 1 (n = 655) and Study 2 (n = 617) using the Achievement Goals Questionnaire (Elliot & Church, 1997), Constructivist Learning Environment Survey (Taylor, Fraser, & Fisher, 1997) and the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) as the main quantitative instruments found support for the hypothesis that a perceived emphasis on the constructivist-based pedagogical dimensions of personal relevance and student negotiation in science classrooms promotes the adoption of mastery-approach and intrinsic value. These analyses also showed the importance of self-efficacy in promoting mastery-approach, performance-approach and the use of regulatory strategies, and that test anxiety had positive associations with mastery-avoidance and performance-avoidance goals.Study 3 comprised of two mini-studies that investigated the associations of competence perceptions, achievement goals and self-regulated learning in two science classroom learning contexts: teacher-led discussion (n = 451) and group work (n = 476). Using specifically developed context-level questionnaires, the results of these studies affirmed current theories concerning the interactions of self-efficacy, achievement goals, self-regulated learning (regulatory strategy use) and maladaptive strategy use. Students interviewed in Study 3 mostly reported the adoption of their achievement goals depended upon personal reasons that were commensurate with current achievement goal theory (Elliot, 1999) rather than specific classroom practices. The present research was also significant in that it tested the empirical stature of two frameworks by which social/cognitive research affiliated with learning environments, achievement goals and self-regulated learning may be conducted. Firstly, the results of the construct validity measures generated across Studies 1, 2 and 3 found support for the existence of the hypothesised 2 X 2 achievement goals framework (Elliot, 1999; Elliot & McGregor, 2001; Pintrich, 2000a). Secondly, the research introduced the tenets of a “context” hypothesis and found support for this perspective throughout the context-level studies. Adjunct multilevel multiple regressions were used in all the quantitative studies to examine the impact of subpopulation variables (age, gender, regular or selective high school student) and multiple goal interactions upon response variables, and to assess the variance attributed to the response variables at the class-level. Implications for the research disciplines studied are presented in terms of teaching practice, theory, future research and research methods.
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Shapley, Kelly S. "Metacognition, Motivation, and Learning: A Study of Sixth-Grade Middle School Students' Use and Development of Self-Regulated Learning Strategies". Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278191/.
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Spörer, Nadine. "Strategie und Lernerfolg : Validierung eines Interviews zum selbstgesteuerten Lernen". Phd thesis, Universität Potsdam, 2003. http://opus.kobv.de/ubp/volltexte/2005/150/.
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In einer Längsschnittstudie mit 215 Schülern der achten Klasse wurde der Zusammenhang zwischen selbstgesteuertem Lernen, motivationalen (Zielorientierungen, Selbstwirksamkeit, schulischer Affekt) und kognitiven Variablen (Intelligenz) sowie Leistungsindikatoren (Schulleistung, Noten) erhoben. Selbstgesteuertes Lernen wurde mit Hilfe eines strukturierten Interviews (Zimmerman, 1986) und eines Lernstrategie-Fragebogens erfasst. Zum einen zeigte sich, dass die Lernstrategie-Angaben im Interview und im Fragebogen in keiner bedeutsamen Beziehung zueinander standen. Zum anderen ergaben sich deutliche Unterschiede in der Vorhersage der Leistungsindikatoren. Die per Interview erfassten Lernstrategien besaßen sowohl Vorhersagekraft bezüglich Schulnoten und Schulleistung und zeigten signifikante Zusammenhänge zu den individuellen Zielorientierungen, dem schulischen Affekt und der Selbstwirksamkeit. Darüber hinaus konnten Leistungsveränderungen von der achten zur neunten Klasse vorhergesagt werden. Der parallel eingesetzte Lernstrategie-Fragebogen leistete im Vergleich dazu keine Erklärung der Leistungsvarianz. Implikationen für die Diagnostik selbstgesteuerten Lernens werden diskutiert.This longitudinal study examined relationships between self-regulated learning, motivational orientations, self-efficacy and academic performance in a sample of 215 8th-graders. Self-regulated learning was assessed with both a German adaptation of the Self-Regulated Learning Interview (Zimmerman & Martinez-Pons, 1986) and a learning strategy questionnaire. Results indicated that strategies students reported in the interview were nearly 0-correlated with their answers in the questionnaire. Questionnaire scores did not predict changes in grades and achievement test scores over one year, but learning strategies assessed with the interview did. Further deep-processing strategies were positively related with self-efficacy and task-orientation. Implications for the assessment of self-regulated learning are discussed.
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Anmerkung:
Die Autorin ist Trägerin des von der Universitätsgesellschaft Potsdam e.V. vergebenen Wissenschaftspreises zur Förderung des wissenschaftlichen Nachwuchses für die beste Dissertation des Jahres 2003/2004 an der Universität Potsdam.
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DeFrancisco, Gabriela. "A Phenomenological Study on Self-Efficacy and Self-Regulated Learning Strategies and their Link to Persistence in Hispanic College English Language Learners". FIU Digital Commons, 2019. https://digitalcommons.fiu.edu/etd/3950.
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In adult education, studies have been done in the areas of persistence, self-efficacy, self-regulated learning strategies and the Hispanic population. However, this study was unique in its attempt at examining the link between the self-efficacy and self-regulated learning strategies in the persistence of Hispanic college English language learners. The purpose of this phenomenological study was to understand the experience of 1st generation Hispanic English Language learners during their first year at a Hispanic-Serving Institution.
The researcher conducted 14 semi-structured interviews of their experiences both as immigrants learning the English language and first-generation college students by utilizing a phenomenological framework. The study served two purposes: (a) informing the literature and (b) supporting the necessity for helping facilitate the path to higher education for first-generation Hispanic college students. Six themes emerged from the data related to persistence among the participants: (a) unwavering support from families and teachers, (b) role models matter, (c) struggles in the pursuit of the seemingly elusive American Dream, (d) difficulties in navigating the higher education system as first-generation college students, (e) friendships and the role they play in the participants’ lives, and finally, (f) uncertainty of the future and participants’ expectations after graduation.
Theoretical, empirical, and practical implications related to persistence among 1st year Hispanic students are explored. In particular, these findings highlight the need for future research that informs existing theoretical models of student persistence and the practical utility of attending to learners’ needs early in the collegiate experience.
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Creason, Linda Marie Garavalia Linda S. "Relationships among community college developmental reading students' self-regulated learning, Internet self-efficacy, reading ability and achievement in blended/hybrid and traditional classes a program review /". Diss., UMK access, 2005.
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Thesis (Ph. D.)--School of Education and Dept. of Psychology. University of Missouri--Kansas City, 2005."A dissertation in education and psychology." Advisor: Linda S. Garavalia. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 124-134). Online version of the print edition.
23
Norén, Felix. "Understanding students' use of learning strategies through visualizations : A usability study". Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-254975.
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Det svenska skolsystemet genomgår en digitaliseringsprocess. I och med digitaliseringen har ett starkt intresse av att utforska olika typer av lärodata via olika läroplattformar utvecklats. För att analysera sådan data kan man ta hjälp av Learning Analytics (LA). LA är när man samlar, analyserar och rapporterar lärodata från diverse lärandeaktiviteter. För att analysera datan mer effektivt kan man ta hjälp av visualisering. Denna studie presenterar ett visualiseringsverktyg riktat till lärare. Det har utvecklats för att stödja lärare i deras förståelse av hur valda självreglerat lärande (SRL)strategier har utvärderats av studenter. Att kunna applicera SRL-strategier är av stor vikt eftersom studenter som lär sig att applicera dessa kommer att ha fördelar båda vid framtida studier och framtida arbete. Syftet med denna studie var att se hur lärodata kan visualiseras för att förstå studenters användning av lärostrategier och hur bra visualiseringsverktyget var ur ett användbarhetsperspektiv. Användbarheten av verktyget testades genom ett experiment där ett antal frågor ställdes. Svaren gick att finna i visualiseringen. Deltagarna i studien fick sedan svara på ett System Usabilityformulär. Resultaten visar att det utvecklade verktyget är användbart och att olika användare använder sig av, om möjligt, olika metoder för att komma fram till ett svar. Denna uppsats presenterar riktlinjer att ha i beaktande när ett visualiseringsverktyg som ska stödja lärare i att förstå studenters användning av SRL-strategier ska designas.The Swedish school system is going through a digitalization process. With digitalization, a strong interest in exploring learner data available through various digital platforms has emerged. In order to analyse the data, one can take help of learning analytics (LA) which relates to collect, report and analyse data from learners or learning activities. To be able to analyse it in a more efficient way, one can take help from visualization. This study presents a visualisation tool aimed at teachers. It has in particular been developed to support teachers in their understanding of how chosen self-regulated learning (SRL) strategies were evaluated by students. SRL strategies are important to be able to apply since students who can learn to apply SRL strategies have an advantage during both future studies and work compared to those who cannot. The aim with this study was to see how learner data can be visualized in order to understand students' use of learning strategies and how good the developed visualization tool is from a usability perspective. The perceived usability of this tool was tested by means of interviews where a series of questions was asked where the answers could be found in the visualization tool. The participants also answered a System Usability Questionnaire. The results showed that the tool developed is usable and that different users of the tool tend to, if possible, use different methods to reach the answer. This thesis presents design guidelines to have in consideration when designing a visualization tool in order to aid teachers in analysing students' use of SRL strategies.
24
Memis, Riza. "EXAMINING THE RELATIONSHIP BETWEEN MIDDLE SCHOOL STUDENTS' USE OF LEARNING STRATEGIES, SELF-EFFICACY, AND MATH ACHIEVEMENT: MEASURE DEVELOPMENT AND A STRUCTURAL MODEL". Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1593997415295284.
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Taub, Michelle. "Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners' levels of prior knowledge in Hypermedia-learning environments?" Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121415.
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Research on self-regulated learning (SRL) in hypermedia-learning environments is a growing area of interest. One major issue is the role of prior knowledge, which can influence how students interact with hypermedia-learning systems in terms of their use of SRL strategies. In this study, we investigated 52 undergraduate participants' interactions with MetaTutor, a multi-agent, hypermedia-based learning environment, which teaches students about the human circulatory system. We assessed how students' prior knowledge levels may have affected how they used particular cognitive and metacognitive SRL strategies in terms of frequency of use; most common sequences of use; the number engaged in; time spent engaging; and relevant pages visited. We expected that overall, students with high prior knowledge would engage in significantly more cognitive and metacognitive SRL strategies than students with low prior knowledge. Moreover, we expected that students with different prior knowledge levels would engage in different sequences of SRL strategies. We also predicted that students with high prior knowledge would engage in larger amounts of SRL processes, spend more time engaging in SRL processes, and visit more pages, which were relevant to their current sub goals than students with low prior knowledge. Results showed significant differences in the total use of SRL strategies between high and low prior knowledge groups. More specifically, results revealed significant differences in the total use of metacognitive strategies, but not total cognitive strategies between prior knowledge groups, which supported the hypothesis that states students with high prior knowledge would engage in significantly more metacognitive SRL strategies that students with low prior knowledge, but did not support hypothesis, which claimed that students with high prior knowledge would engage in significantly more cognitive strategies than students with low prior knowledge. Results also revealed different sequences of use of SRL strategies between prior knowledge groups; and showed that students used different numbers of SRL processes and thus spent different times engaging in SRL processes; although students with both levels of prior knowledge did not seem to visit different numbers of relevant pages. These results, therefore, supported the hypothesis that students in different prior knowledge groups would engage in different sequences of SRL strategies. Furthermore, these results reveal that the amount of SRL strategies students engaged in, the time students spent engaging in SRL processes, and the relevant pages students visited depended on the sub goal they were working on. These results can have important implications on how we design multi-agent, hypermedia environments, such that we can design pedagogical agents that can adapt to students' learning needs, based on their prior knowledge of the content. Future studies should investigate student learning using multi-channeled data, which can help researchers design agent-based learning environments that adapt to individual needs in terms of cognitive, metacognitive, motivational, and affective processes.L'étude de l'apprentissage autorégulé (AAR) dans des environnements hypermédias d'apprentissage est un domaine de recherche en développement. Une question essentielle concerne le rôle des connaissances antérieures qui peuvent influencer la manière dont les étudiants utilisent des stratégies d'AAR lorsqu'ils interagissent avec des systèmes hypermédias d'apprentissage. Dans cette étude, nous examinons les interactions de 52 étudiants de premier cycle universitaire avec MetaTutor, un environnement d'apprentissage multi-agents à base d'hypermédia portant sur le système circulatoire sanguin. Nous évaluons comment des niveaux de connaissances antérieures différents ont pu affecter l'usage par les étudiants de certaines stratégies cognitives et métacognitives d'AAR en termes de fréquence d'utilisation, de séquences d'actions les plus couramment utilisées, du nombre de fois que ces séquences ont été utilisées, du temps passé sur celles-ci et du nombre de pages visitées pertinentes pour leurs sous-buts. De manière générale, nous nous attendions à ce que les étudiants avec des connaissances antérieures importantes utilisent de stratégies cognitives et métacognitives d'AAR que les étudiants ayant peu de connaissances antérieures. Nous nous attendions à voir les étudiants avec différents niveaux de connaissances antérieures employer des séquences de stratégies d'AAR. Nous avions prédit que les étudiants avec des connaissances antérieures importantes tendraient à employer davantage de processus d'AAR, à passer plus de temps à effectuer ces processus, et à visiter plus de pages pertinentes pour leurs sous-buts que les étudiants avec de faibles connaissances antérieures. Les résultats montrent l'existence de différences significatives dans l'usage total des stratégies d'AAR entre le groupe ayant de faibles connaissances antérieures et celui ayant un niveau élevé de connaissances antérieures. Les résultats révèlent des différences significatives dans l'usage total des stratégies métacognitives, mais pas dans l'usage total des stratégies cognitives entre les deux groupes, ce qui confirme l'hypothèse selon laquelle les étudiants avec des connaissances antérieures importantes emploieraient significativement plus de stratégies métacognitives d'AAR que les étudiants avec de faibles connaissances antérieures, mais ne valide pas l'hypothèse selon laquelle les étudiants avec des connaissances antérieures importantes emploieraient plus de stratégies cognitives que les étudiants avec de faibles connaissances antérieures. Les résultats montrent également différentes séquences d'utilisation de stratégies d'AAR entre les deux groupes ayant des niveaux différents de connaissances antérieures: les étudiants ont utilisé un nombre différent de processus d'AAR et ont passé des temps différents à déployer ces processus; en revanche, les différences de niveaux de connaissances antérieures n'ont pas semblé avoir d'influence sur le nombre de pages pertinentes visitées. Ces résultats valident l'hypothèse selon laquelle des étudiants avec différents niveaux de connaissances antérieures emploieraient différentes séquences de stratégies d'AAR. En outre, ces résultats révèlent que le nombre stratégies d'AAR employé par les étudiants, le temps passé à déployer des processus d'AAR, et les pages pertinentes visitées par les étudiants dépendent du sous-but sur lequel ils travaillent. Ces résultats peuvent avoir des implications importantes pour la conception d'environnements hypermédias multi-agents, de manière à pouvoir concevoir des agents pédagogiques capables de s'adapter aux besoins d'apprentissage des étudiants, sur la base de leurs connaissances antérieures du contenu. Des études ultérieures devront examiner l'utilisation de données multi-canaux, qui peuvent aider les chercheurs à concevoir des environnements d'apprentissage à base d'agents capables de s'adapter aux besoins individuels en termes de processus cognitifs, métacognitifs, motivationnels et affectifs.
26
Mao, Jin Peck Kyle L. "The effects of assessment strategies and self-regulated learning (SRL) skills on college students' skill-based and cognitive learning outcomes and perceptions of assessment for learning". [University Park, Pa.] : Pennsylvania State University, 2008. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2737/index.html.
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Focant, Jérôme. "Stratégies d'autorégulation d'élèves de cinquième primaire en situation de résolution de problèmes arithmétiques". Université catholique de Louvain, 2004. http://edoc.bib.ucl.ac.be:81/ETD-db/collection/available/BelnUcetd-09072004-210645/.
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Pourquoi tant d'élèves fréquentant l'enseignement primaire éprouvent-ils des difficultés à résoudre des problèmes mathématiques ? Même lorsqu'ils maîtrisent l'ensemble des connaissances disciplinaires requises, ils échouent fréquemment à la résolution. Selon nous, c'est le caractère complexe des résolutions, exprimé par la nécessité de sélectionner et combiner diverses connaissances disciplinaires, qui génère ces difficultés. Nous proposons dès lors que les stratégies d'autorégulation de détermination du but, de planification, de contrôle et de régulation, issues des paradigmes de la métacognition et de l'apprentissage autorégulé, permettent de remédier à ce caractère de complexité. Nous présentons ces diverses stratégies, et les cadres dans lesquels ils ont été développés. Nous argumentons l'action qu'ils opèrent en diminuant la charge cognitive de l'activité à tout moment de la résolution, et présentons l'état de la littérature quant à leur développement et à leur lien à la performance scolaire. Nous décrivons ensuite diverses études menées afin d'informer la structure, le fonctionnement, le développement, la méthodologie de récolte de données et les liens à la performance à ce type d'activités.
28
Proudfoot, Candice. "An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice Proudfoot". Thesis, North-West University, 2011. http://hdl.handle.net/10394/4937.
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Self–regulation in writing is viewed as critically important in order to be a good writer. With the
advent of cellular telephony, what passes as ‘good’ writing is being challenged with the
introduction of the abbreviated form of SMS (Short Messaging Service) language. The
purpose of this study was to determine the nature of the changes in SMS spelling and
whether or not these changes affected the participants’ spelling age and their ability to write
formally within the context of a formal SMS and the English language class. This study also
aimed to determine whether a relationship exists between self–regulatory skills and writing in
SMS.
A sequential explanatory mixed–method research design was selected in order to address
the research questions which had been posed. The study examined the nature of Short
Messaging Service (SMS) language and the relationship between self–regulation and SMS,
using a dominant quantitative survey design which was followed by a qualitative phase which
explored and explained the phenomena which had been exposed in the quantitative phase of
this study.
The results of this study indicated that SMS language is an abbreviated form of digital
writing, which is colloquial and informal in nature. SMS language is used in SMS text
messages and within the forum of the chatroom MXit. The results also indicated that the
participants in this study use the self–regulatory strategies of goal setting, strategic planning,
self–recording, self–evaluation and self–reaction when writing SMS text messages that are
more formal in nature. Furthermore, no evidence of SMS language could be found in an
analysis of writing portfolios, indicating that SMS language does not affect the academic
writing skills of the participants in this study.
The main conclusion was that although this study was completed on a very small scale and
that it would be inappropriate to generalise, the implementation of and research regarding
the nature of SMS and self–regulation in SMS writing, require attention in order to ensure that
the self–regulatory skills possessed by learners in our schools are used optimally in order to
promote literacy and good writing practices.Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.
29
Leung, Bun, i 梁斌. "A study to investigate the use of self-regulated learning strategies between two classes of secondary four students in two differentsecondary schools in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31961083.
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Eckstein, Grant Taylor. "A Correlation of Pronunciation Learning Strategies with Spontaneous English Pronunciation of Adult ESL Learners". BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/973.
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In the last thirty years, language learning strategies have been used in the field of English as a Second Language (ESL) to help learners autonomously improve their English listening, speaking, reading, and writing. However, language learning strategies have not been applied to pronunciation learning in a large scale manner. This study attempted to bridge this gap by investigating the usage of pronunciation learning strategies among adult ESL learners. A strategic pronunciation learning scale (SPLS) was administered to 183 adult ESL learners in an Intensive English Program. Their scores on the SPLS were compared with their scores of spontaneous pronunciation on a program-end speaking assignment. A stepwise regression analysis showed that frequently noticing other's English mistakes, asking for pronunciation help, and adjusting facial muscles all correlated significantly with higher spontaneous pronunciation skill. Other analyses suggested that strong pronunciation learners used pronunciation learning strategies more frequently than poorer learners. Finally, a taxonomy is proposed that categorizes pronunciation learning strategies into pedagogically-founded groups based on Kolb's (1984) learning construct and four stages of pronunciation acquisition: input/practice, noticing/feedback, hypothesis forming, and hypothesis testing. This taxonomy connects language learning strategies to pronunciation acquisition research.
31
McWhorter, William Isaac. "The Effectiveness of Using Lego Mindstorms Robotics Activities to Influence Self-regulated Learning in a University Introductory Computer Programming Course". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6077/.
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The research described in this dissertation examines the possible link between self-regulated learning and LEGO Mindstorms robotics activities in teaching concepts in an introductory university computer programming course. The areas of student motivation, learning strategies, and mastery of course objectives are investigated. In all three cases analysis failed to reveal any statistically significant differences between the traditional control group and the experimental LEGO Mindstorms group as measured by the Motivated Strategies for Learning Questionnaire and course exams. Possible reasons for the lack of positive results include technical problems and limitations of the LEGO Mindstorms systems, limited number and availability of robots outside of class, limited amount of time during the semester for the robotics activities, and a possible difference in effectiveness based on gender. Responses to student follow-up questions, however, suggest that at least some of the students really enjoyed the LEGO activities. As with any teaching tool or activity, there are numerous ways in which LEGO Mindstorms can be incorporated into learning. This study explores whether or not LEGO Mindstorms are an effective tool for teaching introductory computer programming at the university level and how these systems can best be utilized.
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Morrison, Vivienne Frances. ""You have to find a way to glue it in your brain": children's views on learning multiplication facts". Thesis, University of Canterbury. Education, 2007. http://hdl.handle.net/10092/1059.
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While there has been research on development of multiplicative reasoning, and how to teach multiplication facts, there is little research on how children consider they learn these. This study explores the children's learning as they consider how they commit their multiplication facts to memory, discover calculation strategies and develop multiplicative thinking. A group of eleven Year 4 children (8 years old) participated in a series of 13 lessons where they became coresearchers in the exploration of their learning. A contextually based thematic approach was provided through 'Crocodilian Studies'. The mixed-method approach to this study included formal assessment, participant observation, individual interviews, the children's written ideas, and individual case studies. The most significant finding of this study was the powerful influence of peer learning. The children enriched and directed each other's learning as they shared ideas and reflected on their own mathematical learning as they observed and critiqued the thinking of peers. As the children were involved in thinking about how they learn they were able to identify gaps and construct their own learning pathways. A significant finding was that children can develop their multiplicative strategies while they commit their multiplication facts to memory, in a relatively short time provided that the learning process facilitates strategy development and understanding. By exposing the children to multiplication facts in sequenced clusters provided them with a manageable number of facts to be learnt at one time. Another finding related to how children develop calculation strategies through lesson activities rather than being explicitly taught them. The children considered practice important for memorisation. Parental support was significant in enriching the children's learning.
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Angel, Adaros Ada Esperanza. "The Influence of Self-Regulation, Motivation, Proficiency, and Gender on L2 Freshmen Writing Achievement". Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/423319.
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Teaching & LearningEd.D.
ABSTRACT In educational psychology and first language writing, many studies have established a link between self-regulation, key motivational factors associated with self-regulation, and academic achievement, but only a handful of research has examined this relationship in the context of L2 first-year writing. Using a sample of 170 non-native English speakers enrolled in different sections of two levels of first-year writing courses at an American university in Japan, the present study tested a hypothesized model of L2 first-year writing achievement using Structural Equation modeling. The model examined the impact of SRL strategy use, Academic Writing Self-Efficacy, Goal Orientation, Writing Attitude—key motivational factors associated with self-regulated learning—and general English proficiency, as measured by TOEFL iBT, on the writing achievement of students’ final essays, measured by their essay grades. The impact of gender on the hypothesized model of writing achievement was also investigated by conducting two separate Structural Equation modeling analyses on the hypothesized model for males and females. The study also examined the impact of SRL Strategy Use and Academic Writing Self-Efficacy on four levels of Writing Achievement, as well as the impact of four levels of Writing Experience on SRL Strategy Use and Academic Writing Self-Efficacy. The results of the study indicated that the hypothesized model had adequate fit to the data, and was, therefore, interpreted as being representative of the sample population examined in the current study. Statistically significant relationships in the model were found among the following variables: (a) English Proficiency and Essay Grade, (b) Academic Writing Self-Efficacy and Essay Grade, (c) Writing Attitude and Academic Writing Self-Efficacy, (d) Mastery Goal Orientation and SRL Strategy Use. These results corroborate findings in first-language and second-language writing research, which have reported statistically significant positive relationships among these variables, and lend support to the notion emphasized in socio-cognitive models of SRL that self-efficacy is a strong predictor of writing achievement. However, statistically significant relationships were not found among: (a) SRL Strategy Use and Essay Grade, (b) Writing Attitude and SRL Strategy Use, (c) Academic Writing Self-Efficacy and SRL Strategy Use, (d) Academic Writing Self-Efficacy and Goal Orientation. Possible explanations for the lack of statistically significant findings among the relationships between SRL and the other variables were attributed to the small sample size, and methods used to assess the use of SRL strategies. While the importance that the participants’ attribute to earning credits for the courses, as opposed to mastering writing skills, was considered a reason for the lack of a statistically significant relationship between Academic Writing Self-Efficacy and Goal Orientation. The examination of the influence of Gender on the hypothesized model of writing achievement indicated that the model for females had more adequate fit to the data than the model for males, suggesting that the model was more representative of the female participants. Differences in the models were found in the relationships between English Proficiency and SRL Strategy Use and the relationship between Academic Writing Self-Efficacy and Essay Grade. The results were in line with previous findings that have reported that female students use more SRL strategies and hold higher self-efficacy beliefs than male students. With regards to the influence of SRL Strategy Use and Academic Writing Self Efficacy on levels of Writing Achievement that ranged from Poor to Excellent, statistically significant differences were only found between the mean scores of the Poor and Excellent groups with regards to Writing Self-Efficacy. SRL Strategy Use did not exert a statistically significant difference on the mean scores of the groups. The results were in line with previous findings that reported the predictive influence of self-efficacy on writing achievement, but the results did not corroborate previous findings in relation to the predictive strength of SRL Strategy Use. The methodology used to assess the use of SRL strategies in the present study was considered a possible explanation for the lack of statistically significant results. In relation to the influence of Writing Experience on SRL Strategy Use and Academic Writing Self-Efficacy, the results also yielded non-significant differences between four groups with different levels of Writing Experience and SRL Strategy Use. This result was attributed to the broad nature of the method used to assess Writing Experience in the current study. Statistically significant differences were found between Academic Writing Self-Efficacy and Writing Experience, and the results supported previous findings in first language writing research, which have shown that learners with less experience often report higher levels of efficacy due to perhaps to overestimation of their skills. Overall, in the current study SRL did not predict the participants’ essay grades, and did not mediate the influence of other variables on essay grade. However, Academic Writing Self-Efficacy emerged as a powerful predictor of Essay Grades, and writing achievement. Therefore, while the current study supported social cognitive views about the predictive nature of self-efficacy on writing achievement, it did not corroborate theoretical assumptions about the relationship between the use of SRL strategies and writing achievement.
Temple University--Theses
34
Kurt, Gonul. "Pre-service Elementary Mathematics Teachers". Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612740/index.pdf.
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The current study seeks to investigate pre-service elementary mathematics teachers&rsquo(PEMTs&rsquo
) self-regulated learning (SRL) strategies within the context of their teaching practices in the field work. It was aimed to explore the SRL processes and strategies of four PEMTs while preparing mathematics lessons at their practice schools. In addition to PEMTs&rsquo
SRL strategies, the changes and adaptations through their teaching practices and reasons of those changes were also examined in the study. In total 22 pre-interviews and 22 post-interviews were made through the study. Observations were also performed for each teaching practice. Besides observations, PEMTs&rsquo
end of semester reflection papers in the context of Teaching Practice course were examined in the study. In addition to those multiple data sources, initial interviews representing detailed information about the participants were also analyzed. The overall data were analyzed by using the SRL framework combined and adapted from Zimmerman&rsquo
s and Pintrich&rsquo
s SRL models. The findings of the pre-interviews revealed that PEMTs began with a &lsquo
lesson planning process&rsquo
reflecting the forethought phase. This phase included searching resources, arranging and organizing the available sources, asking for help and feedback when needed, mental planning of the lesson, and setting goals for the teaching session. These strategies were considered as cognitive self-regulation strategies. In addition to cognitive SRL strategies, motivational factors such as self-efficacy, perception of task, and intrinsic interest were appeared in the study. Post-interviews reflecting the self-reflection phase revealed that PEMTs had a self-evaluation process covering various issues for their teaching sessions as a final step through the study. Finally, it was seen that contextual issues related to teaching practice played a substantial role in PEMTs&rsquo
SRL strategies.
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Filho, Raimundo Nonato Lima. "Autorregulando e autodeterminando: duas formas de alunos de pós-graduação aprenderem a aprender contabilidade". Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-14062016-111715/.
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O uso assertivo e eficiente das estratégias de aprendizagem depende, muitas vezes, da compreensão e consideração de aspectos psicológicos e motivacionais. O adequado emprego de estratégias de aprendizagem se reflete no desempenho acadêmico, no domínio de construtos e modelos e no amadurecimento crítico e científico. A presente tese defende que há uma relação entre as estratégias de aprendizagem autorregulada e as estratégias de aprendizagem autodeterminada predominantes em alunos de mestrado e doutorado em Contabilidade. O estudo se justifica, porquanto, porque além de inaugurar uma linha de pesquisa ainda inédita no contexto da Contabilidade Humana, seus resultados destacam um original entendimento da relação da aprendizagem com a regulação e a motivação pessoal. Tem como objetivo principal apresentar diagnóstico, dimensões e correlações das estratégias de aprendizagem autorregulada e aprendizagem autodeterminada de alunos de programas de pós-graduação stricto sensu em Contabilidade no Brasil. Participaram do survey 516 respondentes, sendo 383 mestrandos e 133 doutorandos. Foram aplicados dois instrumentos psicométricos: Self-Regulated Learning Strategies (SRLS) e Motivated Strategies for Learning Questionnaire (MSLQ). O modelo operacional de pesquisa delineou a formulação de oito hipóteses, sendo que a primeira delas sustenta a defesa da tese, enquanto as demais defendem a influência das variáveis idade, gênero, tipo de curso, estágio no curso, tipo de instituição de graduação, nota do curso atribuída pela Capes e graus de instrução dos pais nos níveis de Self-Regulated Learning (SRL) e Self-Determination Theory (SDT). A partir da análise multivariada dos dados, os resultados corroboraram a tese e a influência do gênero no nível de SRL. A metaconclusão desta tese ratifica os estudos referenciados, confirmando que a aprendizagem pode ser dominada e controlada pelo indivíduo, ao se adotar estratégias individuais de regulação e motivação. Uma importante contribuição desta pesquisa consiste em oferecer conclusões empíricas que podem ajudar docentes, discentes, pesquisadores, instituições de ensino e programas de pós-graduação a compreender mais sistematicamente os aspectos da aprendizagem autorregulada e da aprendizagem autodeterminada que caracterizam o aluno de Contabilidade. Limitações importantes deste estudo podem ser vistas como oportunidades para pesquisas futuras: a amostra envolve um público específico, a pesquisa survey pode apresentar vieses de método comum e a baixa participação de alunos de mestrado profissional. Estudos futuros poderão adotar outras estratégias metodológicas e/ou envolver amostras mais diversificadas ou em maior lastro temporalAssertive and efficient use of learning strategies often depends of the understanding and consideration of psychological and motivational aspects. Appropriate use of learning strategies is reflected in the academic performance, in the appropriation of constructs and models and in the critical and scientific maturity. This dissertation argues that there is a relationship between predominating self-regulated learning strategies and self-determined learning strategies in accounting master\'s and doctorate students. The study can be justified in view of, apart from inaugurating a research line within the context of Human Accounting, their results highlight a unique understanding of the relationship of learning with regulation and personal motivation. Its main goal is to present a diagnosis, the dimensions and the correlations of self-regulated learning and self-determined learning strategies of graduate Accounting students in Brazil. Five hundred and sixteen respondents participated in the survey, comprising 383 master\'s and 133 doctoral students. Two psychometric instruments were applied: the Self-Regulated Learning Strategies (SRLS) and the Motivated Strategies for Learning Questionnaire (MSLQ). The operating model research outlined the formulation of eight hypotheses, being that the first of them supports the thesis, while the others investigate the influence in the levels of Self-Regulated Learning (SRL) and Self-Determination Theory (SDT) of age, gender, type of course, stage in the course, type of undergraduate institution (public or private), grade attributed by Capes to the course and parental formal education degrees. From the multivariate data analysis,the results support the thesis and that gender has influence in the SRL level. The metaconclusion of this thesis confirms the referenced studies, estating that learning can be dominated and controlled by individuals through the adoption of individual strategies of regulation and motivation. An important contribution of this study is to offer empirical conclusions that might help teachers, students themselves, researchers, educational institutions and graduate programs to understand more systematically the aspects of self-regulated learning and self-determined learning that characterize the Accounting graduate students. The major limitations of the present study can be seen as opportunities for future researches: the sample involves a particular audience, research can provide common methods bias and the low participation of professional master\'s degree students in the sample. Future studies can take further methodological strategies and/or involve more diversified samples or consider longitudinal approaches
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Coelho, Vanda do Carmo Padrão. "Autorregulação e dificuldades de aprendizagem". Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/15585.
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A autorregulação da aprendizagem tem ao longo do tempo adquirido importância no combate ao insucesso escolar e no aumento de fatores de autoeficácia por parte dos alunos. A investigação tem proporcionado bases que nos permitem verificar a eficácia da autorregulação no meio escolar.
Este estudo procura verificar se alunos de quarto ano com e sem dificuldades de aprendizagem apresentam estratégias de autorregulação da aprendizagem e se os fatores de género possuem alguma influência nas estratégias utilizadas. Para isso foram analisadas entrevistas a crianças com e sem dificuldades de aprendizagem que frequentam o quarto ano, com o fim de compreender melhor as estratégias de autorregulação utilizadas por ambos os grupos de alunos. Também os afetos e as conceções sobre o estudar e o aprender são contemplados e a sua influência analisada. Faremos ainda uma breve revisão da literatura e do quadro teórico atual no que se refere à autorregulação, às dificuldades de aprendizagem e à influência dos afetos, neste processo.
Os resultados da pesquisa evidenciam que alunos com e sem dificuldades de aprendizagem apresentam estratégias de autorregulação apesar de em diferentes níveis, destacando-se os alunos sem dificuldades de aprendizagem onde se verifica uma maior incidência de processos autorregulatórios. No que se refere às conceções dos alunos sobre o processo de aprender estas ainda se encontram muito ligadas a conceções simplistas. Verificou-se ainda a influencia na aprendizagem de fatores de ordem emocional, na aprendizagem e na escolha das estratégias a utilizar na realização das tarefas; ABSTRACT:Self-regulated learning over time has acquired importance in the fight against school failure and an increase in factors of self-efficacy on the part of students. Research has provided bases that allow us to verify the effectiveness of self-regulation in school.
This investigation seeks to determine if fourth-year students with and without learning disabilities present self-regulation strategies, and if gender factors have some influence on the strategies used. For that interviews to children with and without learning disabilities who attend the fourth year, were analyzed in order to better understand self-regulation strategies used by both groups of students.
Also affects and conception about studying and learning are contemplated and analyzed their influence. We will also briefly review the literature and the current theoretical framework with regard to self-regulation, learning difficulties and the influence of emotions in this process.
The study results show that students with and without learning disabilities present self-regulated strategies although at different levels, especially students without learning difficulties where there is a higher incidence of self-regulated processes. With regard to conception student to learn about the process they are still connected to very simplistic conceptions. There was also the influence of factors on learning emotional, learning and choice of strategies to use in performing the tasks.
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Marques, Elisabete Correia. "Estratégias e práticas familiares de apoio à aprendizagem". Master's thesis, Universidade de Évora, 2009. http://hdl.handle.net/10174/19035.
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Esta investigação visa averiguar quais as práticas educativas dos pais para apoiar a aprendizagem dos seus filhos. A investigação é enquadrada pelo marco sociocognitivo da auto-regulação da aprendizagem (Bandura, 1997; Rosário, 2004; Schunk, 2001; Zimmerman, 2000). A amostra foi constituída por 30 encarregados de educação com filhos a frequentar o 4°ano de escolaridade do ensino básico, numa escola pública localizada no distrito de Lisboa. Os dados foram obtidos através de questionários de resposta aberta, tendo sido utilizados procedimentos qualitativos e quantitativos na sua análise e tratamento. Os resultados revelam que os pais consideram maioritariamente que aprender e estudar são algo que se diferencia. Os factores determinantes sobre quem dá suporte e apoio ao aprender da criança prendem-se sobretudo com a disponibilidade e com o conhecimento por parte do progenitor em causa. Os pais criam condições físicas e ambientais para o apoio ao estudo o qual é sobretudo feito através da realização dos TPC e acreditam que o apoio por si prestado é vantajoso. As estratégias mais utilizadas pelos pais são as de ensaio e monitorização. /ABSTRACT: This investigation's purpose is to inquire what strategies are being used by parents in learning support. The investigation is of quality kind, and it's based on the sociocognitive theory (Bandura, 1997; Rosário, 2004; Schunk, 2001; Zimmerman, 2000) of self-regulated learning. ln this study participated 30 parents whose children are forth grade students, in a public school located in the district of Lisbon. Ali the data was obtained through an openanswer questionnaire and qualitative and quantitative procedures were used in its study and analysis. The results attained reveal that parents consider studying to be something different from learning. The determinant factors on who provides children's learning support are mostly related with the availability and the knowledge of the ancestor in cause. Parents create physical and ambient conditions for study support which over all is made through the accomplishment of homework and believe that the support given from themselves has advantageous. The strategies most commonly used by parents are of rehearsal and monitoring.
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Rosa, Glediane Saldanha Goetzke da. "Intervenção Pedagógica Ancorada na Autorregulação da Aprendizagem com Foco em Produção de Textos no Ciclo de alfabetização". Universidade Federal de Pelotas, 2015. http://repositorio.ufpel.edu.br:8080/handle/prefix/2942.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
O estudo aqui apresentado teve como objetivo geral verificar nas produções textuais de alunos do 3º ano do ciclo de alfabetização, se houve e quais foram as mudanças ocorridas nos componentes linguístico e convencional a partir de uma intervenção pedagógica ancorada no construto da autorregulação da aprendizagem que investiu no ensino explícito e uso de estratégias autorregulatórias nas fases de planejamento, execução e avaliação da escrita dos textos. Durante o período de intervenção pedagógica foram realizadas, semanalmente, oficinas que tiveram como principal estratégia a utilização do livro As Travessuras do Amarelo a partir do qual foram elaboradas atividades relacionadas à escrita de textos. No decorrer da intervenção, investiu-se no ensino e incentivo ao uso de estratégias autorregulatórias nas fases de planejamento, execução e avaliação da tarefa. Os dados para a avaliação das mudanças ocorridas na escrita de textos foram coletados por meio de produções de textos e entrevista realizada após a conclusão da tarefa. Com base na análise de conteúdo, foi verificado o uso de estratégias autorregulatórias específicas para cada uma das fases do processo cíclico da autorregulação. Na fase de planejamento, as estratégias utilizadas pelos participantes foram organização das ideias, formulação de esquema, vivência anterior e busca de recursos. Percebeu-se que essas estratégias favoreceram os avanços percebidos no componente linguístico. Na fase de execução, as estratégias abordadas foram leitura, correção e busca de ajuda. De acordo com a fala dos participantes, essas estratégias foram utilizadas com o objetivo de melhorar sua ortografia. Na fase de avaliação, as estratégias leitura de todo o texto e avaliação contribuíram para que os participantes avaliassem aspectos relativos à sua própria atuação e os componentes linguístico e convencional da produção escrita. Os resultados obtidos no estudo demonstram que os participantes apresentaram: I) avanços significativos em relação aos componentes linguístico e convencional, estimulados por atividades de aprendizagem desenvolvidas em uma intervenção pedagógica que oportunizou maior controle e consciência sobre a escrita de textos; II) os avanços foram potencializados pela adoção e ampliação do uso de estratégias autorregulatórias de planejamento, execução e avaliação no desenvolvimento de suas atividades, em específico, na escrita de textos.
The present study aimed to verify, on the textual productions by students of the third year of the alphabetization cycle, whether there were and what were the changes occured on the linguistic and conventional components, from a pedagogical view based on the self-regulated learning, which invested on the explicit teaching and on the use of self-regulated strategies on the planning, execution and evaluation phases of writing. During the educational intervention period were conducted weekly workshops which had the main strategy to use the book The Yellow Trick from which activities were developed related to written texts. Throughout the intervention we invested on teach and use of self-regulation strategies in the planning, execution and evaluation phases. The data for the assessment of the changes occurred on the written texts were collected through textual productions and interviews, which were held after the child completed the task. On the basis of content analysis, the use of specific self-regulation strategies for each phase of the cyclic process was verified. On the planning phase, the strategies used by the participants were idea organization, scheme formulation, previous experience and search for resources. It became apparent that these strategies favored progress on the linguistic component. During the execution phase, the strategies used were reading, correction and look for help. According to participants interview, those strategies were used as to improve the orthography. On the evaluation phase strategies such as reading the entire text and assessment, contributed to the evaluated participants the performance and the linguistic and conventional components of the their writing production. The results obtained by the study demonstrate that the participants exhibited: I) significant improvement in relation to the linguistic and conventional components, which was stimulated by learning activities developed in a pedagogical intervention that gave to the participants opportunity to more control and conscience over the textual production; II) the advances were enlarged by the implementation and amplification of the use of self-regulation strategies to planning, execution and evaluation during the development of their activities, specifically in the textual productions.
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Zabel, Sally A. "Metacognitive Strategies in a Web-Enhanced Environment: The Effects on Achievement in Problem-Solving for Engineering Undergraduates". [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001431.
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Doll-Speck, Lori Jo. "Study Behavior of Nursing Students". Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182687105.
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Gresch, Helge Verfasser], Susanne [Akademischer Betreuer] [Bögeholz i Marcus [Akademischer Betreuer] Hasselhorn. "Decision-making Strategies and Self-regulated Learning: Fostering Decision-making Competence in Education for Sustainable Development / Helge Gresch. Gutachter: Susanne Bögeholz ; Marcus Hasselhorn. Betreuer: Susanne Bögeholz". Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2012. http://d-nb.info/1042669805/34.
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Kadlec, Christopher Anthony. "Self-regulated learning strategies for the power user of technology". 2008. http://purl.galileo.usg.edu/uga%5Fetd/kadlec%5Fchristopher%5Fa%5F200812%5Fphd.
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Chang, Chun-Yuan, i 張純瑗. "The Use of Self-regulated Learning Strategies in a Web-based Learning Environment". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/89307547803562675773.
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碩士臺北市立教育大學
課程與教學研究所
96
The purpose of this research was to study third-grade students’ self-regulated learning strategies and learning outcomes in a web-based learning environment. The subjects of the study are students from three classes of an elementary school in Jing Shan Township, Taipei County. When teaching the units of the natural science subject to the three classes, the researcher used a web-based learning environment to conduct teaching to all students in the classes. After teaching, students were given The Self-regulated Learning Strategies Inventory, Learning Science Attitude Questionnaire, and unit tests for the third unit. The major research results are as follows： 1.With regard to third-grade students’ self-regulated learning strategies in the natural science subject in a web-based environment: 1.1 The percentage of using the self-regulated learning strategy of “self-evaluation and self-confidence” is relatively lower than the percentage of using the other three strategies. 2. For the third-grade students with different background variables, the differences among their self-regulated learning strategies are: 2.1 There is no significant difference between students of different genders in a web-based learning environment. 2.2 There exists significant differences in the learning strategies used by the third-grade students with different grades for Chinese,math,and natural sciences,especially when using the self-regulated learning strategies of “self-improvement and persistence”, and “self-evaluation and self-confidence”. 3. With regard to self-regulated learning strategies used for the natural science field in a web-based learning environment, grades for Mandarin Chinese and math, and the learning outcomes of natural sciences: 3.1 Self-regulated learning strategies are highly correlated to learning attitudes towards natural sciences. 3.2 Self-regulated strategies are not highly correlated to test performances. 3.3 Test performances and learning attitudes for natural sciences are neither systematically positively nor negatively correlated to each other. 3.4 Learning attitudes towards natural sciences are significant predictors for self-regulated learning strategies. Finally, based on the results of the study, suggestions are offered as references for elementary school teachers using a web-based learning environment for administering self-regulated learning researches and teaching.
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Valentin, Irina. "Self-regulated executive functions in academic achievement /". 2005. http://wwwlib.umi.com/cr/yorku/fullcit?pNR11638.
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Thesis (Ph.D.)--York University, 2005. Graduate Programme in Psychology.Typescript. Includes bibliographical references (leaves 123-138). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNR11638
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Hsu, Shu-Yi. "An Experimental Study of Self-regulated Learning Strategies Application in Moocs". Thesis, 2021. https://doi.org/10.7916/d8-k2g6-5q04.
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Online learning has been widely adopted in higher education to reach students who typically would not have a chance to complete accredited courses (Kentnor, 2015). Massive open online courses (MOOC), which is a type of online learning, makes it easier for people to take university courses with internet access and a fraction of cost compared to traditional residential programs (Reich, 2020). MOOCs also become popular for those who want to increase their professional profile or advance their academic career (Pheatt, 2017).
However, online learning has long been criticized for its universally low completion rates, high dropout rate and poor learning performance (Almeda et al., 2018). This phenomenon is more exacerbated in MOOC environments. Historical studies have attempted to support learner self-regulated learning (SRL) activities in order to enhance completion rates and academic outcomes. Prior studies have conducted pre-course questionnaires as inexpensive SRL interventions to prompt learners as SRL support(Kizilcec et al., 2017, Kizilcec & Cohen, 2017; Kizilcec et al., 2020; Yeomans & Reich, 2017). Yet, these one-time-only, short-term interventions only yield limited or no effects. This study implemented and evaluated the effectiveness of an alternative intervention, the self-regulated learning user interface (SRLUI), to support students' self-regulated learning (SRL) strategies in a MOOC environment.
SRLUI is based on Zimmerman’s (2000) SRL model and develops learner’s SRL skills through longitudinal, recurring practice of multiple SRL dimensions activities (i.e., goal setting, self-evaluation, task planning, setting reminders) with content-specific information. The study utilized a randomized experimental design and implemented SRLUI in eight MOOCs with a total of 808 participants. The results indicated a higher usage rate of SRL support compared to the historical findings, which may be owing to the SRL support embedded into the learning activities throughout the course. Also, the study showed improved learning outcomes for a subgroup of participants, but there was no reduction in the number of dropouts.
Based on the findings of this study, it is recommended that a personalized SRL tool featuring content-specific information should be embedded in online courses. The research design also recorded direct cognitive records of learners' SRL activities, which yield stronger validity compared to trace and survey data. The result suggested SRLUI might only benefit a subgroup of learners with passing grades. Thus, it is recommended that future research identify various subgroups of learner profiles in MOOC environments and to consider how to reach and support learners in different subgroups.
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Wu, Sheng-Hung, i 吳昇鴻. "The Effects of Self-Regulated Learning Strategies On Question-Posing Activities". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/j9nstk.
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碩士國立虎尾科技大學
資訊管理研究所
100
Learning through internet has been put into educational practice for many years. The use of computer and internet browser helps students break up the time and space limitation; however, teachers can’t immediately give students guidance and assistance after the class. It’s of great importance for students to have self-regulated learning ability. Despite of the increasing value on self-regulated learning ability, students still lack related skills and training chances. How to develop students’ self-regulated learning ability has become a vital issue. The study developed a question posing system equipped with self-regulated learning strategies. This system makes students set up standards, objectives, and strategies so as to cultivate their spontaneity, independency, and self-regulation. By doing so, students can also find out the most suitable learning model. The study combines traditional instruction and self-regulated learning strategies question-posing system to provide students a platform for after-class review and introspection beyond class learning. The subjects were the sixth graders in Changhua County. They were divided into the experimental group A, B, and the control group. The intervention consisted of a four-week science and technology instruction and question posing activities. The study discusses the influences among self-regulated strategies, self-regulated degree, and question posing. By examining learners’ operation process records and learning logs in the system, the author analyzed the subjects’ performance of question posing in their behavior model. The results indicate that strategies and degrees of self-regulated learning possess significant influence on the quantity of question posing.
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Chuang, Shih-Ying, i 莊石瑛. "Exploration of Self-regulated Learning Strategies, Goal Orientation and Self-efficacy on English Writing". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/10429341848866519067.
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碩士國立屏東科技大學
技術及職業教育研究所
92
Recently, the related studies on self-regulated learning have discovered that learners would apply a variety of regulated strategies to enhance their own academic achievement. Moreover, goal orientation and self-efficacy beliefs are two main factors of achievement motivation in these days. However, there is less research that explores the interaction of self-efficacy, goal orientation, and self-regulated learning strategies. The purposes of this study are to explore (1) what self-regulated learning strategies students use; (2) what goal orientation students are inclined to adopt ; (3) how students perceive self-efficacy; (4) the relation between self-regulated learning strategies and English writing self-efficacy; (5) the relation between self-regulated learning strategies and goal orientation; (6) the relations among English writing self-efficacy, goal orientation and self-regulated learning strategies; (7) how English writing self-efficacy and goal orientation predict self-regulated learning strategies. Besides, this study would propose an English writing self-regulated learning strategies mode and propose some suggestions for related authorities according to the research outcomes. The participants were 498 students who majored in Applied Foreign Language from 11 vocational universities. The questionnaire is “English Writing Self-regulated Learning Strategies of Students in Applied Foreign Language Scale”, including self-regulated learning strategies subscale, goal orientation subscale, and English writing self-efficacy subscale. T-test, One-way ANOVA, cluster analysis, Pearson correlation, canonical correlation and path analysis were used by SPSS 10.5 to test each research hypothesis. In addition, Liserial 8.5 was used to verify the validity of the instruments with the confirmatory factor analysis. The conclusions of this study were summarized as following: 1.Strategies that students in Applied Foreign Language use are cognitive strategies. The following strategies are motivational strategies and resource management strategies. 2.Goal orientation that students in Applied Foreign Language are inclined to adopt approach master. The following goal orientations that the participants adopt are avoidance master, approach performance, and avoidance performance. 3.Students on Applied Foreign Language have more self-efficacy belief on task efficacy than that on skill efficacy. 4.Gender, educational system, habit of reading journalism, the number of English articles and time of practicing would cause differences of self-regulated learning strategies, goal orientation, and English writing self-efficacy. 5.The more self-efficacy beliefs the students perceive, the more self-regulated learning strategies the students use. Besides, the higher skill efficacy the students perceive, the more motivational strategies the students use. 6.Students with high approach master, high avoidance master, high approach performance and medium avoidance performance use more self-regulated learning strategies; students with medium approach master, low avoidance master, medium approach performance, and low avoidance performance use less self-regulated learning strategies. Furthermore, those who tend to adopt avoidance master goal orientation apply less self-regulated learning strategies, and those who tend to adopt performance goal orientation use more resource management strategies. 7.Students with higher English writing self-efficacy are inclined to adopt approach master, approach performance and avoidance performance. 8.English writing self-efficacy and goal orientation directly predict self-regulated learning strategies; moreover, English writing self-efficacy indirectly predicts self-regulated learning strategies through goal orientation. Hence, this research considered goal orientation is the variable to mediate the effect of English writing self-efficacy on self-regulated learning strategies. According to the research results, this research proposed an English writing self-regulated learning strategies mode and proposed some suggestions for English writing instruction, students learning and future research.
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Huang, Yu-Hhsueh, i 黃玉雪. "Exploring the Effects of Primary Students’ Learning Styles and Self-Regulated Learning Strategies on English Learning Achievement". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/66294084107195647390.
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碩士大葉大學
管理學院碩士在職專班
99
Exploring the Effects of Primary Students’ Learning Styles and Self-Regulated Learning Strategies on English Learning Achievement Previous researches revealed that learners’ learning results is related to their learn-ing styles and students’ self-regulated English learning strategies could influence their learning achievements. However, rare empirical evidences had on enlightenment of for-eign language learning. Therefore, the purposes of this study were to explore the rela-tionships and differences of elementary school students’ learning styles and self-regulated English learning strategies on English learning achievements. A survey was administrated to 330 students from third to sixth grade in a public elementary school. Students’ English vocabulary test scores and examination scores were collected. Descriptive statistics, Pearson product-moment correlation, one-way ANOVA, and two-way ANOVA were employed to analyze the effective data. The find-ings are as follows: (1)Majority of the subjects were ‘Divergent’ style, followed by ‘As-similator’, ‘Accommodator’, and ‘Converger’ styles.(2)The subjects frequently utilized regulative orientation of cognition, followed by management orientation of resource and regulative orientation of motivation, to learning English.(3)The subjects with different learning styles had significant differences on their English learning achievements. (4)Self regulative learning strategies had positive influences on English learning achievements and on-line vocabulary test scores respectively. (5)The learning styles and self-regulated learning strategies had an interactive effect on English learning achieve-ments. Based on the findings, implications on English teaching and school administrations are discussed. Suggestions for improving English teaching are also provided .
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Chang, Wen-Chiung, i 張文瓊. "The effects of integrating self-regulated learning strategies with web project-based learning on students’ learning achievements". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/95290022903350240038.
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碩士國立臺北教育大學
教育傳播與科技研究所
99
The aims of this study were to explore the impacts of integrating self–regulated learning with web project-based learning on students’ learning achievements. In this study, we used quasi-experimental design. Two fifth-grade classes were assigned to the experimental group and the control group. The experimental group was employed in web project-based learning, and the control group used traditional learning. We took the work scores as the students’ learning achievements. The self-regulated learning questionnaire used to measure the differences between the pretest and posttest. In addition, we took semi structured interview and some qualitative records to understand the attitudes of the students toward the web PBL. The results showed that：First, no matter which aspect, the learning outcomes of the experimental group were significantly better than the control group. Second, in terms of self-regulated learning, there was no significant difference between groups. Third, in the experimental group, the ability of self-regulated learning could predict the learning achievements. Forth, the great majority took the positive attitudes toward the web PBL. The results of this study support that integrating self-regulated learning with web project-based learning would enhance the students’ learning achievements and the ability of self-regulated learning could promote the learning effectiveness.
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Sung, Pei-Huan, i 宋沛寰. "The Use of Self-Regulated Learning Strategies and Flow Experiences in Gifted Students". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/56195256097330667449.
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碩士國立臺灣師範大學
特殊教育學系
103
This qualitative study aimed to explore the use of self-regulated learning (SRL) strategies, sources and stages of acquisition, as well as the use of SRL strategies and flow experiences during science fairs in gifted students. The participants of this study were students from the second grade of a public junior high school in Taichung city. The research, in which 16 students participated for the “Self-Regulated Learning Interview Schedules (SRLIS)” section, and 15 students for the “Use of SRL Strategies and Flow Experiences During Science Fairs” section, was based on in-depth semi-structured interviews targeted at understanding the actual performance of SRL strategies and flow experiences, and combined with unobtrusive measures for supplementation and verification of the data. This study adopted the analytic induction method for data analysis. In line with research ethics, collaborative coding, peer debriefings, peer reviews, member checks, were used to ensure the credibility of the results. The main findings are the following: 1. “Seeking social assistance”, “keeping records and monitoring”, “self-evaluation”, and “goal-setting and planning” are the main SRL strategies used by gifted students; “Reviewing records “ and “ Self-consequences” strategies are used infrequently. 2. The main source of strategies are “personal experiences”, “peers” and “siblings” are rarely mentioned as sources; “elementary school” is the main stage at which SRL strategies are acquired. 3. During science fairs, “sense of achievement” and “peer relationships” are the main factors affecting both positive and negative feelings of gifted students. 4. Also during science fairs, “seeking social assistance” is the most frequently used SRL strategy, followed by “seeking information”, “goal-setting and planning” and “self-evaluation”; the strategy least used is “self-consequences”. 5. The most frequently mentioned flow experiences during science fairs mentioned by gifted students are: “challenge-skills balance”, “clear goals”, “altered sense of time” and “autotelic experiences”; infrequently mentioned experiences are: “sense of potential control” and “action-awareness merging”. 6. Gifted students who frequently use SRL strategies while participating in science fairs, also indicate better feelings of flow experiences.