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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.
Pełny tekst źródłaNg, 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.
Pełny tekst źródłaBrasser, Angela L. "Social learning strategies| A qualitative study of self-regulated learning". Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702736.
Pełny tekst źródłaThis 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.
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.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaSkripsie (MEd (Psigo-Opvoedkunde))--PU vir CHO, 1996
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.
Pełny tekst źródłaMalmberg, 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.
Pełny tekst źródłaTiivistelmä 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
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.
Pełny tekst źródłaAu, 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.
Pełny tekst źródłaNieuwoudt, 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.
Pełny tekst źródłaMcWhaw, 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.
Pełny tekst źródłaGalbraith, 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.
Pełny tekst źródłaLeung, 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.
Pełny tekst źródłaVenter, 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.
Pełny tekst źródłaThesis (PhD (Teaching and Learning))--North-West University, Potchefstroom Campus, 2012
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.
Pełny tekst źródłaWhite, 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.
Pełny tekst źródłaBernacki, 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.
Pełny tekst źródłaPh.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
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.
Pełny tekst źródłaStudy 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.
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/.
Pełny tekst źródłaSpörer, Nadine. "Strategie und Lernerfolg : Validierung eines Interviews zum selbstgesteuerten Lernen". Phd thesis, Universität Potsdam, 2003. http://opus.kobv.de/ubp/volltexte/2005/150/.
Pełny tekst źródłaThis 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.
----
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.
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.
Pełny tekst źródłaCreason, 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.
Znajdź pełny tekst źródła"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.
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.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaTaub, 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.
Pełny tekst źródłaL'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.
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.
Pełny tekst źródłaFocant, 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/.
Pełny tekst źródłaProudfoot, 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.
Pełny tekst źródłaThesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.
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.
Pełny tekst źródłaEckstein, 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.
Pełny tekst źródłaMcWhorter, 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/.
Pełny tekst źródłaMorrison, 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.
Pełny tekst źródłaAngel, 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.
Pełny tekst źródłaEd.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
Kurt, Gonul. "Pre-service Elementary Mathematics Teachers". Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612740/index.pdf.
Pełny tekst źródła(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.
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/.
Pełny tekst źródłaAssertive 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
Coelho, Vanda do Carmo Padrão. "Autorregulação e dificuldades de aprendizagem". Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/15585.
Pełny tekst źródłaMarques, Elisabete Correia. "Estratégias e práticas familiares de apoio à aprendizagem". Master's thesis, Universidade de Évora, 2009. http://hdl.handle.net/10174/19035.
Pełny tekst źródłaRosa, 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.
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.
Pełny tekst źródłaDoll-Speck, Lori Jo. "Study Behavior of Nursing Students". Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182687105.
Pełny tekst źródłaGresch, 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.
Pełny tekst źródłaKadlec, 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.
Pełny tekst źródłaChang, 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.
Pełny tekst źródła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.
Valentin, Irina. "Self-regulated executive functions in academic achievement /". 2005. http://wwwlib.umi.com/cr/yorku/fullcit?pNR11638.
Pełny tekst źródłaTypescript. 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
Hsu, Shu-Yi. "An Experimental Study of Self-regulated Learning Strategies Application in Moocs". Thesis, 2021. https://doi.org/10.7916/d8-k2g6-5q04.
Pełny tekst źródłaWu, 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.
Pełny tekst źródła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.
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.
Pełny tekst źródła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.
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.
Pełny tekst źródła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 .
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.
Pełny tekst źródła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.
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.
Pełny tekst źródła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.