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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 7 lutego 2022

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1

TEZCI, Erdogan, Fahri SEZER, Sumer AKTAN i Ugur GURGAN. "Do Lifestyles Shape Self-Regulated Learning Strategies?" Eurasian Journal of Educational Research 16, nr 65 (6.10.2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.65.14.

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Mesarosova, Margita. "Relationship among the Verbal Competence, Self-Regulated Learning Strategies, and Professional Interests". New Trends and Issues Proceedings on Humanities and Social Sciences 2, nr 6 (6.04.2017): 57–65. http://dx.doi.org/10.18844/gjhss.v2i6.1431.

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Ben-Eliyahu, Adar, i Lisa Linnenbrink-Garcia. "Extending self-regulated learning to include self-regulated emotion strategies". Motivation and Emotion 37, nr 3 (15.12.2012): 558–73. http://dx.doi.org/10.1007/s11031-012-9332-3.

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ERGEN, Binnur, i Sedat KANADLI. "The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study". Eurasian Journal of Educational Research 17, nr 69 (20.05.2017): 55–74. http://dx.doi.org/10.14689/ejer.2017.69.4.

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Gravill, Jane, i Deborah Compeau. "Self-regulated learning strategies and software training". Information & Management 45, nr 5 (lipiec 2008): 288–96. http://dx.doi.org/10.1016/j.im.2008.03.001.

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Anthonysamy, Lilian, Koo Ah Choo i Hew Soon Hin. "INVESTIGATING SELF-REGULATED LEARNING STRATEGIES FOR DIGITAL LEARNING RELEVANCY". Malaysian Journal of Learning and Instruction 18, Number 1 (31.01.2021): 29–64. http://dx.doi.org/10.32890/mjli2021.18.1.2.

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Purpose – The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack of ability to self-regulate learning processes has led to poor learning performance among undergraduates. Therefore, this study examined the effects of self-regulated learning strategies (SRLS) on learning performance among Malaysian IT undergraduates. Methodology – A sample of IT undergraduates from private higher education institutions in Malaysia participated in the study. Quantitative data from a total of 563 respondents was collected through questionnaire surveys and analysed using PLS-SEM. The common method variance was utilized in this paper. Findings – The findings of this study constitute essential results that three out of four SRLS domains (cognitive engagement, resource management, and motivational beliefs) positively influenced the students’ perception of learning performance. Significance – This study provides insight into the best SRLS to excel in digital learning for deeper learning particularly in the Malaysian context. Implications of the findings on higher education institutions as well as recommendations for future research are discussed. Keywords: Self-regulated learning strategies, digital learning, higher education, learning performance, subjective learning outcomes.

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Paris, Scott G., i Evelyn R. Oka. "Self-Regulated Learning among Exceptional Children". Exceptional Children 53, nr 2 (październik 1986): 103–8. http://dx.doi.org/10.1177/001440298605300201.

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Self-regulated learning should be an educational objective for handicapped children and unsuccessful students. Self-regulated learning combines cognitive skill and motivational will so that students can select challenging tasks, apply effective learning strategies, and measure their success against personal standards. Self-regulated learning builds confidence in children and enables them to acquire effective problem-solving skills that extend beyond the classroom. A variety of classroom programs that enhance children's learning strategies, metacognition, and motivation, are described to show how instruction can foster self-regulated learning.

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Thomas, Nathan, i Heath Rose. "Do Language Learning Strategies Need to Be Self‐Directed? Disentangling Strategies From Self‐Regulated Learning". TESOL Quarterly 53, nr 1 (22.08.2018): 248–57. http://dx.doi.org/10.1002/tesq.473.

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Marini, Janete Aparecida da Silva, i Evely Boruchovitch. "Self-Regulated Learning in Students of Pedagogy1". Paidéia (Ribeirão Preto) 24, nr 59 (grudzień 2014): 323–30. http://dx.doi.org/10.1590/1982-43272459201406.

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Self-regulated learning is the process by which students plan, monitor and regulate their own learning. The aim of this study was to investigate relationships between motivation to learn, implicit theories of intelligence and self-handicapping strategies, and to examine the association of these variables in the prediction of the use of learning strategies in students of Pedagogy. The sample consisted of 107 Pedagogy students of two private universities of a city of São Paulo state. Data were collected using four Likert-type scales. Multivariate linear regression analyses revealed that participants with higher scores in the Learning Strategies Scale also presented significantly higher scores in intrinsic motivation and fewer reports of use of self-handicapping strategies. Higher scores in metacognitive strategies were significantly associated with both intrinsic an extrinsic motivation and with fewer reports of use of self-handicapping strategies. Results are discussed in terms of the contribution of Psychology to teacher education.

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Wirth, Joachim. "Promoting Self-Regulated Learning Through Prompts". Zeitschrift für Pädagogische Psychologie 23, nr 2 (styczeń 2009): 91–94. http://dx.doi.org/10.1024/1010-0652.23.2.91.

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Prompts are effective means for promoting self-regulated learning provided that learners show “only” a production deficiency. Prompts can be classified with respect to their content, the condition for their presentation, and their method. In sum, the studies presented in the special issue demonstrate that prompts are effective means if their content aims at activating cognitive strategies or both cognitive as well as metacognitive strategies. Additionally, all studies used the feed forward method to present prompts. However, the studies differ with respect to how the deal with the cyclic character of self-regulated learning and whether they use prompts as the only instructional method or as a supplement to other instructions.

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Anthonysamy, Lilian, Koo Ah Choo i Hew Soon Hin. "Development and Validation of an Instrument to Measure the Effects of Self-regulated Learning Strategies on Online Learning Performance". Journal of Advanced Research in Dynamical and Control Systems 11, nr 10-SPECIAL ISSUE (31.10.2019): 1093–99. http://dx.doi.org/10.5373/jardcs/v11sp10/20192910.

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Carter Jr, Richard Allen, Mary Rice, Sohyun Yang i Haidee A. Jackson. "Self-regulated learning in online learning environments: strategies for remote learning". Information and Learning Sciences 121, nr 5/6 (25.06.2020): 321–29. http://dx.doi.org/10.1108/ils-04-2020-0114.

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Purpose Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic. Design/methodology/approach The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment. Findings The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families. Originality/value Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.

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El-Adl, Adel, i Hussain Alkharusi. "Relationships between self-regulated learning strategies, learning motivation and mathematics achievement". Cypriot Journal of Educational Sciences 15, nr 1 (29.02.2020): 104–11. http://dx.doi.org/10.18844/cjes.v15i1.4461.

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This study aimed at examining the relationships of self-regulated learning strategies with students’ learning motivation and academic achievement in mathematics. The study employed a descriptive research design. The participants were 238 ninth grade students in the Sultanate of Oman. The Motivated Strategies for Learning Questionnaire was used to assess the participants’ use of self-regulated learning strategies and motivation. Academic achievement was reflected by the total score obtained in mathematics. Results revealed statistically positive relationships of self-regulated learning with intrinsic motivation, extrinsic motivation, task value, control of learning beliefs, self-efficacy and academic achievement. Test anxiety was found to be negatively related to self-regulated learning. The study offers insights on how to develop effective instructional strategies to enhance students' self-regulated learning skills. Keywords: Self-regulation, learning motivation, learning beliefs, academic achievement, learning.

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de Palo, Valeria, Maria Sinatra, Giancarlo Tanucci i Lucia Monacis. "Self-regulated Strategies in an e-learning Environment". Procedia - Social and Behavioral Sciences 69 (grudzień 2012): 492–501. http://dx.doi.org/10.1016/j.sbspro.2012.11.438.

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Cazan, Ana-Maria. "Teaching Self Regulated Learning Strategies for Psychology Students". Procedia - Social and Behavioral Sciences 78 (maj 2013): 743–47. http://dx.doi.org/10.1016/j.sbspro.2013.04.387.

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Cazan, Ana-Maria. "Self regulated learning strategies – predictors of academic adjustment". Procedia - Social and Behavioral Sciences 33 (2012): 104–8. http://dx.doi.org/10.1016/j.sbspro.2012.01.092.

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Suartama, I. Kadek, Punaji Setyosari, Sulthoni Sulthoni, Saida Ulfa, Muhammad Yunus i Komang Anik Sugiani. "Ubiquitous Learning vs. Electronic Learning: A Comparative Study on Learning Activeness and Learning Achievement of Students with Different Self-Regulated Learning". International Journal of Emerging Technologies in Learning (iJET) 16, nr 03 (12.02.2021): 36. http://dx.doi.org/10.3991/ijet.v16i03.14953.

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This research examines the effect of ubiquitous learning strategies using various self regulated learning on learning activeness and learning achievement of student in higher education. Quasi-experimental pretest-post tests non-equivalent control group design is selected to be the method of this research. The subjects of this research are 113 students. The instrument used to measure the students’ learning activeness is learning activeness questionnaires developed by researcher with reference to the theory of learning activeness by Sardiman, whereas objective test are to evaluate students’ learning achievement, and online self regulated learning questionnaire (OSLQ) as adapted from Barnard is utilized to measure the self regulated learning of the research subjects. The data is then analyzed through two-way MANOVA technique. The findings of the research conclude that: (1) there are significant differences in learning activeness and learning achievement between groups which learned using ubiquitous learning strategies and electronic learning strategies; (2) there are significant differences in learning activeness and learning achievement between students when integrated with high self regulated learning and low self regulated learning; (3) there is an interaction between ubiquitous learning and electronic learning strategies integrated with self regulated learning on learning activeness and learning achievement of students.

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Hadi, Nagham. "Self-regulated Learning Strategies among Students of Faculty of Education for Pure Sciences/ Ibn Al-Haitham". Revista Gestão Inovação e Tecnologias 11, nr 3 (30.06.2021): 1933–48. http://dx.doi.org/10.47059/revistageintec.v11i3.2061.

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Jacob, Lisa, Manuela Benick, Sandra Dörrenbächer i Franziska Perels. "Promoting self-regulated learning in preschoolers". Journal of Childhood, Education & Society 1, nr 2 (28.07.2020): 116–40. http://dx.doi.org/10.37291/2717638x.20201237.

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Self-regulated learning (SRL) is important for a person's school career and their later academic success, and it should therefore be fostered as early as possible. Nevertheless, research focusing on the promotion of SRL in preschoolers is limited. The present study aims to examine the efficacy of an SRL intervention based on a longitudinal control-group-design for preschoolers (direct-level intervention) and their kindergarten teachers (indirect-level intervention). The SRL intervention took place in either a) an autonomous learning environment, where SRL learning strategies were practiced with no special focus on the stimulation of communicative abilities or b) in a social-interactive learning environment, where SRL learning strategies were practiced while communicative abilities were stimulated. The sample consisted of 189 preschoolers (49.5% ♀, 50.5% ♂, mean age: 5.6 years, SD = .47 years) and 30 kindergarten teachers. SRL and general self-regulation ability (gSR) served as performance measures. The results of the paired t-tests revealed an increase in SRL and gSR for preschoolers irrespective of the condition, while a group-differential intervention benefit for preschoolers (i.e. direct-autonomous or direct-interactive intervention) could not be confirmed by the applied repeated measures ANOVA and contrast analyses. Further, we did not find any substantial benefit from teacher intervention (i.e. indirect intervention) analysed by non-parametric Wilcoxon test. This unexpected result is discussed in light of methodical considerations. Nevertheless, the study provides important implications for future intervention studies.

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Richter, Tobias, i Sebastian Schmid. "Epistemological beliefs and epistemic strategies in self-regulated learning". Metacognition and Learning 5, nr 1 (24.01.2009): 47–65. http://dx.doi.org/10.1007/s11409-009-9038-4.

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Kesici, Şahin, Mustafa Baloğlu i M. Engin Deniz. "Self-regulated learning strategies in relation with statistics anxiety". Learning and Individual Differences 21, nr 4 (sierpień 2011): 472–77. http://dx.doi.org/10.1016/j.lindif.2011.02.006.

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Garcia, Teresa. "The role of motivational strategies in self-regulated learning". New Directions for Teaching and Learning 1995, nr 63 (1995): 29–42. http://dx.doi.org/10.1002/tl.37219956306.

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Segaran, Meerita Kunna, i Zuwati Hasim. "TEACHER MANAGEMENT OF SELF-REGULATED LEARNING THROUGH ePORTFOLIO". Journal of Nusantara Studies (JONUS) 6, nr 1 (28.01.2021): 373–93. http://dx.doi.org/10.24200/jonus.vol6iss1pp373-393.

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Background and Purpose: Students’ ability to self-regulate their learning and to learn effectively are predictors of success. In developing and initiating Self-Regulated Learning (SRL), teachers play a significant role. Hence, this study aims at exploring teacher management of SRL in the ESL writing classroom using ePortfolio. Methodology: This study adopts an interpretive paradigm with action research as its methodological approach. The data collection methods consisted of observation, documents, and interview. A total of one teacher and 16 of her students participated in this study. The data were analyzed thematically. Findings: In using the ePortfolio, the teacher had managed to assist learners SRL development by employing several strategies. It was identified that the teacher used strategies such as setting the learning goals, sharing the criteria of success, questioning techniques, giving feedback, as well as allowing self-assessment activity to take place. These strategies were believed to promote the constructs of independent learning, autonomous learning, and assistance from a more capable peers particularly in learning ESL writing via ePortfolio. Also, a shift in a teacher’s role from being authoritative in the classroom to a facilitative role is deemed necessary in developing SRL among ESL writing students. Contributions: The results from this study offer new insights into pedagogical strategies that could be considered for promoting SRL in language teaching and learning. An outcome of this research could serve as a guide for teachers in planning their pedagogical approach and to decide on suitable strategies to be employed for different types of learners. Also, the sharing of the teacher practices in this study would provide rooms for other researchers to further explore other possible strategies and ways for strengthening any weaknesses found in the practice. Keywords: Self-regulated learning, ePortfolio, action research, autonomy, self-assessment. Cite as: Segaran, M. K., & Hasim, Z. (2021). Teacher management of self-regulated learning through ePortfolio. Journal of Nusantara Studies, 6(1), 373-393. http://dx.doi.org/10.24200/jonus.vol6iss1pp373-393

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Lee, Daeyeoul, Sunnie Lee Watson i William R. Watson. "The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses". International Review of Research in Open and Distributed Learning 21, nr 1 (1.01.2020): 23–39. http://dx.doi.org/10.19173/irrodl.v20i5.4389.

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This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive correlation between task value and the use of self-regulated learning strategies. The results of hierarchical multiple regression analysis show that self-efficacy and task value are significant predictors of the use of self-regulated learning strategies. There was a statistically significant difference in the use of self-regulated learning strategies between learners who possessed high self-efficacy and those who possessed low self-efficacy. In addition, learners who had high task value showed statistically significant higher average self-regulated learning scores than those who had low task value. Implications and future research directions are discussed based on the findings.

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Kuiper, RuthAnne, Nancy Murdock i Nancy Grant. "Thinking Strategies of Baccalaureate Nursing Students Prompted by Self-Regulated Learning Strategies". Journal of Nursing Education 49, nr 8 (30.04.2010): 429–36. http://dx.doi.org/10.3928/01484834-20100430-01.

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Barnard-Brak, Lucy, Valerie Osland Paton i William Yun Lan. "Profiles in self-regulated learning in the online learning environment". International Review of Research in Open and Distributed Learning 11, nr 1 (5.03.2010): 61. http://dx.doi.org/10.19173/irrodl.v11i1.769.

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Individuals who are self-regulated in their learning appear to achieve more positive academic outcomes than individuals who do not exhibit self-regulated learning behaviors. We suggest that distinct profiles of self-regulated learning behaviors exist across learners. In turn, these profiles appear to be associated with significantly different academic outcomes. The purpose of the current study was to examine whether profiles for self-regulated learning skills and strategies exist among learners. To achieve this purpose, we conducted two studies using two different samples. We administered the Online Self-Regulated Learning Questionnaire (OLSQ), a 24-item scale with a 5-point Likert-type response format, to students enrolled in online degree programs at a large, public university located in the Southwestern United States. The OSLQ consists of six subscale constructs, including environment structuring, goal setting, time management, help seeking, task strategies, and self-evaluation. Latent class analyses were performed with participant subscale scores from the OSLQ. Our results indicate the presence of five, distinct profiles of self-regulated learning replicated across both study samples: super self-regulators, competent self-regulators, forethought-endorsing self-regulators, performance/reflection self-regulators, and non- or minimal self-regulators. Results also indicate that individuals differ significantly in their academic achievement according to their profile membership; for example, minimal and disorganized profiles of self-regulated learning are both associated with similar, poorer academic outcomes (e.g., lower GPAs). These profiles in self-regulated learning may be viewed as contributing to the development of theory by elucidating how exactly individuals are and are not self-regulated in their learning. The authors suggest future research directions.

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Leutner, Detlev, Claudia Leopold i Viola den Elzen-Rump. "Self-Regulated Learning with a Text-Highlighting Strategy". Zeitschrift für Psychologie / Journal of Psychology 215, nr 3 (styczeń 2007): 174–82. http://dx.doi.org/10.1027/0044-3409.215.3.174.

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Abstract. Forty-five university students participated in a computer-based training program on self-regulated learning from expository text. The training program introduced students to a learning strategy helping them identify and highlight important text information. Students were randomly assigned to three treatment groups: (1) no training at all, (2) training in highlighting only, or (3) combined training in both highlighting and self-regulation. After completing the training, students were instructed to read an instructional text and apply the trained strategies. The extent to which they applied the strategies while reading the text was assessed, and the amount of knowledge and comprehension they had acquired and recalled from the text was measured. Results show that students in the combined training condition outperformed their counterparts in the learning strategy training condition, who in turn outperformed those with no training at all. The results are in line with recent self-regulated learning theories, which state that, in addition to teaching students specific cognitive learning strategies, it is worth training them to monitor and regulate their strategy use.

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Glogger, Inga, Lars Holzäpfel, Julian Kappich, Rolf Schwonke, Matthias Nückles i Alexander Renkl. "Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals". Education Research International 2013 (2013): 1–12. http://dx.doi.org/10.1155/2013/785065.

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Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE) that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44;N2=89) worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

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Šteh, Barbara, i Marjeta Šarić. "Enhancing self-regulated learning in higher education". Revija za elementarno izobraževanje 13, Spec. Iss. (2020): 129–50. http://dx.doi.org/10.18690/rei.13.special.129-150.2020.

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Higher education's key task is empowering students for in-depth learning, critical thinking, and assuming responsibility for learning and their future professional work. To attain these goals, students must acquire the ability to regulate their learning. This article presents the concept of self-regulated learning and the learning models and factors that contribute to the adequate application of self-regulating strategies. The latter depends on both students’ individual characteristics and contextual factors. Self-regulated learning processes can be learned and lead students to more meaningful learning, greater satisfaction in studying, and better learning outcomes.

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Alhusaynan, Ibrahim A. "The Relationship between Passive and Active Academic Procrastination and Self- Regulated Learning". Journal of Educational and Psychological Studies [JEPS] 13, nr 2 (2.05.2019): 235. http://dx.doi.org/10.24200/jeps.vol13iss2pp235-255.

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The purpose of this study is to investigate the relationship between the two types of academic procrastination (passive and active) and self- regulated learning. Data was collected from 135 students of Educational Psychology class at the College of Education in Majmaah University. For the purpose of data collection, the researcher used the Short Form of the Academic Procrastination Scale, the Active Procrastination Scale, and The Self- Regulated Learning Strategies Scale. The findings indicated that most self-regulated learning strategies were negatively related to passive procrastination, and that most self-regulated learning strategies were not related to active procrastination. Moreover, some self-regulated learning strategies can predict passive procrastination, but not the active one.

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Gredler, M. E., i L. S. Schwartz. "Factorial Structure of the Self-Efficacy for Self-Regulated Learning Scale". Psychological Reports 81, nr 1 (sierpień 1997): 51–57. http://dx.doi.org/10.2466/pr0.1997.81.1.51.

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

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Theobald, Maria. "Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis". Contemporary Educational Psychology 66 (lipiec 2021): 101976. http://dx.doi.org/10.1016/j.cedpsych.2021.101976.

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Nielsen, Siw G. "Learning pre-played solos: Self-regulated learning strategies in jazz/improvised music". Research Studies in Music Education 37, nr 2 (6.11.2015): 233–46. http://dx.doi.org/10.1177/1321103x15615661.

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Kim, Mi-Jeong, i Cha-Young Lim. "Kolb learning styles and self-regulated learning strategies of dental hygiene students". Journal of Korean society of Dental Hygiene 13, nr 2 (30.04.2013): 343–50. http://dx.doi.org/10.13065/jksdh.2013.13.2.343.

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Zhou, Ying, i Jianhua Wang. "Goal orientation, learning strategies, and academic performance in adult distance learning". Social Behavior and Personality: an international journal 47, nr 7 (18.07.2019): 1–20. http://dx.doi.org/10.2224/sbp.8195.

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We explored the predictive effect of goal-oriented learning strategies on Chinese adult students' academic performance in distance learning, using self-regulated learning as the underpinning theory. The relationship was analyzed using structural equation modeling, and the results indicated that self-regulation strategies and goal orientation were positively related to academic achievement. We also found a significant and positive indirect relationship of mastery goal orientation and academic performance through self-regulated learning strategies. Further, the performance-approach goal orientation had a positive indirect influence on academic performance, with the effort-regulation strategy fully mediating this relationship. The theoretical and practical implications of these findings are discussed.

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PAJARES, Frank, i Giovanni VALIANTE. "STUDENTS' SELF-EFFICACY IN THEIR SELF-REGULATED LEARNING STRATEGIES: A DEVELOPMENTAL PERSPECTIVE". PSYCHOLOGIA -An International Journal of Psychology in the Orient 45, nr 4 (2002): 211–21. http://dx.doi.org/10.2117/psysoc.2002.211.

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Zalli, Mohd Muslim Md, Hasniza Nordin i Rosna Awang Hashim. "Online Self-Regulated Learning Strategies in MOOCs: A Measurement Model". International Journal of Emerging Technologies in Learning (iJET) 15, nr 08 (24.04.2020): 255. http://dx.doi.org/10.3991/ijet.v15i08.12401.

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Massive Open Online Course (MOOC) is among disruptive innovations in online learning environments that attract a significant interest among students. MOOCs require learners to be actively involved and to utilize an individual process of self-regulated individual learning. The development of a measurement model for online self-regulated learning (SRL) has been found to be lacking when compared with the traditional, face-to-face context. This research has the objective of developing a model for measuring online self-regulation strategies in Malaysian MOOCs. Data collection was carried out using a sample of 384 learners in three MOOCs operated under the openlearning.com platform. A confirmatory factor analysis was executed to indicate the goodness-of-fit and validate the measurement model. Findings have shown that the measurement model and the data have a good fit after performing model modification procedures. Thus, the model is suitable for measuring online SRL in the setting of MOOC learning. Further, this study recommends several suggestions regarding the applicability of the measurement model with other variables related to teaching and learning in MOOC.

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Rais, Muhammad, Ratnawati Fadillah i Andi Alamsyah Rivai. "The Effectiveness of Blended Learning in Improving Media Literacy on Different Self-Regulated Learning". Journal of Educational Science and Technology (EST) 5, nr 3 (28.12.2019): 277. http://dx.doi.org/10.26858/est.v5i3.10873.

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The purpose of this study was to examine the effectiveness of learning strategies of blended and self-regulated learning and the effect of the interaction between them on media literacy skills. This study used a quasi-experimental design with a 2x2 factorial design. The research subjects consisted of 85 people (41 in control groups and 44 in experimental groups). Data were analyzed using two-way ANOVA. The results showed that (1) there were differences in media literacy abilities between groups of students who were taught using blended learning strategies and groups of students who were taught using face to face learning strategies (F = 26,034; p = 0,000), (2) there were differences in media literacy abilities between groups of students who have high self-regulated learning and low self-regulated learning, (F = 7,446; p = 0.008), and (3) there was no interaction between learning methods and self-regulated learning (high and low) on literacy skills Student media (F = 0.238; p = 0.627). Descriptive statistical results indicated that the use of blended learning strategies has a better effect with an average score of 37.66 compared to face-to-face learning strategies that have a relatively smaller average score of 34.02.

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Kim Siew, Siew, i Mariani Binti Md Nor. "Supporting Preschool Children’s Early Writing with Self-Regulated Learning Strategies". Pacific Early Childhood Education Research Association 13, nr 2 (31.05.2019): 69–93. http://dx.doi.org/10.17206/apjrece.2019.13.2.69.

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ESHEL, YOHANAN, i REVITAL KOHAVI. "Perceived Classroom Control, Self-Regulated Learning Strategies, and Academic Achievement". Educational Psychology 23, nr 3 (czerwiec 2003): 249–60. http://dx.doi.org/10.1080/0144341032000060093.

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Manso-Vazquez, Mario, Manuel Caeiro-Rodriguez i Martin Llamas-Nistal. "An xAPI Application Profile to Monitor Self-Regulated Learning Strategies". IEEE Access 6 (2018): 42467–81. http://dx.doi.org/10.1109/access.2018.2860519.

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Sundaramoorthy, Jeyavel. "Self-Regulated Learning Strategies of Active Procrastinating Pre-University Students". Electronic Journal of Research in Education Psychology 16, nr 45 (27.11.2018): 325. http://dx.doi.org/10.25115/ejrep.v16i45.2096.

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Introducción. Un impedimento común para el logro académico y el bienestar de cualquier estudiante es el fenómeno de la postergación. La dilación por lo general se ha definido como un rasgo o una disposición de comportamiento para posponer o retrasar la realización de una tarea o la toma de una decisión. Es un retraso involuntario pero irracional de un curso de acción intencionado y frecuentemente resulta en insatisfacción, rendimiento y malestar emocional. Mientras que, la procrastinación activa es la decisión intencional de posponer las cosas para poder enfrentar y concentrar la atención en otras tareas y experimentar la presión del rendimiento.Método. Este estudio intentó explorar la predisposición activa de los estudiantes preuniversitarios (PUC) en relación con su aprendizaje autorregulado. Un total de 120 estudiantes de la PUC fueron seleccionados de cuatro escuelas diferentes de la ciudad de Gulbarga en el estado de Karnataka, India, a través de un muestreo aleatorio de múltiples etapas. Con los detalles demográficos de los estudiantes, se les administró la escala de Procrastination activa y la medida de aprendizaje autorregulado.Resultados. Los estudiantes de padres y niños educados tienen mayor procrastinación activa. Los estudiantes urbanos y rurales no difieren en su procrastinación activa. La fijación de objetivos y la planificación, la búsqueda de información, el mantenimiento de registros y las estrategias para ensayar y memorizar están significativamente relacionados con la procrastinación activaDiscusión y conclusión. Los estudiantes urbanos tienen una mayor organización y transformación, ensayos y memorización, y la búsqueda de estrategias de SRL de asistencia social. Los estudiantes que participan en más de un pasatiempo tienen una mejor configuración de objetivos y planificación, búsqueda de información y SRL total. La procrastinación activa tiene una relación significativa con la fijación de objetivos y la planificación, la búsqueda de información, el mantenimiento de registros, el ensayo y la memorización de estrategias de SRL.

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Miná, V., M. Silvestre i L. Otero. "SELF-REGULATED LEARNING IN ENGINEERING STUDENTS: STRATEGIES FOR PEDAGOGICAL RESOURCE". Anales AFA 32, nr 1 (15.04.2021): 32–38. http://dx.doi.org/10.31527/analesafa.2021.32.1.32.

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This paper presents some findings of the investigation "Self-regulated learning in engineering students of the Army Engineering Faculty (FIE)". The central theoretical contributions on the “self-regulation of learning” comes from theconceptual approaches of Zimmerman and Pintrich since they allow the understanding of the processes that takes placein the control of: thoughts, feelings, motivations and actions for the achievement of the learning objectives.It was found that to achieve this self-regulation in their learning, the students in this sample developed strategies throughwhich they manage and internalize resources from the academic environment. They are grouped into two large catego-ries: group study and the use of elements of the environment. The dynamics of conformation and functioning of work incollaborative study teams are similar among students. In addition, they describe the progressive use of elements of theinstitutional environment: study spaces, materials, technologies, institutional devices and also codes and dynamics ofsocial interaction typical of this faculty. The achievement of self-regulation implies the progressive incorporation of theresources of the academic context and this is a process that demands time and effort from the student. The acquisitionof self-regulation is evidence of the solid construction of the student ́s craft and a successful educational affiliation tothe university context.

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Zapata, Lucía, Jesús De la Fuente, José Manuel Martínez Vicente, Mª Carmen González Torres i Raquel Artuch. "RELATIONS BETWEEN THE PERSONAL SELF-REGULATION AND LEARNING APPROACH, COPING STRATEGIES, AND SELF-REGULATION LEARNING, IN UNIVERSITY STUDENTS (PROCESS)". International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 4, nr 1 (29.11.2016): 175. http://dx.doi.org/10.17060/ijodaep.2014.n1.v4.601.

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Abstract.Introduction. Self-regulation is an important variable in education and research, but in educational context self-regulated learning is the construct more studied. For this, there are a scarcity of studies that seek to establish relationships between personal self-regulation and other educational variables. We aim to delimit the relationships between personal self-regulation (Presage variable) and different process variables: approaches to learning, self-regulated learning and coping strategies, establishing the importance of these variables in future research in meta-cognition. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and learning approaches and self-regulated learning; and negative correlation with emotion-focused coping strategies. The different levels of personal self-regulation (presage learning variable) determine of the type of learning approach and of coping strategies. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of coping strategies, and the relationship between self-regulated learning and coping.Palabras Clave: 3P Model, DEDEPRO Model, Personal Self-regulation, Coping strategies, Selfregulated learning.

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Opelt, Felicitas, i Malte Schwinger. "Relationships Between Narrow Personality Traits and Self-Regulated Learning Strategies: Exploring the Role of Mindfulness, Contingent Self-Esteem, and Self-Control". AERA Open 6, nr 3 (lipiec 2020): 233285842094949. http://dx.doi.org/10.1177/2332858420949499.

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Based on Boekaerts’ dual-processing self-regulation model, our study seeks to examine to what extent narrow personality traits are associated with different aspects of self-regulated learning. We approach this research question by examining the relationships of the narrow personality traits mindfulness, contingent self-esteem (domain academic competence), and self-control with various self-regulated learning strategies, emotion regulation strategies, and affective well-being during learning in a sample of N = 588 university students. Path analysis revealed the selected narrow personality traits to be significantly related to a variety of the investigated self-regulated learning variables, with more relationships to self-control and the contingent self-esteem domain academic competence than to mindfulness. Our study overall contributes to the understanding of how the selected narrow personality traits of students are associated with various aspects of their self-regulated learning behavior. Practical implications for promoting self-regulated learning via training (self-control) and counseling services (contingent self-esteem) are discussed.

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Et. al., Mrs Manashi Gogoi Dutta,. "Learning Self-regulated L2 WritingUnder a Cognitive Model". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, nr 4 (11.04.2021): 450–60. http://dx.doi.org/10.17762/turcomat.v12i4.526.

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This innovative approach of teaching L2 writing was experimentedbelieving that using a fewer self-regulated learning strategymay lead toweakmetacognitive learning attitude resulting in low proficiency.This research wasconducted to investigate the consequences of instructionally aroused cognitive involvement load for using self-regulated and metacognitive learning strategies to improve L2 writing skills. The innovative L2 writing instructional model of this study has been named as Strategic Self-Regulated Metacognitive Activities or S2RMCA.The approach of this model is to promoteself-regulated learning managementby learners. Forarousing the use of learning strategies, a set of self-monitoring and self-evaluatingassessment rubric namedStrategy Inventories for Learning L2 Writing(SILL2W)has also been designed. For collecting and analyzingthe data a questionnaire, pre-post-tests, checklist, and interviews wereutilized. Outcomes of data analyses have shownusefulness and practicality ofthe S2RMCA model for teaching self-regulated L2 writing. Acceptable resultshave also beenshownby participants intheir L2 writing skills. In research studies conducted on cognitive load, accurate measurement of load viaself-reporting has been a persistingquestion and this study has notbeen different from the onesthat have faced the challenge.

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Housand, Angela, i Sally M. Reis. "Self-Regulated Learning in Reading: Gifted Pedagogy and Instructional Settings". Journal of Advanced Academics 20, nr 1 (1.01.2008): 108–36. http://dx.doi.org/10.4219/jaa-2008-865.

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Personal processes, the environment, and individual behaviors of both teachers and students are factors that facilitate students' use of self-regulation learning strategies in reading. Some environmental conditions, such as organization of materials and clear expectations, support the development and use of self-regulation learning (SRL) strategies in reading. Teachers who use explicit instruction and modeling of SRL strategies have more students who can use self-regulation to read for longer periods and respond to higher order thinking questions. However, there are highly self-regulated students (even though fewer numbers) in low self-regulation classrooms, suggesting that individual differences in SRL strategies exist among gifted students and perhaps some gifted students as early as fifth grade have already attained the individual ability to use self-regulated learning SRL strategies to read and learn. The combination of domain-specific strategy instruction in reading combined with the use of SRL strategies to support knowledge acquisition seems to help more students in the higher self-regulation classroom achieve and maintain focus during reading instruction.

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Kartika, Hapsari Dwi. "A Learner’s Self-Regulated Learning in Writing". IJEE (Indonesian Journal of English Education) 2, nr 2 (29.12.2015): 120–31. http://dx.doi.org/10.15408/ijee.v2i2.3085.

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The purpose of this study was to analyze Self-Regulated Learning (SLR) upon the process of writing task. The Motivated and Learning Strategies Questionnaire (MLSQ) developed by Pintrich was used to generate the participant's cognitive and metacognitive activity. Data were collected from the participant’s journal written during her task performance and from her scores from three essay assignments in Psychology and Instruction subject. The result indicated an improvement in the participant’s writing performance, such as recalling previous knowledge and reviewing her writing. It showed that the participant’s marks among the three assignments significantly increased. The result also indicated participant’s difficulties and strength in her writing. However, The study further suggested time expansion to obtain a more comprehensive SLR performance, such as motivational and emotional aspects. Permalink/DOI:http://dx.doi.org/10.15408/ijee.v2i2.3085

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Bloom, Marc. "Self-regulated learning: Goal setting and self-monitoring". Language Teacher 37, nr 4 (1.07.2013): 46. http://dx.doi.org/10.37546/jalttlt37.4-6.

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

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Liu, Jiling, Ping Xiang, Ron E. McBride i Han Chen. "Self-regulated learning strategies and achievement goals among preservice physical education teachers". European Physical Education Review 26, nr 2 (1.07.2019): 375–91. http://dx.doi.org/10.1177/1356336x19859602.

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Self-regulated learning is critical to student academic success as well as healthy lifestyles. Although widely conducted among students from various disciplines, self-regulated learning research seems not to have paid much attention to preservice physical education teachers. Attempting to amend this literature gap as well as inform the current status of self-regulated learning among preservice physical education (PE) teachers, this study focused on two essential components: learning strategies and motivation. Participants included 419 preservice PE teachers from five teacher preparation programmes in the USA. They responded to two questionnaires that assessed self-regulated learning strategies use and achievement goals. Each item on the questionnaires was on a seven-point Likert scale. Results showed that this group of preservice teachers’ use of cognitive and metacognitive strategies was at a medium level. Their mastery-approach goals demonstrated a predominant effect on general cognitive strategies and elaboration. Performance-approach and performance-avoidance goals also had a positive association with general cognitive strategies and critical thinking. Based on these results, we recommend PE teacher educators integrate self-regulated learning into instructions and focus preservice teachers on endorsing mastery-oriented goals for their learning.

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