Student Motivation and Self-Regulated Learning in the College Classroom

2007 ◽  
pp. 731-810 ◽  
Author(s):  
Paul R. Pintrich ◽  
Akane Zusho
Keyword(s):  
Student Motivation ◽  
College Classroom ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals SELF REGULATED LEARNING MAHASISWA DITINJAU DARI MOTIF MEMILIH JURUSAN

2015 ◽  
Vol 12 (1) ◽  
pp. 95-108
Author(s):  
Yulfiana Rohmatin ◽  
Eva Latipah
Keyword(s):  
Student Motivation ◽  
Positive Relationship ◽  
Men And Women ◽  
Significant Positive Relationship ◽  
Self Regulated Learning ◽  
Average Value ◽  
Regulated Learning ◽  
The Relationship

This study aims to describe self-regulated learning of students at the same time examine the relationship between self-regulated learning with student motivation in choosing majors. Subjects in this study were students majoring in Arabic Education (PBA) Faculty of Tarbiyah and Teaching UIN Sunan Kalijaga both men and women as many as 100 people. Interviews and scale self-regulated learning is used as an instrument in data collection.The results show: first, self-regulated learning of students as a whole are in the medium category (62%) with the highest aspect is the aspect of self-motivation (average value 20.43). Secondly, there is a significant positive relationship between self-regulated learning and motivation in choosing majors (r = 0.876 and p = 0. 004).

scholarly journals Facilitating Success: Using Self-Regulated Learning and Servant Leadership in the College Classroom

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Michelle Lynn Clemons ◽  
Treg Hopkins
Keyword(s):  
Servant Leadership ◽  
Flipped Classroom ◽  
Learning Activities ◽  
College Classroom ◽  
Traditional Role ◽  
Student Centered ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Learning Management

Student-centered pedagogy shifts the power dynamics, function of content, role of the educator, responsibility for learning, and purpose of evaluation (Weimer, 2013) within the classroom. By redirecting student effort toward self-regulated learning activities within the Learning Management System (LMS), educators can focus on the application of material during in-person class meetings. Moving from a traditional role of “sage on the stage” to “guide on the side” (Fink, 2013), educators are better equipped to embrace the philosophy of a servant leader and put student needs first (Greenleaf, 1970; Greenleaf 1979) through the utilization of self-regulated learning activities within the LMS. This reflective essay will focus on the application and benefit of self-regulated learning activities with a focus on the use of McGraw-Hill Connect and a flipped-classroom strategy utilized by two Business Communications faculty members at Indiana University-Purdue University, Indianapolis. The discussion of classroom activities and online self-regulated learning activities will be backed up with research related to reports of student stress levels decreasing (Eagan & Garvey, 2015), connection to educators increasing (Hays, 2008), and student engagement levels increasing (Noland & Richards, 2015) with the use of student-centered pedagogy and servant teaching practices in the college classroom.    Keywords: learning management systems, student-centered pedagogy, servant leadership, self-regulated learning activities

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

Sign in / Sign up

Export Citation Format

Share Document