Applications of Cyclical Self-regulated Learning Principles to Life Science

2018 ◽  
pp. 127-162
Author(s):  
Timothy J. Cleary ◽  
Erin Peters-Burton ◽  
Caroline Gergel ◽  
Katherine Willet
Keyword(s):  
Life Science ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Learning Principles

scholarly journals The Influence of Pintrich’s Self-regulated Learning Model on Elementary Teacher Candidates in a Life Science Course

2017 ◽  
Vol 5 (8) ◽  
pp. 30 ◽  
Author(s):  
Barış Çetin
Keyword(s):  
Elementary Teacher ◽  
Teacher Candidates ◽  
Life Science ◽  
Learning Model ◽  
The Self ◽  
University Education ◽  
Self Regulated Learning ◽  
Learning Perceptions ◽  
Regulated Learning ◽  
Elementary Teacher Candidates

The purpose of this research was to determine whether the use of activities based on Pintrich's self-regulated learning model effect the self-regulated learning perceptions of elementary teacher candidates within a Life Science course. The research was organized in accordance with the quasi-experimental designs model. This study was conducted within a classroom consisting of 5 male and 34 female (aged 20 to 25) elementary teacher candidates at Canakkale 18 Mart University, Education Faculty, and Department of Basic Education. Data was collected utilizing the "Self-regulated Learning Perception Scale" and the "Personal Information Form". As a result of the research, the use of Pintrich's self-regulated learning based activities has been found to improve the self-regulated learning perceptions of the elementary teacher candidates.

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.

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