Students’ Learning Environment, Motivation and Self-Regulation

2013 ◽  
pp. 115-133 ◽  
Author(s):  
Sunitadevi Velayutham ◽  
Jill Aldridge ◽  
Ernest Afari
Keyword(s):  
Learning Environment ◽  
Self Regulation

scholarly journals Self-Regulation using Moodle Virtual Learning Environment (VLE) in Solar System Practice

2021 ◽  
Vol 1779 (1) ◽  
pp. 012072
Author(s):  
BR Rosyadi ◽  
Khoirun Nisa ◽  
Irfan Afandi ◽  
Fathor Rozi ◽  
Ahmad Fawaid ◽  
...  
Keyword(s):  
Solar System ◽  
Learning Environment ◽  
Self Regulation ◽  
Virtual Learning ◽  
Virtual Learning Environment

scholarly journals Investigating Relationships Between Learning Environment Perceptions, Motivation and Self-Regulation for Female Science Students in Abu Dhabi, United Arab Emirates

2021 ◽  
Author(s):  
Jill M Aldridge ◽  
Kate Rowntree
Keyword(s):  
Learning Environment ◽  
United Arab Emirates ◽  
Structural Equation ◽  
Science Classroom ◽  
Self Regulation ◽  
Female Students ◽  
Abu Dhabi ◽  
Government Schools ◽  
Psychosocial Learning Environment ◽  
And Gender

AbstractThe global lack of student motivation towards learning science and gender imbalance in STEM careers provided the impetus for this study, which had two key aims: (1) to examine the influence of female students’ perceptions of the psychosocial learning environment on their motivation towards and self-regulation in science learning,; and (2) to investigate the influence of their reported motivation on their self-regulation of effort. Data were collected from 338 female students in grades 6 to 9 science classes across 16 government schools in Abu Dhabi, in the United Arab Emirates. Structural equation modelling was used to explore the hypothesised relationships, which indicated that there were statistically significant relationships between learning environment perceptions, motivation and self-regulation. The results provide exigent information to both teachers, policy-makers and researchers with regard to the influences of the psychosocial learning environment on female students’ motivation towards science, as well as the influence of motivation towards science on their self-regulatory behaviour within science classroom settings.

Collaborative Solution Discovery: A Problem Solving Process

2019 ◽  
pp. 100-103
Author(s):  
Katharine Clemmer
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Real Time ◽  
School System ◽  
Mathematical Thinking ◽  
Self Regulation ◽  
Math Learning ◽  
New Approach ◽  
Problem Solving Process ◽  
The Way

Loyola Marymount University (LMU) has developed a new approach to problem solving, Collaborative Solution Discovery (CSD), to help practitioners in a school system leverage their individual passions in a way that grows students’ positive math identity through mathematical thinking, problem solving, and self-regulation. By focusing on how students and teachers interact with each other in real-time in an ideal classroom, practitioners take ownership of a process to guide their students in growing their positive math identity and thus taking ownership of their own math learning. Practitioners measure progress along the way through metrics that are created, defined, used, and continually refined by themselves to attain their ideal math learning environment. The entire CSD process results in a system that owns ist improvement efforts—improvement efforts that are flexible, adaptable, and sustainable.

scholarly journals Interactions plurielles d’étudiants en autoformation guidée et autonomisation | Interactions and Autonomization of Students in a Guided Self-Learning Environment

2016 ◽  
Vol 42 (4) ◽  
Author(s):  
Marco Cappellini ◽  
Martine Eisenbeis ◽  
Annick Rivens Mompean
Keyword(s):  
Social Networks ◽  
Learning Environment ◽  
Language Learning ◽  
Self Regulation ◽  
Formal Learning ◽  
Nous Proposons ◽  
Self Evaluation ◽  
Individual Interviews ◽  
Learning Journal ◽  
Self Learning

Nous interrogeons les formes d’interactions des apprenants dans un parcours d’autoapprentissage guidé en langues. Le dispositif comprend un centre de ressources en langues, des entretiens et un journal de bord réflexif sur leurs activités dont certaines visent des interactions : tandem, réseaux sociaux, etc. À partir de questionnaires et d’extraits de journaux de bord, nous proposons une typologie des interactions qui nous conduit d’une part à interroger les apprentissages formels, non formels ou informels, d’autre part à relier ces interactions aux différentes catégories de l’autonomisation : autodirection, planification et choix des ressources, autorégulation et choix des stratégies, autoévaluation.We analyze the way interactions take place among learners in a self-directed language learning environment. It gathers a language learning centre, individual interviews and a reflexive learning journal describing their activities, which may include interactions such as tandem, social networks, etc. We rely on questionnaires and learning journal extracts that help us build a typology of interactions. This leads us to discuss the notion of formal, informal and non-formal learning and to associate these interactions with several categories for the development of autonomy: self-direction, planning and choosing resources, self-regulation and choice of strategies and self-evaluation.

scholarly journals The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

2020 ◽  
Vol 15 (17) ◽  
pp. 127
Author(s):  
Mohamed Yassine Zarouk ◽  
Eugénio Olivera ◽  
Paula Peres ◽  
Mohamed Khaldi
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Self Regulation ◽  
Project Based Learning ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels. Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

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