CONTENT ANALYSIS OF 1998–2012 EMPIRICAL STUDIES IN SCIENCE READING USING A SELF-REGULATED LEARNING LENS

2014 ◽  
Vol 14 (S1) ◽  
pp. 1-27 ◽  
Author(s):  
Ying-Shao Hsu ◽  
Miao-Hsuan Yen ◽  
Wen-Hua Chang ◽  
Chia-Yu Wang ◽  
Sufen Chen
Keyword(s):  
Content Analysis ◽  
Empirical Studies ◽  
Self Regulated Learning ◽  
Science Reading ◽  
Regulated Learning

scholarly journals Effects of Self-Regulated Learning on Student’s Reading Literacy: Evidence From Shanghai

2021 ◽  
Vol 11 ◽  
Author(s):  
Xiang Qi
Keyword(s):  
Academic Achievement ◽  
Control Strategy ◽  
Empirical Studies ◽  
Reading Literacy ◽  
Western Countries ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Negative Effect ◽  
Multilevel Linear Regression ◽  
And Control

Many empirical studies have been conducted to investigate self-regulated learning (SRL) in the Western countries. Less well investigated is the SRL in the Chinese Mainland students and how it affects their academic achievement. On the basis of PISA 2009, this paper is aimed at exploring the SRL of 15-year-old Shanghai students, as measured by cognitive strategy (elaboration and memorization), metacognition (metacognition in understanding and remembering, metacognition in summarizing, and control strategy), and motivational belief (enjoyment of reading). In the aspect of SRL nature, the results reveal that 15-year-old students in Shanghai use elaboration strategy frequently and seldom use memorization strategy, and that they have high metacognition in understanding, remembering, and summarizing but have low control strategy, and that their enjoyment of reading is relatively high. In the aspect of SRL’s consequence for reading literacy, findings from multilevel linear regression corroborate previous evidence from the Western countries about the effect of SRL on academic achievement. Specifically, elaboration strategy, metacognition in understanding and remembering, metacognition in summarizing, control strategy, and enjoyment of reading are conducive to students’ reading literacy, while memorization strategy exerts a significantly negative effect on reading literacy. The findings could be useful in helping us to gain a better understanding of Shanghai students’ SRL.

scholarly journals E English Education Master Students' Self-Regulated Learning Strategies in Academic Writing

2021 ◽  
Vol 7 (1) ◽  
pp. 15-29
Author(s):  
Kristian Florensio Wijaya
Keyword(s):  
Content Analysis ◽  
Graduate Students ◽  
Learning Strategies ◽  
Academic Writing ◽  
English Education ◽  
Qualitative Content Analysis ◽  
Data Gathering ◽  
Small Scale ◽  
Self Regulated Learning ◽  
Regulated Learning

English Education Master Students’ Self-Regulated Learning Strategies in Academic Writing Kristian Florensio Wijaya Sanata Dharma University, Yogyakarta [email protected]     Abstract There is a propensity for language teachers to handicap graduate students as independent, competent and strategic academic writers. Therefore, it is easier to discover graduate students struggling intensely to produce and publish qualified academic writing products to targeted journal articles. Due to this ubiquitous fact, self-regulated learning strategies need to be entrenched potently within L2 academic writers to enable them to become more mindful, resourcefulness, autonomous, and proficient academicians who excel in their subject-specific fields. This was a small-scale qualitative study implementing qualitative content analysis to obtain a more obvious portrayal regarding some specific phenomena taken place in one particular circumstance. To fulfill this objectivity, two research instruments were utilized in this study namely the Likert-scale Questionnaire and interview protocols to maintain the robustness of the data gathering processes. 15 English Education Master Students together with 3 selected interviewees were also invited to fill out the questionnaire and participate in the interview activities. In line with the gathered data, the qualitative results revealed that the majority of English Education Master Students have transformed into more life-long and proficient academic L2 writers for they continuously showed greater resilience, efforts, commitment to accomplish various academic writing projects.    Keywords: Self-regulated learning strategies, academic writing, qualitative content analysis, academic L2 writers  

Cognitive Modeling and Self-Regulation of Learning in Instructional Settings

2017 ◽  
Vol 119 (13) ◽  
pp. 1-26
Author(s):  
Marie C. White
Keyword(s):  
Cognitive Modeling ◽  
Cognitive Theory ◽  
Empirical Studies ◽  
Critical Role ◽  
Self Regulation ◽  
Theoretical Models ◽  
Learning And Teaching ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Behavior

Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the 21st-century classroom. The purpose of the chapter is to present how an integrated framework of cyclical phases and developmental levels of self-regulated learning play a significant role in modeling and self-regulatory learning as key processes for learning. A review of empirical studies and theoretical models supports the effectiveness of modeling on students’ self-regulated learning. These studies provide evidence of the critical role of models during instruction as an important contextual factor that can promote self-efficacy, motivation, self-regulation, and achievement. To understand how characteristics of the model, the observer, and reinforcement interact to affect learning and behavior, it is necessary to investigate how social cognitive theory has uniquely contributed to our current understanding of modeling. Critical to effective modeling is the belief that learning and teaching are interactive processes in which both teachers and learners engage in planning, implementing, assessing, and refecting on the events and outcomes.

What makes volunteer mentors tick? A case study in a preparatory online training course

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Analia Cicchinelli ◽  
Viktoria Pammer-Schindler
Keyword(s):  
Content Analysis ◽  
Lifelong Learning ◽  
Learning Strategies ◽  
Phase Method ◽  
Problem Solving Skills ◽  
Content Type ◽  
Self Regulated Learning ◽  
Prototype Development ◽  
Regulated Learning ◽  
Volunteer Mentors

Purpose This paper aims to understand what drives people – their motivations, autonomous learning attitudes and learning interests – to volunteer as mentors for a program that helps families to ideate technological solutions to community problems. Design/methodology/approach A three-phase method was used to build volunteer mentor profiles; elicit topics of interest and establish relationships between those. The mentor profiles were based on self-assessments of motivation, attitude toward lifelong learning and self-regulated learning strategies. The topics of interest were elicited through content analysis of answers to reflection questions. Statistical methods were applied to analyze the relationship between the interests and the mentor profiles. Findings Bottom-up clustering led to the identification of three mentor groups (G1 “low”; G2 “high” and G3 “medium”) based on pre-survey data. While content analysis led to identifying topics of interest: communication skills; learning AI; mentoring; prototype development; problem-solving skills; working with families. Analyzing relationships between mentor profile and the topics of interest, the group G3 “medium,” with strong intrinsic motivation, showed significantly more interest in working with families. The group with the overall highest scores (G2 “high”) evidenced also substantial interest in learning about AI, but with high variability between members of the group. Originality/value The study established different types of learning interests of volunteer mentors and related them to the mentor profiles based on motivation, self-regulated learning strategies and attitudes toward lifelong learning. Such knowledge can help organizations shape the volunteering experience to provide more value to volunteers. Furthermore, the reflection questions can be used by volunteers as an instrument for reflection and by organizations to elicit the learning interests of volunteers.

Self-Regulated Learning and Technology-Enhanced Learning Environments

2010 ◽  
pp. 1-26 ◽  
Author(s):  
Matthew L. Bernacki ◽  
Anita C. Aguilar ◽  
James P. Byrnes
Keyword(s):  
Learning Environments ◽  
Theoretical Basis ◽  
Empirical Studies ◽  
Self Regulation ◽  
Technology Enhanced Learning ◽  
Design Features ◽  
Adaptive Feedback ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Enhanced Learning

Recent research suggests that technologically enhanced learning environments (TELEs) represent an opportunity for students to build their ability to self-regulate, and for some, leverage their ability to apply self-regulated learning (SRL) to acquire knowledge. This chapter reviews 55 empirical studies and interprets their findings to answer the following questions: (1) What is the theoretical basis for understanding the possible relations among SRL and TELEs? (2) What types of TELE have been used to study these relations? (3) When participants engage in SRL behaviors in a well-designed TELE, do they show greater learning than their peers who engage in fewer SRL behaviors? (4) How have TELEs been shown to promote SRL tendencies in learners? and (5) How do pre-existing SRL tendencies influence the ways in which learners interact with TELEs? Our review suggests that TELEs can promote SRL and are best used by those who can self-regulate learning. SRL training should occur before the task, or be embedded in the TELE. Knowledge acquisition in TELEs is supported by learner self-regulation and by design features that include immediate and adaptive feedback and tools which support SRL behaviors.

scholarly journals How is self-regulated learning documented in e-portfolios of trainees? A content analysis

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
R. van der Gulden ◽  
S. Heeneman ◽  
A. W. M. Kramer ◽  
R. F. J. M. Laan ◽  
N. D. Scherpbier-de Haan ◽  
...  
Keyword(s):  
Content Analysis ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals PENINGKATAN SELF REGULATED LEARNING MAHASISWA DI ERA DIGITAL MELALUI PEMBELAJARAN BLENDED LEARNING

2017 ◽  
Vol 5 (1) ◽  
pp. 31
Author(s):  
Sucipto Sucipto
Keyword(s):  
Literature Review ◽  
Learning Environment ◽  
Blended Learning ◽  
Empirical Studies ◽  
Self Regulation ◽  
Self Control ◽  
Self Regulated Learning ◽  
Self Confidence ◽  
Regulated Learning ◽  
The Impact

Some students have not shown the ability to regulate themselves (self regulated learning) about how to learn. This is part of the impact of conventional learning. Blended learning is a learning model that is widely developed in college. This model provides opportunities for students to learn actively by self-regulation, self-control, self-motivation, and develop self-confidence, and choose or manage their own learning environment to support the effectiveness of learning. This study is based on literature review. Based on some empirical studies, it is concluded that the application of this model can improve self regulated learning learners. Keywords: blended learning, self regulated learning, conventional learning

scholarly journals Strategie e strumenti di valutazione formativa per promuovere l’apprendimento autoregolato: una rassegna ragionata delle ricerche empiriche

2021 ◽  
Author(s):  
Irene Scierri
Keyword(s):  
Formative Assessment ◽  
Empirical Studies ◽  
Self Regulation ◽  
Target Population ◽  
Future Research ◽  
Assessment Practices ◽  
Self Regulated Learning ◽  
Positive Effects ◽  
Regulated Learning ◽  
Quasi Experimental

The area of research into the relationship between formative assessment and self-regulated learning is well established. Several studies have explored the connection between assessment and self-regulated learning, but the literature shows that there are still several lines of research to be explored, including examining which formative assessment practices actually help students improve their self-regulation skills and under which conditions. The paper presents a reasoned review of empirical studies, with experimental or quasi-experimental research design, that have examined the effect of formative assessment practices on self-regulated learning. The target population includes students from all levels of education. It was possible to classify two different ways of implementing formative assessment practices: a global approach and an analytical approach. Most of the reviewed studies recorded significant positive effects on self-regulation. The results and implications for future research are discussed.

Sign in / Sign up

Export Citation Format

Share Document