scholarly journals Transfer of metacognitive skills in self-regulated learning: an experimental training study

2020 ◽  
Vol 15 (3) ◽  
pp. 455-477
Author(s):  
Corinna Schuster ◽  
Ferdinand Stebner ◽  
Detlev Leutner ◽  
Joachim Wirth
Keyword(s):  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Training Transfer ◽  
Metacognitive Skills ◽  
Far Transfer ◽  
Near Transfer ◽  
Training Conditions ◽  
Self Regulated Learning ◽  
Learning Tasks ◽  
Regulated Learning

Abstract Training interventions for self-regulated learning foster the use of strategies and skills as well as their transfer to new learning tasks. Because cognitive strategies or motivation regulation strategies are task-specific, their transfer is limited. In contrast, metacognitive skills are task-general and transferable to a wide variety of learning tasks. Questions arise, therefore, as to whether students transfer metacognitive skills spontaneously and how to support metacognitive skill transfer. Previous research shows that hybrid training, which addresses both metacognitive skills and cognitive strategies, supports near transfer. However, it is not clear whether hybrid training also fosters far transfer of metacognitive skills. In investigating this research question, 233 fifth-grade students were randomly assigned to six different conditions: two hybrid-training conditions (metacognitive skills and one out of two cognitive strategies), two non-hybrid training conditions (“only” one out of two cognitive strategies), and two control training conditions (neither metacognitive skills nor cognitive strategies). After 15 weeks of training, transfer of metacognitive skills to learning tasks similar to training tasks (near transfer) was tested. In the following 15 weeks, all students received a second, non-hybrid training involving a new cognitive strategy. Far transfer of metacognitive skills to the new cognitive strategy was tested afterward. The results show that hybrid training, compared to non-hybrid and control training, improved both students’ near and far transfer of metacognitive skills. Moreover, cognitive strategy use increased in at least one of the hybrid-training conditions. However, since the level of metacognitive skills use remained low, further means to support transfer are discussed.

Promoting Self-Regulated Learning Through Prompts

2009 ◽  
Vol 23 (2) ◽  
pp. 91-94 ◽  
Author(s):  
Joachim Wirth
Keyword(s):  
Effective Means ◽  
Cognitive Strategies ◽  
Instructional Method ◽  
Metacognitive Strategies ◽  
Special Issue ◽  
Feed Forward ◽  
Self Regulated Learning ◽  
Regulated Learning

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.

scholarly journals The Effects of Self-regulated Learning Strategies on Computer Programming Achievement in Teacher Education

2021 ◽  
Vol 4 (4) ◽  
pp. p37
Author(s):  
Gary Cheng
Keyword(s):  
Learning Strategies ◽  
Help Seeking ◽  
Computer Programming ◽  
Self Regulation ◽  
Management Strategies ◽  
Cognitive Strategies ◽  
Strategy Training ◽  
Self Regulated Learning ◽  
Java Programming ◽  
Regulated Learning

This study investigates the effects of student use of self-regulated learning (SRL) strategies on their computer programming achievement. Ninety-six students from undergraduate teacher training programmes offered by a Hong Kong university voluntarily participated in the study. Sixty-six of them were first-year students enrolling on an introductory Java programming course, while 30 were second-year students enrolling on an advanced Java programming course. The SRL strategies adopted by participants were measured by the Motivated Strategies for Learning Questionnaire (MSLQ) and were exemplified from the reflective writing of their electronic portfolios. Their achievement in computer programming was evaluated using continuous and end of course assessments. The findings of this study suggest that higher-order cognitive strategies (i.e. elaboration, organization, critical thinking), metacognitive control strategies (i.e. self-regulation) and resource management strategies (i.e. time and study environment management, help seeking) are likely to facilitate a prolonged achievement of computer programming for both novices and non-novices. They can provide insights into designing adequate SRL strategy training to support student learning in computer programming.

An active e-book to foster self-regulation in music education

2014 ◽  
Vol 11 (4) ◽  
pp. 254-269 ◽  
Author(s):  
Luca Andrea Ludovico ◽  
Giuseppina Rita Mangione
Keyword(s):  
Music Education ◽  
Instrumental Music ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Theoretical Research ◽  
Web Based ◽  
Content Type ◽  
Self Regulated Learning ◽  
Instrumental Music Education ◽  
Regulated Learning

Purpose – The purpose of this work is to analyze the concept of self-regulated learning and applying it to a web-based interface for music teaching. Design/methodology/approach – This work starts from a systematic review about music education and self-regulation during learning processes. Then, the paper identifies those meta-cognitive strategies that music students should adopt during their instrumental practice. The goal is applying such concepts to rethink the structure of a didactic e-book for instrumental music education. Thanks to the adoption of the Institute of Electrical and Electronics Engineers (IEEE) 1599 standard, the paper outlines a model of active e-book able to improve learners’ performances through proper cognitive and multi-modal scaffolds. In the last section, the design principles for an implementation will be proposed. Findings – This work applies theoretical research on self-regulated learning to the design and implementation of a working prototype. Research limitations/implications – A limitation is the lack of experimentation data, required to test the efficacy and effectiveness of the proposed e-book model and its impact on self-regulated music abilities. A validation strategy – e.g. based on scenarios – will be proposed in our future works, thanks to the support of music learning centres and focus groups composed by young Italian students. Originality/value – This work has been invited as an extension of the paper presented by the authors at EL2014 International Conference held in Lisbon. The previous work has been awarded as the best paper of the conference. In this extension, the authors provide further details about the proposed framework, highlighting in particular the implementation of scaffolds in the interface.

scholarly journals PENGEMBANGAN STRATEGIC COMPETENCE PADA KETRAMPILAN MEMBACA PEMBELAJAR BAHASA INGGRIS SEBAGAI BAHASA ASING MELALUI SELF REGULATED LEARNING

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Dwi Winarsih ◽  
Farikah Farikah
Keyword(s):  
Cognitive Strategy ◽  
Reading Skill ◽  
Metacognitive Strategy ◽  
English Department ◽  
Generic Structure ◽  
Strategic Competence ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
It Support ◽  
Knowledge Of Language

The research aims to : 1) identify the development of learners’ strategiccompetence of in reading skill through self-regulated learning, 2) describe thedevelopment of learners’ strategic competence of in reading skill through self-regulated learning, 3) describe to what extend learners’ strategic competence of inreading skill through self-regulated learning.This research is categorized as classroom action research which implementstwo-time learning cycle. The subjects are the students of English Department, Facultyof Education and Teacher Training, Tidar University of Magelang. Questionnaire,observation and test of reading skill are used get the data.Self regulated learning which is implemented in each cycle enables thestudents to improve metacognitive strategy. It support the improvement of strategiccompetence as well, because this leaning technique activates students to learncollaboratively,  improve students confidence and provide opportunity to the studentsto make use and relate their knowledge of language elements to the English textSelf-regulated learning also enables students to improve cognitive strategy inwhich students use analogy of their language element knowledge and social function,generic structure and lexicogrammatical feature knowledge of a text to comprehendthe meaning of words, phrases, clauses, and sentences. Thus, the improvement ofcognitive strategy which is reflected as the improvement of strategic competence goeshand in hand with the improvement of reading.

scholarly journals Metacognition and Self-regulated Learning in Predicting University Students' Academic Achievement in Turkey

2017 ◽  
Vol 5 (4) ◽  
pp. 132
Author(s):  
Barış Çetin
Keyword(s):  
Academic Achievement ◽  
Elementary Education ◽  
Grade Point Average ◽  
College Seniors ◽  
Metacognitive Skills ◽  
Positive Direction ◽  
Grade Point ◽  
Self Regulated Learning ◽  
Male College ◽  
Regulated Learning

The purpose of this study was to determine whether perceived levels of self-regulated learning and metacognition predicted the ultimate grade point average (GPA) attained by 206 female and 70 male college seniors (aged 21 to 27) finishing their elementary education teaching certification studies at a university in Turkey. Data regarding individual levels of metacognition were collected through the administration of the “Metacognitive Skills Inventory for Adults” (Schraw & Dennison, 1994) and translated to Turkish by Ozcan (2007). A separate scale authored by Turan (2009) was administered to the same set of participants to obtain levels of perceived self-regulated learning. Findings indicated that students’ self-regulated learning and metacognition total scores correlated with each other but neither scale was predictive of the students’ GPAs at a significant level in the hypothesized positive direction. Interestingly, self- regulated learning scores were significantly related to GPA but in a negative direction.

Self-regulated learning strategies and achievement goals among preservice physical education teachers

2019 ◽  
Vol 26 (2) ◽  
pp. 375-391
Author(s):  
Jiling Liu ◽  
Ping Xiang ◽  
Ron E McBride ◽  
Han Chen
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Learning Strategies ◽  
Achievement Goals ◽  
Cognitive Strategies ◽  
Current Status ◽  
Physical Education Teachers ◽  
Self Regulated Learning ◽  
Essential Components ◽  
Regulated Learning

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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