scholarly journals The Role of Self Regulated Learning Strategies in Psychological well being Condition of Students

2012 ◽  
Vol 69 ◽  
pp. 807-815 ◽  
Author(s):  
Jahanshir Tavakolizadeh ◽  
Hassan Yadollahi ◽  
Hadi Poorshafei
Keyword(s):  
Learning Strategies ◽  
Well Being ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

scholarly journals The role of self-regulated learning Strategies on learners’ Satisfaction in Massive Open Online Course (MOOC): Evidence from Malaysia MOOC

2019 ◽  
Vol 8 (10) ◽  
pp. 2286-2290
Keyword(s):  
Learning Strategies ◽  
Help Seeking ◽  
Partial Least Square ◽  
Least Square ◽  
Learning Context ◽  
Massive Open Online ◽  
Diverse Range ◽  
Self Regulated Learning ◽  
Regulated Learning

Learning in Massive Open Online Courses (MOOCs) necessitates learners to be capable of self-regulating their learning in order to oversee and adapt their behaviour and actions in certain learning settings. Studies have highlighted that learners who have good control of self-regulation in their learning, either formal or informal learning contexts, utilise more competent learning strategies in online learning context. Nevertheless, MOOCs attract a diverse range of learners, each with different experience and satisfaction. The aim of this study is to examine the role of self-regulated learning (SRL) and its components (time management, planning, self-evaluation, and help-seeking) on learners’ satisfaction in MOOC. Data were collected from 281 learners of a Malaysia MOOC namely Asas Keusahawanan (Introduction to Entrepreneurship), in the second semester of the Malaysian universities academic calendar. A cross-sectional web-based survey was applied and a Partial Least Square (PLS) approach was use for analysing data. Findings indicated that all of SRL components except help-seeking are important factors for explaining learners’ satisfaction in a MOOC. This study provides useful suggestions for the course designers of MOOCs platforms, and the facilitators in engaging learners with suitable SRL strategies and increase the level of course satisfaction.

scholarly journals From the Hospital Bed to the Laptop at Home: Effects of a Blended Self-Regulated Learning Intervention

2019 ◽  
Vol 16 (23) ◽  
pp. 4802
Author(s):  
Azevedo ◽  
Rosário ◽  
Martins ◽  
Rosendo ◽  
Fernández ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Grade Retention ◽  
Recovery Period ◽  
Self Regulation ◽  
Well Being ◽  
Educational Interventions ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Home Context ◽  
At Home

Hospitalization poses diverse challenges to school-aged youth well-being and their educational path. Some inpatients, due to the hospitalization duration, frequency or the needed recovery period at home, may struggle when returning to school. To help youth cope with this challenge, several hospitals have been implementing educational interventions tailored to the school-aged children and adolescents needs. Nevertheless, pediatric inpatients with short stays and/or with a recovery period at home usually do not benefit from these interventions. Therefore, the present study implemented a blended intervention (i.e., face-to-face and online) with the aim of training self-regulated learning competences with hospitalized school-aged adolescents with short hospital stays. The intervention was delivered on a weekly basis for eight individual sessions using a story-tool. Results showed the efficacy of the intervention in promoting adolescent’s use of, perceived instrumentality of, and self-efficacy for self-regulated learning strategies. Overall, there was a differentiated impact according to the participants’ age, grade level, grade retention, and engagement in the intervention. These findings support previous research indicating that hospitals can play an important role as educational contexts even for inpatients with short stays. The blended format used to deliver the self-regulation learning (SRL) training also may be an opportunity to extend these interventions from the hospital to the home context.

The Role of Social Support and Coping Skills in Promoting Self-Regulated Learning Among Urban Youth

2015 ◽  
Vol 50 (4) ◽  
pp. 551-570 ◽  
Author(s):  
Justin C. Perry ◽  
Alexandra L. Fisher ◽  
Jacqueline M. Caemmerer ◽  
Timothy Z. Keith ◽  
Ashley E. Poklar
Keyword(s):  
Social Support ◽  
Urban Youth ◽  
Coping Skills ◽  
Longitudinal Design ◽  
Well Being ◽  
Equation Modeling ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Coping

Self-regulation is a well-known construct in educational and psychological research, as it is often related to academic success and well-being. Drawing from criticisms of a lack of context applied to the investigation of this construct, the current study examined the multi-dimensional role of social support (teachers, parents, peers) and coping skills as predictors of self-regulated learning among a diverse sample of urban youth ( N = 229). Based on a cross-sectional and longitudinal design, structural equation modeling was used to test two models. Social support predicted self-regulated learning at Time 1 and Time 2 after controlling for grades. Results further indicated that coping skills did not predict self-regulated learning in either model. The implications for practice, limitations of the study, and future directions for research are discussed.

scholarly journals PERAN GURU DI ERA DIGITAL DALAM MENGEMBANGKAN SELF REGULATED LEARNING SISWA GENERASI Z UNTUK PENCAPAIAN HASIL PEMBELAJARAN OPTIMAL

2019 ◽  
Author(s):  
mardianto
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Digital Technology ◽  
Digital Natives ◽  
Scientific Journals ◽  
Optimal Learning ◽  
Self Regulated Learning ◽  
Digital Era ◽  
Regulated Learning

This paper explores the role of teachers in the digital era to improve the self-regulated learning of GenerationZ students for optimal learning outcomes. The method of writing this paper uses library researchapproach by looking for references to theories that are relevant to the cases or problems found. Thean analysis is carried out by describing the concepts and dynamics of the theory relating to the problem, basedon the available literature, especially from articles published in various scientific journals. The results ofseveral studies explain that the presence of digital technology now brings the gap between teachers asdigital immigrants and students as digital natives, so that the development of strategies and skills ofteachers in teaching, guiding and motivating students to be more independent and self-regulated is neededin managing more learning strategies right according to the needs of current students, so that learningoutcomes are obtained optimally

Students’ Perceptions of a 3D Virtual Environment Designed for Metacognitive and Self-Regulated Learning in Science

2013 ◽  
pp. 1-25
Author(s):  
Jody Clarke-Midura ◽  
Eugenia Garduño
Keyword(s):  
Learning Strategies ◽  
Causal Effect ◽  
Inquiry Learning ◽  
Science Inquiry ◽  
Authentic Science ◽  
Authentic Inquiry ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

Immersive and 3D virtual environments have the potential to offer more authentic science inquiry learning that allows for metacognitive and self-regulated learning strategies. While metacognition and self-regulated learning are important for science inquiry learning, little research exists on linking these skills with students’ experience in a 3D immersive environment designed to teach science inquiry. The authors conducted two studies to explore how curricula delivered via immersive technologies have the potential to create learning experiences that allow for authentic inquiry learning and enable metacognitive processes and self-regulated learning. In the first study, they examined the relationship between students’ metacognition and their self-identified experience with the curriculum. The authors found a relationship between students’ metacognition and feeling like a scientist and like they were participating in authentic science (conducting an experiment). These findings influenced the design of a treatment that contains embedded metacognitive and self-regulated learning scaffolds. In their second study, the authors examined the causal effect of the treatment on students’ self-identified experience with the curriculum. They found that students who participated in the treatment identified with the role of a scientist and felt like they were doing authentic science.

Sign in / Sign up

Export Citation Format

Share Document