Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students

Personal processes, the environment, and individual behaviors of both teachers and students are factors that facilitate students' use of self-regulation learning strategies in reading. Some environmental conditions, such as organization of materials and clear expectations, support the development and use of self-regulation learning (SRL) strategies in reading. Teachers who use explicit instruction and modeling of SRL strategies have more students who can use self-regulation to read for longer periods and respond to higher order thinking questions. However, there are highly self-regulated students (even though fewer numbers) in low self-regulation classrooms, suggesting that individual differences in SRL strategies exist among gifted students and perhaps some gifted students as early as fifth grade have already attained the individual ability to use self-regulated learning SRL strategies to read and learn. The combination of domain-specific strategy instruction in reading combined with the use of SRL strategies to support knowledge acquisition seems to help more students in the higher self-regulation classroom achieve and maintain focus during reading instruction.

Download Full-text

Model Pembelajaran Mandiri

Khazanah Jurnal Studi Islam dan Humaniora ◽

10.18592/khazanah.v12i2.406 ◽

2015 ◽

Vol 1 (6) ◽

Author(s):

Ismail Jehana

Keyword(s):

Educational Psychology ◽

Independent Study ◽

Structured Learning ◽

Learning Materials ◽

Self Regulated Learning ◽

Operational Level ◽

Regulated Learning ◽

Teachers And Students ◽

Psychology Theory ◽

Self Learning

Model of self-regulated learning is base of learning practices which based on educational psychology theory . The theory of learning which is designed based on an analysis of the implementation of the curriculum and its implications on the operational level in the classroom. Essentially independent study emphasizes the students creativity and initiative. However, in certain circumstances, systemati- cally learners can ask for help / guidance to the teacher, the teachers role here is more emphasis on the facilitator. Self-learning materials including structured learning materials. Therefore, students can not participate in determining the objectives and content. Structured learning materials basically can not accommodate or adapt to the aspirations or needs of learners.Keywords: Self Regulated Learning, Self, teachers, and students

Download Full-text

Longitudinal relations between perceived autonomy and social support from teachers and students' self-regulated learning and achievement

Learning and Individual Differences ◽

10.1016/j.lindif.2016.05.006 ◽

2016 ◽

Vol 49 ◽

pp. 32-45 ◽

Cited By ~ 12

Author(s):

Jaap Schuitema ◽

Thea Peetsma ◽

Ineke van der Veen

Keyword(s):

Social Support ◽

Self Regulated Learning ◽

Regulated Learning ◽

Teachers And Students ◽

Learning And Achievement

Download Full-text

Stroking the Net Whale: a Constructivist Grounded Theory of Self-Regulated Learning in Virtual Social Spaces

Qualitative Research in Education ◽

10.17583/qre.2017.2756 ◽

2017 ◽

Vol 6 (3) ◽

pp. 276

Author(s):

Judita Kasperiuniene ◽

Vilma Zydziunaite ◽

Malin Eriksson

Keyword(s):

Research Participant ◽

Constructivist Grounded Theory ◽

Skills Development ◽

Social Spaces ◽

University Teachers ◽

Self Regulated Learning ◽

Core Category ◽

Regulated Learning ◽

Teachers And Students ◽

Academic Communication

This qualitative study explored the self-regulated learning (SRL) of teachers and their students in virtual social spaces. The processes of SRL were analyzed from 24 semi-structured individual interviews with professors, instructors and their students from five Lithuanian universities. A core category stroking the net whale showed the process of SRL skills development of university teachers and their students. This core category was constructed from three categories: building boats, angling in the multifaceted ocean, nurturing the big fish. Building boats showed social networking and identity marketing processes which are the same for both research participant groups. Angling in the multifaceted ocean implied personal capabilities and mutual trust dimensions, applicable to both teachers and students. Other dimensions of Angling in the multifaceted ocean differ: maintenance of liquid identities was observed for teachers; students stressed reinforcement of formal studies in virtual social spaces. Nurturing the big fish for both participant groups means academic communication; for university teachers, it also means professional knowledge development, and for students, virtual learning skills development. These findings contribute to understanding how the SRL of university teachers and their students progresses in virtual social spaces.

Download Full-text

Self-regulated learning in online learning environments: strategies for remote learning

Information and Learning Sciences ◽

10.1108/ils-04-2020-0114 ◽

2020 ◽

Vol 121 (5/6) ◽

pp. 321-329

Author(s):

Richard Allen Carter Jr ◽

Mary Rice ◽

Sohyun Yang ◽

Haidee A. Jackson

Keyword(s):

Online Learning ◽

Future Research ◽

Content Type ◽

Self Regulated Learning ◽

The Social ◽

Regulated Learning ◽

Teachers And Students ◽

The Usa ◽

K 12 ◽

Remote Learning

Purpose Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic. Design/methodology/approach The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment. Findings The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families. Originality/value Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.

Download Full-text

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000322 ◽

2018 ◽

Vol 34 (3) ◽

pp. 193-205 ◽

Cited By ~ 2

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.

Download Full-text