scholarly journals The effect of learning approaches on prospective chemistry teachers' self-regulated learning skills: The survey research

2019 ◽  
Vol 66 ◽  
pp. 01018
Author(s):  
Sinem Dinçol Özgür
Keyword(s):  
Prospective Teachers ◽  
Chemistry Education ◽  
Learning Approach ◽  
Learning Approaches ◽  
Learning Skills ◽  
Chemistry Teachers ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Scale Scores ◽  
Study Process

The purpose of this research was to examine the effect of the learning approaches on prospective chemistry teachers' self-regulated learning skills. 92 prospective chemistry teachers from the Department of Chemistry Education at one of the public university in Turkey participated in the research. “The Study Process Questionnaire” and “Self-regulated Learning Skills Scale” were used as the data collection tools. It was consequently found that 59.8 % of prospective chemistry teachers adopted deep learning approach, 40.2% of them adopted surface learning approach and their self-regulated learning skills scale scores for planning and goal setting scores differed significantly according to their learning approaches. Furthermore, it was determined that self-regulated learning skills mean score of prospective teachers' who adopted deep approach are higher than mean score of prospective teachers' who adopted surface approach but their self-regulated learning skills total scores did not differ significantly according to their learning approaches.

scholarly journals The Effect of Learning Styles on Prospective Chemistry and Science Teachers’ Self-Regulated Learning Skills

2018 ◽  
Vol 13 (4) ◽  
pp. 521-528
Author(s):  
Sinem Dincol Ozgur
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Visual Learning ◽  
The Self ◽  
Survey Method ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

The aim of this study was to determine the learning styles of prospective chemistry and science teachers, and to examine the effects of different learning styles on their self-regulated learning skills. The survey method which is one of the quantitative research methods was used in this study. A total of 251 prospective chemistry and science teachers from the Departments of Chemistry and Science Education of three different public universities participated in the study. The Self-Regulated Learning Skills Scale was used to determine the self-regulated learning skills of the prospective teachers, and the ‘Maggie McVay Lynch Learning Style Inventory’ was used to determine the prospective teachers’ learning styles. The results showed that 61.8% of prospective chemistry and science teachers had a visual learning style, followed by a moving or kinaesthetic learning style (19.9%) and an auditory learning style (18.3%). Furthermore, a statistically significant difference was determined in the prospective chemistry and science teachers’ lack of self-directedness scores.   Keywords: Learning style, prospective chemistry and science teachers, self-regulated learning.

scholarly journals RELATIONS BETWEEN THE PERSONAL SELF-REGULATION AND LEARNING APPROACH, COPING STRATEGIES, AND SELF-REGULATION LEARNING, IN UNIVERSITY STUDENTS (PROCESS)

2016 ◽  
Vol 4 (1) ◽  
pp. 175
Author(s):  
Lucía Zapata ◽  
Jesús De la Fuente ◽  
José Manuel Martínez Vicente ◽  
Mª Carmen González Torres ◽  
Raquel Artuch
Keyword(s):  
Coping Strategies ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
Approaches To Learning ◽  
Future Research ◽  
Learning Approach ◽  
Learning Approaches ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

Abstract.Introduction. Self-regulation is an important variable in education and research, but in educational context self-regulated learning is the construct more studied. For this, there are a scarcity of studies that seek to establish relationships between personal self-regulation and other educational variables. We aim to delimit the relationships between personal self-regulation (Presage variable) and different process variables: approaches to learning, self-regulated learning and coping strategies, establishing the importance of these variables in future research in meta-cognition. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and learning approaches and self-regulated learning; and negative correlation with emotion-focused coping strategies. The different levels of personal self-regulation (presage learning variable) determine of the type of learning approach and of coping strategies. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of coping strategies, and the relationship between self-regulated learning and coping.Palabras Clave: 3P Model, DEDEPRO Model, Personal Self-regulation, Coping strategies, Selfregulated learning.

scholarly journals Multiple regression analysis of epistemological beliefs, learning approaches, and self-regulated learning

2017 ◽  
Vol 6 (14) ◽  
Author(s):  
Huy P. Phan
Keyword(s):  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Epistemological Beliefs ◽  
Learning Approaches ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Study Process

Introducción. Investigaciones recientes de la psicología educativa han explorado los Enfoques al Aprendizaje de los Estudiantes (en ingles, SAL) y las creencias epistemológicas, en el marco teórico del aprendizaje auto-regulado. Estas investigaciones pretenden explorar la capacidad predictora de los enfoques al aprendizaje y las creencias epistemológicas sobre los procesos autorreguladores del alumno.Método. 603 (266 mujeres, 337 varones) alumnos del primer curso de la Universidad del Pacífico Sur participaron en esta investigación. El Revised Study Process Questionnaire, el Epistemological Beliefs Questionnaire, y varios cuestionarios sobre estrategias autorreguladoras se emplearon para medir las creencias de los alumnos sobre sus propios conocimientos, sus enfoques al aprendizaje, y sus procesos autorreguladores.Resultados. El análisis de factores manifestó unos patrones claros de creencias de los alumnos en cuanto a la naturaleza del conocimiento y del aprendizaje. Varias dimensiones de las creencias epistemológicas tenían que ver con las creencias de auto-eficacia de los alumnos, una orientación hacia la meta de dominio, y el uso de estrategias autorreguladoras. Motivos profundos para el aprendizaje estaban relacionados positivamente con los procesos motivacionales y estratégicos, mientras una estrategia profunda se relacionaba con las creencias de auto-eficacia del alumno.Conclusión. Los hallazgos de este estudio son importantes al apoyar la propuesta y la evidencia empírica para incluir tanto los enfoques al aprendizaje como las creencias epistemológicas de los alumnos dentro del marco de la autorregulación.

scholarly journals Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning skills

2021 ◽  
Vol 16 (4) ◽  
pp. 2049-2069
Author(s):  
Shaye Alshaye
Keyword(s):  
Critical Thinking ◽  
Prospective Teachers ◽  
Reading Skills ◽  
Digital Storytelling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Reading ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

The present study explored the impact of online Digital Storytelling (DTS) on developing critical reading skills, critical thinking and self-regulated learning skills of prospective teachers of Arabic. To reach such ends, a standardized pre-posttest in critical reading skills, critical thinking skills scale and self-rating scale of self-regulated learning questionnaire were used. The quasi-experimental research design has been used in the current research. The results of two independent sample t-test revealed that the critical reading skills, critical thinking skills, and self-regulated skills improved significantly in comparison to the control group. It is, therefore, recommended that blended learning should be thought of as a good match for students from communities with poor digital literacy and technology infrastructure. In addition, online learning should be used with care to cope with community needs to fill a real gap in-field practice in language learning to improve multiliteracy skills.   Keywords: digital storytelling, critical reading skills; critical thinking skills; self-regulated learning skills; prospective teachers of Arabic

Enhancing Motivation by Developing Cyclical Self-Regulated Learning Skills

2021 ◽  
Author(s):  
Gregory L. Callan ◽  
Lisa DaVia Rubenstein ◽  
Tyler Barton ◽  
Aliya Halterman
Keyword(s):  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Self-regulated learning as a predictor of mathematics and reading performance: A picture of students in Grades 5 to 8

2019 ◽  
Vol 63 (1) ◽  
pp. 74-97 ◽  
Author(s):  
Susan-Marie Harding ◽  
Narelle English ◽  
Nives Nibali ◽  
Patrick Griffin ◽  
Lorraine Graham ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Performance ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Performance Differences ◽  
Age Related ◽  
Regulated Learning ◽  
And Performance ◽  
The Impact ◽  
Learning And Performance

Students who can regulate their own learning are proposed to gain the most out of education, yet research into the impact of self-regulated learning skills on performance shows mixed results. This study supports the link between self-regulated learning and performance, while providing evidence of grade- or age-related differences. Australian students from Grades 5 to 8 completed mathematics or reading comprehension assessments and self-regulated learning questionnaires, with each response ranked on a hierarchy of quality. All assessments were psychometrically analysed and validated. In each cohort and overall, higher performing students reported higher levels of self-regulated learning. Still, age-related differences outweighed performance differences, resulting in significantly lower reported usage of self-regulated learning skills in Grade 7 students compared to those in Grades 5, 6 and 8. These findings suggest that either age or school organisational differences mediate students’ self-regulated learning, counteracting ability-related associations.

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