Science reading and self-regulated learning: Evidence from eye movements of middle-school readers

2021 ◽  
pp. 1-14
Author(s):  
Tzu-Ning Wang ◽  
Yu-Cin Jian ◽  
Chao-Jung Wu ◽  
Ping Li
Keyword(s):  
Middle School ◽  
Eye Movements ◽  
Self Regulated Learning ◽  
Science Reading ◽  
Regulated Learning

scholarly journals Students’ motivation to learn in middle school - a self-regulated learning approach

2017 ◽  
Vol 14 (39) ◽  
Author(s):  
Paula Paulino ◽  
Isabel Sá ◽  
Adelina Lopes da Silva
Keyword(s):  
Middle School ◽  
Learning Approach ◽  
Motivation To Learn ◽  
Self Regulated Learning ◽  
Regulated Learning

Introducción. La autorregulación de la motivación (SRM) se conceptualiza como un proceso de meta-motivación que guía los esfuerzos y la persistencia de los alumnos al realizar las tareas. Este proceso regula el comportamiento de los estudiantes a través de estrategias que son influenciados por las creencias motivacionales. SRM permite a los estudiantes se motivan y guía su comportamiento.Método. En este artículo nos proponemos analizar e identificar los factores que pueden contribuir para la motivación para el aprendizaje. La Escala de autorregulación de la motivación para el aprendizaje (SRMLS) es un inventario desarrollado para evaluar el proceso de SRM en dos dimensiones principales: creencias motivacionales y estrategias de SRM. Con el fin de lograr nuestros objetivos 550 estudiantes del 7 al 9 grado respondieron a SRMLS.Resultados. Expectativas de autoeficacia, valor de la tarea y las metas de logro son buenos predictores de la autorregulación de las estrategias de motivación.Conclusión. Los resultados sugieren que las expectativas de autoeficacia, valor de la tarea y las metas de logro pueden ser importantes en la promoción del alumno regulación de la motivación para el aprendizaje. Además, los datos apoyan la validez de constructo e la validez concurrente del instrumiento para su uso con esta población. Se discuten las implicaciones futuras para la investigación y la educación.

scholarly journals Self-Regulated Learning and Academic Procrastination as Predictors of Smartphone Addiction among Second Year-Middle School Learning Disabled Students

2020 ◽  
Vol 9 (26) ◽  
pp. 236-243
Author(s):  
Mourad Ali Eissa Saad
Keyword(s):  
Middle School ◽  
Negative Impact ◽  
Learning Disabled ◽  
Smartphone Addiction ◽  
Academic Procrastination ◽  
Disabled Students ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
School Learning ◽  
Second Year

This study aimed to investigate the combined effects of Self-Regulated Learning (SRL) and Academic Procrastination (AP) on Smartphone Addiction (SA). It also aimed at investigating the relative contribution of SRL and academic procrastination to SA among second year- middle school learning disabled students. Moreover, it sought to explore if there were correlations between and among SRL and AP on SA. Quantitative survey research was employed. 68 students from the four schools were selected. The results revealed that there were correlations between and among SRL, AP and SA. Both SRL and AP contributed to the prediction of SA. AP is a more potential predictor than SRL. The results raise our awareness of the negative impact of SA upon students as students who are supposed to be of no risk for SA could use high SRL strategies. Additionally, students who are used to using smartphone excessively are rarely able to attain high academic achievement, and may delay doing their assigned homework.

scholarly journals A Cross-Cultural Study of Relationships between Epistemological Beliefs and Self-Regulated Learning Strategies

2021 ◽  
Vol 19 (54) ◽  
pp. 369-392
Author(s):  
Ying Hong Jiang ◽  
Jia Wang ◽  
Patricia Bonner ◽  
Jenny Yau
Keyword(s):  
Middle School ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Epistemological Beliefs ◽  
Intrinsic Value ◽  
Future Research ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Self Regulatory Learning ◽  
The Relationship

Introduction.  Prior research consistently provides evidence supporting potential relationships between epistemological beliefs and learning. The current study examines the relationship between epistemological beliefs, academic motivation, and self-regulated learning strategies among different ethnic groups of American adolescents. Method.  This quantitative study utilized a correlational design to examine the relationship between epistemological beliefs and self-regulated learning strategies in adolescents attending middle school. A total of 364 middle school students (6th to 8th grade) from Southern California public middle schools participated in the study. A multiple group path model was employed to analyze the student data. Results.  We found that certain knowledge, omniscient authority, and innate ability beliefs about the nature of knowledge predict positive relationships with self-efficacy and intrinsic value components of motivation. Quick learning and simple knowledge beliefs predict negative relationships with self-efficacy and intrinsic-value but positive relationship with test-anxiety. Similarly, in the aspect of self-regulatory learning strategies, those who believe in the absolute nature of knowledge and the authorities tend to use cognitive and self-regulatory learning strategies more often, while those who believe in the speed of knowledge acquisition tend to employ those strategies less. Discussion and Conclusion. Findings from this study inform educators of the need to advance adolescents’ epistemological beliefs for each subject (e.g., science, language arts) as a method to facilitate their motivation and self-regulated learning. We recommend that future research should include assessments of the participants’ cultural orientations or the domain specificity of the epistemological beliefs, which may vary the associations of the beliefs with self-regulated learning. Additionally, future research can further investigate other potential mediators of the relationship between epistemological beliefs and self-regulatory learning.

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