Predicting primary students’ self-regulated learning by their prior achievement, interest, personal best goal orientation and teacher feedback

2018 ◽  
Vol 38 (9) ◽  
pp. 1106-1128 ◽  
Author(s):  
Jinxin Zhu ◽  
Magdalena Mo Ching Mok
Keyword(s):  
Goal Orientation ◽  
Primary Students ◽  
Teacher Feedback ◽  
Self Regulated Learning ◽  
Prior Achievement ◽  
Regulated Learning

scholarly journals The smartphone in self-regulated learning and student success: clarifying relationships and testing an intervention

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Kendall Hartley ◽  
Lisa D. Bendixen ◽  
Dan Gianoutsos ◽  
Emily Shreve
Keyword(s):  
Regression Analysis ◽  
Student Success ◽  
Brief Intervention ◽  
Career Planning ◽  
Positive Impact ◽  
First Semester ◽  
Self Regulated Learning ◽  
Prior Achievement ◽  
Regulated Learning

Abstract This two-part observational and intervention study addressed the role of the smartphone in self-regulated learning (SRL) and student success as measured by achievement. Smartphone usage among students has been identified as contributing to lower academic achievement in a variety of settings. What is unclear is how smartphone usage contributes to lower outcomes. This study surveyed participants’ self-regulated learning skills and smartphone usage at the beginning and end of the term for first semester undergraduates. A regression analysis demonstrated that when controlling for prior achievement, general SRL measures had a positive impact on first semester achievement. Smartphone related SRL did not have a direct impact on achievement. The second part of the study evaluated the efficacy of a brief intervention to ameliorate factors contributing to lower achievement. Students were presented with either SRL strategies, awareness and attention strategies or career planning guidance (control). A regression analysis of the brief intervention resulted in modest gains in SRL but did not influence achievement.

scholarly journals Goal Setting and MOOC Completion

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Erwin Handoko ◽  
Susie L. Gronseth ◽  
Sara G. McNeil ◽  
Curtis J. Bonk ◽  
Bernard R. Robin
Keyword(s):  
Goal Orientation ◽  
Student Performance ◽  
Goal Setting ◽  
Time Management ◽  
Causal Attribution ◽  
Course Completion ◽  
Learning Context ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Performance

Despite providing advanced coursework online to learners around the world, massive open online courses (MOOCs) have had notoriously low completion rates. Self-regulated learning (SRL) frames strategies that students can use to enhance motivation and promote their engagement, persistence, and performance self-monitoring. Understanding which SRL subprocesses are most relevant to the MOOC learning context can guide course designers and instructors on how to incorporate key SRL aspects into the design and delivery of MOOCs. Through surveying 643 MOOC students using the Online Self-Regulated Learning Questionnaire (OSLQ), the present study sought to understand the differences in the use of SRL between those who completed their course and those who did not. MOOC completers were found to have significantly higher applications of one SRL specific subprocess, namely goal setting. Additional SRL subprocesses of task interest/values, causal attribution, time management, self-efficacy, and goal-orientation also emerged from an analysis of open-ended responses as key contributors to course completion. The findings from this study provide further support regarding the role of SRL in MOOC student performance and offer insight into learners’ perceptions on the importance of SRL subprocesses in reaching course completion.

scholarly journals Students’ perceptions of teacher feedback in EFL English class and their self-regulated learning after receiving feedback

2021 ◽  
Vol 11 (1) ◽  
pp. 42-60
Author(s):  
Nanin Verina Widya Putri ◽  
Ahmad Munir ◽  
Syafi’ul Anam
Keyword(s):  
Online Communication ◽  
Structured Interview ◽  
Teacher Feedback ◽  
English Learning ◽  
Self Regulated Learning ◽  
English Class ◽  
Regulated Learning ◽  
Efl Students ◽  
Seeking Help ◽  
English Classroom

Teacher feedback is useful information for EFL students’ improvement. It assists students to know their weaknesses and strengths in English learning. However, students might perceive teacher feedback differently from the teacher's intentions. This study examined students’ perceptions of their teacher feedback in English class and investigated their self-regulated learning after receiving feedback. It is a descriptive-qualitative study involving ten EFL students of the senior high school using semi-structured interview questions through online communication. Subsequently, the data were transcribed and analyzed qualitatively using thematic analysis of students’ perceptions of teacher feedback and their self-regulated learning. The finding showed that the students perceived teacher feedback as positive and negative. Upon receiving teacher feedback, the students developed their self-regulated learning, such as setting goals, monitoring, self-motivating, seeking-help, adopting, and self-evaluating in English learning. This study offers implications for English teachers and educators to improve their feedback quality in English classroom assessment.  

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