Gender differences in teacher feedback and students’ self-regulated learning

2021 ◽  
pp. 1-21
Author(s):  
Wenjuan Guo
Keyword(s):  
Gender Differences ◽  
Teacher Feedback ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Gender differences on students’ self-regulated learning in mathematics

2020 ◽  
Vol 1613 ◽  
pp. 012053
Author(s):  
F M A Rohman ◽  
Riyadi ◽  
D Indriati
Keyword(s):  
Gender Differences ◽  
Self Regulated Learning ◽  
Regulated Learning

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.  

scholarly journals The Effect of Students’ Experience with the Transition from Primary to Secondary School on Self-Regulated Learning and Motivation

2020 ◽  
Author(s):  
Ana Uka ◽  
Arban Uka
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Pearson Correlation ◽  
Main Study ◽  
Critical Aspect ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Pearson Correlation Analysis ◽  
Reported Data

Transition from primary to secondary school is more successful when students’ learning is consistent. Students are also more likely to enjoy the school, engage with learning, and have a high academic achievement in the secondary school when they feel motivated. This is a critical aspect especially in cases when global pandemics situations allow only the online schooling opportunity. Students that are away from school lack the traditional sources of motivation and self-regulated learning skills, thus research is needed to identify other important factors that can be developed in remote settings. The aim of this study was to find out how students perceive their experience with the transition from primary to secondary school and how such a transition influences students’ self-regulated learning (SRL) and motivation. Self-reported data were collected during the COVID-19 breakout from a total of N=80, 6th and 7th grade students aged 12-14 years old. Results showed that students had a successful transition, especially when they are supported by their parents and teachers. Next, Bivariate Pearson Correlation analysis indicated that students’ perceptions about their experience with the transition from primary to secondary school and their self-regulated learning and motivation are significantly correlated. No gender differences were found among all main study variables.

scholarly journals PERBEDAAN REGULASI DIRI DALAM BELAJAR PADA SISWA KELAS AKSELERASI DAN SISWA KELAS REGULER DI BANJARMASIN

Jurnal Ecopsy ◽  
2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Kharisma Adipura ◽  
Emma Yuniarrahmah ◽  
Sukma Noor Akbar
Keyword(s):  
High School ◽  
Gender Differences ◽  
Data Analysis ◽  
Comparative Study ◽  
Sampling Technique ◽  
Purposive Sampling ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Study Population ◽  
And Gender

Penelitian ini merupakan penelitian komparasi yang bertujuan untuk mengetahui perbedaan regulasi diri dalam belajar berdasarkan perbedaan kelas dan jenis kelamin. Populasi penelitian ini adalah siswa Sekolah Menengah Atas Negeri 1 Banjarmasin dan siswa Sekolah Menengah Atas Negeri 7 Banjarmasin yang diambil dengan menggunakan teknik purposive sampling. Penelitian ini menggunakan alat ukur berupa skala regulasi diri dalam belajar. Hasil analisis data menggunakan Anava dua jalur menunjukkan bahwa tidak ada perbedaan regulasi diri dalam belajar pada siswa kelas akselerasi dan siswa kelas reguler dan juga tidak ada perbedaan regulasi diri dalam belajar siswa berdasarkan jenis kelamin. Kata kunci: regulasi diri dalam belajar, akselerasi, reguler, jenis kelamin. This research is a comparative study that aims to determine the differences of self regulated learning based on class and gender differences . This study population is students of national high school 1 Banjarmasin and students of national high school 7 Banjarmasin that chosen purposive sampling technique . The method to collecting data is using self regulated learning scale. The results of data analysis using anova two ways has been found that no difference of self regulated learning between class acceleration and class regular and also no differences self regulated learning of students by gender. Keywords: Self Regulated Learning, Acceleration, regular, Gender.

scholarly journals Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaohong Liu ◽  
Wei He ◽  
Li Zhao ◽  
Jon-Chao Hong
Keyword(s):  
Gender Differences ◽  
Online Learning ◽  
High School Students ◽  
Academic Success ◽  
Three Dimensions ◽  
School Students ◽  
Self Regulated Learning ◽  
The World ◽  
Regulated Learning ◽  
Better Than

Due to the spread of the epidemic around the world, online learning has received greater attention. Self-regulated learning (SRL) is an important factor for students to achieve academic success. This study investigated the gender differences in SRL and three sub-constructs of SRL in the context of online learning, that is the preparatory, performance, and appraisal phases. A total of 400 high school students (males = 125, females = 275) from China participated in this study. In order to identify whether there were gender differences in their self-regulated online learning (SROL), independent sample t-test was performed. The results showed that there were significant gender differences in the SROL (t = –3.334, p = 0.001 < 0.01, d = –0.410) and the three sub-constructs of SROL (preparatory: t = –0.702, p = 0.008 < 0.01, d = 0.018; performance: t = –3.801, p = 0.000 < 0.01, d = 0.456; appraisal: t = –3.120, p = 0.002 < 0.01, d = 0.361). The findings indicated that females performed better than males in all three dimensions of learners’ online self-regulated learning.

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