A Multidimensional Analysis of Parent–Child Interactions During Academic Tasks and Their Relationships With Children's Self-Regulated Learning

Self-regulation of learning involves developing metacognitive awareness (planning, monitoring, and evaluating) of (a) cognition—motivational beliefs, (b) behaviors—persistence, effort, engagement, and (c) affect—enjoyment, interest, and other emotions. Metacognitive awareness creates opportunities to exert metacognitive control as needed, which may involve sustaining or manipulating motivational cognition, behavior, and affect. By adopting a self-regulation perspective, this paper discusses the ways motivation develops within and across academic tasks and situations, as well as the ways learners can be supported to take control of their motivation in those contexts. Applying self-regulation principles in the practice of School Psychology means to consider the role of situation, context, and learners’ socio-historical experiences while empowering learners to focus attention on things they can control.

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Mothers’ and Teachers’ Autonomy Support in Relation to Children’s Academic Procrastination: Self-Efficacy for Self-Regulated Learning as a Mediator

Family and Environment Research ◽

10.6115/fer.2021.034 ◽

2021 ◽

Vol 59 (4) ◽

pp. 477-488

Author(s):

Bomi Lee ◽

Nana Shin

Keyword(s):

Self Efficacy ◽

Autonomy Support ◽

Sixth Grade ◽

Academic Procrastination ◽

School Students ◽

Academic Tasks ◽

Self Regulated Learning ◽

Regulated Learning ◽

Learning Efficacy

This study investigated the association between children’s perceptions of autonomy support from mothers and teachers in relation to academic procrastination. It also examined the role of self-efficacy for self-regulated learning in mediating these effects. The sample comprised 372 fifth and sixth grade elementary school students from Seoul, Korea. Each completed a questionnaire regarding mothers’ and teachers’ autonomy support, children’s self-regulated learning efficacy, and academic procrastination. The results indicated that whereas mothers’ autonomy support had a direct effect on children’s academic procrastination, teachers’ support did not. In other words, children who perceived higher levels of autonomy support from mothers tended to exhibit less academic procrastination. Regarding indirect paths, children who perceived higher levels of mothers’ and teachers’ autonomy support displayed greater efficacy for selfregulated learning, which corresponded to lower levels of academic procrastination. The discussion highlights the vital roles of autonomy support from mothers and teachers in enhancing children’s feelings of effective self-regulated learning and encouraging them to complete academic tasks. Furthermore, the present study considered not only outward behavioral factors but also the underlying cognitive and affective aspects of delaying behavior that underpin the effects of self-regulated learning efficacy and autonomy support of mothers and teachers on academic procrastination.

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Self-Regulated Learning Strategies and Their Effects on Math Performance of Pre-University International Students in Malaysia

Journal of Education and Vocational Research ◽

10.22610/jevr.v3i3.54 ◽

2012 ◽

Vol 3 (3) ◽

pp. 89-97

Author(s):

Tang Eng Loong

Keyword(s):

International Students ◽

Learning Strategies ◽

Math Performance ◽

Academic Tasks ◽

First Semester ◽

Self Regulated Learning ◽

Test Taking ◽

Significant Difference ◽

Regulated Learning ◽

Test Taking Strategies

The study examined any differences in self-regulated learning (SRL) strategies between two groups of international students in the Monash University Foundation Year (MUFY) program in Malaysia, in which one group of 58 international students in their first semester, and another group of 18 international students in their second and third semesters. It followed by examining the effect of the use of SRL strategies on math performance for both groups. The Learning and Study Strategies Inventory (LASSI) was used to measure the use of SRL strategies among international students, and the final score of the most manageable mathematical subject was used to measure their math performance. The result indicated that first-semester international students used as many SRL strategies as second- and thirdsemester international students, and no significant difference in math performance between the groups was found. The result also revealed that attitude towards academic tasks; motivation level and test taking strategies were positively associated with math performance of first-semester international students, while anxiety towards tests, attitude towards academic tasks and test taking strategies were positively associated with second- and third-semester international studentsâ€™ math performance. Moreover, math performance of first-semester international students was significantly predicted by attitude towards academic tasks and test taking strategies, but second- and third-semester international studentsâ€™ math performance was not significantly predicted by any SRL strategies.

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The Difference of Achievement Level, Academic Emotion, and Perceived Parent-child Relationship according to the Patterns of Self-Regulated Learning

Journal of Social Science ◽

10.16881/jss.2015.10.26.4.515 ◽

2015 ◽

Vol 26 (4) ◽

pp. 515

Author(s):

Guisuk Lee ◽

Sun Ah Lim ◽

Dajoung Ryu

Keyword(s):

Parent Child Relationship ◽

Achievement Level ◽

Self Regulated Learning ◽

Child Relationship ◽

Regulated Learning ◽

The Difference ◽

Academic Emotion ◽

Parent Child

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Personal Growth Initiative and Self-Regulated Learning in Students with Low Intelligence Potential

Sains Humanika ◽

10.11113/sh.v13n2-3.1916 ◽

2021 ◽

Vol 13 (2-3) ◽

Author(s):

Putri Saraswati ◽

Tulus Winarsunu

Keyword(s):

Personal Growth ◽

Psychological Treatment ◽

Academic Tasks ◽

Personal Growth Initiative ◽

Self Regulated Learning ◽

Average Intelligence ◽

Regulated Learning ◽

Growth Initiative ◽

And Behavior ◽

Relationship Of

Students with low intelligence potential, have limitations in academic matters. Unlike students with average intelligence, students with low intelligence will find difficulties in completing their academic tasks. Frequently, when their intelligence potentials have not been identified and are included in a regular class, they have to meet the same demands with other students who have normal/average intelligence. Therefore, they struggle to complete the given academic tasks. Their efforts to manage thoughts, feelings and behavior to achieve goals are called Self Regulated Learning (SRL). This study aims to determine the relationship of Personal Growth Initiative (PGI) and Self Regulated Learning in students with low intelligence potential. The research method used is quantitative correlational. The data collection tool used is the PGI and SRL Likert scale; the results of the filling scale are analyzed by product moment correlation statistical techniques. The results show a positive relationship between PGI and SRL (r = 0.677, sig. 0.032) with a contribution of 45.8%. The implication that can be drawn from this research is that it provides proper psychological treatment to students with low intelligence potential so that they can stay motivated in learning process.

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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.

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