A Remote CS0 Workshop Based on Peer Learning: Motivation, Engagement and Self-Regulation of Novice Programmers

2021 ◽  
Author(s):  
Francisco T. S. S. Pereira ◽  
Natalia S. Rosa ◽  
Diego C. Silva ◽  
Claudia P. Pereira ◽  
Roberto A. Bittencourt
Keyword(s):  
Self Regulation ◽  
Peer Learning ◽  
Learning Motivation

scholarly journals Mathematical Anxiety as Predictor of Learning Motivation Strategies

2021 ◽  
Vol 11 (1) ◽  
pp. 13-24
Author(s):  
Jeovanny Alabata Marticion
Keyword(s):  
High School Students ◽  
Self Regulation ◽  
Peer Learning ◽  
Learning Motivation ◽  
Bivariate Analysis ◽  
School Students ◽  
Resources Management ◽  
Mathematical Anxiety ◽  
And Mathematics ◽  
Motivation Strategies

Empirical findings showed how mathematical anxiety of an individual predicts the academic performance of learners. As a coping mechanism, learners are left with various choices on dealing with subjects inclined with mathematical concepts. One way to cope up is the preference of learning motivation strategies. The motivation strategies were categorized into cognitive, meta-cognitive, non-informational resources management and informational resources management. However, there is a scarce literature on how anxiety could predict the behaviour of an individual’s accommodation of these strategies. This led the researcher to investigate the predictive behaviour of mathematical anxiety on student’s utilization of learning motivation strategies among senior high school students enrolled in Science, Technology, Engineering and Mathematics program. The program was crafted for students who are inclined in sciences and mathematics. Results revealed respondents have moderate level of anxiety wherein course anxiety contributes to the level of anxiety felt. Among the learning motivation strategies, self-regulation strategy was the most commonly utilized strategy among respondents with peer learning as least utilized. However, bivariate analysis showed anxiety is moderately related with rehearsal, organization, effort regulation, time and study environment, peer learning and help-seeking strategies. Regression analysis was also tested to reveal how anxiety predicts specific learning motivation strategy. Analysis revealed that anxiety predicts the utilization of effort regulations strategies in learning mathematically inclined subjects. The findings provided a new perspective on how anxiety allows an individual to utilize available strategies for understanding various concepts. Teachers are encouraged to cultivate a culture of regulation, environment conducive for learning, peer interaction and access to Internet-based or digital resources for learning

scholarly journals Study-related exhaustion: First-year students’ use of self-regulation of learning and peer learning and perceived value of peer support

2018 ◽  
Vol 21 (3) ◽  
pp. 173-188 ◽  
Author(s):  
Milla Räisänen ◽  
Liisa Postareff ◽  
Markus Mattsson ◽  
Sari Lindblom-Ylänne
Keyword(s):  
Peer Support ◽  
Self Regulation ◽  
Perceived Value ◽  
Peer Learning ◽  
First Year ◽  
Use Of Self ◽  
First Year Students ◽  
Student Profiles ◽  
Reported Study ◽  
High Level

This study examines the profiles of self-regulation of learning, peer learning and peer support among students. The study investigates whether the profiles differ in terms of reported study-related exhaustion. Students completed a questionnaire regarding their use of self-regulation of learning and peer learning and perceived peer support and study-related exhaustion. Four different student profiles were found. The profiles differed in terms of self-reported study-related exhaustion. Self-regulated students with a low level of peer learning and low perceived value of peer support reported the lowest levels of study-related exhaustion, whereas students with self-regulation problems, a high level of peer learning and high perceived value of peer support reported the highest levels of study-related exhaustion. The results showed that problems in self-regulation were positively related to self-reported study-related exhaustion. Identifying different student profiles helps to recognise students who may need more support in studying.

scholarly journals The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach

2020 ◽  
Vol 12 (7) ◽  
pp. 3009 ◽  
Author(s):  
Wei Wang ◽  
Ju Zhan
Keyword(s):  
Structural Equation Modeling ◽  
English Learners ◽  
Structural Equation ◽  
Self Regulation ◽  
Learning Motivation ◽  
Equation Modeling ◽  
English Learning ◽  
Learner Characteristics ◽  
Learner Beliefs ◽  
Learning Anxiety

Learner beliefs, anxiety, and motivation are three common learner characteristics. They have consistently been found to account for language learning performance. Meanwhile, self-regulation is critical in sustaining online learners’ continuous efforts and predicting their learning outcomes. Despite the massive and rapidly increasing number of online English learners, few studies have clarified the assumed relationships between learner characteristics (learner beliefs, anxiety, motivation) and self-regulation in the online English learning context. This study aims to fill the gap by conducting structural equation modeling analysis to examine their relations. To fulfill the research purpose, we adopted the previous questionnaires with sufficient reliability as instruments to evaluate students’ online English learner beliefs, learning anxiety, learning motivation and online self-regulated English learning. The valid responses collected from 425 Chinese undergraduate university students enrolled in an online academic English writing course provided the data source. The results indicated that learner beliefs positively predicted, while learning anxiety negatively predicted, online self-regulated English learning. Online English learning motivation was a mediator in these associations. The findings suggested that stronger learner beliefs of self-efficacy and perceived value of English learning promoted learning motivation and self-regulation. In contrast, higher learning anxiety, such as test anxiety and fear of negative evaluation, harmed learners’ motivation and their online self-regulated English learning.

Development of the Self-Determined Learning Motivation Scale: Analysis of Reliability and Validity

2013 ◽  
Vol 411-414 ◽  
pp. 2869-2872
Author(s):  
Pi Shan Hsu
Keyword(s):  
Self Regulation ◽  
Reliability And Validity ◽  
Learning Motivation ◽  
Validity And Reliability ◽  
Cronbach Alpha ◽  
Four Dimensions ◽  
Scale Reliability ◽  
Measurement Tools ◽  
E Learning ◽  
Motivation Scale

The purpose of this study is aims to develop an inventory assessing self-determined motivation for e-Learning courses in college. The study involves 397 college students, with exploratory factor analysis and Cronbach alpha scale reliability, and the validity of the test. Self-determined learning motivation scale is accordance with the Learning Self-Regulation Questionnaire (SRQ-L) by Williams & Deci (1996) and Black & Deci (2000). It compiled and revised the initial inventory consisted of 14 items, it divided into four dimensions, such as, "Intrinsic motivation", " Identified regulation", Introjected Regulation ", and "External regulation", the total explained variance was 71.35%. The Cronbach alpha is .87, with acceptable construct validity and reliability of measurement tools, it can provide the future development of e-Learning courses.

scholarly journals Predictors of performance at the Baccalaureate in Romania. A Pilot Study

2018 ◽  
Vol 9 (2) ◽  
pp. 77-86
Author(s):  
Cezar Valentin Ionescu
Keyword(s):  
Emotional Intelligence ◽  
Pilot Study ◽  
Self Regulation ◽  
Learning Motivation ◽  
General Cognitive Ability ◽  
Exam Preparation ◽  
Psychological Attributes ◽  
The Hours ◽  
Ability Emotional Intelligence ◽  
The Relationship

The aim of the present study is to examine the predictors of performance on the Romanian Bacalaureat (BAC). The study analyses the relationship between the composite BAC score as the criterion and several psychological attributes as the predictors: general cognitive ability, emotional intelligence, learning motivation, grit, conscientiousness, self-regulation, and the hours spent on exam preparation. Data analysis reveals the fact that intelligence does not predict BAC performance at all. The same result also holds for the association between BAC performance and emotional intelligence or motivation. Self-regulation, conscientiousness and grit are trivially, yet not statistically significant associated with BAC performance. Even the number of hours spent on exam preparation donot predict BAC performance.Taking these results into account, it is crucial to explain why no statistically significant association was obtained between the predictors and criterion. In the author’s mind, the findings should sound a warning with regard to the exam held in Romania when one graduates high school.

scholarly journals SELF REGULATION LEARNING PADA MAHASISWA FAKULTAS ILMU PENDIDIKAN UNIVERSITAS NEGERI JAKARTA

2007 ◽  
Vol 16 (VIII) ◽  
pp. 13-21
Author(s):  
Deasyanti Deasyanti ◽  
Anna Armeini Rangkuti
Keyword(s):  
Cognitive Psychology ◽  
University Students ◽  
Self Regulation ◽  
Learning Motivation ◽  
State University ◽  
Self Regulated Learning ◽  
Thinking Ability ◽  
Regulated Learning ◽  
Study Programs ◽  
Thinking Process

University students have to learn independently. They must have skills of how to learn: thinking ability, thinking process, and learning motivation. Those abilities in cognitive psychology are known as self-regulated learning. This research involve 128 students of Education Faculty of Jakarta State University to know about description of self-regulated learning, difference of self-regulated learning between study programs, and correlation of self-regulated learning withacademic achievement.

scholarly journals Predictors of performance at the Baccalaureate in Romania. A Pilot Study

2018 ◽  
Vol 9 (2) ◽  
pp. 77-86
Author(s):  
Cezar Valentin Ionescu
Keyword(s):  
Emotional Intelligence ◽  
Pilot Study ◽  
Self Regulation ◽  
Learning Motivation ◽  
General Cognitive Ability ◽  
Exam Preparation ◽  
Psychological Attributes ◽  
The Hours ◽  
Ability Emotional Intelligence ◽  
The Relationship

The aim of the present study is to examine the predictors of performance on the Romanian Bacalaureat (BAC). The study analyses the relationship between the composite BAC score as the criterion and several psychological attributes as the predictors: general cognitive ability, emotional intelligence, learning motivation, grit, conscientiousness, self-regulation, and the hours spent on exam preparation. Data analysis reveals the fact that intelligence does not predict BAC performance at all. The same result also holds for the association between BAC performance and emotional intelligence or motivation. Self-regulation, conscientiousness and grit are trivially, yet not statistically significant associated with BAC performance. Even the number of hours spent on exam preparation donot predict BAC performance.Taking these results into account, it is crucial to explain why no statistically significant association was obtained between the predictors and criterion. In the author’s mind, the findings should sound a warning with regard to the exam held in Romania when one graduates high school.

scholarly journals Students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies

2020 ◽  
Author(s):  
Milla Räisänen ◽  
Liisa Postareff ◽  
Sari Lindblom-Ylänne
Keyword(s):  
Peer Support ◽  
Mixed Method ◽  
Self Regulation ◽  
Peer Learning ◽  
Large Individual ◽  
First Year ◽  
Measurement Point ◽  
First Year Students ◽  
University Studies

AbstractThe present mixed-method longitudinal study examines students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies. At the first measurement point, 188 first-year students completed the questionnaire. At the second measurement point, 91 of the 188 students participated in the follow-up study at their fourth study year and completed the same questionnaire again. Of these, twelve students were interviewed. The results showed that experienced study-related exhaustion and self-regulation of content increased during studies. However, the results also showed a large individual variation in experienced study-related exhaustion. The students whose exhaustion decreased described experiences of peer support that helped them to develop their self-regulation skills. Students whose study-related exhaustion remained low evaluated their self-regulation skills as good. They experienced that they did not need other students’ support in the regulation of learning. The students whose study-related exhaustion increased or remained high described more problems in self-regulation. Most students relied on peer support because of self-regulation problems. However, not all students used other students’ support despite of problems in studying. It can be concluded that regulation skills have a key role in experienced study-related exhaustion during studies.

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