Self-regulated learning from illustrated text: Eye movement modelling to support use and regulation of cognitive processes during learning from multimedia

2017 ◽  
Vol 88 (1) ◽  
pp. 80-94 ◽  
Author(s):  
Katharina Scheiter ◽  
Carina Schubert ◽  
Anne Schüler
Keyword(s):  
Eye Movement ◽  
Cognitive Processes ◽  
Self Regulated Learning ◽  
Illustrated Text ◽  
Regulated Learning

scholarly journals Peer Lecturing as Project-Based Learning: Blending Socio-Affective Influences with Self-Regulated Learning

2016 ◽  
Vol 10 (1) ◽  
pp. 109
Author(s):  
Dominique-Esther Seroussi ◽  
Rakefet Sharon
Keyword(s):  
Student Teachers ◽  
Cognitive Processes ◽  
Scientific Information ◽  
Self Regulation ◽  
Project Based Learning ◽  
First Year ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Affective Influences ◽  
Further Development

As a contribution to the efforts to understand the influence of peer presence on self-regulated learning, this paper studies students’ reaction to a project-based activity, the final product of which was a scientific communication to peers. In this activity, peer lecturing, the students formulate a question on a topic linked to the course, search scientific information in order to answer the question, and teach the result of their investigations to their class in the form of a whole-class communication. The paper draws on the qualitative analysis of 23 interviews of first-year student teachers involved in peer lecturing in the framework of an introductory zoology course. In this study, the expressed gains in self-regulated learning described by the students are compared to the gains reported in the literature in other project-based methods and in peer teaching. Original gains in motivation (social goals), cognitive processes and self-regulation, are highlighted, while stressing differences between student types. Further development of the method is suggested.

scholarly journals Individual differences in basic cognitive processes and self-regulated learning: Their interaction effects on math performance

2019 ◽  
Vol 71 ◽  
pp. 58-70 ◽  
Author(s):  
Mariel F. Musso ◽  
Monique Boekaerts ◽  
Mien Segers ◽  
Eduardo C. Cascallar
Keyword(s):  
Individual Differences ◽  
Cognitive Processes ◽  
Interaction Effects ◽  
Math Performance ◽  
Self Regulated Learning ◽  
Regulated Learning

Measuring component and sets of cognitive processes in self-regulated learning.

1993 ◽  
Vol 85 (4) ◽  
pp. 591-604 ◽  
Author(s):  
Dawn Howard-Rose ◽  
Philip H. Winne
Keyword(s):  
Cognitive Processes ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals THE EFFECT OF SELF-REGULATED LEARNING ON STUDENTS’ PROBLEM-SOLVING ABILITIES

2021 ◽  
Vol 10 (2) ◽  
pp. 927
Author(s):  
Sri Rahayuningsih ◽  
Muhammad Hasbi ◽  
Mulyati Mulyati ◽  
Muhammad Nurhusain
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Mixed Method ◽  
Mathematical Problem ◽  
Self Regulation ◽  
Mathematical Problem Solving ◽  
Self Regulated Learning ◽  
Mixed Method Design ◽  
Regulated Learning ◽  
Literacy Ability

Abstract The present study aimed to 1) investigate the effect of self-regulated learning on students’ mathematical problem-solving ability; 2) describe the cognitive processes carried out by students with low and high self-regulation and high problem-solving ability. This study employed an explanatory mixed-method design. Nineteen students at a private high school, in Makassar, Indonesia, were selected, in order to complete the questionnaire, mathematical problem-solving ability test. Of the 19 students, two were selected as research subjects representing problem-solving ability. The quantitative data were analyzed using descriptive statistics and inferential statistics, while the qualitative data analysis had to go through the following stages including, reduction, data display, and conclusion drawing. The results showed that 1) self-regulated learning had no effect on students’ mathematical ability; 2) the cognitive processes carried out by students with high self-regulation and high problem-solving ability included high literacy ability, high metacognitive awareness, being proactive yet inflexible; 3) the cognitive processes carried out by students with low self-regulation and high problem-solving ability included low literacy ability but showing more flexible attitudes. From this study, it can be concluded that problem-solving ability is not influenced by self-regulated learning, but by other factors such as the environment, cognitive ability and cognitive preparedness. Keywords: Problem-solving ability; self-regulated learning. Abstract Penelitian ini bertujuan untuk 1) menginvestigasi pengaruh self-regulated learning terhadap kemampuan pemecahan masalah matematis siswa; 2) mendeskripsikan proses kognitif yang dilakukan siswa dengan self-regulation rendah dan tinggi dan kemampuan pemecahan masalah tinggi. Penelitian ini menggunakan explanatory mixed-method design. Sembilan belas siswa sekolah menengah swasta, di Makassar, Indonesia, dipilih untuk mengisi angket tes kemampuan pemecahan masalah matematika. Dari 19 siswa tersebut, dipilih dua orang sebagai subjek penelitian yang mewakili kemampuan pemecahan masalah. Data kuantitatif dianalisis menggunakan statistik deskriptif dan statistik inferensial, sedangkan analisis data kualitatif melalui tahapan yaitu, reduksi data, menampilkan data, penarikan Kesimpulan. Hasil penelitian menunjukkan bahwa 1) self-regulated learning tidak berpengaruh terhadap kemampuan matematika siswa; 2) proses kognitif yang dilakukan siswa dengan self-regulated learning tinggi dan kemampuan pemecahan masalah tinggi meliputi kemampuan literasi tinggi, kesadaran metakognitif tinggi, proaktif namun tidak fleksibel; 3) Proses kognitif yang dilakukan siswa dengan self-regulated learning rendah dan kemampuan pemecahan masalah tinggi meliputi kemampuan literasi rendah tetapi menunjukkan sikap lebih fleksibel. Dari penelitian ini dapat disimpulkan bahwa kemampuan pemecahan masalah tidak dipengaruhi oleh self-regulated learning, melainkan oleh faktor lain seperti lingkungan, kemampuan kognitif, dan kesiapan kognitif. Keywords: Kemampuan pemecahan masalah, self-regulated learning. 

scholarly journals Forgetting as the friend of learning: implications for teaching and self-regulated learning

2019 ◽  
Vol 43 (2) ◽  
pp. 164-167 ◽  
Author(s):  
Robert A. Bjork ◽  
Elizabeth L. Bjork
Keyword(s):  
Cognitive Processes ◽  
Environmental Context ◽  
Human Learning ◽  
Learning Processes ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Or Practice

One of the “important peculiarities” of human learning (Bjork RA and Bjork EL. From Learning Processes to Cognitive Processes: Essays in Honor of William K. Estes, 1992, p. 35–67) is that certain conditions that produce forgetting—that is, impair access to some to-be-learned information studied earlier—also enhance the learning of that information when it is restudied. Such conditions include changing the environmental context from when some to-be-learned material is studied to when that material is restudied; increasing the delay from when something is studied to when it is tested or restudied; and interleaving, rather than blocking, the study or practice of the components of to-be-learned knowledge or skills. In this paper, we provide some conjectures as to why conditions that produce forgetting can also enable learning, and why a misunderstanding of this peculiarity of how humans learn can result in nonoptimal teaching and self-regulated learning.

Self-regulated Learning and Expertise: Dual Cognitive Processes

2019 ◽  
pp. 617-630
Author(s):  
Webb Stacy ◽  
Jeffrey M. Beaubien ◽  
Tara Brown
Keyword(s):  
Cognitive Processes ◽  
Self Regulated Learning ◽  
Regulated Learning

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
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.

Sign in / Sign up

Export Citation Format

Share Document