Relations Among Cultural Learning Beliefs, Self-Regulated Learning, and Academic Achievement for Low-Income Chinese American Adolescents

2016 ◽  
Vol 89 (3) ◽  
pp. 851-861 ◽  
Author(s):  
Janine Bempechat ◽  
Jin Li ◽  
Samuel Ronfard
Keyword(s):  
Academic Achievement ◽  
Low Income ◽  
Chinese American ◽  
Cultural Learning ◽  
Learning Beliefs ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Chinese American Adolescents

scholarly journals Relationships between self-regulated learning strategies, learning motivation and mathematics achievement

2020 ◽  
Vol 15 (1) ◽  
pp. 104-111
Author(s):  
Adel El-Adl ◽  
Hussain Alkharusi
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Extrinsic Motivation ◽  
Self Regulation ◽  
Learning Motivation ◽  
Learning Beliefs ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics ◽  
Ninth Grade Students

This study aimed at examining the relationships of self-regulated learning strategies with students’ learning motivation and academic achievement in mathematics. The study employed a descriptive research design. The participants were 238 ninth grade students in the Sultanate of Oman. The Motivated Strategies for Learning Questionnaire was used to assess the participants’ use of self-regulated learning strategies and motivation. Academic achievement was reflected by the total score obtained in mathematics. Results revealed statistically positive relationships of self-regulated learning with intrinsic motivation, extrinsic motivation, task value, control of learning beliefs, self-efficacy and academic achievement. Test anxiety was found to be negatively related to self-regulated learning. The study offers insights on how to develop effective instructional strategies to enhance students' self-regulated learning skills.   Keywords: Self-regulation, learning motivation, learning beliefs, academic achievement, learning.

Perceived Classroom Control, Self-Regulated Learning Strategies, and Academic Achievement

2003 ◽  
Vol 23 (3) ◽  
pp. 249-260 ◽  
Author(s):  
YOHANAN ESHEL ◽  
REVITAL KOHAVI
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Self Regulated Learning ◽  
Regulated Learning

What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.

2014 ◽  
Vol 106 (1) ◽  
pp. 121-131 ◽  
Author(s):  
Carolina Mega ◽  
Lucia Ronconi ◽  
Rossana De Beni
Keyword(s):  
Academic Achievement ◽  
Self Regulated Learning ◽  
Regulated Learning

Analysis on the Improvement of Self-Regulated Learning and Academic Achievement of SW Utilization by Colleges

2021 ◽  
Vol 22 (8) ◽  
pp. 1199-1205
Author(s):  
Hye-Young Park ◽  
KyungHee Lee
Keyword(s):  
Academic Achievement ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Academic Achievement and Gender Peer Effects on Social Comparisons and Self-Regulated Learning Behaviors in A Taiwanese EFL Context

2018 ◽  
Vol 6 (5) ◽  
Author(s):  
Wan-Jeng Chang
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Peer Effects ◽  
Social Comparisons ◽  
Female Students ◽  
Learning Behaviors ◽  
Self Regulated Learning ◽  
Efl Context ◽  
Regulated Learning ◽  
And Gender

The main purpose of the present article is to estimate academic achievement and gender peer effects on social comparisons and self-regulated learning behaviors in a Taiwanese EFL context. The participating students were 50 non-English-major freshmen studying in Central Taiwan. Analyses of the data reveal the following findings. First, female students preferred or felt more comfortable making social comparisons with other female students, and they applied more self-regulated learning strategies. Second, male students had a stronger drive to make social comparisons, and they would prepare harder over time for the tests. Third, students with relatively low ability tended toward upward comparison and tended to give up or only study the easy parts. 

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