scholarly journals Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis

2013 ◽  
Vol 2013 ◽  
pp. 1-18 ◽  
Author(s):  
Timothy J. Cleary ◽  
Peter Platten
Keyword(s):  
High School Students ◽  
Rating Scales ◽  
Self Regulation ◽  
Assessment Tools ◽  
Self Report ◽  
Self Regulated Learning ◽  
Field Note ◽  
Regulated Learning ◽  
Assessment Approach

Four high school students received 11 weeks of a self-regulated learning (SRL) intervention, called the Self-Regulation Empowerment Program (SREP), to improve their classroom-based biology exam scores, SRL, and motivated behaviors. This mixed model case study examined the correspondence between shifts in students’ strategic, regulated behaviors with their performance on classroom-based biology tests. The authors used traditional SRL assessment tools in a pretest-posttest fashion (e.g., self-report questionnaires, teaching rating scales) and gathered SRL data during the intervention using field note observations and contextualized structured interviews. This multidimensional assessment approach was used to establish convergence among the assessment tools and to facilitate interpretation of trends in students’ biology test performance relative to their SRL processes. Key themes in this study included the following: (a) the close correspondence between changes in students SRL, biology exam performance, and SREP attendance; (b) individual variability in student performance, SRL behaviors, and beliefs in response to SREP; and (c) the importance of using a multi-dimensional assessment approach in SRL intervention research. Furthermore, this study provided additional support for the potential effectiveness of SREP in academic contexts.

The Value of Metacognition and Reflectivity in Computer-Based Learning Environments

2016 ◽  
pp. 105-136
Author(s):  
Sammy Elzarka ◽  
Valerie Beltran ◽  
Jessica C. Decker ◽  
Mark Matzaganian ◽  
Nancy T. Walker
Keyword(s):  
Learning Environments ◽  
Real World ◽  
Self Regulation ◽  
Future Research ◽  
Self Regulated Learning ◽  
Computer Based Learning ◽  
Real World Application ◽  
Regulated Learning ◽  
Computer Based

The purposes of this chapter are threefold: to explore the research on and relationships among metacognition, reflection, and self-regulated learning; to analyze students' experiences with metacognition, reflection, and self-regulated learning activities in computer-based learning (CBL) courses; and to provide strategies that can be used in a CBL environment to promote students' metacognition, reflection, and self-regulation. A review of underlying frameworks for and prior study findings in metacognition and reflection are presented. Case study findings are also described and form the basis for the suggested strategies. The value and implications of using such strategies are also offered. Finally, future research should address the teaching of metacognition and reflection in CBL environments with an emphasis on real world application.

scholarly journals Middle School Students' Reported Self-Regulation Strategies in Completing Online Mathematics Homework

2021 ◽  
Author(s):  
Pepper Erlinger
Keyword(s):  
Middle School ◽  
Self Regulation ◽  
Social Assistance ◽  
High Achievement ◽  
Descriptive Case Study ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Regulation Strategies ◽  
Mathematics Homework

The purpose of this qualitative descriptive case study is to benefit our understanding of the potential of online homework as it relates to developing and supporting students’ self-regulated learning (SRL). This descriptive case study explores the use of self-regulated learning (SRL) strategies reported by students in the context of completing online mathematics homework (OHW). Eighth-grade students (10 total) from a traditional middle school were interviewed using a validated data collection instrument, the Self-Regulated Learning Interview Schedule or SRLIS (Zimmerman & Martinez-Pons, 1986, 1988). Students’ open-ended responses were interpreted using a framework of self-regulation theory and coded using 14 self-regulation strategies to identify the strategies used and to understand differences or similarities among students among different achievement groups (low or high). Students reported using a variety of SRL strategies while completing OHW. All but two students reported goal-setting and planning and seeking social assistance (from teachers, adults, and peers). Additionally, this study identified two new categories of seeking non-social assistance—online resources in general and those from the Khan Academy in particular. Among achievement groups, students in the high-achievement group reported greater use of the cognitive SRL strategy organizing and transforming, whereas students in the low-achievement group had more recurrent reports of no strategy. Students in the low-achievement group reported use of the motivational SRL strategies, environmental structuring and self-consequences, whereas students in the high-achievement group reported no use of motivational SRL strategies, but instead reported parent-initiated involvement.

scholarly journals Analysis of Junior High School Students’ Problem-solving Ability Reviewed from Self-regulated Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 51
Author(s):  
A S Bayuningsih ◽  
B Usodo ◽  
S Subanti
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Mathematical Problem ◽  
Self Regulation ◽  
Junior High School Students ◽  
School Students ◽  
Self Regulated Learning ◽  
Regulated Learning

<p class="Abstract">Problem-solving ability in mathematics is a primary means to understand a problem and develop the students ' ability in solving a problem. Step in solving problems are categorized to understanding the problem, devising a plan, carrying out the plan and reflection. This research used a descriptive method aimed to identify the problem-solving ability among junior high school students and review from students self-regulated learning (SRL).The subjects of the research were taken by one student in each SRL category (high, medium, and low) which then given the problem-solving test and the result was triangulated by interview. Based on the research, it can be stated that the students with high self-regulation can solve a mathematical problem by applying first indicator, the second indicator, third indicator, but they cannot apply the fourth indicator. The students with medium self-regulation can apply the first indicator and second indicator while they are still having the problem in third indicator and fourth indicator. The students with low category self-regulation cannot apply all of those in solving the mathematical problem.</p>

The Effects of Mobile Learning in an EFL Class on Self-Regulated Learning and School Achievement

2020 ◽  
Vol 12 (3) ◽  
pp. 49-65
Author(s):  
Tami Seifert ◽  
Carla Har-Paz
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Mobile Learning ◽  
Self Regulation ◽  
The Self ◽  
School Students ◽  
Learning Abilities ◽  
Self Regulated Learning ◽  
Regulated Learning

The objective of this research was to find out whether the implementation of mobile learning pedagogies in a high school classroom can educate high school students to become independent learners, who are able to regulate their learning, improve their achievements. The findings have been analyzed by taking into consideration the self-regulation scales of motivation and learning strategies, together with the significance of the students' scores. The results of this study show that the implementation of a mobile learning teaching unit does not affect the self-regulation learning abilities of the students. However, it does reveal an increase in external and internal motivation together with a shift in the application of learning strategies. As a result, a two-stage model has been proposed aiming to educate teenagers to become agents of their learning while they practice mobile learning as well as implementation of mobile seamless learning to promote a self-regulated learning.

scholarly journals Self-Regulated Learning in Remote Educational Context

2021 ◽  
Author(s):  
Edīte Sarva ◽  
◽  
Inga Linde ◽  
Linda Daniela
Keyword(s):  
Teaching And Learning ◽  
Self Regulation ◽  
Student Groups ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
12Th Grade ◽  
Regulated Learning ◽  
Changes Over Time ◽  
Remote Learning

Year 2020 has introduced massive changes in the teaching and learning in traditional classroom settings all around the world as due to the abrupt outbreak of COVID-19 pandemic, schools had to introduce remote learning systems and the amount of students’ independent workload increased exponentially. Self-regulated learning plays a crucial role in the learning process, and it is even more significant in remote learning as external regulation is low. The aim of this research was to study students’ self-evaluation on self-regulation processes during remote learning caused by the second wave of COVID-19 pandemic in autumn 2020. This paper presents results of a case study at a secondary school in Latvia. Over a period of two months regular surveys were carried out to investigate students’ opinion on their metacognitive, motivational and behavioural processes during remote learning. Results were analysed to determine the overall situation, changes over time and differences between distinctive students’ groups. Results reveal that 10–12th grade students are more self-rigorous when evaluating their performance than 7–9th graders. It is also evident that girls have better self-regulation skills than boys but seem to neglect their own needs more than boys. These and other results point to the need for customized support to different student groups during remote learning in order to provide all students with an appropriate learning environment.

Self-Regulated Learning Development in Undergraduate ESL Writing Classrooms: Teacher Feedback Versus Self-Assessment

RELC Journal ◽  
2020 ◽  
pp. 003368822095778
Author(s):  
Kayatri A/P Vasu ◽  
Yong Mei Fung ◽  
Vahid Nimehchisalem ◽  
Sabariah Md Rashid
Keyword(s):  
Qualitative Data ◽  
Instructional Practice ◽  
Self Regulation ◽  
Self Report ◽  
Teacher Feedback ◽  
Adaptive Behaviour ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Quasi Experimental

In the English as a second language (ESL) research context, teachers are committed to ensuring that students are aware of their writing skills and the kinds of errors they make in their writing. This explains why teacher feedback is frequently practised in the writing classrooms. Self-assessment is another supplementary strategy that provides opportunity for ESL students to take control of their learning. This study investigated the effects of self-assessment and indirect teacher feedback on self-regulated learning (SRL). A quasi-experimental design with an embedded experimental model was used in this research. Three intact classes were randomly assigned to experimental and control groups. This study utilised both quantitative and qualitative data. The quantitative data were obtained through the Self-Regulation Strategy Inventory Self-Report. The qualitative data were derived from the SRL microanalytic protocol. The findings revealed that both self-assessment and indirect teacher feedback helped learners become more self-regulated. However, self-assessment reduced maladaptive behaviours more than indirect teacher feedback. This study concludes that self-assessment is an effective instructional practice that promotes SRL in terms of goal setting, strategy planning, strategy use, attribution and adaptive behaviour. It is recommended that self-assessment be part of an instructional practice rather than an alternative strategy in the writing class.

The relationship between coach behavior and athlete self-regulated learning

2020 ◽  
pp. 174795412095190
Author(s):  
Jordan D Goffena ◽  
Thelma S Horn
Keyword(s):  
Autonomy Support ◽  
National Collegiate Athletic Association ◽  
Self Regulation ◽  
Self Report ◽  
Practical Applications ◽  
Self Regulated Learning ◽  
Variable Level ◽  
Regulated Learning ◽  
Person Centered Approach ◽  
The Relationship

The purpose of this study was to investigate the hypothesized link between athletes’ perception of coach behavior and their self-regulation of sport learning. Self-report questionnaires were administered to 140 Division-I National Collegiate Athletic Association athletes to assess aspects of coach control, autonomy support, and athlete self-regulated learning. From a person-centered approach, a cluster analysis resulted in the identification of three groups which exhibited contrasting profiles of coach behavior. Groupings consisted of athletes who were highly supported, moderately supported and controlled, and highly controlled. From a variable-centered approach, a canonical correlation analysis was performed followed by individual univariate analyses. The results offer both person-level and variable-level support for the relationship between coach behavior and self-regulated learning. Overall, a positive relationship between autonomy-supportive coaching and athlete self-regulation was found. Future directions for research and practical applications for coaching are discussed.

scholarly journals The The Self-Regulated Learning of Younger Adolescents with and without Learning Difficulties – A Comparative Multiple Case Study

2018 ◽  
pp. 1
Author(s):  
Tanja Černe ◽  
Mojca Juriševič
Keyword(s):  
Learned Helplessness ◽  
Personal Development ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Multiple Case Study ◽  
The Self ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Multiple Case

Well-developed self-regulated learning is the key to enabling learners to achieve both their educational goals and wider personal development. However, this can be especially challenging for adolescents with learning difficulties, because of the neuropsychological and neurophysiological characteristics of such individuals, as well as the significant disparities they tend to experience between the effort put into learning on the one hand, and the resulting learning achievements on the other. In the current comparative multiple case study, we researched the self-regulated learning of three younger adolescents with learning difficulties and that of one younger adolescent without learning difficulties. The data were subjected to triangulation methods and qualitative analysis, with the results showing that the younger adolescents with learning difficulties mainly used cognitive rehearsal strategies, while the organisational and elaboration strategies were used only with the aid of the available social resources. The results also show that metacognitive strategies with regard to planning, assessment, and self-regulation were not yet fully developed in the participants with learning difficulties. Two of the three younger adolescents with learning difficulties show several signs of defensive pessimism and learned helplessness. All the adolescents participating in this case study received support and help in their home environments and developed suitable self-encouragement and self-rewarding strategies through perceptions of their own success in their free-time activities. The participating teachers did not fully identify the strong areas and performance factors in the younger adolescents, both with and without learning difficulties. The results obtained from this case study might contribute to developing more efficient special-educational intervention approaches.

scholarly journals ENVIRONMENT EFFECT IN SELF-REGULATED LEARNING

2020 ◽  
Vol 1 (2) ◽  
pp. 62
Author(s):  
Fernando Saragih
Keyword(s):  
High School Students ◽  
Student Learning ◽  
Parenting Style ◽  
Peer Group ◽  
Self Regulation ◽  
Simple Random Sampling ◽  
Survey Method ◽  
School Students ◽  
Self Regulated Learning ◽  
Regulated Learning

This study aims at finding and analyzing the influence of parenting style and peer group toward the self regulated learning. These goals are considerably based on the lack of student learning independence occurred during the learning process at school. The theory used in this research is the social cognitive of self regulation. This theory explains that the learning independence is formed by individual, behavior, and the environment.  This is a quantitative research using an explanatory survey method with the questionnaires as the technique of data collection. They consisted of 32 statements which had been evaluated and were valid and reliable to be tested on the respondents. The simple random sampling was applied in order to choose 120 high school students in Purwakarta. All the data were then analyzed by applying the multiple regressions using SPSS. The result of this research shows that there is a positive and a significant effect between the parenting parents and peer group toward the student learning independence. Therefore, parents should adjust the parenting model to the children’s condition as well as implement the values and the basic principles in addition, the role of peer groups is also needed to develop basic values and provide motivation to become more independent figures.Keywords: self regulated learning, Character building, parenting style, peer group, social interactions  

Perceived Control, Autonomy, and Self-Regulated Learning Strategies among Japanese High School Students

1999 ◽  
Vol 85 (3) ◽  
pp. 779-798 ◽  
Author(s):  
Hirotsugu Yamauchi ◽  
Yukiko Kumagai ◽  
Yuko Kawasaki
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Junior High School ◽  
Perceived Control ◽  
Self Report ◽  
Control Beliefs ◽  
School Students ◽  
Self Regulated Learning ◽  
Regulated Learning

This study investigated relations among measures of perceived control, autonomy, and self-regulated learning strategies for 228 junior high school (90 in Grade 7 and 138 in Grade 8) and 306 senior high school (184 in Grade 11 and 122 in Grade 12) students. Participants completed three self-report questionnaires designed to measure control beliefs, strategy beliefs, capacity beliefs, seven types of motivation, and two types of self-regulated strategies. Confirmatory factor analysis identified the structure of perceived control modeled by Skinner, Chapman, and Baltes (1988), the seven-factor structure of autonomy by Vallerand, Pelletier, Blais, Briere, Senecal, and Vallieres (1992, 1993), and the two types of self-regulated learning strategies by Pintrich and De Groot (1990). Significant “grade” differences were obtained in several measures. Canonical correlation was used to investigate the relations between perceived control and autonomy measures. Finally, multiple regression analysis was used to investigate the relations between perceived control and self-regulated learning strategies and between autonomy and self-regulated learning strategies. Implications of the results are presented.

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