Self-Regulatory Climate: A Social Resource for Student Regulation and Achievement

2015 ◽  
Vol 117 (2) ◽  
pp. 1-28 ◽  
Author(s):  
Curt M. Adams ◽  
Patrick B. Forsyth ◽  
Ellen Dollarhide ◽  
Ryan Miskell ◽  
Jordan Ware
Keyword(s):  
Math Achievement ◽  
Self Regulation ◽  
Psychological Needs ◽  
School Level ◽  
Differential Effects ◽  
Self Regulated Learning ◽  
Regulatory Climate ◽  
Ex Post ◽  
Regulated Learning ◽  
The Relationship

Background/Context Schools have differential effects on student learning and development, but research has not generated much explanatory evidence of the social-psychological pathway to better achievement outcomes. Explanatory evidence of how normative conditions enable students to thrive is particularly relevant in the urban context where attention disproportionately centers on the pathology of these environments rather than social attributes that contribute to student growth. Research Purpose Our purpose in this study was to determine if a self-regulatory climate works through student self-regulation to influence academic achievement. We hypothesized that (1) self-regulatory climate explains school-level differences in self-regulated learning, and (2) self-regulated learning mediates the relationship between self-regulatory climate and math achievement. Research Design We used ex post facto survey data from students and teachers in 80 elementary and secondary schools from a large, southwestern urban school district. A multilevel modeling building process in HLM 7.0 was used to test our hypotheses. Results Both hypotheses were supported. Self-regulatory climate explained significant school-level variance in self-regulated learning. Additionally, student self-regulated learning mediated the relationship between self-regulatory climate and math achievement. Conclusions Our results suggest that schools, like teachers, have differential effects on the motivational resources of students, with self-regulatory climate being an essential social condition for self-regulation and achievement. We believe self-regulatory climate has value for educators seeking to provide equitable learning opportunities for all students and for researchers seeking to account for achievement differences attributed to schools. In both cases, self-regulatory climate advances a construct and measure that conceptualizes and operationalizes school-level support for psychological needs.

Principal support for student psychological needs

2017 ◽  
Vol 55 (5) ◽  
pp. 510-525 ◽  
Author(s):  
Curt Adams ◽  
Jentre Olsen
Keyword(s):  
Psychological Needs ◽  
Principal Support ◽  
Faculty Trust ◽  
Teacher Interactions ◽  
Content Type ◽  
Self Regulated Learning ◽  
Ex Post ◽  
Regulated Learning ◽  
Restricted Maximum Likelihood Estimation ◽  
The Relationship

Purpose Although leadership evidence highlights the importance of cooperative principal-teacher relationships, research has not looked thoroughly at the content behind principal-teacher interactions. The purpose of this paper is to use self-determination theory and organizational conversation to develop principal support for student psychological needs (PSSPN), a concept that represents principal-teacher interactions based on social and psychological factors contributing to student learning. The empirical part of the study tests the relationship between PSSPN and faculty trust in students and student self-regulated learning. Design/methodology/approach Hypotheses were tested with a non-experimental, correlational research design using ex post facto data. Data were collected from 3,339 students and 633 teachers in 71 schools located in a metropolitan area of a southwestern city in the USA. Hypotheses were tested with a 2-2-1 multi-level mediation model in HLM 7.0 with restricted maximum likelihood estimation. Findings Principal support for student psychological needs had a positive and statistically significant relationship with faculty trust in students and self-regulated learning. Additionally faculty trust mediated the relationship between principal support for student psychological needs and self-regulated learning. Originality/value This is one of the first studies to examine school leadership by the content that is exchanged during principal-teacher interactions. Principal support for student psychological needs establishes a theoretically-based framework to study leadership conversations and to guide administrative practices. Empirical results offer encouraging evidence that the simple act of framing interactions around the science of wellbeing can be an effective resource for school principals.

scholarly journals The Relationship between Self Regulated Learning Participants in Competency Test With Competency Test Results for Indonesian Midwives in South Sulawesi for the period July-September 2020

2021 ◽  
Vol 8 (1) ◽  
pp. 28-33
Author(s):  
Zelna Yuni Andryani.A ◽  
Nurfaizah Alza
Keyword(s):  
Self Regulation ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Study Approach ◽  
South Sulawesi ◽  
A Value ◽  
Regulated Learning ◽  
The Relationship

Background: Self-regulation in learning (Self-regulated learning) is a concept about how a student becomes a regulator for his own learning. Self-regulation is a process in which a student activates and supports cognition, behavior, and feelings which are systematically oriented towards achieving a goal. Learning outcomes are determined by effort rather than level of intelligence. The effort in question is that students are able to organize themselves to learn independently. Purpose: : This study aims to determine the relationship between self-regulated learning and the Indonesian midwife competency test. Methods: The research design used analytical survey with cross sectional study approach using snow ball sampling technique with a sample size of 192 respondents. Results: The results showed that there was no relationship between Self Regulated Learning and the results of the Indonesian Midwives Competency Test with a value of p = 0.236 (> α value). The need for further research on other factors that affect the results of the Indonesian Midwives Competency Test.

scholarly journals The relationship between mobile learning and self-regulated learning: A systematic review

2020 ◽  
Vol 36 (4) ◽  
pp. 151-172
Author(s):  
Agnieszka Palalas ◽  
Norine Wark
Keyword(s):  
Systematic Review ◽  
Mobile Learning ◽  
Self Regulation ◽  
Geographic Location ◽  
Theoretical Models ◽  
Mobile Technologies ◽  
Measurement Instruments ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

A systematic review of 38 primary research peer-reviewed articles, drawn from six databases and spanning from January 2007 to January 2019, was conducted to determine the principle information that they collectively offered on the relationship between mobile learning (m-learning) and self-regulated learning (SRL). In answering the research questions posed, a synthesis of the following 12 key elements was undertaken: (1) research aims, (2) research methodologies, (3) outcomes, (4) education discipline areas, (5) educational levels, (6) educational contexts, (7) geographic location, (8) time frame, (9) type of device, (10) m-learning and SRL definitions, (11) theoretical models, and (12) m-learning, self-regulation (SR), and SRL variable measurement instruments. The frequency of studies on the relationship between m-learning and SRL increased in more recent years, as did the types of devices used in these studies. More than three quarters of the studies concluded that m-learning enhanced SRL, SRL enhanced m-learning, or m-learning and SRL enhanced other learning factors (e.g., health, curriculum development). Moreover, the relationship between m-learning and SRL was dynamic and complex. A primary recommendation was to intentionally integrate m-learning and SRL into formal curricula guided by informed, technologically adept educators who provided appropriate, ever-decreasing support and scaffolding as learners became more self-determined.   Implications for practice or policy: M-learning research and practice should be founded upon relevant theory and validated definitions of m-learning that consider ever-advancing technologies and related pedagogies that include participatory activities. M-learning designers should ensure that mobile technologies are used intentionally and selectively, guided by clearly defined learning objectives, and integrated into the curriculum by technologically adept educators who provide appropriate, ever-decreasing support and scaffolding as learners become more self-determined. When designing m-learning, educators should consider digital safety and privacy issues.

scholarly journals Hubungan Regulasi Diri dengan Prokrastinasi Akademik

2021 ◽  
Vol 1 (10) ◽  
pp. 861-866
Author(s):  
Sedyawati Sedyawati
Keyword(s):  
Data Analysis ◽  
Self Regulation ◽  
Cluster Sampling ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Bivariate Correlation ◽  
Analysis Technique ◽  
Regulated Learning ◽  
Class Viii ◽  
The Relationship

Abstract: Academic procrastination is a behavioral tendency to procrastinate tasks that occur in students. Factors that influence it include the lack of strategies in self-regulation or self-regulation (self-regulated learning). As one of the countries affected by the COVID-19 pandemic, Indonesia is implementing learning from home. In this condition, students are expected to have skills in managing themselves in learning during the learning process from home. This quantitative study examines the relationship between self-regulated learning and students' academic procrastination during the pandemic. The population of this research is the students of SMP Negeri 6 Malang, and the research sample uses random cluster sampling so that the number of students obtained is 168 consisting of class VII, class VIII, and class IX. The data collection uses a self-regulated learning scale and an academic procrastination scale on google forms distributed through online class Whatsapp groups. The data analysis technique used is a bivariate correlation to determine the relationship between the two variables. The data analysis results showed no significant relationship between self-regulated learning and students' academic procrastination. Abstrak: Prokrastinasi akademik merupakan kecenderungan perilaku menunda-nunda tugas yang terjadi pada siswa. Faktor yang mempengaruhi prokrastinasi akademik, antara lain kurangnya strategi pengaturan diri atau regulasi diri. Regulasi diri dibutuhkan siswa, terutama dalam kondisi kurang menguntungkan pada saat ini yaitu pandemi covid-19. Situasi saat ini menuntut siswa memiliki keterampilan mengatur diri yang baik agar terhindar dari kebiasaan menunda-nunda tugas. Tujuan penelitian ini untuk mengetahui hubungan antara regulasi diri dan prokrastinasi akademik selama pandemi covid-19. Populasi penelitian adalah siswa SMP Negeri 6 Malang, teknik pengambilan sampel menggunakan cluster random sampling dan diperoleh 167 siswa kelas VII, kelas VIII dan kelas IX. Pengumpulan data menggunakan skala regulasi diri dan skala prokrastinasi akademik. Teknik analisis data penelitian yaitu korelasi bivariat. Hasil analisis data menunjukkan bahwa tidak ada hubungan yang signifikan antara regulasi diri dengan prokrastinasi akademik siswa selama pandemi covid-19.

scholarly journals RELATIONS BETWEEN THE PERSONAL SELF-REGULATION AND LEARNING APPROACH, COPING STRATEGIES, AND SELF-REGULATION LEARNING, IN UNIVERSITY STUDENTS (PROCESS)

2016 ◽  
Vol 4 (1) ◽  
pp. 175
Author(s):  
Lucía Zapata ◽  
Jesús De la Fuente ◽  
José Manuel Martínez Vicente ◽  
Mª Carmen González Torres ◽  
Raquel Artuch
Keyword(s):  
Coping Strategies ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
Approaches To Learning ◽  
Future Research ◽  
Learning Approach ◽  
Learning Approaches ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

Abstract.Introduction. Self-regulation is an important variable in education and research, but in educational context self-regulated learning is the construct more studied. For this, there are a scarcity of studies that seek to establish relationships between personal self-regulation and other educational variables. We aim to delimit the relationships between personal self-regulation (Presage variable) and different process variables: approaches to learning, self-regulated learning and coping strategies, establishing the importance of these variables in future research in meta-cognition. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and learning approaches and self-regulated learning; and negative correlation with emotion-focused coping strategies. The different levels of personal self-regulation (presage learning variable) determine of the type of learning approach and of coping strategies. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of coping strategies, and the relationship between self-regulated learning and coping.Palabras Clave: 3P Model, DEDEPRO Model, Personal Self-regulation, Coping strategies, Selfregulated learning.

scholarly journals On the Self-regulated Learning Ability of Students and Its Development

CONVERTER ◽  
2021 ◽  
pp. 426-431
Author(s):  
Jisheng He, Ling He, Naizhu Huang, Jiaming Zhong, Linzi Qin
Keyword(s):  
Theoretical Basis ◽  
Self Regulation ◽  
The Self ◽  
Learning Ability ◽  
Learning Abilities ◽  
Self Monitoring ◽  
Effective Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

It is crucial for students to bear the ability of self-access for effective learning. Abilities of students’ self-access should be trained on basis of the connotation of self-access ability, with the start of training students’ self-direction, self-monitoring, self-regulation and self-accessment abilities. Ways and measurements of self-access training are to be made considering the relationship between knowledge, skills and abilities, and following the theoretical basis of students’ self-access ability training. Cognition guidance measures are best choice.

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 Pre-service Teachers' Self-Regulated Learning and their Developing Concepts of SRL

2013 ◽  
Vol 23 (1) ◽  
Author(s):  
Dawn Buzza ◽  
Trina Allinotte
Keyword(s):  
Student Teachers ◽  
Teaching Strategies ◽  
Teaching Practices ◽  
Learning Strategy ◽  
Self Regulation ◽  
Learning Goals ◽  
Field Observations ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

Self-regulated learners manage their thoughts, emotions, and behaviours, and their social and contextual environments to reach their learning goals. Research shows that student teachers can learn to teach in ways that promote students’ development of SRL. It has also been shown that there is a relationship between teachers’ own SRL and their ability to develop self-regulation in students. This study examined student teachers’ developing concepts of SRL as they learned about this complex set of skills, behaviours, and beliefs through both coursework and field observations. This paper investigates the relationship between self-reported SRL of these teachers and their understanding of SRL behaviours and SRL-supportive teaching practices. Participants’ self-reported learning strategy scores predicted their performance on an SRLclassroom observation assignment while motivation scores were unrelated. These results contribute to our growing knowledge of how to support student teachers in their learning of teaching strategies that support the development of SRL.

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