scholarly journals E-book of metacognitive learning strategies: design and implementation to activate student’s self-regulation

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Endang Susantini ◽  
Rinie Pratiwi Puspitawati ◽  
Raharjo ◽  
Husfina Lailiyatus Suaidah
Keyword(s):  
Learning Strategies ◽  
Positive Response ◽  
Self Regulation ◽  
Digital Learning ◽  
Metacognitive Skills ◽  
Biology Students ◽  
Self Regulated Learning ◽  
Teachers And Students ◽  
Innovative Learning ◽  
Metacognitive Learning

AbstractICT-based learning provides opportunities for teachers and students to learn digitally, as well as letting the students become autonomous learners. One of the efforts to actualize such typical learning mode is to provide digitalized learning media, such as e-Books. An e-Book of metacognitive learning strategies aimed to train students’ metacognitive skills that emphasized self-regulated learning in order to make them become autonomous learners. This study was objected to describe the e-Book of metacognitive learning strategies in designing, implementing, and evaluating students’ metacognitive skills in a learning process. The e-Book was designed using ADDIE development model and used during the innovative learning I course for 84 biology students at Universitas Negeri Surabaya. The data were analyzed using descriptive-qualitative approach. The results showed that the e-Book’s validity was in a very good category. It also conveyed level 15 of readability according to the students and was responded very well with a positive response of 96%. Other findings depicted that the students’ metacognitive learning outcomes and students’ self-regulation were in a good category. Hence, the e-Books had the potential to be used in a digital learning mode as well as training students’ metacognitive skills and self-regulation.

Self-Regulated Learning in Reading: Gifted Pedagogy and Instructional Settings

2008 ◽  
Vol 20 (1) ◽  
pp. 108-136 ◽  
Author(s):  
Angela Housand ◽  
Sally M. Reis
Keyword(s):  
Reading Instruction ◽  
Learning Strategies ◽  
Self Regulation ◽  
Gifted Students ◽  
Strategy Instruction ◽  
Use Of Self ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers And Students ◽  
The Individual

Personal processes, the environment, and individual behaviors of both teachers and students are factors that facilitate students' use of self-regulation learning strategies in reading. Some environmental conditions, such as organization of materials and clear expectations, support the development and use of self-regulation learning (SRL) strategies in reading. Teachers who use explicit instruction and modeling of SRL strategies have more students who can use self-regulation to read for longer periods and respond to higher order thinking questions. However, there are highly self-regulated students (even though fewer numbers) in low self-regulation classrooms, suggesting that individual differences in SRL strategies exist among gifted students and perhaps some gifted students as early as fifth grade have already attained the individual ability to use self-regulated learning SRL strategies to read and learn. The combination of domain-specific strategy instruction in reading combined with the use of SRL strategies to support knowledge acquisition seems to help more students in the higher self-regulation classroom achieve and maintain focus during reading instruction.

scholarly journals The Relationship Between Test Anxiety and Achievement in Accounting Students with Different Cognitive Styles: The Mediating Roles of Self-Regulation

2016 ◽  
Vol 4 (2) ◽  
pp. 14 ◽  
Author(s):  
Pi-Yueh Cheng ◽  
Wan-Ru Liao
Keyword(s):  
Test Anxiety ◽  
Learning Strategies ◽  
Self Regulation ◽  
Cognitive Styles ◽  
Accounting Education ◽  
Self Regulated Learning ◽  
Business Colleges ◽  
Teachers And Students ◽  
Management Students ◽  
The Relationship

<p>Previous research has indicated that accounting is a very important basic course for undergraduate business and management students. Studies have also shown that most accounting teachers and students are anxious about their ability to effectively teach and learn the course curriculum, respectively, which may result in a poor outcome for the students. Attempts have been made to improve accounting education and reduce anxiety by enhancing students’ learning strategies and reducing the stress related to testing. The purpose of this research was to establish and model the effects of accounting anxiety on achievement, to examine the mediating role of self-regulation in the relationship between test anxiety (TA) and achievement, and to compare the achievement and learning processes of students with different cognitive styles. Participants were 498 students from Taiwan business colleges. Our results revealed that self-regulated learning mediated the relationship between TA and accounting achievement. Additionally, with significant differences noted between students with analytical and intuitive cognitive styles. A discussion of study limitations and of implications for accounting education follows.</p>

scholarly journals Reconsidering the Assessment of Self-Regulated Learning in Foreign Language Courses

2014 ◽  
pp. 443-459
Author(s):  
Kristen Sullivan
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Assessment Practices ◽  
Learner Engagement ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Language Courses ◽  
Foreign Language Courses

This paper addresses the issue of how to assess learners’ engagement with activities designed to develop self-regulatory learning strategies in the context of foreign language teaching and learning. The argument is that, if the aim of these activities is the development of learners’ self-regulation, then the assessment practices used must also reflect this orientation. The problem herein is that traditional assessment practices are typically normative in nature, endorsing understandings of intelligence as fixed and failure as unacceptable. Using such approaches to assess learner engagement with self-regulated learning activities will undermine efforts to promote learner development, and may demotivate learners. This paper will discuss these issues through a critical reflection on assessment practices used to evaluate EFL learners’ engagement with an assessable homework activity designed to develop their self-regulatory strategies. It is argued that learning-oriented assessment principles and practices are most suited to the evaluation of self-regulated learning in EFL. Potential issues related to the application of learning-oriented assessment in EFL contexts are also discussed.

scholarly journals Learning Self-regulated L2 Writing Under a Cognitive Model

2021 ◽  
Author(s):  
Manashi Gogoi Dutta ◽  
Uthaivan Danvivath
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Writing Skills ◽  
L2 Writing ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Cognitive Involvement ◽  
Metacognitive Learning ◽  
Involvement Load

Abstract This research study has been conducted to experiment an innovative teaching approach believing that when less use of self-regulated learning strategy leads to lower metacognitive learning attitude which results in low proficiency. This study has investigated the consequences of instructionally aroused cognitive involvement load for self-monitoring and self-assessment through facilitation of metacognitive learning strategy use for improving L2 writing skills of Thai undergraduate students. This innovative instructional model for teaching self-regulated L2 writing has been named as Strategic Self-Regulated Metacognitive Activities or S2RMCA. The approach of this model has been developed to promote self-regulated learning management. For stimulating the use of learning strategies, a set of self-monitoring and self-evaluating assessment rubric named Strategy Inventories for Learning L2 Writing (SILL2W) has also been devised. A set of questionnaire, pre-post-tests, checklist, and interviews were employed for collecting and analyzing the data. Results of data analyses have shown effectiveness and feasibility of the S2RMCA model for teaching self-regulated L2 writing. Satisfactory results have also been shown by participants in their L2 writing skills. So far, research studies conducted on cognitive involvement load, a continuing challenge has always been there regarding the accurate measurement of load via self-reporting and this study has also faced that challenge.

scholarly journals Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Nathan Thomas ◽  
Heath Rose ◽  
Punjaporn Pojanapunya
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Formal Education ◽  
Strategic Behavior ◽  
Self Regulation ◽  
Language Education ◽  
Language Learning Strategies ◽  
Strategic Development ◽  
Teachers And Students ◽  
Learner Agency

AbstractThis article provides an overview of the field of language learning strategies, focusing on definitional and conceptual issues as they relate to strategy use in formal education settings. The article first provides evidence of the conflation of language learning strategies with concepts related to self-directedness. It provides evidence via a corpus-based analysis of published papers over time to illustrate that the field has moved away from instructed settings and towards a view of learner agency and self-regulation. We argue that this is a dangerous trend for language education researchers, as current definitions minimize the role of the teacher and classroom contexts in influencing strategic behavior in their students. A conceptualization and subsequent definition that does not stigmatize or exclude learners who are not self-directed, for whatever reason(s), is crucial to advance the field. As a solution, we propose that self-regulation be defined as a dynamic characteristic of learning strategies in order to allow for other-regulated strategies in research. Theorizing the interplay of the self and strategies on a continuum helps to emphasize the dynamic processes of strategic development, and the roles teachers and students in instructed settings can play in this process.

scholarly journals Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model

2020 ◽  
Vol 10 (12) ◽  
pp. 184
Author(s):  
Pierpaolo Limone ◽  
Maria Sinatra ◽  
Flavio Ceglie ◽  
Lucia Monacis
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Time Management ◽  
Self Regulation ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Settings ◽  
Account Due

Generally considered as a prevalent occurrence in academic settings, procrastination was analyzed in association with constructs such as self-efficacy, self-esteem, anxiety, stress, and fear of failure. This study investigated the role played by self-regulated learning strategies in predicting procrastination among university students. To this purpose, the relationships of procrastination with cognitive and metacognitive learning strategies and time management were explored in the entire sample, as well as in male and female groups. Gender differences were taken into account due to the mixed results that emerged in previous studies. This cross-sectional study involved 450 university students (M = 230; F = 220; Mage = 21.08, DS = 3.25) who completed a self-reported questionnaire including a sociodemographic section, the Tuckman Procrastination Scale, the Time Management Scale, and the Metacognitive Self-Regulation and Critical Thinking Scales. Descriptive and inferential analyses were applied to the data. The main findings indicated that temporal and metacognitive components play an important role in students’ academic achievement and that, compared to females, males procrastinate more due to poor time management skills and metacognitive strategies. Practical implications were suggested to help students to overcome their dilatory behavior.

scholarly journals Students’ Task Understanding during Engineering Problem Solving in an Introductory Thermodynamics Course

2018 ◽  
Vol 11 (7) ◽  
pp. 43
Author(s):  
Oenardi Lawanto ◽  
Angela Minichiello ◽  
Jacek Uziak ◽  
Andreas Febrian
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Engineering Students ◽  
Self Regulation ◽  
Engineering Problem ◽  
Prior Learning ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Significant Difference ◽  
Task Interpretation

Understanding problems or tasks is a critical step in any problem-solving activity and the heart of self-regulated learning. When encountering a problem, students draw upon information available in the environment, along with knowledge, concepts, and perceptions derived from prior learning experiences, to interpret the demands of the task. Interpretation of tasks is, therefore, a key determinant of the goals set while learning, strategies selected to achieve those goals, and the criteria used to self-assess and evaluate outcomes. The purpose of this study is to better understand engineering students’ self-regulation in task interpretation processes while engaged in problem solving in an introductory engineering thermodynamics course. Two research questions guided the study: (1) What are the gaps, if any, between the instructor’s and students’ interpretation (explicit and implicit task features) of a problem-solving task?; and (2) How do students’ task interpretation (explicit and implicit) change after engaging in self-evaluation of their problem-solving processes? One hundred twelve (112) second year engineering undergraduates voluntarily participated in the study. Analysis of the data collected revealed a significant difference between the instructor’s and students’ task interpretation of the assigned problems. Furthermore, the analysis showed that students’ had a higher ability to identify the explicit parts of problem tasks than implicit ones. Students were able to grasp 63 to 77 percent and 39 to 49 percent, respectively, of the explicit and implicit information that was presented to them while engaged in problem-solving activities.

Convergent validation of cognitive and metacognitive self regulation MSLQ scales

2018 ◽  
Vol 3 (1) ◽  
pp. 60-75
Author(s):  
Ana-Maria Cazan
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Convergent Validity ◽  
Self Regulation ◽  
Main Hypothesis ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
High Level ◽  
Convergent Validation

One of the most known instruments for the evaluation of self regulated learning strategies is the Motivated Strategies for Learning Questionnaire. The aspect of self regulation investigated in this research is cognitive self regulation. The purpose of this research is to estimate the convergent validity of the cognitive and metacognitive MSLQ scales, after their translation in Romanian. Our main hypothesis is that there is high level of overlapping between self regulation measured by MSLQ (The Motivated Strategies of Learning Questionnaire) and self regulation measured by ILS (Inventory of Learning Styles). The analysis of the two revealed moderately positive inter­correlation. Convergent validity showed that cognitive and metacognitive self regulation scales from MSLQ are able to measure students' learning strategies in a reliable and valid fashion.

An Investigation of Students’ Self-Regulated Learning Strategies: Students’ Qualitative and Quantitative Accounts of Their Learning Strategies

2013 ◽  
Vol 12 (3) ◽  
pp. 359-373
Author(s):  
Jared S. Anthony ◽  
Karen E. Clayton ◽  
Akane Zusho
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Predictive Ability ◽  
Self Report ◽  
Qualitative And Quantitative ◽  
Self Regulated Learning ◽  
Processing Strategies ◽  
Final Exams ◽  
Self Regulatory Learning ◽  
The Relationship

The purpose of this study was to examine the relationship between qualitative and quantitative measures of self-regulatory learning strategies to further investigate issues related to the validity of self-report measures. One hundred and sixty high school girls completed both the Motivated Strategies for Learning Questionnaire (MSLQ) and an open-ended questionnaire, both of which were designed to assess students’ use of learning strategies in the domains of English and math. Open-ended responses were coded and analyzed with results indicating that most students use shallow-processing strategies when preparing for final exams. Regression analysis was also used to investigate the predictive ability of the MSLQ and the open-ended questionnaire with findings indicating both to have predictive qualities. Implications for self-regulation and the measurement of learning strategies will be discussed.

scholarly journals Self-regulated learning in nursing: A study from a health education course

2017 ◽  
Vol 14 (4) ◽  
pp. 3830 ◽  
Author(s):  
Ayla Keçeci
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Self Regulation ◽  
Study Data ◽  
State University ◽  
Extrinsic Factors ◽  
Self Regulated Learning ◽  
Regulated Learning

Background: Self-regulation related to cognition and behaviour is an important factor in learning and academic achievement. Self-regulated learning is defined as the process of learning in which students activate and develop their own cognition, motivation and behaviour through self-regulatory processes.Objectives: The aim of this study was to determine the self-regulation skills of nursing students on a health education course in a state university in Turkey.Methods: The study sample consisted of 110 students who attended the class on the day of the survey and agreed to participate in the study. Data were collected with the Turkish version of the ‘Motivated Strategies for Learning Questionnaire’, which was adapted by Büyüköztürk et al. (2004). Data were analyzed using descriptive statistics such as frequency, percentage and mean, as well as the Mann–Whitney U test, t-test and analysis of variance (ANOVA).Results: The results showed that the participants were motivated by external factors, using the elaboration strategy more frequently than other learning strategies. Second- and third-year students had various motivational levels and preferred different types of learning strategies, and those students who had more positive perceptions of the school, the course and the instructor evinced higher levels of internal responsibility and benefited from learning strategies more frequently.Conclusion: Nursing students were found to be predominantly motivated by extrinsic factors and preferred the elaboration learning strategy.

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