Teaching Self-Regulated Learning through a “Learning to Learn” Course

2003 ◽  
Vol 30 (1) ◽  
pp. 30-33 ◽  
Author(s):  
Barbara K. Hofer ◽  
Shirley L. Yu
Keyword(s):  
College Students ◽  
Cognitive Strategy ◽  
College Level ◽  
Learning To Learn ◽  
Self Regulated Learning ◽  
Mean Differences ◽  
Long Course ◽  
Psychology Course ◽  
The Impact ◽  
Is Value

This study addressed the impact of a semester-long course called Learning to Learn, an undergraduate psychology course designed to teach college students to be self-regulated learners. Results of pretesting and posttesting of 78 students with the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1993) provided support for the intervention. Mean differences and correlational results suggest that students increased in their mastery orientation to learning and their self-efficacy for learning, increased in their valuing of the course and in cognitive strategy use, and declined in test anxiety over the term. These findings suggest that an intervention that targets a range of cognitive and motivational components can have utility for college students and that there is value to a stand-alone course in learning to learn at the college level.

Learning in the Face of Digital Distractions

2022 ◽  
pp. 120-142
Author(s):  
Anna C. Brady ◽  
Yeo-eun Kim ◽  
Jacqueline von Spiegel
Keyword(s):  
College Students ◽  
Learning Process ◽  
College Instructors ◽  
Instructional Approaches ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Settings ◽  
The Face ◽  
The Impact ◽  
Support Students

Digital distractions are an important and prevalent aspect of college students' lives. Using a self-regulated learning perspective, this chapter provides an in-depth understanding of students' digital distractions in academic settings and highlights how college instructors can empower their students to manage digital distractions and self-regulate their own learning. In particular, the chapter discusses both the causes and consequences of engaging in digital distractions with a focus on the impact of multitasking. In addition, the chapter argues that students' engagement in digital distractions is closely connected to their motivation and emotions. This chapter highlights how college students can regulate their digital distractions throughout the learning process during each phase of self-regulated learning. Finally, the chapter reviews the ways college instructors can support students' management of distractions through their instructional approaches.

scholarly journals The impact of formative assessment on self-regulating learning in university classrooms

2016 ◽  
Vol 4 (1) ◽  
pp. 99 ◽  
Author(s):  
Fisseha Mikre Weldmeskel ◽  
Dreyer Johann Michael
Keyword(s):  
Formative Assessment ◽  
Peer Assessment ◽  
Self Regulation ◽  
Intervention Group ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
Psychology Course ◽  
The Impact

This study describes the extent of which the use of quality formative assessment on lessons of a course involves the students as self-regulated learners. There is an increased interest among educational researchers to observe improvement of student self-regulation on learning. The predominant use of summative assessment remains a challenge to helping students develop self-regulation skills in learning and assessment. Quality formative assessment includes formative feedback, self-assessment and peer assessment. The study followed a partially mixed sequential research design and applied a quasi-experimental intervention that lasted for six weeks where six educators applied quality formative assessment on lessons of a general psychology course for intervention group students (N=191). The quantitative data were collected by self-regulated learning questionnaire before and after the use of quality formative assessment on lessons. The qualitative data were collected by focus group discussions with the students. The students’ perceptions on self-regulating learning were compared between the intervention (N=191) and the comparison (N=187) group of students. The quantitative analysis used t-test and biserial correlation and proved the presence of statistically significant difference between the two groups in perceiving the self-regulation of learning. Moreover, effect size estimate (Cohen’s d) was used to provide a strong validation on the variation between the two groups for the measure of self-regulating learning. Recommendations were made to promote the use of quality formative assessment aiming at the improvement of student self-regulation on learning and assessment in university classes.

scholarly journals The Effect of Parental Support on Academic Performance Among Students at Asia-Pacific International University

2020 ◽  
Vol 7 (1) ◽  
pp. 1432-1453
Author(s):  
Linda Wong Siew Yieng ◽  
Josephine Esther Katenga ◽  
Jimmy Kijai
Keyword(s):  
College Students ◽  
Academic Performance ◽  
International Students ◽  
Parental Support ◽  
Asia Pacific ◽  
College Level ◽  
College Administrators ◽  
Grade Point ◽  
International University ◽  
The Impact

The purpose of this study was to determine the influence of parental support on college students’ academic performance of Asia-Pacific International University (AIU) in Thailand. The research aimed to investigate the relationship between parental support and academic achievement among Thai and International students at AIU in Thailand.   In addition, the study sought to find out the level of parental support among Thai and International students at AIU, and the differences in parental support. Using stratified sampling, ,60 undergraduate students aged between 17 years to 25 years old from five Asia-Pacific International University (AIU) dormitories were selected to participate in this study. A survey instrument for data collection consisted of a demographic questionnaire and a Likert-scale questionnaire.  The data were analyzed using Statistical Package for Social Sciences (SPSS) for Windows, Version 21.  An independent samples t-test was used to determine the differences between Thai and International students on parental support. Spearman rho correlation coefficients between parental involvement variables and cumulative grade point averages (CGPA) were reported. The findings revealed that academic performance cannot be adequately explained by parental support. Findings of this study also showed that although there is positive influence on the family relationship between the parents and students at the college level, it does not adequately explain academic performance among students. The present study was an attempt to inform college administrators and educators of the importance of parental support at the university level. Therefore, the main recommendation is that,  college administrators should look into how parents support their college students and establish strategies for encouraging emotional and social parental support to children in college...For further research necessary to consider the varying impacts of parental support within the lives of the children, such as investigating the impact of having little or no parental support.

scholarly journals Exploring differences in psychological well-being and self-regulated learning in university student success

2021 ◽  
Vol 9 (1) ◽  
pp. 30-43
Author(s):  
Sarah K. Davis ◽  
Allyson F. Hadwin
Keyword(s):  
Student Success ◽  
Academic Engagement ◽  
Well Being ◽  
Learning To Learn ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Online Planning ◽  
Study Session ◽  
Regulated Learning ◽  
Long Course

Worldwide, there are increasing concerns about postsecondary students’ mental health and how student success is implicated. Previous research has established psychological well-being and self-regulated learning are important components of student success, however, there is a paucity of research examining the interplay between these factors during a semester-long course. In this study, 118 students in a learning-to-learn elective university course completed nine weekly online planning and reflection tools. Students planned for a study session, completed an academic engagement and a psychological well-being measure, then reflected on a challenge faced and described the strategy chosen to overcome that challenge. Findings revealed (a) students who reported always attaining their goals also reported higher overall psychological well-being, and (b) within-person patterns of psychological well-being and academic engagement over time may affect regulatory responses to challenge or vice versa. Implications for theory, research, and practice are discussed.  

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

The Impact of Neurotherapy on College Students' Cognitive Abilities and Emotions

2008 ◽  
Author(s):  
Krista K. Fritson ◽  
Theresa A. Wadkins ◽  
Pat Gerdes ◽  
David Hof
Keyword(s):  
College Students ◽  
Cognitive Abilities ◽  
The Impact
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