scholarly journals التوجهات الهدفية لدى طلبة جامعة اليرموك و علاقتها بالتعلم المنظم ذاتيا = Goal Orientations among Yarmouk University Students and Their Relationship with Self - Regulated Learning

2014 ◽  
Vol 8 (3) ◽  
pp. 528-238
Author(s):  
أحمد يوسف بني مفرج ◽  
شفيق فلاح علاونة
Keyword(s):  
University Students ◽  
Goal Orientations ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Yarmouk University

scholarly journals Goal Orientations among Yarmouk University Students and their Relationship with Self- Regulated Learning

2014 ◽  
Vol 8 (3) ◽  
pp. 528
Author(s):  
Ahmad Y. Banimufarrej ◽  
Shafiq F. Alawneh
Keyword(s):  
University Students ◽  
Goal Orientation ◽  
Goal Orientations ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Yarmouk University ◽  
And Performance ◽  
And Gender ◽  
Approach Goals

This study aimed at exploring the relationship of goal orientations with self-regulated learning among Yarmouk University students in light of faculty and gender. The sample of the study consisted of 684 students. Two scales were used: a goal orientations scale, and aself-regulated learning scale. The results showed statisticallysignificant differences in the means of participants' scores on the goal orientation scales due to the student gender in mastery goals, and performance-avoidance goals; females scored higher on these subscales than males. No significant gender difference was found in performance-approach goals. The results also showed significant differences in the means scores on the self-regulated learning scale due to gender; females once again scored higher than males on all skills, except for the planning and goal specification skill. No significant difference, however, was found in self-regulated learning due tostudent faculty or the interaction between faculty and gender. 

scholarly journals The Predictive Ability of the Dimensions of the Future Time Perspective in Self-regulated Learning among Yarmouk University Students

2019 ◽  
Vol 13 (3) ◽  
pp. 441
Author(s):  
Faisal K. Al-Rabee ◽  
Abdelnaser D. Al-Jarrah ◽  
Mohammad A. Melhem
Keyword(s):  
University Students ◽  
Time Perspective ◽  
Predictive Ability ◽  
Future Time Perspective ◽  
Future Time ◽  
Convenience Sample ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Future ◽  
Yarmouk University

The study aimed to identify the most common dimensions of the future time perspective and to know the level of self-regulated learning among Yarmouk University students. It also aimed to investigate the predictive ability of the dimensions of the future time perspective in self-regulated learning. The study sample consisted of 704 students, 335 males and 369 females, who were selected based on a convenience sample method from among the students enrolled in the compulsory university requirements during the summer semester of the academic year 2017/2018. To achieve the objectives of the study, the Zimbardo and Boyed’s (1999) measure was used to measure the future time perspective, and Purdie’s scale for measuring self-regulated learning. The results showed that the future dimension was the most common among the sample of the study, and that the level of self-regulated learning was moderate, whether at the total score or the various dimensions. The study concluded that the dimensions of the future time perspective explained 18.8% of the variance in self-regulated learning.

scholarly journals Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110031
Author(s):  
Julia Holzer ◽  
Marko Lüftenegger ◽  
Selma Korlat ◽  
Elisabeth Pelikan ◽  
Katariina Salmela-Aro ◽  
...  
Keyword(s):  
University Students ◽  
Structural Equation ◽  
Positive Emotion ◽  
Well Being ◽  
Need Satisfaction ◽  
Learning Motivation ◽  
Equation Modeling ◽  
Minor Effect ◽  
Self Regulated Learning ◽  
Regulated Learning

In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students’ well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator. Self-reports were collected from 6,071 students in Austria (Study 1) and 1,653 students in Finland (Study 2). Structural equation modeling revealed competence as the strongest predictor for positive emotion. Intrinsic learning motivation was predicted by competence and autonomy in both countries and by relatedness in Finland. Moderation effects of self-regulated learning were inconsistent, but main effects on intrinsic learning motivation were identified. Surprisingly, relatedness exerted only a minor effect on positive emotion. The results inform strategies to promote students’ well-being through distance learning, mitigating the negative effects of the situation.

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

Individual Differences and Learning Contexts: A Self-Regulated Learning Perspective

2017 ◽  
Vol 119 (13) ◽  
pp. 1-20
Author(s):  
Adar Ben-Eliyahu
Keyword(s):  
Individual Differences ◽  
Self Regulation ◽  
Goal Orientations ◽  
Goal Structure ◽  
Learning Context ◽  
Mastery Goal ◽  
Self Regulated Learning ◽  
Learning Contexts ◽  
Achievement Outcomes ◽  
Regulated Learning

This article examines how individual differences (giftedness) interact with learning contexts (favorite versus least favorite courses) to influence learning processes and outcomes. The findings show that gifted and typically developing students differ solely in their expectancies for success and grades among a large variety of measures, including motivation (goal orientations, expectancies, and values) and self-regulated learning (self-regulated emotions, behaviors, and cognitions). These results imply that the learning context can override individual differences. Through the lens of the integrated self-regulated learning model (iSRL; Ben-Eliyahu & Bernacki, 2015), the article discusses why there are contextual differences in learning. By bridging the literature on mastery goal structure and self-determination theory, it is proposed that learning contexts focused on development and self-progress (i.e., mastery goal structured contexts) lead to adaptive achievement outcomes because competing basic needs are satisfied, competition decreases, and resources for learning are freed. Given the importance of self-regulated learning, students should be encouraged to develop learning habits and strategies based on self-regulation, which should be considered a 21st-century skill that can be scaffolded by educators in formal and informal learning settings.

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.

Relations of Autonomy, Self-Referenced Beliefs, and Self-Regulated Learning among Japanese Children

1998 ◽  
Vol 82 (3) ◽  
pp. 803-816 ◽  
Author(s):  
Hirotsugu Yamauchi ◽  
Kiho Tanaka
Keyword(s):  
Learning Strategies ◽  
Canonical Correlation ◽  
Self Esteem ◽  
Goal Orientations ◽  
Control Beliefs ◽  
Japanese Children ◽  
Self Regulated Learning ◽  
Structure Correlations ◽  
Beliefs And Values ◽  
Regulated Learning

This study was designed to investigate relations among autonomy, self-referenced beliefs, and self-regulated learning for 356 elementary school children (180 boys and 176 girls) from Grades 5 and 6. They were asked to complete a questionnaire designed to measure four types of motivation, self-esteem, strategy beliefs, capacity beliefs, control beliefs, and values, three types of goal orientations, and three types of learning strategies. Four types of motivation (external, introjected, identified, and intrinsic regulations) were shown to conform to a simplex structure or ordered correlational structure. Correlations among scores on autonomy (four kinds of regulation) and on self-regulated learning and between scores on self-referenced beliefs and on self-regulated learning were examined. Finally, canonical correlation was used to investigate the relations between autonomy and learning and between beliefs and learning. Implications of the findings for the relations were discussed.

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