إستراتيجيات التعلم المنطم ذاتيا ومداخل الدراسة وأسلوب العزو كمتغيرات تنبؤية بالتحصيل الدراسي لدى طالبات كلية التربية جامعة نجران = Self Regulated Learning Strategies, Studying Approaches and Attributional Style as Predictive Variables of Scholastic Achievement among Najran University Faculty of Education Female Students

2017 ◽  
Vol 10 (3) ◽  
pp. 735-804
Author(s):  
عفاف عبد اللاه عثمان
Keyword(s):  
Learning Strategies ◽  
Attributional Style ◽  
Female Students ◽  
Scholastic Achievement ◽  
University Faculty ◽  
Self Regulated Learning ◽  
Predictive Variables ◽  
Regulated Learning ◽  
Faculty Of Education

scholarly journals Academic Achievement and Gender Peer Effects on Social Comparisons and Self-Regulated Learning Behaviors in A Taiwanese EFL Context

2018 ◽  
Vol 6 (5) ◽  
Author(s):  
Wan-Jeng Chang
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Peer Effects ◽  
Social Comparisons ◽  
Female Students ◽  
Learning Behaviors ◽  
Self Regulated Learning ◽  
Efl Context ◽  
Regulated Learning ◽  
And Gender

The main purpose of the present article is to estimate academic achievement and gender peer effects on social comparisons and self-regulated learning behaviors in a Taiwanese EFL context. The participating students were 50 non-English-major freshmen studying in Central Taiwan. Analyses of the data reveal the following findings. First, female students preferred or felt more comfortable making social comparisons with other female students, and they applied more self-regulated learning strategies. Second, male students had a stronger drive to make social comparisons, and they would prepare harder over time for the tests. Third, students with relatively low ability tended toward upward comparison and tended to give up or only study the easy parts. 

scholarly journals Diferencias individuales en aprendizaje autorregulado de estudiantes de los Grados de Educación: género, especialidad, notas y desempeño académico

2020 ◽  
Vol 38 (2) ◽  
pp. 453-473
Author(s):  
Nerea Larruzea-Urkixo ◽  
Maria Olga Cardeñoso Ramírez
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Learning Strategies ◽  
Self Regulation ◽  
Female Students ◽  
Male Students ◽  
Grade Point ◽  
Self Regulated Learning ◽  
Regulatory Processes ◽  
Regulated Learning

Introducción: conocer las diferencias en los procesos de autorregulación del aprendizaje del alumnado actual es clave para la mejora de la formación en nuestras universidades. El objetivo de este estudio es analizar la variabilidad en dichos procesos en función del género, la especialidad, las notas (de acceso y de grado) y otras variables de desempeño académico. Método: participaron en el estudio 456 estudiantes (335 mujeres y 119 hombres) de los Grados en Educación Infantil y Primaria que completaron la versión en español del Motivated Strategies for Learning Questionnaire (Ramírez, Canto, Bueno & Echezarreta, 2013) junto a datos relativos al desempeño académico. Resultados: Se mostró la existencia de diferencias en aprendizaje autorregulado en función del género, pero no de la especialidad ni de la interacción entre género*especialidad. También se reveló que las alumnas poseían mayor autorregulación que los alumnos tanto en variables motivacionales como en estrategias de aprendizaje. A continuación, se hallaron diferencias en aprendizaje autorregulado en función de la nota de acceso, de grado y de la interacción género*nota de grado. Aunque de manera general estos datos confirman que “a mayor nota de acceso, mejor autorregulación”, los resultados desvelaron un declive del alumnado con mejores notas de grado en varias subescalas exceptuando en aprendizaje entre iguales. Finalmente, se mostró que las alumnas perciben la carrera con mayor dificultad, dedican más horas y presentan un mejor rendimiento académico de lo esperado. Discusión: Estas diferencias entre el alumnado deberían ser consideradas para potenciar la autorregulación en las aulas. Introduction: Identifying differences in self-regulatory processes among current students is key to improve training in our universities. The aim of this study is to analyze the variability in the aforementioned processes according to gender, teaching specialty, grades (admission grade and grade point average, GPA) and other variables related to academic performance. Method: 456 Primary Education and Early Childhood Education students participated in the study (335 women and 119 men) by completing the Spanish version of the Motivated Strategies for Learning Questionnaire (Ramírez, Canto, Bueno & Echezarreta, 2013). Results: Differences were found in self-regulated learning based on gender, but not on specialty or on the interaction between gender*specialty. It was also shown that female students had greater self-regulatory skills than male students in both motivational variables and learning strategies. Besides, differences were found in self-regulated learning according to admission grade, grade point average and the interaction gender*grade point average. Although, overall, the data obtained confirm that "the higher the admission grade, the better self-regulatory skills", results revealed a decline among students with better grades in several subscales except for peer learning. Finally, it was shown that female students have a higher awareness of the degree’s difficulty, dedicate more hours and present a better academic performance than expected. Discussion: These differences between students should be considered in order to promote self-regulation in the classroom.

Estratégias de aprendizagem autorregulada e formação inicial de professores de Geografia: uma revisão sistemática de literatura1 | Self-regulated learning strategies and initial education of Geography teachers: A systematic literature review

2020 ◽  
Vol 25 ◽  
pp. 1
Author(s):  
Liz Cristiane Dias ◽  
Evely Boruchovitch
Keyword(s):  
Literature Review ◽  
Learning Strategies ◽  
Systematic Literature Review ◽  
Electronic Library ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
America Latina

Este artigo objetiva averiguar, com base em uma revisão sistemática de literatura, o investimento em estratégias de ensino e aprendizagem autorregulada em cursos de Licenciatura em Geografia. Os dados foram coletados nas bases de dados Scientific Electronic Library Online, Red de Revistas Cientificas de America Latina y el Caribe, España y Portugal e na Plataforma Sucupira da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior em periódicos da Geografia com classificação Qualis A1, A2 e B1 dos últimos cinco anos. A busca pelos trabalhos teve como resultado o total de 154 artigos. Destes, apenas 25 tratavam especificamente da formação inicial de professores e, dentre estes, apenas 8 atendiam às demandas da pesquisa. Os resultados revelaram a necessidade de mais investimento em programas de intervenção em estratégias de aprendizagem e a necessidade de pesquisas futuras que disseminem na Geografia a temática da autorregulação.

Disposisi Matematis Dan Kemandirian Belajar Mahasiswa Pada Perkuliahan Daring Berbantuan Google Classroom Masa Covid-19

2020 ◽  
Vol 7 (2) ◽  
pp. 53-64
Author(s):  
Rizki Nurhana Friantini ◽  
Rahmat Winata
Keyword(s):  
Sampling Method ◽  
Female Students ◽  
Male Students ◽  
Study Program ◽  
Male And Female ◽  
First Semester ◽  
Self Regulated Learning ◽  
Online Lectures ◽  
Regulated Learning ◽  
Very High

This study aims to analyze the mathematical disposition and self-regulated learning of online lectures with the help of Google Classroom. This type of research is descriptive quantitative. This study's subjects were 34 students of the first semester of the Mathematics Education Study Program consisting of 11 male students and 23 female students determined by the saturated sampling method. From the research results, it can be concluded that students' mathematical disposition through learning assisted by Google Classroom has high criteria. The mathematical disposition of male and female students through learning assisted by Google Classroom has high criteria. Still, the level of mathematical disposition of male students is slightly higher than female students. Meanwhile, student self-regulated learning with the help of Google Classroom obtains very high criteria. For male and female students, both have very high learning independence criteria in carrying out learning with the help of Google Classroom.Keywords: Mathematical Disposition, Self-regulated learning, Google Classroom, Online Lectures, Gender

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