scholarly journals Comprensión de textos en soporte digital e impreso y autorregulación del aprendizaje en grupos universitarios de estudiantes de educación

2016 ◽  
Vol 21 (1) ◽  
pp. 1 ◽  
Author(s):  
Paula Gabriela Flores-Carrasco ◽  
Alejandro Díaz-Mujica ◽  
Irma Elena Lagos-Herrera
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
General Education ◽  
Digital Media ◽  
Statistical Tests ◽  
Self Regulation ◽  
The Self ◽  
Assessment Model ◽  
Measuring Instruments ◽  
Printed Media

This article aims (1) to describe the levels of self-regulation and reading comprehension of scientific expository texts; (2) to establish the relationship between self-regulation and reading comprehension; and (3) to compare the performance in comprehension when the printed media (paper) or digital media (computer) is used. A quasi-experimental, quantitative, descriptive and correlative design was implemented. The sample was composed of 55 university students from four careers of Education; they were in 1st and 3rd year of study at a regional university of the Council of Rectors of Chilean Universities. Three measuring instruments were used: a questionnaire of self-regulated learning and two comprehension tests based on the understanding of Parodi’s (2005) assessment model. The implementation was made in two consecutive moments; first, the self-questionnaire; then, the tests for reading comprehension in both media. With the data obtained, statistical tests of variance, one-way ANOVA, Pearson’s correlation, and means comparison with Bruner and Munzel and U-Mann Whitney’s tests were calculated. In conclusion, and different from the initial statement, it was obtained that university students have an adequate level of self-regulation and low reading comprehension in both data, even the scores are relatively lower in digital data. In both data the output is inverse to the complexity of the questions. Between 1st and 3rd year, there is no increase either in the self-regulation or in reading comprehension; but, exceptionally, the career of Primary General Education specialist on Language and History did. There is a strong relationship between reading comprehension in printed media and self-regulation (ARATEX). The support does not affect reading comprehension, but individual reading skills of the subjects do. A competent reader will have similar performance in both reading supports.

scholarly journals Financial literacy of university students – the Czech and Slovak experience

2017 ◽  
Vol 4 (7) ◽  
pp. 41-51
Author(s):  
Ales Kozubik ◽  
Zuzana Kozubikova ◽  
Jiri Rybicka
Keyword(s):  
Statistical Analysis ◽  
University Students ◽  
Financial Literacy ◽  
Questionnaire Survey ◽  
Statistical Tests ◽  
Personal Characteristics ◽  
Modern Society ◽  
The Self ◽  
European Countries ◽  
Current State

Financial literacy is one of the key components of education for living in a modern society. In this article, we present the results of our research into the current state of financial literacy among university students from two European countries. Our research was conducted in the form of a questionnaire survey. In the first part of the questionnaire we investigated selected personal characteristics of respondents and the second part was devoted to knowledge in different areas of financial literacy. The knowledge questions were focused mainly on respondents’ competence in specific practical situations. The obtained data were processed by statistical analysis, including the dependencies between the results of the knowledge part and the self-reflexive assessment in the first part of the questionnaire. This analysis revealed several noteworthy findings. Keywords: Financial literacy; questionnaire survey; statistical tests;

scholarly journals Descriptive normative beliefs and the self-regulation in alcohol use among Slovak university students

2014 ◽  
pp. fdu099
Author(s):  
Monika Brutovská ◽  
Olga Orosova ◽  
Ondrej Kalina ◽  
René Šebeňa
Keyword(s):  
Alcohol Use ◽  
University Students ◽  
Self Regulation ◽  
The Self ◽  
Normative Beliefs

scholarly journals Self-regulation among Sample of University Students and its Predictive Ability in their Academic Achievement

2016 ◽  
Vol 10 (3) ◽  
pp. 461
Author(s):  
Abdel Latif A. Momani ◽  
Qasem M. Khazali
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Self Regulation ◽  
Predictive Ability ◽  
The Self ◽  
Self Control ◽  
Variance Ratio ◽  
Validity And Reliability ◽  
Reliability Indices ◽  
Study Results

The present study aimed to identify the self-regulation level among university students, and disclose the predictive ability of self-regulation in their academic achievement. The sample of the study consisted of 312 students (177 male and 135 female) chosen from the Jadara University in Jordan by the available method. To achieve the study’s objectives, a self-regulation scale prepared by Mriyan (2010) after verifying its validity and reliability indices. The results indicated that the students have a medium degree of self-regulation on the scale as a whole and the sub-fields. The results of the study also showed there were statistically significant differences (α = 0.05) in the level of self-regulation on the scale as a whole and on the two fields: determining and setting goals and self-control due to gender in favor of females. However; there were no statistically significant differences in students' grades on the two fields' self-observation and selfreaction due to gender. Finally, study results indicated two fields of self-regulation predicted the students' academic achievement: the field of determining and setting goals, and the field of self-act reaction, where the expositor variance ratio for them in the academic achievement amounted to (0.186%). 

scholarly journals SOCIAL ACTIVITY OF STUDENTS: EXPERIENCE IN RESEARCH OF SEMANTIC IDEAS

2022 ◽  
pp. 84-97
Author(s):  
Анастасия Эдуардовна Пилипенко ◽  
Вадим Геннадьевич Пантелеев
Keyword(s):  
Young People ◽  
Empirical Study ◽  
University Students ◽  
Self Regulation ◽  
Social Activity ◽  
The Self ◽  
Youth Policy ◽  
The Social ◽  
Instrumental Values ◽  
Ideological Attitudes

В статье рассматривается социальная активность молодежи в контексте смысловых представлений студентов вузов. На основании материалов регионального эмпирического исследования были проанализированы смыслы, которыми наделяется активность и которые имеют высокую значимость в саморегуляции общественно направленной и индивидуализированной активности студентов. Выявлено, что смысл социальной активности в восприятии вузовской молодежи соотносится с приоритетами органов исполнительной власти, занимающихся реализацией молодежной политики; определена зависимость между частотой участия студентов в практиках социальной активности и готовностью воспринимать данную деятельность посредством институционально организованных форм. Определены доминирующие мировоззренческие установки среди вузовской молодежи и описана их связь с мотивацией социальной активности в исследуемой группе. Выявлено противоречие между смысловым представлением о социальной активности и проявляемой деятельностью: образ определяется студентами через доминирование альтруистических ценностей, а в основе реальной активности молодых людей находятся гедонистические и инструментальные ценности. The article attempts to analyze the social activity of youth in the context of semantic representations of university students. Based on the materials of a regional empirical study, the meanings of activity are analyzed, as well as those meanings that are significant in the self-regulation of socially directed and individualized activity of students. The research shows that the meaning of social activity in the perception of university youth correlates with the priorities of executive authorities involved in the implementation of youth policy; the dependence between the frequency of students' participation in social activity practices and the willingness to perceive this activity through institutionally organized forms is determined. The dominant ideological attitudes among university youth are analyzed and their connection with the motivation of social activity is described. The contradiction between the semantic idea of social activity and the activity manifested is revealed: the students determine this activity basing on the altruistic values, but in practice, hedonistic and instrumental values are at the heart of the activities of young people.

Whole-Class Implementation of the Self-Determined Learning Model of Instruction in Inclusive High School Mathematics Classes

Inclusion ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 164-174 ◽  
Author(s):  
Sheida K. Raley ◽  
Karrie A. Shogren ◽  
Annette McDonald
Keyword(s):  
High School ◽  
General Education ◽  
Self Regulation ◽  
Learning Model ◽  
The Self ◽  
Self Determination ◽  
Content Standards ◽  
Future Research ◽  
High School Mathematics ◽  
The Impact

Abstract Skills associated with self-determination (e.g., self-regulation, problem solving, goal-setting, planning) are infused throughout all secondary content standards, including career and college readiness standards for which all students are responsible. Given research demonstrating the link between self-determination and positive school and post-school outcomes, there is a need to examine the implementation and outcomes of instruction related to self-determination in inclusive general education classrooms. This article reports findings of a one-group, pretest-posttest design examining the impact of the Self-Determined Learning Model of Instruction (SDLMI), a model of instruction designed to be implemented by teachers to support students to learn skills associated with self-determination, on goal achievement of adolescents with and without disabilities in inclusive high school Algebra classrooms. Findings suggest that participants with and without disabilities attained educationally-relevant goals related to math following intervention. Directions for future research and practice are discussed.

scholarly journals Adaptation of the Self-Regulated Online Learning Questionnaire (SOL-Q)

2021 ◽  
Vol 10 (3) ◽  
pp. 269-278
Author(s):  
Nuh Yavuzalp ◽  
Yunus Özdemir
Keyword(s):  
Factor Analysis ◽  
Online Learning ◽  
University Students ◽  
Time Management ◽  
Help Seeking ◽  
Self Regulation ◽  
The Self ◽  
Original Form ◽  
Metacognitive Skills ◽  
Validity And Reliability

The aim of this study was to adapt the "Self-Regulated Online Learning Questionnaire" into Turkish, and to present the validity and reliability of the results of the scale. The original form of the scale, which is in English, consists of five factors (metacognitive skills, help seeking, time management, persistence and environmental structuring) and of 36 items. First of all, each item of the Self-Regulated Online Learning Questionnaire (SOL-Q) is translated into Turkish with the support of language experts. The processes, assisted by four language experts, involved a translation which is followed by a back-translation. To ascertain construct validity of the Turkish language equivalence scale, it was applied to 569 university students who were taking at least one of the campus-based common compulsory courses via distance learning. As a result of exploratory factor analysis, it was observed that the scale comprised of five-dimensions as in original scale. According to the results, factor loadings were calculated between .393 and .906, the total eigenvalue of the scale was 22.34 and the total variance explained by the sample was corresponded to 62.06%. As a result of confirmatory factor analysis implemented with a different sample consisting of 128 university students, acceptable fit indices [x2/df=4.21; RMSEA=.071; CFI=.99] were obtained. As a result of reliability analyses, Cronbach's alpha values are ranging between .70 and .95 for each sub-dimensions of the scale. According to the results, it is thought that the "Self-Regulated Online Learning Questionnaire" can be used to measure self-regulation behaviors in the online learning process.

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