scholarly journals Aprendizaje autorregulado en el nivel universitario: Un estudio situado con estudiantes de psicopedagogía de diferentes ciclos académicos

2017 ◽  
Vol 21 (2) ◽  
pp. 1 ◽  
Author(s):  
Ana Clara Ventura ◽  
María Soledad Cattoni ◽  
Ana Borgobello
Keyword(s):  
Goal Orientation ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Control Beliefs ◽  
Academic Training ◽  
Ex Post ◽  
Advanced Students

Being able to properly regulate one’s own learning positively impacts student’s academic performance. Hence the relevance of understanding what they are, how they articulate, and how they change learning strategies and motivation patterns across academic training. Our aims are: (a) to describe cognitive / metacognitive learning strategies and motivation patterns used by students (mean and standard deviation); (b) to analyze the correlations between both groups of variables (Pearson’s index correlation); (c) to compare above results according to the basic level (1st year) and the higher level (5th year) of academic training (Student’s t test). The quantitative ex post facto study was based on the Argentine version of the MSLQ (Motivated Strategies Learning Questionnaire), also called MSLQe; it was applied to 114 students of Psychopedagogy. The results showed the following: (a) a varied repertoire of learning strategies and motivation patterns; (b) a greater use of metacognitive strategies for self-regulation, as well as of strategies for time and study environment management, was associated with higher levels of motivational patterns of goal orientation, task assessment, control beliefs, and self-efficacy of students; (c) statistical differences according to the academic cycle: in favor of the students who were beginners in cognitive strategies of review, metacognitive self-regulation, and organization; while the scores were higher for the advanced students in relation to critical thinking. Likewise, regarding the motivation patterns, the advanced students showed more tendencies towards intrinsic orientation goals, whereas the beginners did it in extrinsic motivation goals, beliefs of control and of self-efficacy, and anxiety. It is possible to conclude that the academic formation made possible a hierarchical integration of both superficial and deep strategies, as well as internal and external motivation patterns of the students. Thus, this article contributes to an analysis of cognitive dimensions (cold and warm), as contextually situated (initial and final levels of academic formation), of the learning strategies and motivation patterns of university students.

Insight into strategies adopted by the residents who passed exit fellowship examination in first few attempts

2020 ◽  
Vol 14 (1) ◽  
pp. 10-15
Author(s):  
Humera Zafar Ali Khan ◽  
Amina Ahmad ◽  
Abid Ashar ◽  
Hamid Mahmood
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Structural Description ◽  
Snowball Sampling ◽  
Emotional Wellbeing ◽  
Self Directed Learning ◽  
Self Confidence ◽  
Helpful Factors ◽  
Emotional Burnout

Background: The residents who pass exit fellowship examination in few attempts adopt certain strategies for early success. The lived experiences of residents passing FCPS final examination in few attempts, barriers to success and strategies to overcome those barriers were studied. Participants and methodology: This phenomenological research study was conducted at Services Hospital, Lahore, Pakistan from June 2015 to May 2017. Purposeful snowball sampling was done. Eleven residents who passed their Final FCPS examination in few attempts, in the last 15 years were included in the study. Semi-structured open-ended interview of the residents was audio-recorded and transcribed. Three themes of helpful factors, barriers encountered and suggestions to overcome those barriers to get through the final FCPS examination and the emerging sub-themes were analyzed and textural and structural description were assigned. Results: Three themes were based on the aim of study and their related emerging sub-themes were found. The helpful factors included self-directed learning, peer assisted learning, interactive educational environment, rehearsal and self-determination. Barriers encountered were related to learning difficulties, competing responsibilities and physical and emotional burnout. Lastly, suggestions to overcome the barriers were use of multiple technology based learning strategies, developing self-confidence and self-efficacy together with prioritization of emotional and physical wellbeing. Conclusions: This study found that self-regulation and internal motivation were important strategies for success in the FCPS exit examination. Barriers can be overcome through technology based learning and increased self-efficacy and prioritizing physical and emotional wellbeing.

Learning Goal Orientation and Academic Performance: A Dynamic model

2021 ◽  
pp. 106907272110434
Author(s):  
Bingjie Lu ◽  
Yingxin Deng ◽  
Xiang Yao ◽  
Zhe Li
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Self Regulation ◽  
Regulation System ◽  
Feedback Seeking ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Academic Self Efficacy

Drawing on the reciprocal determinism of self-regulation system, a process-based model is used to examine the relationship of learning goal orientation (LGO) among university students with their academic performance, via reciprocal relationships between initial status and change trajectories in academic self-efficacy and feedback-seeking behaviors. A longitudinal study of 316 Chinese university students throughout their first year in college reveals that students who have high LGO in their first month after entering the university generally have higher academic self-efficacy and seek more feedback. Moreover, initial levels of feedback seeking are positively related to academic performance via linear change in academic self-efficacy over time. Limitations of the study and practical implications are discussed.

scholarly journals Understanding Learners' Experiences of Using ePortfolio in a High School Physics Course

2021 ◽  
Author(s):  
Daniel P. Carroll
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Authentic Assessment ◽  
Personalized Learning ◽  
Student Experiences ◽  
Structured Interviews ◽  
Written Responses ◽  
Available Technology ◽  
K 12

There has been a move toward personalized learning and alternative types of authentic assessment in K-12 education. This shift toward personalized learning and authentic assessment has been partly driven by increases in the available technology that can support those types of changes. This dissertation is a basic qualitative study aimed at understanding the experience of learners in a first-year physics class working with an ePortfolio as the primary method of assessment for that class. The school in which this research took place fully implemented a 1:1 program and has been piloting personalized learning strategies for the past five years. The use of ePortfolios in some physics classes was part of those initiatives. The data used in this study were taken from written responses to reflective prompts in ePortfolios and a series of individual semi-structured interviews. Data were analyzed using a lens of self-efficacy and self-regulation. Result suggest that student experiences with ePortfolios include aspects of the development of academic self-efficacy and self-regulation along with self-reported reduction in academic stress.

scholarly journals Learning Strategies in Distance Courses: Difference Between Teaching Degree and Extension Courses

2020 ◽  
Vol 36 ◽  
Author(s):  
Fabiana Maris Versuti ◽  
Raíssa Bárbara Nunes Moraes Andrade ◽  
Thaís Zerbini
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Test Point ◽  
Course Planning ◽  
Emotion Control ◽  
Degree Distance ◽  
Planning Processes ◽  
Distance Courses ◽  
Specific Learning

Abstract The learning process includes several specific learning skills. The Learning Strategies, crucial to improve the selection and planning processes of teaching strategies in distance educational actions, is an example. The objective of this study, mainly quantitative in nature, was to compare the use of Learning Strategies by participants enrolled in university extension and teaching degree distance courses. Results found from t-Test point out that Cognitive Strategies, Self-Regulation and Emotion Control are most widely used by participants in the Extension course. It is highlighted the use of Learning Strategies that enable the monitoring and regulation of the organization and the cognitive process by teachers in initial or continuing education must be considered in order to achieve better course planning.

scholarly journals English Language Learner’s Learning in a U.S. University Setting

2016 ◽  
Vol 2 (1) ◽  
pp. 44
Author(s):  
Hong Shi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Goal Orientation ◽  
Learning Strategies ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Goal Orientations ◽  
Language Learning Strategies ◽  
University Settings

The purpose of this study is to examine English Language Learners’ (ELLs) self-efficacy belief, language learning strategies and goal orientations in university settings. It also explored the relationships among self-efficacy, learning strategies and goal orientation of ELLs. A survey was used to collect data. The participants were 77 ELLs in a southeastern university in America. It was found that ELLs in this study had positive self-efficacy beliefs. ELLs often use language learning strategies in their learning process. There were significant positive relationships between self-efficacy and language learning strategies, between language learning strategies and mastery goal orientations. Mastery goals mostly predicted strategy use for ELLs. Implications were provided for language educators to assess ELLs’ self-efficacy and goal orientations. This study identified instructional suggestions for language educators as well as provided useful information for related discussions from an ELL perspective in university classrooms.

scholarly journals The Effects of Concept Mapping and Academic Self-Efficacy on Mastery Goals and Reading Comprehension Achievement

2016 ◽  
Vol 9 (3) ◽  
pp. 12 ◽  
Author(s):  
Andrew Wilson ◽  
Wonsun Kim
Keyword(s):  
Reading Comprehension ◽  
Goal Orientation ◽  
Concept Mapping ◽  
Learning Strategies ◽  
Test Scores ◽  
Self Efficacy ◽  
Control Group ◽  
Mastery Goals ◽  
High Level ◽  
Academic Self Efficacy

<p class="apa">The purpose of the study is to investigate the effects of concept mapping on mastery goal orientation and academic self-efficacy in a collaborative learning environment. The current study employed a randomized controlled pretest-posttest group design to examine if learning strategies such as concept mapping can help students with both reading comprehension achievement and intrinsic motivation of wanting to master a task at a high level. A total of 42 5th grade students at Ilshin Elementary School in South Korea participated in this study. The experiment group (<em>n</em>=22) has undergone concept mapping training while the control group (<em>n</em>=20) has not. All students were required to fill out questionnaires based on mastery goals, performance goals and academic self-efficacy. The results indicated that concept-mapping did not increase mastery goals and mastery goals had no effect on test scores. In addition, the interaction effect between academic self-efficacy and condition did not increase mastery goals and had no effect on test scores. In conclusion, the reduced number of samples may have caused a potential source of instability considering the statistical procedure chosen.</p>

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