Analyzing the Relationship of Factors Constructing Self-regulated Learning among Elementary School Underachieving Students

2014 ◽  
Vol 15 (2) ◽  
pp. 249-272
Author(s):  
임이랑 ◽  
Yeonhee Kim ◽  
Insoo Oh
Keyword(s):  
Elementary School ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Relationship Of ◽  
The Relationship ◽  
Underachieving Students

scholarly journals ANALISIS KEMAMPUAN KONEKSI MATEMATIK SISWA MTS DITINJAU DARI SELF REGULATED LEARNING

2018 ◽  
Vol 1 (4) ◽  
pp. 657 ◽  
Author(s):  
Hadin Hadin ◽  
Helmy Muhammad Pauji ◽  
Usman Aripin
Keyword(s):  
Everyday Life ◽  
High Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Research Stage ◽  
Descriptive Method ◽  
Mathematical Connection

This study aims to describe the extent to which the mathematical connection ability of students who viewed from Self Regulated Learning seen from students' mistakes in solving a problem of mathematical connection ability. The subject of this study students Classes VIIIA MTs AL-Hikmah Talegong Garut II as many as 20 students. The method used in this research is a descriptive method with quantitative approach. The research stage consisted of 4 stages, among others: self-regulated learning questionnaires, tests of mathematical connection ability, data analysis and draw conclusions. The results of the research were obtained that 1) Students who have high learning independence make mistakes on inter-topic relationships in mathematics and apply/use mathematics in other fields or in everyday life, 2) Students who have learning independence are making mistakes in understanding relationships between topics in mathematics as well as in identifying processes or procedures in carrying out basic concepts, 3) Students have low self-reliance to make mistakes in understanding the relationship of mathematics in other fields of science or in everyday life. Based on the results of the study can be concluded that the better the students' independence in learning then the smaller make a mistake in solve the problem of mathematical connection capabilities.

scholarly journals Hubungan Regulasi Diri dalam Belajar dan Efikasi Diri dengan Prokrastinasi Akademik Mahasiswa

2018 ◽  
Vol 4 (2) ◽  
pp. 90
Author(s):  
Indah Sari Liza Lubis
Keyword(s):  
Self Efficacy ◽  
Quantitative Methods ◽  
Negative Relationship ◽  
Sampling Technique ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Saturated Sample ◽  
Relationship Of ◽  
The Relationship

This study aims to determine: (1) the relationship between self regulated learning and student academic procrastination; (2) the relationship of self efficacy with student academic procrastination; (3) the relationship between self regulated learning and self efficacy with student academic procrastination. The hypothesis proposed is a negative relationship between self regulated learning and self efficacy with student academic procrastination, assuming the higher self regulated learning and self efficacy, the lower the student academic procrastination. Conversely, the lower the self regulated learning and self efficacy, the higher the student's academic procrastination. The number of samples is 61 people. The sampling technique uses saturated sample techniques. The data collection techniq uses questionnaire. The research method used is quantitative methods. The results of the study conclude that: (1) there is a negative relationship between self regulated learning and student academic procrastination; (2) there is a negative relationship between self efficacy and student academic procrastination; (3) there is a negative relationship between self regulated learning and self efficacy with student academic procrastination.

The Relationship of Flow and Self-Regulated Learning to Active Procrastination

2013 ◽  
Vol 41 (7) ◽  
pp. 1099-1113 ◽  
Author(s):  
Eunkyung Kim ◽  
Eun Hee Seo
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
Multiple Regressions ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Relationship Of ◽  
The Relationship ◽  
Significant Factors

We examined the relationships between active procrastination, flow, self-regulated learning, and academic achievement in 278 Korean undergraduate students in order to extend the existing research on active procrastination. We used two hierarchical multiple regressions to identify significant predictors of active procrastination and academic achievement. The results showed that flow and self-regulated learning were significant factors in predicting active procrastination. The findings also indicated that although active procrastination had a significant effect on academic achievement, flow and self-regulated learning better explained academic achievement than did active procrastination. Our findings offered a more in depth understanding of active procrastination than has been achieved in previous research and explained why active procrastinators can obtain satisfactory results.

scholarly journals Examining indicators for effective studying – The interplay between student integration, psychological flexibility and self-regulation in learning

2018 ◽  
Vol 10 (2) ◽  
pp. 225
Author(s):  
Henna Asikainen
Keyword(s):  
Structural Equation ◽  
Self Regulation ◽  
Psychological Flexibility ◽  
Learning And Teaching ◽  
Self Regulated Learning ◽  
Student Integration ◽  
Regulated Learning ◽  
Theology Students ◽  
Relationship Of ◽  
The Relationship

Prolonged study times and dropouts from university studies have created a need to examine more ways to support students’ studying. This study aims to examine the relationship between the self-regulated learning, psychological flexibility and student integration comprising teacher and student interaction, students’ commitment to studying as well as the relationship of these aspects to study progression. The participants of this study were 117 theology students. Items measuring student integration were first analysed with factor analysis. The relationship between student integration, psychological flexibility, self-regulated learning and study progression was analysed with correlation analyses and Structural Equation Modelling (SEM). The results show that psychological flexibility is related to study progression, self-regulated learning and student integration. The effect of self-regulated learning and student integration to study progression was not significant. This study suggests that students’ way of coping with negative thoughts and emotions should be taken into account when considering learning and teaching.

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