Self-Regulation, Self-Efficacy and e-Learning Strategies during e-Learning and Academic Achievement

2003 ◽  
Vol 19 (3) ◽  
pp. 41-68
Author(s):  
Insook Lee
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Self Regulation ◽  
E Learning

scholarly journals Strategies for learning and academic achievement of secondary school students

2015 ◽  
Vol 24 (1) ◽  
pp. 91-97
Author(s):  
Oli Ahmed ◽  
Mahfuza Khanam
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Low Achievers ◽  
High Achievers ◽  
Learning Beliefs ◽  
School Students ◽  
Humanities Students ◽  
Academic Self Efficacy

Relationship between learning strategies and academic achievement was studied. In addition, it explored whether there were any differences between high and low achievers, males and females, and science and humanities’ students in using learning strategies. Findings revealed that academic achievement was significantly correlated with academic self‐efficacy, organization, and metacognitive self‐regulation. High achievers differed from low achievers in using organization, and meta‐cognitive self‐regulation. In control of learning beliefs and rehearsal, significant gender differences exited. Science group students significantly differed from humanities students in academic self‐efficacy, elaboration, and critical thinking. Dhaka Univ. J. Biol. Sci. 24(1): 91-97, 2015 (January)

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.

Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement

2016 ◽  
Vol 86 (4) ◽  
pp. 606-629 ◽  
Author(s):  
Gavin T. L. Brown ◽  
Elizabeth R. Peterson ◽  
Esther S. Yao
Keyword(s):  
Academic Achievement ◽  
Self Efficacy ◽  
Self Regulation ◽  
Student Conceptions

scholarly journals IMPACTO DE ESTRATEGIAS DE APRENDIZAJE, AUTOEFICACIA Y GENERO EN EL RENDIMIENTO DEL ALUMNADO DE EDUCACION SECUNDARIA

2016 ◽  
Vol 2 (1) ◽  
pp. 287 ◽  
Author(s):  
Eduardo Barca Enríquez ◽  
Florencio Vicente Castro ◽  
Leandro Almeida ◽  
Alfonso Barca Lozano
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Positive Impact ◽  
Academic Goals ◽  
Personal Variables ◽  
And Gender ◽  
The Impact ◽  
Negative Sense

Abstract:IMPACT OF LEARNING STRATEGIES, SELF-EFFICACY AND GENDER ON ACADEMIC ACHIEVEMENT STUDENT´S SECONDARY EDUCATIONThis paper analyses the impact of personal variables related to learning strategies, in the interaction with the gender, on academic achievement students´ secondary education. The study takes a sample of students from North of Portugal and from Galicia, and the results in a Subscale Academic Goals and Learning Strategies of Refema-57 Scale. The results show that learning strategies and toward self-efficacy have a significant and positive impact on academic achievement, and the superficial strategies (and exams anxiety) become very relevant, but in these cases the impact has a negative sense, and the differences of feminin gender become more relevant. Therefore, the ensemble of personal variables considered in this study explains 30% of total variance of students ´ academic achievement in North of Portugal, and only 12% in Galicia. Here, probably other variables related to family, the school, the curriculum or the teachers become more relevant.Key words: Academic goals, learning strategies, self-efficacy, academic achievement.Resumen:En este trabajo se analiza el impacto de variables personales relacionadas con las estrategias de aprendizaje, en interacción con el género, del alumnado de educación secundaria en su rendimiento académico. El estudio considera una muestra de alumnos de Norte de Portugal y de Galicia, y se ha utilizado la subescala de Metas Académicas y de Estrategias de Aprendizaje y Autoeficacia a partir de la Escala Refema-57. Los datos sugieren que las estrategias de aprendizaje y la autoeficacia se pueden asumir como factores determinantes positivos del rendimiento académico, existiendo también un impacto, pero en sentido negativo, de las estrategias superficiales de aprendizaje (de ansiedad ante los exámenes), siendo las diferencias encontradas mucho más relevantes en el género femenino. Sin embargo, este conjunto de variables personales del alumnado explican en torno a un 30% de la varianza del rendimiento académico global de los alumnos del Norte de Portugal, quedando ese valor en apenas un 12% cuando nos referimos al alumnado de Galicia. En estas muestras de alumnado, otras variables de la familia, de la escuela, del currículo o del profesor tendrán una mayor relevancia.Palabras clave: Estrategias de aprendizaje, autoeficacia, rendimiento académico.

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 Autorregulação da Aprendizagem na Educação a Distância: Análise das Produções Científicas Realizadas em Brasil e Portugal no Período de 2010 a 2015

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Janaína Copello Quintes Monnerat ◽  
Maria Teresa Ribeiro Pessoa ◽  
Joaquim Armando Gomes Alves Ferreira
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Learning Strategies ◽  
Self Regulation ◽  
The Self ◽  
Self Regulated Learning ◽  
Technological Tools ◽  
Regulated Learning ◽  
E Learning ◽  
Hypermedia Applications

A sociedade atual, do conhecimento e da informação, requer do ensino superior novas dinâmicas mediadas pelas tecnologias, constituindo-se, nesse contexto, a Educação a Distância como modalidade de ensino privilegiada. Tornam-se relevantes a análise e a compreensão das formas de aquisição de conhecimento nessa modalidade por parte dos alunos, sendo o estudo da variável autorregulação da aprendizagem priorizada dada a sua importância para o sucesso acadêmico dos mesmos. O presente trabalho, após pesquisa guiada pelos atuais e credíveis repositórios português e brasileiro, RCAAP e CAPES, analisou artigos, dissertações de mestrado e teses de doutorado no âmbito da autorregulação da aprendizagem na Educação a Distância publicados no Brasil e em Portugal no período de 2010 a 2015. Os resultados encontrados apontam para quatro abordagens principais: o portfólio, como instrumento com imenso potencial da aprendizagem autorregulada; as estratégias de aprendizagem como extremamente importantes nos processos de autorregulação; estudos centrados no tutor e na forma como estes podem promover a autorregulação nos alunos; e, por último, as TIC, ou seja, as aplicações hipermédia como apoio à aprendizagem autorregulada. São necessários estudos mais aprofundados sobre este tema, incluindo a ampliação das plataformas de busca para um resultado mais abrangente.Palavras-chave: Autorregulação, E-learning, Educação a Distância. Self Regulation of Learning in the E-Learning Area - Analysis of the Scientific Works Performed in Brazil and Portugal in the Period of 2010 to 2015AbstractHigher education includes an integration of various technological tools and distance education is constituted as a privileged mode of education. It is relevant to the analysis and understanding of the ways of acquiring knowledge by the students and the study of self-regulation variable prioritized learning given its importance for academic success thereof. This study analyzed articles, dissertations and theses PhD under the Self-Regulation of Learning in Distance Education published in Brazil and Portugal in the period 2010 to 2015 in RCAAP's and CAPES's databases. The results point to four main approaches: the portfolio as a tool with great potential of self-regulated learning; learning strategies as extremely important in the self-regulation processes; studies centered tutor and how these may promote self-regulation in students; and, finally, ICT, so hypermedia applications like self-regulating support for learning. Further studies are needed on this topic including the expansion of search platforms to a broader result.Keywords: Self regulation, E-learning, Distance education.

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