The Role of Perceived Parental and Teacher Support in Elementary School Students’ Online Class Engagement via Self-Efficacy for Self-Regulated Learning

2021 ◽  
Vol 35 (1) ◽  
pp. 217-236
Author(s):  
Yeongji Han ◽  
Minhye Lee
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Self Efficacy ◽  
Teacher Support ◽  
School Students ◽  
Online Class ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Increasing self-regulated learning of elementary school students through the concrete-pictorial-abstract approach during the COVID-19 pandemic

2020 ◽  
Vol 10 (2) ◽  
pp. 187
Author(s):  
Hafiziani Eka Putri ◽  
Idat Muqodas ◽  
Ayu Shandra Sasqia ◽  
Afif Abdulloh ◽  
Aan Yuliyanto
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Fifth Grade ◽  
Control Group ◽  
School Students ◽  
Self Regulated Learning ◽  
Abstract Approach ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Better Than

<span>This research was motivated by limited self-regulated learning (SRL) in elementary school students. The aim of this research was to understand the increase in SRL of elementary school students apply the Concrete-Pictorial-Abstract (CPA) approach which was reviewed as a whole and based on Early Mathematical Ability (EMA) during the COVID-19. This study was applied with a quasi-experimental method through a nonequivalent control group. Determination of the sample through purposive sampling on fifth-grade elementary school students in Central Jakarta. The sample coincide of 27 students each for the CPA and the conventional class. Measurement through a scale of SRL. This research informs the students' SRL on CPA learning that is significantly better than SRL with conventional approach reviewed as a whole and in the medium EMA group., however, based on the high and low EMA groups, SRL students who received CPA learning were not significantly better than those with conventional learning.</span>

scholarly journals Mothers’ and Teachers’ Autonomy Support in Relation to Children’s Academic Procrastination: Self-Efficacy for Self-Regulated Learning as a Mediator

2021 ◽  
Vol 59 (4) ◽  
pp. 477-488
Author(s):  
Bomi Lee ◽  
Nana Shin
Keyword(s):  
Self Efficacy ◽  
Autonomy Support ◽  
Sixth Grade ◽  
Academic Procrastination ◽  
School Students ◽  
Academic Tasks ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Learning Efficacy

This study investigated the association between children’s perceptions of autonomy support from mothers and teachers in relation to academic procrastination. It also examined the role of self-efficacy for self-regulated learning in mediating these effects. The sample comprised 372 fifth and sixth grade elementary school students from Seoul, Korea. Each completed a questionnaire regarding mothers’ and teachers’ autonomy support, children’s self-regulated learning efficacy, and academic procrastination. The results indicated that whereas mothers’ autonomy support had a direct effect on children’s academic procrastination, teachers’ support did not. In other words, children who perceived higher levels of autonomy support from mothers tended to exhibit less academic procrastination. Regarding indirect paths, children who perceived higher levels of mothers’ and teachers’ autonomy support displayed greater efficacy for selfregulated learning, which corresponded to lower levels of academic procrastination. The discussion highlights the vital roles of autonomy support from mothers and teachers in enhancing children’s feelings of effective self-regulated learning and encouraging them to complete academic tasks. Furthermore, the present study considered not only outward behavioral factors but also the underlying cognitive and affective aspects of delaying behavior that underpin the effects of self-regulated learning efficacy and autonomy support of mothers and teachers on academic procrastination.

scholarly journals The effect of self-regulated learning strategies on the primary school students' independent learning skill

2020 ◽  
Vol 2 (2) ◽  
pp. 81
Author(s):  
Sukowati Sukowati ◽  
E. Kus Eddy Sartono ◽  
Gunarti Ika Pradewi
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Learning Strategies ◽  
Independent Learning ◽  
School Students ◽  
Self Regulated Learning ◽  
Learning Skill ◽  
Regulated Learning ◽  
Data Collection Technique ◽  
Student Independence

Students have Self-Regulated Learning (SRL) which can motivate themselves to arrange personal goals, plan strategies done to achieve the goal, until to evaluate the behaviors. Besides that, students can be more responsible to themselves so that the learning independence of students can be formed. This research aimed to investigate the level of SRL and learning independence of elementary school students, and to investigate the influence of SRL towards the learning independence of elementary school students. This research used a quantitative approach with the comparative research design. The population in this research was 387 students with the sample used was 194 students taken randomly using Slovin’s formula. The instrument used in this research consisted of 24 questions by using 4-point Likert Scale. The data collection technique was used by comparing SRL of students. The data analysis was conducted by SPSS version 24. The finding of the research showed that SLR and learning independence of elementary school students was on the category medium and has a tcount of 8,516. In addition, the F-test result obtained was 240, 783. Therefore, it can be concluded that there is a significant influence between SRL and the learning independence of elementary school students. The futher reasearch must be based on previous studies. The influence of SRL on student independence and the factors that influence needed to described more comperhensive.

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