scholarly journals THE EFFECTS OF SELF-REGULATED LEARNING STRATEGIES ON PRESCHOOL CHILDREN’S SELF-EFFICACY AND PERFORMANCE IN EARLY WRITING

2019 ◽  
Vol 11 (2) ◽  
pp. 99
Author(s):  
Siew Siew Kim ◽  
Mariani Md. Nor
Keyword(s):  
Preschool Children ◽  
Learning Strategies ◽  
Goal Setting ◽  
Self Efficacy ◽  
Strong Predictor ◽  
Early Writing ◽  
Self Monitoring ◽  
Writing Performance ◽  
Self Regulated Learning ◽  
Regulated Learning

To enhance the will and the skills to express thoughts explicitly and effectively in early writing among preschool children, self-regulated learning (SRL) was suggested for preschool children as one of the effective learning approaches. This quasi-experimental study involved seventy-five preschool children (5-6 years old) from two public preschools in Selangor, Malaysia. This study investigated the effects of SRL strategies on early writing self-efficacy and early writing performance among preschool children. Interview data was engaged and supported the quantitative result to obtain a deep insight of the findings. Two-way Repeated Measure ANCOVA was employed and confirmed the effectiveness of self-regulated learning intervention with an interaction effect between the test and group for early writing self-efficacy being statistically significant (F(1, 72) = 12.665; p = 0.001, 2= 0.150), with Cohen’s d = 0.84;  and early writing performance statistically significant (F(1, 72) = 110.801; p < 0.001, 2= 0.606), with Cohen’s d = 2.84. The result also confirmed that self-monitoring and controlling (F (5, 69) = 17.934, p < 0.001), with an adjusted R² = 0.534, was a strong predictor for early writing self-efficacy, and planning and goal setting (F(5, 69) = 12.706, p< 0.001), with an adjusted R² = 0.442, were a strong predictor for early writing performance. Eleven self-regulated learning strategies used emerged from the interviews’ data pertaining to different contexts. According to the participant children, planning and goal setting, self-monitoring, and self-evaluation were the strategies that will assure their writing quality. These responses supported the results produced by the quantitative data. The findings of this research provide a useful insight into early writing and self-regulated learning instructions in the Malaysian preschool context.

scholarly journals Learning Self-regulated L2 Writing Under a Cognitive Model

2021 ◽  
Author(s):  
Manashi Gogoi Dutta ◽  
Uthaivan Danvivath
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Writing Skills ◽  
L2 Writing ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Cognitive Involvement ◽  
Metacognitive Learning ◽  
Involvement Load

Abstract This research study has been conducted to experiment an innovative teaching approach believing that when less use of self-regulated learning strategy leads to lower metacognitive learning attitude which results in low proficiency. This study has investigated the consequences of instructionally aroused cognitive involvement load for self-monitoring and self-assessment through facilitation of metacognitive learning strategy use for improving L2 writing skills of Thai undergraduate students. This innovative instructional model for teaching self-regulated L2 writing has been named as Strategic Self-Regulated Metacognitive Activities or S2RMCA. The approach of this model has been developed to promote self-regulated learning management. For stimulating the use of learning strategies, a set of self-monitoring and self-evaluating assessment rubric named Strategy Inventories for Learning L2 Writing (SILL2W) has also been devised. A set of questionnaire, pre-post-tests, checklist, and interviews were employed for collecting and analyzing the data. Results of data analyses have shown effectiveness and feasibility of the S2RMCA model for teaching self-regulated L2 writing. Satisfactory results have also been shown by participants in their L2 writing skills. So far, research studies conducted on cognitive involvement load, a continuing challenge has always been there regarding the accurate measurement of load via self-reporting and this study has also faced that challenge.

scholarly journals Self-Regulated Learning: the essential factor for understanding and improving academic and clinical performance

2020 ◽  
Vol 30 (1) ◽  
pp. 36232
Author(s):  
John Sandars
Keyword(s):  
Goal Setting ◽  
Clinical Performance ◽  
Learning Processes ◽  
Use Of Self ◽  
Essential Factor ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
The Social ◽  
Regulated Learning ◽  
Improved Performance

There is increasing interest in the importance of Self-Regulated Learning for the improvement of academic and clinical performance. Self-Regulated Learning is a dynamic and cyclical metacognitive process that coordinates an individual’s skill (techniques) and will (motivation) to achieve a clearly defined task. There are differences in key Self-Regulated Learning processes between high and low performers, especially goal setting and self-monitoring. Formative feedback on the use of key Self-Regulated Learning processes, which can be identified using microanalysis before, during and after an individual performs a specific task, can lead to improved performance. There is increasing awareness of the importance of both the social and educational environment on the use of Self-Regulated Learning, including the essential influence of the teacher. 

scholarly journals The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses

2020 ◽  
Vol 21 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Daeyeoul Lee ◽  
Sunnie Lee Watson ◽  
William R Watson
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Task Value ◽  
Future Research ◽  
Use Of Self ◽  
Massive Open Online ◽  
Positive Correlation ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning

This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive correlation between task value and the use of self-regulated learning strategies. The results of hierarchical multiple regression analysis show that self-efficacy and task value are significant predictors of the use of self-regulated learning strategies. There was a statistically significant difference in the use of self-regulated learning strategies between learners who possessed high self-efficacy and those who possessed low self-efficacy. In addition, learners who had high task value showed statistically significant higher average self-regulated learning scores than those who had low task value. Implications and future research directions are discussed based on the findings.

scholarly journals Diferencias de sexo y edad en la motivación y autorregulación del aprendizaje

2018 ◽  
Vol 27 (2) ◽  
pp. 177-193
Author(s):  
Danijela Jandrić ◽  
Zvonimir Šimić
Keyword(s):  
Test Anxiety ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Peer Learning ◽  
Seventh Grade ◽  
Older Students ◽  
Male And Female ◽  
Self Regulated Learning ◽  
Extrinsic Value ◽  
Regulated Learning

Self-regulated learning is an active participation in a learning process, which comprises cognitive, metacognitive and behavioural processes, and involves learning strategies and peer learning. In the basis of self-regulation is motivation, which in school settings can be specified as test anxiety, selfefficacy, and intrinsic and extrinsic value. The aim of this research was to verify the differences between male and female participants as well as between fifth- and seventh-grade students, regarding intrinsic and extrinsic value, self-efficacy, test anxiety, learning strategies and peer learning. Participants were fifth- and seventh-grade students (N = 172) from two elementary schools. No differences were found between male and female participants in intrinsic and extrinsic value, self-efficacy, learning strategies and peer learning. However, statistically significant differences in the all of the above-mentioned variables were found between younger and older students. Weaker motivation and self-regulated learning, found among older students, confirmed previous findings in this field. Results are discussed within the framework of personality development and selfdetermination theory which describe academic motivation and self-regulated learning.

scholarly journals Learning Self-regulated L2 WritingUnder a Cognitive Model

2021 ◽  
Vol 12 (4) ◽  
pp. 450-460
Author(s):  
Mrs Manashi Gogoi Dutta, Et. al.
Keyword(s):  
Learning Strategies ◽  
Writing Skills ◽  
Cognitive Model ◽  
L2 Writing ◽  
Instructional Model ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Learning Attitude ◽  
Regulated Learning ◽  
Cognitive Involvement

This innovative approach of teaching L2 writing was experimentedbelieving that using a fewer self-regulated learning strategymay lead toweakmetacognitive learning attitude resulting in low proficiency.This research wasconducted to investigate the consequences of instructionally aroused cognitive involvement load for using self-regulated and metacognitive learning strategies to improve L2 writing skills. The innovative L2 writing instructional model of this study has been named as Strategic Self-Regulated Metacognitive Activities or S2RMCA.The approach of this model is to promoteself-regulated learning managementby learners. Forarousing the use of learning strategies, a set of self-monitoring and self-evaluatingassessment rubric namedStrategy Inventories for Learning L2 Writing(SILL2W)has also been designed. For collecting and analyzingthe data a questionnaire, pre-post-tests, checklist, and interviews wereutilized. Outcomes of data analyses have shownusefulness and practicality ofthe S2RMCA model for teaching self-regulated L2 writing. Acceptable resultshave also beenshownby participants intheir L2 writing skills. In research studies conducted on cognitive load, accurate measurement of load viaself-reporting has been a persistingquestion and this study has notbeen different from the onesthat have faced the challenge.

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