scholarly journals The Impact of Teaching Self-Regulated Learning Skills to First Year Engineering Students

2016 ◽  
Author(s):  
Rachel McCord
Keyword(s):  
Engineering Students ◽  
First Year ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

scholarly journals Self-regulated learning as a predictor of mathematics and reading performance: A picture of students in Grades 5 to 8

2019 ◽  
Vol 63 (1) ◽  
pp. 74-97 ◽  
Author(s):  
Susan-Marie Harding ◽  
Narelle English ◽  
Nives Nibali ◽  
Patrick Griffin ◽  
Lorraine Graham ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Performance ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Performance Differences ◽  
Age Related ◽  
Regulated Learning ◽  
And Performance ◽  
The Impact ◽  
Learning And Performance

Students who can regulate their own learning are proposed to gain the most out of education, yet research into the impact of self-regulated learning skills on performance shows mixed results. This study supports the link between self-regulated learning and performance, while providing evidence of grade- or age-related differences. Australian students from Grades 5 to 8 completed mathematics or reading comprehension assessments and self-regulated learning questionnaires, with each response ranked on a hierarchy of quality. All assessments were psychometrically analysed and validated. In each cohort and overall, higher performing students reported higher levels of self-regulated learning. Still, age-related differences outweighed performance differences, resulting in significantly lower reported usage of self-regulated learning skills in Grade 7 students compared to those in Grades 5, 6 and 8. These findings suggest that either age or school organisational differences mediate students’ self-regulated learning, counteracting ability-related associations.

scholarly journals The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

2020 ◽  
Vol 15 (17) ◽  
pp. 127
Author(s):  
Mohamed Yassine Zarouk ◽  
Eugénio Olivera ◽  
Paula Peres ◽  
Mohamed Khaldi
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Self Regulation ◽  
Project Based Learning ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels. Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

scholarly journals Relationships between ICT competencies related to work, self-esteem, and self-regulated learning with engineering competencies

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0260659
Author(s):  
Buratin Khampirat
Keyword(s):  
Engineering Students ◽  
Rapid Development ◽  
Self Esteem ◽  
Advanced Technology ◽  
Equation Modeling ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Positive Direct ◽  
The Impact ◽  
Ict Competencies

The rapid development of advanced technology worldwide has promoted an increase in the need for highly skilled engineers who are adept at applying job-related technologies and have engineering competency (ENcom) to gain knowledge and introduce creative solutions. However, little is known about the underlying mechanism of the associations between ICT competencies related to work (ICT-Work) and the ENcom of engineering students. This study sought to examine the role of ICT-Work on ENcom. Based on the literature, self-esteem and self-regulated learning (SRL) were identified as factors that indicate the effect of ICT-Work on ENcom, while gender was identified as a moderator that conditioned these mediated relationships. The sample consisted of 1,313 undergraduate engineering students from eleven universities in Thailand. The results of structural equation modeling (SEM) showed positive direct and indirect effects of ICT-Work on ENcom, self-esteem, and SRL and confirmed that self-esteem and SRL mediate the impact of ICT-Work on ENcom. Moreover, multigroup SEM revealed no gender differences in the factor loadings and structural path coefficients of ICT-Work on ENcom via self-esteem and SRL. To prepare students for their professional lives in the digital world, educational institutions should emphasize the importance of developing engineering students in ICT-Work and the use of advanced ICT involved in the job.

scholarly journals Perceptions of medical faculty students: The effect of problem-based learning on self-regulated learning skills

2021 ◽  
Vol 8 (10) ◽  
pp. 594-600
Author(s):  
Hayriye Dilek Akdogan ◽  
Serpil Velipasaoglu ◽  
Berna Musal
Keyword(s):  
Scale Score ◽  
Self Regulation ◽  
Problem Based Learning ◽  
The Self ◽  
First Year ◽  
Learning Skills ◽  
First Year Students ◽  
Learning Abilities ◽  
Self Regulated Learning ◽  
Regulated Learning

Objective: Self-regulated learning (SRL) is defined as the entirety of emotions, thoughts, and behaviours that individuals display in order to achieve their goals during the developmental period. Problem-based learning (PBL), used in medical education, is an educational model based on complete and sufficient learning. The aim of the study was to determine the perception of students from a medical faculty that applies the PBL education model on their self-regulation abilities. Investigating whether there is a difference in the students’ perception on their self-regulation abilities between the first and third year of PBL education and examining if there is a difference in female and male students regarding their perception on their self-regulation abilities are also among the purposes. Material and Methods: The 453 students participated in the study, 253 from the first-year students and 200 from the third-year students. The “Self-Regulated Learning Skills of Students“ scale was used in the study and the Cronbach’s alpha values were between 0.839-0.942. Results: In the comparison of Self-Regulated Learning Abilities of Students Scale score averages of first-year and third-year students, statistically significant high scores were identified in third-year students compared to first-year students in 4 of the 23 parameters in the scale. Conclusion: Self-regulation of third-year students’ high scores in four parameters can be considered to be related to PBL gains.  When the Self-Regulated Learning Abilities of Students Scale score averages were compared according to gender, statistically significant high scores were found in 7 of the 23 parameters in females.

Enhancing Motivation by Developing Cyclical Self-Regulated Learning Skills

2021 ◽  
Author(s):  
Gregory L. Callan ◽  
Lisa DaVia Rubenstein ◽  
Tyler Barton ◽  
Aliya Halterman
Keyword(s):  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning
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