scholarly journals The Relationship of Academic Self-Concept, Autonomy, and Cognitive and Behavioral Self-Regulated Learning Strategies among Korean Adolescents : Testing a Mediation Effect of Autonomy

2016 ◽  
Vol 37 (1) ◽  
pp. 79-106
Author(s):  
이수진 ◽  
양은희 ◽  
이수정
Keyword(s):  
Learning Strategies ◽  
Mediation Effect ◽  
Self Concept ◽  
Korean Adolescents ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Relationship Of ◽  
The Relationship

scholarly journals The relationship between self-regulated learning strategies and students' academic performance in English course

2021 ◽  
Vol 15 (7) ◽  
pp. 2261-2263
Author(s):  
Helia Nodeh
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Pearson Correlation ◽  
Statistical Population ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Education Academic ◽  
Keywords Education ◽  
The Relationship

This study examines the relationship between self-regulated learning strategies and students' academic performance in English courses. The research method is descriptive-correlational. The statistical population includes all students of Azad University, Gorgan branch in the period 2020-2021. convenience sampling based on the Morgan table is used to select 384 people. The data collection tool is Zimmerman and Martinez-Pons Self-Regulated Learning Interview Schedule (1998), and for academic performance, the average grade in English course in two semesters was taken into account. Pearson correlation analyzes the data. The results show a significant relationship between self-regulated learning strategies and the academic performance of English course students. Keywords: education, academic performance, learning strategy

scholarly journals The relationship between flexible and self-regulated learning in open and distance universities

2012 ◽  
Vol 13 (2) ◽  
pp. 101 ◽  
Author(s):  
Per Bernard Bergamin ◽  
Simone Ziska ◽  
Egon Werlen ◽  
Eva Siegenthaler
Keyword(s):  
Learning Strategies ◽  
Learning Style ◽  
Time Management ◽  
Flexible Learning ◽  
Self Regulated Learning ◽  
Positive Effects ◽  
Regulated Learning ◽  
The Face ◽  
High Flexibility ◽  
The Relationship

<p>Flexibility in learning provides a student room for volitional control and an array of strategies and encourages persistence in the face of difficulties. Autonomy in and control over one’s learning process can be seen as a condition for self-regulated learning. There are a number of categories and dimensions for flexible learning; following professional publications, time, location, lesson content, pedagogy method, learning style, organization, and course requirements are all elements to consider. Using these categories and the dimensions of flexible learning, we developed and validated a questionnaire for an open and distance learning setting. This article reports on the results from a study investigating the relationship between flexible learning and self-regulated learning strategies. The results show the positive effects of flexible learning and its three factors, time management, teacher contact, and content, on self-regulated learning strategies (cognitive, metacognitive, and resource-based). Groups that have high flexibility in learning indicate that they use more learning strategies than groups with low flexibility.</p>

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 A Cross-Cultural Study of Relationships between Epistemological Beliefs and Self-Regulated Learning Strategies

2021 ◽  
Vol 19 (54) ◽  
pp. 369-392
Author(s):  
Ying Hong Jiang ◽  
Jia Wang ◽  
Patricia Bonner ◽  
Jenny Yau
Keyword(s):  
Middle School ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Epistemological Beliefs ◽  
Intrinsic Value ◽  
Future Research ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Self Regulatory Learning ◽  
The Relationship

Introduction.  Prior research consistently provides evidence supporting potential relationships between epistemological beliefs and learning. The current study examines the relationship between epistemological beliefs, academic motivation, and self-regulated learning strategies among different ethnic groups of American adolescents. Method.  This quantitative study utilized a correlational design to examine the relationship between epistemological beliefs and self-regulated learning strategies in adolescents attending middle school. A total of 364 middle school students (6th to 8th grade) from Southern California public middle schools participated in the study. A multiple group path model was employed to analyze the student data. Results.  We found that certain knowledge, omniscient authority, and innate ability beliefs about the nature of knowledge predict positive relationships with self-efficacy and intrinsic value components of motivation. Quick learning and simple knowledge beliefs predict negative relationships with self-efficacy and intrinsic-value but positive relationship with test-anxiety. Similarly, in the aspect of self-regulatory learning strategies, those who believe in the absolute nature of knowledge and the authorities tend to use cognitive and self-regulatory learning strategies more often, while those who believe in the speed of knowledge acquisition tend to employ those strategies less. Discussion and Conclusion. Findings from this study inform educators of the need to advance adolescents’ epistemological beliefs for each subject (e.g., science, language arts) as a method to facilitate their motivation and self-regulated learning. We recommend that future research should include assessments of the participants’ cultural orientations or the domain specificity of the epistemological beliefs, which may vary the associations of the beliefs with self-regulated learning. Additionally, future research can further investigate other potential mediators of the relationship between epistemological beliefs and self-regulatory learning.

Sign in / Sign up

Export Citation Format

Share Document