Fostering Self-Regulated Learning Among Students by Means of an Electronic Learning Diary: A Training Experiment

Learning in higher education provides students with a high degree of autonomy and therefore requires them to self-regulate their learning. However, not every student copes effectively with this autonomy. Particularly, self-monitoring plays a pivotal role. With this study, we investigated the effect of a standardized electronic learning diary on self-regulation competence in the context of an academic teacher training program. The diary was used (a) as an online assessment tool to register self-regulation, motivational, and volitional states over time and (b) as an instrument for implicit intervention aimed at improving self-monitoring. In a pretest–posttest control group design, we compared two courses (N = 65) over one study term, one course serving as the experimental group (EG) with learning diaries. The EG showed higher gains in metacognitive attitude scores; additional process analyses revealed a positive trend for estimated learning efficacy. Results suggest that the intervention could benefit from explicit training to strengthen the effects.

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The Effects of Assessment as Learning (AaL) on ESL students’ Academic Performance and Motivation in the light of self-Regulated Learning (SRL) Theor

FWU Journal of Social Sciences ◽

10.51709/fw12723 ◽

2020 ◽

Vol 14 (4) ◽

pp. 26-42

Author(s):

Preeta Hinduja ◽

◽

Martin Thomas

Keyword(s):

Academic Performance ◽

Self Regulation ◽

Sampling Technique ◽

Control Group ◽

Control Group Design ◽

Self Regulated Learning ◽

Assessment As Learning ◽

Post Test ◽

Quasi Experimental ◽

And Performance

This study intended to investigate the effects of Assessment as Learning (AaL) strategy on satisfaction of academic performance and motivational beliefs of ESL (English as Secondary Language) students of Public sector school. Using the quasi-experimental pre-post-test control group design, and assessment strategy recommended by Lee and Mak (2014), this study examined the effects of Assessment as Learning (AaL) on students’ studying ESL writing skills in Argumentative Essay. Through the convenience sampling technique, 60 ninth standard students were selected to participate in the study. Students' performance was analyzed with the help of Argumentative Essay Test and Motivation was investigated by using Motivated Strategies for Learning Questionnaire (MSLQ). Both control and experimental groups were trained through traditional teaching ESL strategies; however, experimental group students practiced an additional intervention identified as "Assessment as Learning (AaL)" strategy. After seven weeks of study, both groups' performance and motivation were evaluated through post-tests. The data from pre-tests and post-tests were analysed by Independent Sample t-tests. The results demonstrated that the experiment group’s academic scores and motivation were significantly higher, thus the implementation of AaL practice is recommended to raise self-regulation and performance of students.

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Ubiquitous Learning vs. Electronic Learning: A Comparative Study on Learning Activeness and Learning Achievement of Students with Different Self-Regulated Learning

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v16i03.14953 ◽

2021 ◽

Vol 16 (03) ◽

pp. 36

Author(s):

I Kadek Suartama ◽

Punaji Setyosari ◽

Sulthoni Sulthoni ◽

Saida Ulfa ◽

Muhammad Yunus ◽

...

Keyword(s):

Learning Strategies ◽

Control Group ◽

Ubiquitous Learning ◽

Research Subjects ◽

Control Group Design ◽

Learning Achievement ◽

Electronic Learning ◽

Self Regulated Learning ◽

Regulated Learning ◽

Quasi Experimental

This research examines the effect of ubiquitous learning strategies using various self regulated learning on learning activeness and learning achievement of student in higher education. Quasi-experimental pretest-post tests non-equivalent control group design is selected to be the method of this research. The subjects of this research are 113 students. The instrument used to measure the students’ learning activeness is learning activeness questionnaires developed by researcher with reference to the theory of learning activeness by Sardiman, whereas objective test are to evaluate students’ learning achievement, and online self regulated learning questionnaire (OSLQ) as adapted from Barnard is utilized to measure the self regulated learning of the research subjects. The data is then analyzed through two-way MANOVA technique. The findings of the research conclude that: (1) there are significant differences in learning activeness and learning achievement between groups which learned using ubiquitous learning strategies and electronic learning strategies; (2) there are significant differences in learning activeness and learning achievement between students when integrated with high self regulated learning and low self regulated learning; (3) there is an interaction between ubiquitous learning and electronic learning strategies integrated with self regulated learning on learning activeness and learning achievement of students.

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Strategi Self-Regulated Learning untuk Menurunkan Tingkat Prokrastinasi Akademik Siswa

Psympathic Jurnal ilmiah Psikologi ◽

10.15575/psy.v3i2.1107 ◽

2016 ◽

Vol 3 (2) ◽

pp. 153-170

Author(s):

Muhammad Iqbalul Ulum

Keyword(s):

Learning Strategy ◽

Self Regulation ◽

Sampling Technique ◽

Control Group ◽

Academic Procrastination ◽

Control Group Design ◽

Self Regulated Learning ◽

Group Data ◽

Regulated Learning ◽

Quasi Experimental

Academic procrastination is a behavior that should be avoided by students because it would give a bad influence, especially the academic achievement. One of the factors that lead to academic procrastination is lack of self-regulation in learning. Therefore, it is necessary for students to have self-regulated learning. This research aimed to test the self-regulated learning strategy to reduce the level of academic procrastination XI grade student of SMAN 1 Ngamprah of the academic year 2015/2016 West Bandung Regency. The method used is a quasi-experimental nonequivalent (pretest and posttest) control group design. Sampling was done by using purposive sampling technique. Instrument used is The Academic Procrastination State Inventory (APSI) developed by Henri C. Schouwenburg. The sample are 68 students whereas devided into experiment and control group. Data analyzed using the Mann-Whitney test. Result shows that self-regulated learning are effective for lowering the level of academic procrastination.

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The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

Educational Psychology Review ◽

10.1007/s10648-020-09544-y ◽

2020 ◽

Vol 32 (4) ◽

pp. 1055-1072 ◽

Cited By ~ 2

Author(s):

Tamara van Gog ◽

Vincent Hoogerheide ◽

Milou van Harsel

Keyword(s):

Problem Solving ◽

Self Regulation ◽

Mental Effort ◽

Future Research ◽

Task Sequence ◽

Self Monitoring ◽

Self Regulated Learning ◽

Regulated Learning ◽

And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

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Improving Student’s Mathematical Creative Thinking Ability and Self Regulated Learning using Sylver Approach

(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING ◽

10.22460/jiml.v1i3.p268-278 ◽

2018 ◽

Vol 1 (3) ◽

pp. 268

Author(s):

Desy Tri Damayanti ◽

Utari Sumarmo ◽

Rippi Maya

Keyword(s):

Creative Thinking ◽

Control Group ◽

Control Group Design ◽

Self Regulated Learning ◽

Mathematics Ability ◽

Thinking Ability ◽

Regulated Learning ◽

Post Test ◽

Medium Level ◽

Creative Thinking Ability

This study was a pre test-post test experiment without control group design having a goal to examine the role of Prior Mathematics Ability (PMA), Sylver approach (SA) toward student’s mathematical creative thinking ability (MCTA) and Self Regulated Learning (SRL). The study involved 65 eleven grade student, a PMA test, a MCTA test, and SRL scale. The study found that PMA and SA took good role on obtaining student’s MCTA, its N<Gain> and SRL. On student’s MCTA, and its N<Gain> students getting treatment with SA attained better grades than that of students taught by conventional teaching, and the grades were still at medium level. On SRL, there was no different grades between students on both teaching approaches, and those grades were at fairly good level. The other findings, there was no association between MCTA and SRL, and students performed high perception toward SA.

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Self-Regulated Learning as a Method to Develop Scientific Thinking

STEM Education ◽

10.4018/978-1-4666-7363-2.ch064 ◽

2015 ◽

pp. 1189-1214

Author(s):

Erin E. Peters Burton

Keyword(s):

Nature Of Science ◽

Self Regulation ◽

Scientific Thinking ◽

Scientific Enterprise ◽

Self Monitoring ◽

Self Reflection ◽

Learning And Teaching ◽

Self Regulated Learning ◽

Evaluation Of Performance ◽

Regulated Learning

The development of skills and the rationale behind scientific thinking has been a major goal of science education. Research has shown merit in teaching the nature of science explicitly and reflectively. In this chapter, the authors discuss how research in a self-regulated learning theory has furthered this finding. Self-regulation frames student learning as cycling through three phases: forethought (cognitive processes that prepare the learner for learning such as goal setting), performance (employment of strategies and self-monitoring of progress), and self-reflection (evaluation of performance with the goal). Because students have little interaction with the inherent guidelines that drive the scientific enterprise, setting goals toward more sophisticated scientific thinking is difficult for them. However, teachers can help students set goals for scientific thinking by being explicit about how scientists and science function. In this way, teachers also explicitly set a standard against which students can self-monitor their performance during the learning and self-evaluate their success after the learning. In addition to summarizing the research on learning and teaching of self-regulation and scientific thinking, this chapter offers recommendations to reform science teaching from the field of educational psychology.

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The Promotion of Self-Regulated Learning Through Peer Feedback in Initial Teacher Education

International Journal of Technology-Enabled Student Support Services ◽

10.4018/ijtesss.2020010101 ◽

2020 ◽

Vol 10 (1) ◽

pp. 1-20

Author(s):

Elena Cano García ◽

Laura Pons-Seguí

Keyword(s):

Teacher Education ◽

Help Seeking ◽

Self Regulation ◽

Peer Feedback ◽

Task Value ◽

Initial Teacher Education ◽

Control Group ◽

Learning To Learn ◽

Self Regulated Learning ◽

Regulated Learning

This study explores how peer-feedback promotes self-regulated learning (SRL) processes in initial teacher education. Self-regulation capacity is analyzed through Pintrich's MSLQ questionnaire. A total of 50 students have participated in this experience during the year 2015-2016. Tasks that enhanced self-regulation and learning to learn competence were developed in this course. In order to analyze the effect of these tasks on SRL, pre- and post-tests were administered to the experimental (n=50) and a control group (n=45). The results revealed an improvement in self-regulation capacity, especially in those items relative to help seeking, task value and self-efficacy.

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Breastfeeding Self Effi cacy and Effective Breastfeeding on Postpartum Mother

Jurnal NERS ◽

10.20473/jn.v10i12015.20-29 ◽

2015 ◽

Vol 10 (1) ◽

pp. 20

Author(s):

Retnayu Pradanie

Keyword(s):

Assessment Tool ◽

Short Form ◽

Hypothesis Test ◽

Control Group ◽

Inclusion Criteria ◽

Breastfeeding Support ◽

Control Group Design ◽

Post Test ◽

Equivalent Control ◽

And Control

Introduction: Breastfeeding has been identifi ed as the optimal source of nutrition for infants. However, many mothers do not breastfeed their infants excusively. The possible modifi able factors to improve breastfeeding rates are breastfeeding self effi cacy and effective breastfeeding behavior. The aim of this study was to analyze the breastfeeding support package to improve breastfeeding self effi cacy and impact on effective breastfeeding behavior. Method: This study was a quasy experiment pre-post test non equivalent control group design. Samples were 20 respondents recruited using consecutive sampling in Navy Hospital Dr. Ramelan who met the inclusion criteria. Instruments that used in this study were breastfeeding self effi cacy short form and LATCH assessment tool. Results: The score of breastfeeding self effi cacy on experiment group was improve higher than control group. But, the hypothesis test showed that there were no difference score between experiment and control group after intervention (p = 0.104). The correlation between breastfeeding self effi cacy and effective breastfeeding behavior was not signifi cant (p = 0.976). Analisis and Discussion: The antecedent of breastfeeding self effi cacy were not only the information resources but also job and education level. Breastfeeding self effi cacy was not an antecedent of effective breastfeeding behavior. Keywords: breastfeeding self effi cacy, effective breastfeeding, intervention

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Bimbingan Kelompok dengan Teknik Self-Instruction untuk Meningkatkan Self-Regulation Siswa

KONSELING: Jurnal Ilmiah Penelitian dan Penerapannya ◽

10.31960/konseling.v1i1.317 ◽

2019 ◽

Vol 1 (1) ◽

Author(s):

Bambang Setiawan ◽

M. Solehuddin ◽

Anne Hafina

Keyword(s):

Self Regulation ◽

Sampling Technique ◽

Control Group ◽

Control Group Design ◽

Group Design ◽

Wide Range ◽

Self Instruction ◽

Experimental Group ◽

Selection Of ◽

Group Guidance

Triggered by the importance of self-regulation, then this research was conducted in order to test the effectiveness of group guidance with self-instruction technique in order to enhance self-regulation of the students. Self-regulation is considered as the As card of human personality as it is assumed to be able to strenghten and increase the ability of a person to face the demand of live as well as act as a guide of behaviours of the person himself. In addition, lack of self-regulation will also cause wide range of problems specifically for the students as it may affect the academic achivement of the students themselves. Quantitative approach with quasy-experimental design was used in this research. Meanwhile, the research method used was Nonequivalent Pretest-Posttest Control Group Design. The selection of the sample of the study was by using the purposive sampling technique, the total samples taken were 69 students, 39 students were placed in experimental group and other 30 students were in control group. The study found that in general the profile of the students’ self-regulation was on the moderate category, and empirically the group guidance with self-instruction technique was proven to be able to enhance students’ self-regulation.

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Analisis Keterampilan Proses Sains Dan Self Regulation Biologi Kelas XI : Pengaruh Model Auditory, Intellectually dan Repatition (AUDI-IR)

Journal Of Biology Education ◽

10.21043/jobe.v3i1.6922 ◽

2020 ◽

Vol 3 (1) ◽

pp. 16

Author(s):

Nukhbatul Bidayati Haka ◽

Vanny Dhea Pratiwi ◽

Bambang Sri Anggoro ◽

Abdul Hamid

Keyword(s):

Self Regulation ◽

Control Group ◽

Control Group Design ◽

Learning Society ◽

Group Design ◽

Passive Learning

Hasil pembelajaran biologi yang belum tercapai secara baik dikarenakan rendahnya kemampuan berpikir siswa. Pembelajaran secara umum belum melibatkan laboratory skills, terjadinya passive learning, kurangnya interaksi antar siswa, pembelajaran jarang melibatkan learning society, penilaian masi bersifat sporadic yang jarang menilai secara utuh baik keterampilan proses, self regulation, maupun kemampuan berpikir siswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Auditory, Intellectually, dan Repatition terhadap peningkatan Keterampilan Proses Sains dan Self Regulation pada peserta didik. Penelitian ini menggunakan metode quasi eksperimen dengan pretest dan posttest control group design, dengan teknik sampling Teknik acak kelas. Penelitian ini dilaksanakan di kelas XI di SMA Negeri 14 Bandar Lampung yang diterapkan dikelas kontrol (XI MIA2) dan eksperimen (XI MIA3) pada materi sistem pencernaan tahun ajaran 2019/2020. Instrumen penelitian menggunakan tes dan lembar observasi keterampilan proses sains, angket Self Regulation. Analisis data menggunakan uji MANOVA. Berdasarkan hasil penelitian diketahui nilai ngain KPS kelas kontrol 0.45 (sedang) dan kelas eksperimen 0.67 (sedang), sedangkan nilai ngain self regulation kelas kontrol 0.36 (sedang), dan kelas eksperimen 0.52 (sedang). Sehingga dapat disimpulkan bahwa sig. 0,000 < 0,05 artinya terdapat pengaruh model pembelajaran Auditory, Intellectually, dan Repatition terhadap keterampilan proses sains dan self regulation pada kelas XI.

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