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 Structural Relationship among Mobile Phone Dependence, Self-Efficacy, Time Management Disposition, and Academic Procras-tination in College Students

2021 ◽  
Author(s):  
Peng Sheng Chen ◽  
Jing Li ◽  
Seung-Yong Kim
Keyword(s):  
Factor Analysis ◽  
Mobile Phone ◽  
Mobile Phones ◽  
Time Management ◽  
Self Efficacy ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Negative Effect ◽  
The Relationship

Background: We aimed to investigate the relationship among mobile phone dependence, self-efficacy for self-regulated learning, time management disposition, and academic procrastination in Chinese students majoring in physical education. In addition, we explored the mediating roles of self-efficacy for self-regulated learning and time management disposition in the relationship between mobile phone dependence and academic procrastination. Methods: We adopted a random sampling method to identify 324 physical education majors at five universities in Shaanxi Province, China in 2020. Data were analyzed via exploratory factor analysis, confirmatory factor analysis, correlation analysis, structural equation model analysis, and path analysis. Results: Mobile phone dependence had significant positive effects on academic procrastination (P<0.001) and self-efficacy for self-regulated learning (P<0.05) but a significant negative effect on time management disposition (P<0.001). Self-efficacy for self-regulated learning had a significant positive effect on academic procrastination (P<0.001), while time management disposition had a significant negative effect on academic procrastination (P<0.01). Notably, self-efficacy for self-regulated learning and time management disposition mediated the relationship between mobile phone dependence and academic procrastination (P<0.05). Conclusion: In addition to its direct effect on academic procrastination, mobile phone dependence exerts an indirect effect via time management disposition and self-regulated learning efficacy. Reducing students’ dependence on mobile phones is necessary for attenuating academic procrastination on university campuses. Thus, universities should aim to restrict the use of mobile phones in the classroom, actively cultivate students’ confidence in their self-regulated learning ability, and educate them regarding appropriate time values.

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 Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model

2020 ◽  
Vol 10 (12) ◽  
pp. 184
Author(s):  
Pierpaolo Limone ◽  
Maria Sinatra ◽  
Flavio Ceglie ◽  
Lucia Monacis
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Time Management ◽  
Self Regulation ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Settings ◽  
Account Due

Generally considered as a prevalent occurrence in academic settings, procrastination was analyzed in association with constructs such as self-efficacy, self-esteem, anxiety, stress, and fear of failure. This study investigated the role played by self-regulated learning strategies in predicting procrastination among university students. To this purpose, the relationships of procrastination with cognitive and metacognitive learning strategies and time management were explored in the entire sample, as well as in male and female groups. Gender differences were taken into account due to the mixed results that emerged in previous studies. This cross-sectional study involved 450 university students (M = 230; F = 220; Mage = 21.08, DS = 3.25) who completed a self-reported questionnaire including a sociodemographic section, the Tuckman Procrastination Scale, the Time Management Scale, and the Metacognitive Self-Regulation and Critical Thinking Scales. Descriptive and inferential analyses were applied to the data. The main findings indicated that temporal and metacognitive components play an important role in students’ academic achievement and that, compared to females, males procrastinate more due to poor time management skills and metacognitive strategies. Practical implications were suggested to help students to overcome their dilatory behavior.

scholarly journals Cultivating Self-Regulated Learning in Flipped EFL Courses: A Model for Course Design

2021 ◽  
Vol 23 (2) ◽  
pp. 20-36
Author(s):  
Ünal Çakıroğlu ◽  
Mücahit Öztürk
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Time Management ◽  
Help Seeking ◽  
Flipped Classroom ◽  
Course Design ◽  
Testing Time ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Student Centred Learning

AbstractConsiderable effort has been invested in innovative learning practices in English Foreign Language courses (EFL) in universities. Flipped classroom model transforms passive listeners into active learners in school and home activities pace. Flipped classroom model and the foreign language teaching methods are student-centred learning environments in which students should have a certain level of self-regulated learning skills. The study suggest a model for flipped classroom implementations with regard to self-regulated learning strategies in order to keep students more active in the EFL courses. Students were allowed to apply goal setting and planning, rehearsing, help seeking, monitoring, testing, time management, organising, regulating and note taking strategies within the model in online and face to face sessions. We hope the suggested model can contribute to improve listening, reading, writing and speaking skills of students in EFL courses.

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.

scholarly journals Distance Learning Degrees: Possibility of Evasion, Styles and Learning Strategies

2019 ◽  
Vol 29 ◽  
Author(s):  
Raíssa Bárbara Nunes Moraes Andrade ◽  
Thaís Zerbini
Keyword(s):  
Distance Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Technological Innovations ◽  
Future Planning ◽  
Current Field ◽  
Self Regulated Learning ◽  
Training Development ◽  
Regulated Learning

Abstract Distance Learning (DL) has been shown to be adequate to the current field of Training, Development and Education (TD&E), which constantly undergoes transformations resulting from technological innovations. Students’ characteristics is one of the factors responsible for abandoning DL programs. This study aimed to relate the possibility of evasion of a DL course and the variables belonging to the student’s characteristics (Learning Strategies and Styles). A total of 135 students enrolled in a distance learning degree responded virtually to the instruments of Learning Strategies and Styles. The results showed that most participants who would not abandon the course used the Behavioral and Self-Regulated Learning Strategies and presented the Learning Style related to the Study Environment. The data obtained contribute to future planning of TD&E programs, which should consider the clientele’s characteristics.

scholarly journals Making a case for behaviour based learning strategies in supporting students' academic performance

2013 ◽  
Author(s):  
Maeve Ann Gallagher ◽  
Niamh Flynn
Keyword(s):  
Student Learning ◽  
Learning Strategies ◽  
Time Management ◽  
Self Regulated Learning ◽  
Trinity College Dublin ◽  
Management Interventions ◽  
Opinion Piece ◽  
Regulated Learning ◽  
Employment Potential ◽  
Learning Development

The aim of this article is to raise the profile of time and resource management interventions, not just as part of the delivery of Student Learning Development Services but as a core strategy, supported with interventions and resources that can be systematically evaluated, to help students (both undergraduate and postgraduate) maximise academic and employment potential. This opinion piece puts forward a case for Student Learning Development practitioners to design and deliver interventions aimed at improving students' self-regulated learning skills. The case is illustrated by examples from research on self-regulated learning (e.g. Pintrich, 2004) and from reports on graduate employment figures (e.g. OECD Heckmann, 2013) and employers' perceptions of graduates' employability skills (e.g. Council for Industry and Higher Education, Archer and Davison, 2008). There are also examples of interventions delivered by the Student Learning Development Service, Trinity College Dublin Ireland to help students improve self-efficacy and time management skills. The aim of this opinion piece is to stimulate discussion and ideas as to how educationalists and, in particular, professionals working in Student Learning Development Services in third level environments, can help students to develop these behavioural skills to enhance both their academic and employment potential.

Sign in / Sign up

Export Citation Format

Share Document