scholarly journals A Study on Learning Motivation and Self-regulated Learning of Students in Hotel and Food Service Related Departments - Focused on College Students in the Daegu․Gyeongbuk Areas -

2010 ◽  
Vol 16 (3) ◽  
pp. 130-146
Author(s):  
김기진 ◽  
Kim,Hyang-Hee ◽  
정외숙
Keyword(s):  
College Students ◽  
Food Service ◽  
Learning Motivation ◽  
Self Regulated Learning ◽  
Regulated Learning

IMPELEMENTATION OF SELF-REGULATED LEARNING ON JUNIOR HIGH SCHOOL STUDENT OF LOW SOCIOECONOMIC STATUS

2020 ◽  
Vol 2 (1) ◽  
pp. 1-15
Author(s):  
Fatin Rohmah Wahidah ◽  
Farida Kurniawati
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Learning Motivation ◽  
Learning Abilities ◽  
Low Socioeconomic ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Subject ◽  
Motivation And Learning

The purpose of this study was to determine the application of self-regulated learning interventions to increase learning motivation and learning abilities in junior high school students who come from families with low socioeconomic levels. The intervention was given for five sessions through psychoeducation and assignments. The subject of this study is a male, 15 years old. This study uses a qualitative method with a case study approach. Data analysis using triangulation techniques. The results of the analysis of observations, interviews, and assignment documents show that there are differences before and after the subject was given intervention. In general, self-regulated learning intervention has a positive impact on learning motivation and learning abilities of the subject. Several factors that support and inhibit intervention were explained. Some suggestions are given to develop the further intervention.

scholarly journals Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110031
Author(s):  
Julia Holzer ◽  
Marko Lüftenegger ◽  
Selma Korlat ◽  
Elisabeth Pelikan ◽  
Katariina Salmela-Aro ◽  
...  
Keyword(s):  
University Students ◽  
Structural Equation ◽  
Positive Emotion ◽  
Well Being ◽  
Need Satisfaction ◽  
Learning Motivation ◽  
Equation Modeling ◽  
Minor Effect ◽  
Self Regulated Learning ◽  
Regulated Learning

In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students’ well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator. Self-reports were collected from 6,071 students in Austria (Study 1) and 1,653 students in Finland (Study 2). Structural equation modeling revealed competence as the strongest predictor for positive emotion. Intrinsic learning motivation was predicted by competence and autonomy in both countries and by relatedness in Finland. Moderation effects of self-regulated learning were inconsistent, but main effects on intrinsic learning motivation were identified. Surprisingly, relatedness exerted only a minor effect on positive emotion. The results inform strategies to promote students’ well-being through distance learning, mitigating the negative effects of the situation.

Learning in the Face of Digital Distractions

2022 ◽  
pp. 120-142
Author(s):  
Anna C. Brady ◽  
Yeo-eun Kim ◽  
Jacqueline von Spiegel
Keyword(s):  
College Students ◽  
Learning Process ◽  
College Instructors ◽  
Instructional Approaches ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Settings ◽  
The Face ◽  
The Impact ◽  
Support Students

Digital distractions are an important and prevalent aspect of college students' lives. Using a self-regulated learning perspective, this chapter provides an in-depth understanding of students' digital distractions in academic settings and highlights how college instructors can empower their students to manage digital distractions and self-regulate their own learning. In particular, the chapter discusses both the causes and consequences of engaging in digital distractions with a focus on the impact of multitasking. In addition, the chapter argues that students' engagement in digital distractions is closely connected to their motivation and emotions. This chapter highlights how college students can regulate their digital distractions throughout the learning process during each phase of self-regulated learning. Finally, the chapter reviews the ways college instructors can support students' management of distractions through their instructional approaches.

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