scholarly journals The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics

2019 ◽  
Vol 4 (2) ◽  
pp. 117
Author(s):  
Berliana Henu Cahyani ◽  
Asmadi Alsa ◽  
Neila Ramdhani ◽  
Fakher Nabeel Khalili
Keyword(s):  
Classroom Management ◽  
Goal Orientation ◽  
Mathematics Learning ◽  
Self Regulation ◽  
Sampling Technique ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Self Regulated Learning ◽  
Learning Mathematics

Mathematics until today is still considered a difficult subject so that it needs to think about appropriate strategies to encourage students to be able to regulate themselves in learning this subject. This study aimed to test empirically the role of classroom management and mastery goal orientation towards self-regulated learning. The participants of the study were 177 students of state high schools in Sleman, who were selected using a purposive sampling technique. The scales used were self-regulation of mathematics learning scale, classroom management scale, and mastery goal orientation scale. The data analysis using two-predictor regression analysis showed that classroom management and mastery goal simultaneously played a significant role by 68.7% (R2=0.687, F (2.177) =191.243, p<0.01). Classroom management predicted self-regulation (β= -0.130, p < 0.01), and so did mastery goal (β= 0.878, p < 0.01). Based on the results of this study, it could be concluded that self-regulation in learning Mathematics can be determined through classroom manage­ment and mastery goals concurrently.

Role of Academic Self-Handicapping and Self-Regulated Learning Strategies in Mastery Goal Orientation among Adolescents

2021 ◽  
pp. 152-172
Keyword(s):  
Goal Orientation ◽  
Learning Strategies ◽  
Maternal Education ◽  
School Students ◽  
Government School ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Self Regulated Learning ◽  
Regulated Learning

The present study attempted to investigate the role of academic self-handicapping and self-regulated learning strategies in mastery goal orientation among adolescents. The sample comprised of 550 school students (age range =14-16years). Instruments namely Self-Handicapping Scale (Jones & Rhodewalt, 1982), Self-Regulation Inventory (Cleary & Platten, 2013), and Achievement Goals Questionnaire-Revised(Elliot & Murayama, 2008) were used. It has been found that self-handicapping wasnegatively associated with self-regulated learning strategies and mastery goal orientation; whereas self-regulated learning strategies was positively linked with mastery goal orientation. In addition, it has been found thatgirls displayedless self-handicapping behavior and more self-regulated and better goal oriented behavior as comparedto boys. Demographic group differences showed that adolescents enrolled in private schools with higher maternal education were less engaged in self-handicapping behaviorand more self-regulated and achievement goal oriented as comparedto government school students. However, significant differences were found on paternal education in relation to mastery goal orientation only.

E-Learner Characteristics and E-Learner Satisfaction

2012 ◽  
Vol 2 (2) ◽  
pp. 1-15
Author(s):  
Po Hsuan Chen
Keyword(s):  
Goal Orientation ◽  
Computer Mediated Communication ◽  
Self Regulation ◽  
Strategy Use ◽  
Learner Satisfaction ◽  
Learner Characteristics ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
E Learning ◽  
Learning English

The present study aimed at furthering the understanding of the potential effects of e-learner characteristics on e-learner satisfaction in an EFL context. Specifically, it examined the collective impact of computer anxiety, computer-mediated communication (CMC) apprehension, metacognitive self-regulation strategy use, mastery goal orientation, and performance goal orientation on EFL e-learner satisfaction. Multiple regression analyses revealed that not all university EFL students are satisfied with e-learning English courses; only students with high levels of metacognitive self-regulation strategy use, high levels of mastery goal orientation, and a low degree of CMC apprehension are satisfied with e-learning English courses. Results imply that on-line English instructors need to find ways to help students develop these characteristics.

scholarly journals Pengaruh Media Dakota dan Keaktifan terhadap Prestasi Siswa Materi FPB dan KPK

CENDEKIAWAN ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 95-103
Author(s):  
Fitri Rahmawati ◽  
Rahmat Permana ◽  
Meiliana Nurfitriani
Keyword(s):  
Student Learning ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Educational Goals ◽  
Learning Achievement ◽  
School Year ◽  
Learning Mathematics ◽  
Fourth Grade Students ◽  
Post Test

This research is motivated by the obstacles experienced by students in learning mathematics, this is of course influenced by the efforts of teachers as educators in achieving educational goals. But in reality, currently there are still many teachers who do not use learning media, especially in learning mathematics. This causes students to experience learning difficulties. The purpose of this study was to determine the effect of Dakota media on student achievement. One of the learning media that can be used by teachers, especially FPB and KPK material, is Dakota media. The method used in this research is a quantitative experiment. The population and sample were all fourth-grade students of SDN Pasanggrahan for the 2019/2020 school year. The sampling technique used was the saturated sampling technique, which means that all populations were used as samples. The instruments used were tests and questionnaires. The data collected in this study were mathematics learning achievement obtained through pre-test and post-test. The data were processed using the independent sample t-test. The results of this study indicate that student activity has increased. The results of testing the hypothesis obtained are 0.023 <0.05, which indicates that student learning activeness can affect the role of Dakota learning media on student learning achievement.

scholarly journals Efikasi Diri Bahasa Inggris sebagai Mediator antara Orientasi Tujuan Penguasaan dan Keterikatan Siswa Belajar Bahasa Inggris

2019 ◽  
Vol 4 (1) ◽  
pp. 76
Author(s):  
Adrielina Firdausi ◽  
Bhina Patria
Keyword(s):  
Student Engagement ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Sampling Technique ◽  
Positive Role ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Student Efficacy ◽  
Self Confidence ◽  
Learning English

English Self-efficacy is a self-confidence in English proficiency which is important to student behaviour on learning process. This study aims to investigated the role of english self efficacy in mediating the relationship between mastery goal orientation and student engagement on learning English. The method was quantitative using survey approach with 173 subjects. The subject was 173 students of 10th and 11st grade in SMA Negeri 9 Yogyakarta in 2016/2017 selected by purposive sampling technique. The Morgan-Jinks Student Efficacy State modification scale, student engagement modification scale, and mastery goal orientation scale were used in this study. The result showed that English self-efficacy was partially mediated. The mastery goal orientation directly had positive role to the student engagement (B= 0,468; p<0,001). The mastery goal orientation had positive role to the student engagement on learning English with self-efficacy as mediator (B’=0,369; p<0,001), English self-efficacy on boys were higher than girls.

scholarly journals Relationship Model among Learning Environment, Learning Motivation, and Self-Regulated Learning

2017 ◽  
Vol 13 (9) ◽  
pp. 63 ◽  
Author(s):  
Dorothea Wahyu Ariani
Keyword(s):  
Learning Environment ◽  
Goal Orientation ◽  
Self Regulation ◽  
Learning Motivation ◽  
Task Orientation ◽  
Self Regulated Learning ◽  
Learning Goal Orientation ◽  
Relationship Model ◽  
Effort Regulation

This study applies social capital theory, motivation theory, and systems theories to examine the role of the learning environment and motivation in learning to encourage self-regulation in learning especially effort regulation. This study examines the relationship among learning environment (i.e., student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity), learning motivation (i.e., learning goal orientation, task value, and self-efficacy), and self-regulated learning in effort regulation. This study also examines the mediating role of learning motivation on relation between learning environment and self-regulation in learning effort. Respondents were 307 students of undergraduate program on business, management, and economics in Yogyakarta and Bandung, Indonesia. Self-report questionnaires were administered to respondents during their regular class periods. Results revealed that students’ perception of learning environment on all dimensions were significantly related to learning motivation and self-regulation in effort regulation. Students’ perception of learning environment especially task orientation dimension was significantly influenced on three dimensions of learning motivation. The result of this study also indicated that learning goal orientation and self-efficacy are the mediating variables in the relationship model. These results supported many of the hypothesized relationships. Further explanations are discussed regarding both the expected and unexpected outcomes.

scholarly journals The role of moral self-regulation in mediating the effect of goal orientation on academic integrity

2021 ◽  
Vol 16 (2) ◽  
pp. 902-915
Author(s):  
Fadhilah Suralaga ◽  
Siti Nurul Azkiyah ◽  
Bay Dhowi ◽  
Yunita Faela Nisa ◽  
Yenny Rahmawati
Keyword(s):  
Goal Orientation ◽  
Academic Integrity ◽  
Structural Equation ◽  
Self Regulation ◽  
Self Report ◽  
Performance Goal ◽  
Moral Self ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Performance Goal Orientation

Previous research has explored possible reasons to conduct academic dishonesty while there are only a few research studies that investigate the strategies to promote academic integrity and do not look at moral self-regulation as a mediating variable. This study, therefore, aims to examine whether moral self-regulation mediates the effects of mastery goal orientation and performance goal orientation on academic integrity. A self-report scale was distributed to 251 students (M = 41%; F = 59%) of one state Islamic university in Jakarta, Indonesia, in which the structural equation model was used to analyse the data. Using the root mean square error of approximation, comparative fit index and Tucker–Lewis Index as indicators of the model of fit, the results proved that moral self-regulation mediated two mentioned variables affecting academic integrity. This finding implies the need to consider the inclusion of moral self-regulation in the academic life of students. Keywords: Academic integrity, moral self-regulation, mastery goal orientation, performance goal orientation;

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

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
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.

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

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