scholarly journals Modeling the Relationships among Self Regulated Learning Strategies, Goal Orientation and Academic Achievement with Independent School Students in Qatar

2009 ◽  
Vol 19 (64) ◽  
pp. 465-487
Author(s):  
ﻋﺎﺩﻝ ﺳﻌﺪ ﻳﻮﺳﻒ ﺧﻀﺮ،
Keyword(s):  
Academic Achievement ◽  
Goal Orientation ◽  
Learning Strategies ◽  
Independent School ◽  
School Students ◽  
Self Regulated Learning ◽  
Regulated Learning

SELF-REGULATED LEARNING AND ACADEMIC ACHIEVEMENT AMONG MEDICAL STUDENTS: AN ACCELERATED PROSPECTIVE COHORT STUDY

2019 ◽  
pp. 22-29
Author(s):  
Van Hung Nguyen ◽  
Laohasiriwong Wongsa
Keyword(s):  
Academic Achievement ◽  
Medical Students ◽  
Goal Orientation ◽  
Grade Point Average ◽  
Learning Strategies ◽  
Use Of Self ◽  
Grade Point ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Year

Objectives: To determine the relationships between the use of self-regulated learning strategies and academic achievement among Vietnamese medical students. Methods: An accelerated prospective cohort study among 623 students at a public medical university, Vietnam was conducted during the academic year 2012-2013. Fourteen self-regulated learning subscales including intrinsic/extrinsic goal orientation, task values, self-efficacy for learning, control of learning beliefs, rehearsal, elaboration, organization, critical thinking, meta-cognitive strategies, time and study environment, effort regulation, peer learning, and help seeking were measured using the Motivated Strategies for Learning Questionnaire. The Grade Point Average was recorded through two consecutive semesters of the academic year 2012-2013. Data were collected at two points in time (once each semester). Generalized Estimating Equation was applied to explore any relationships between the use of self-regulated learning subscales and Grade Point Average, adjusting for the effects of within cluster correlation, National Medical Admission Test scores, and times of measurement, depression, anxiety, stress, and demographic covariates. Results: Results from multivariate analysis revealed that extrinsic goal orientation, time and study environment, and effort regulation were found to be significantly positively associated with Grade Point Average (mean difference: 0.932; 95%CI: 0.344 to 1.528). Conclusions: The use of self-regulated learning strategies can be helpful for improving of academic achievement among Vietnamese medical students. Key words: self-regulated learning, academic achievement, medical students, Vietnam

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.

scholarly journals Academic Achievement and Gender Peer Effects on Social Comparisons and Self-Regulated Learning Behaviors in A Taiwanese EFL Context

2018 ◽  
Vol 6 (5) ◽  
Author(s):  
Wan-Jeng Chang
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Peer Effects ◽  
Social Comparisons ◽  
Female Students ◽  
Learning Behaviors ◽  
Self Regulated Learning ◽  
Efl Context ◽  
Regulated Learning ◽  
And Gender

The main purpose of the present article is to estimate academic achievement and gender peer effects on social comparisons and self-regulated learning behaviors in a Taiwanese EFL context. The participating students were 50 non-English-major freshmen studying in Central Taiwan. Analyses of the data reveal the following findings. First, female students preferred or felt more comfortable making social comparisons with other female students, and they applied more self-regulated learning strategies. Second, male students had a stronger drive to make social comparisons, and they would prepare harder over time for the tests. Third, students with relatively low ability tended toward upward comparison and tended to give up or only study the easy parts. 

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