The Structural Relationship among the Self-determination Motivation, Self-regulated Learning, and Academic Achievement in Elementary School

2010 ◽  
Vol 16 (3) ◽  
pp. 183-203 ◽  
Author(s):  
Byungyeon Choi ◽  
Lew Kyounghoon
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Structural Relationship ◽  
The Self ◽  
Self Determination ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals SELF-REGULATED LEARNING DAN PERSEPSI DUKUNGAN SOSIAL DENGAN PRESTASI AKADEMIK MAHASISWA FAKULTAS USHULUDDIN IAIN IMAM BONJOL PADANG

2015 ◽  
Vol 3 (1) ◽  
pp. 19
Author(s):  
Subhan Ajrin Sudirman
Keyword(s):  
Social Support ◽  
Academic Achievement ◽  
Sampling Technique ◽  
The Self ◽  
State Institute ◽  
Positive Correlation ◽  
Islamic Studies ◽  
Self Regulated Learning ◽  
The Social ◽  
Regulated Learning

This research aimed to examine the correlations between self-regulated learning and social support perception with students academic achievement at Ushuluddin Faculty of State Institute for Islamic Studies Imam Bonjol Padang. This research used purposive sampling technique. The subjects of this research were 150 students. The data were collected by using, (1) The self-regulated learning scale, (2) The social support perception scale, and (3) documentation. The data were analyzed by using multiple regression of SPSS 13.0 for windows. The results of this research are: (1) There is very significant and positive correlation between self-regulated learning and students academic achievement (r = 0,325, p < 0,001 and R² = 0,106); (2) There is very significant and positive correlation between social support perception and students academic achievement (r = 0,284, p < 0,001 and R² = 0,081).

scholarly journals Children within Mobile Technology: Interacting and Learning

Ars Educandi ◽  
2013 ◽  
pp. 49-62
Author(s):  
Hussein Bougsiaa
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Mobile Technology ◽  
Research Question ◽  
The Self ◽  
Learning Tool ◽  
Self Regulated Learning ◽  
Comprehensive Examination ◽  
Creative Learning ◽  
Regulated Learning

This article analyses the research question of how learners utilize hand-held mobile technology for learning of children. Mobile technology is an „anywhere, anytime”, creative learning tool that has the potential to support the development of self-regulated learners. The article examines user defined utilization of the mobile technology in elementary education settings: a comprehensive examination of the integration of digital mobile technology in an elementary school. Specific student use, independent of prescribed teacher use, is considered in examining the self-regulated learning supported by the mobile technology.

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