scholarly journals Teachers' beliefs about classroom practices that develop students’ metacognition and self-regulated learning skills

2021 ◽  
Vol 14 (1) ◽  
pp. 165-173
Author(s):  
Lavinia ȘUTEU
Keyword(s):  
Time Management ◽  
Learning Opportunities ◽  
Classroom Context ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Teachers Beliefs ◽  
Regulated Learning ◽  
Knowledge Activation ◽  
Standard Classification

Abstract: Teachers have an important role in promoting the development of metacognition and self-regulated learning in students. This study aims to reveal the beliefs and practices of preuniversity teachers regarding the best teaching strategies that can be used in the classroom to facilitate the development of students' metacognition and self-regulated learning skills. Teachers from pre-primary and school levels (ISCED 02-3) (International Standard Classification of Education (ISCED) - Statistics Explained (europa.eu) participated in this research. Participants, 120 teachers, had to filled in an online form of the adapted version of the 'Self-Regulated Learning Opportunities Questionnaire', developed by Vrieling, Bastiaens, and Stijnen (2012), and to answer three open-ended questions. The questionnaire assessed the extent to which teachers use the following two strategies to promote metacognition and self-regulated learning in their classroom: planning (including goal-setting, metacognitive knowledge activation, task value activation, and time management) and monitoring of the learning process (including metacognitive awareness and monitoring of cognition). The open-ended questions aimed to reveal the participants' opinions about the best teaching practices that facilitate the development of metacognition and selfregulated skills of students, the factors that hinder the development of these skills and how teachers can promote self-regulated learning in their classrooms. Data were analyzed using the SPSS software for the quantitative data, and the thematic-analysis for the qualitative ones. Results show that teachers create some opportunities for students to develop their self-regulated learning skills, but face various problems in trying to develop these skills in the classroom context. The results of this study are discussed in relation to both classroom and school contexts, and the broader level of educational policies.

scholarly journals ONLINE SELF-REGULATED LEARNING STRATEGIES AMID A GLOBAL PANDEMIC: INSIGHTS FROM INDONESIAN UNIVERSITY STUDENTS

2021 ◽  
Vol 18 (No.2) ◽  
pp. 45-68
Author(s):  
Yogi Saputra Mahmud ◽  
Emilius German
Keyword(s):  
Online Learning ◽  
University Students ◽  
Academic Writing ◽  
Time Management ◽  
Educational Institutions ◽  
Data Sets ◽  
Learning Context ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

Purpose – At the beginning of 2020, the COVID-19 pandemic affected many aspects of life, including education. In response, the Indonesian government mandated all educational institutions, including universities, to implement online learning. Through online learning, many university students experienced considerable changes in the way they regulated their knowledge-seeking process. This research examined the level of EFL university students' self-regulated learning during their online learning activities for an English academic writing course, as well as the difficulties encountered and strategies developed in the online learning context. Methodology – This research employed a convergent mixed-method research design by adapting the Online Self-Regulated Learning Questionnaire (Barnard et al., 2009) and an open-ended questionnaire to discover the students' difficulties and strategies during online learning. The study involved 307 students of the English 3 (Academic Writing) course at President University, Indonesia. Descriptive statistics were employed to analyse the quantitative data sets, while the qualitative data sets were systematically coded and thematically analysed. Findings – The statistical analysis indicated that the students had a medium level of self-regulated learning skills. The qualitative analysis revealed that in the context of online self-regulated learning, the issues they faced included technical, material, time management, study space, and motivation issues. At the same time, the students attempted to alleviate these issues by improving collaboration and time management, and adopting technical, academic, and affective strategies. Significance – By exploring the level of students' self-regulated learning skills, this study provides insights for universities and lecturers into students’ ability to regulate their learning in an online learning context. Additionally, this study has identified the difficulties students face in the online learning process and their strategies to overcome these issues, which can practically inform educational institutions about the necessary support that should be provided to facilitate students' self-regulated learning skills in the online learning context.

Enhancing Motivation by Developing Cyclical Self-Regulated Learning Skills

2021 ◽  
Author(s):  
Gregory L. Callan ◽  
Lisa DaVia Rubenstein ◽  
Tyler Barton ◽  
Aliya Halterman
Keyword(s):  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Relationships between medical students’ co-regulatory network characteristics and self-regulated learning: a social network study

2021 ◽  
Author(s):  
Derk Bransen ◽  
Marjan J. B. Govaerts ◽  
Dominique M. A. Sluijsmans ◽  
Jeroen Donkers ◽  
Piet G. C. Van den Bossche ◽  
...  
Keyword(s):  
Social Network ◽  
Medical Students ◽  
Regulatory Network ◽  
Regulatory Networks ◽  
Learning Opportunities ◽  
Network Size ◽  
Tie Strength ◽  
Network Characteristics ◽  
Self Regulated Learning ◽  
Regulated Learning

Abstract Introduction Recent conceptualizations of self-regulated learning acknowledge the importance of co-regulation, i.e., students’ interactions with others in their networks to support self-regulation. Using a social network approach, the aim of this study is to explore relationships between characteristics of medical students’ co-regulatory networks, perceived learning opportunities, and self-regulated learning. Methods The authors surveyed 403 undergraduate medical students during their clinical clerkships (response rate 65.5%). Using multiple regression analysis, structural equation modelling techniques, and analysis of variance, the authors explored relationships between co-regulatory network characteristics (network size, network diversity, and interaction frequency), students’ perceptions of learning opportunities in the workplace setting, and self-reported self-regulated learning. Results Across all clerkships, data showed positive relationships between tie strength and self-regulated learning (β = 0.095, p < 0.05) and between network size and tie strength (β = 0.530, p < 0.001), and a negative relationship between network diversity and tie strength (β = −0.474, p < 0.001). Students’ perceptions of learning opportunities showed positive relationships with both self-regulated learning (β = 0.295, p < 0.001) and co-regulatory network size (β = 0.134, p < 0.01). Characteristics of clerkship contexts influenced both co-regulatory network characteristics (size and tie strength) and relationships between network characteristics, self-regulated learning, and students’ perceptions of learning opportunities. Discussion The present study reinforces the importance of co-regulatory networks for medical students’ self-regulated learning during clinical clerkships. Findings imply that supporting development of strong networks aimed at frequent co-regulatory interactions may enhance medical students’ self-regulated learning in challenging clinical learning environments. Social network approaches offer promising ways of further understanding and conceptualising self- and co-regulated learning in clinical workplaces.

scholarly journals Self-regulated learning as a predictor of mathematics and reading performance: A picture of students in Grades 5 to 8

2019 ◽  
Vol 63 (1) ◽  
pp. 74-97 ◽  
Author(s):  
Susan-Marie Harding ◽  
Narelle English ◽  
Nives Nibali ◽  
Patrick Griffin ◽  
Lorraine Graham ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Performance ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Performance Differences ◽  
Age Related ◽  
Regulated Learning ◽  
And Performance ◽  
The Impact ◽  
Learning And Performance

Students who can regulate their own learning are proposed to gain the most out of education, yet research into the impact of self-regulated learning skills on performance shows mixed results. This study supports the link between self-regulated learning and performance, while providing evidence of grade- or age-related differences. Australian students from Grades 5 to 8 completed mathematics or reading comprehension assessments and self-regulated learning questionnaires, with each response ranked on a hierarchy of quality. All assessments were psychometrically analysed and validated. In each cohort and overall, higher performing students reported higher levels of self-regulated learning. Still, age-related differences outweighed performance differences, resulting in significantly lower reported usage of self-regulated learning skills in Grade 7 students compared to those in Grades 5, 6 and 8. These findings suggest that either age or school organisational differences mediate students’ self-regulated learning, counteracting ability-related associations.

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 SELF-REGULATED LEARNING IN CONSTRUCTIVIST APPROACH BASED SCIENCE LABORATORY PRACTICES AND OPINIONS ON CONSTRUCTIVIST APPROACH

2014 ◽  
Vol 59 (1) ◽  
pp. 25-33
Author(s):  
Emine Erdem ◽  
Sinem Dinçol Özgür ◽  
Zeki Bayram ◽  
Özge Özyalçın Oskay ◽  
Şenol Şen
Keyword(s):  
Science Teachers ◽  
Chemistry Laboratory ◽  
Constructivist Approach ◽  
Learning Skills ◽  
Teaching Laboratory ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Post Test ◽  
University Department ◽  
The One

With this study, it was aimed to determine the effect of constructivist chemistry laboratory on science and technology pre-service teachers’ opinions about constructivist approach and their self-regulated learning skills.The relationship between pre-service teachers’ opinions about constructivist approach and their self-regulated learning skills was investigated. The one group pre-test-post-test design was used in the study. The sample of the study was 58 pre-service teachers from Hacettepe University, Department of Science Education, who were attending chemistry experiments at Science Teaching Laboratory Applications II Course. Self-regulated Learning Skills Scale developed by Turan and Demirel (2010) and Opinion Scale of Constructivist Approach for Science Teachers developed by Balım, Kesercioğlu, Evrekli ve İnel (2009) were used as data collection tools. At the end of the study, it was determined that constructivist chemistry laboratory applications caused a positive increase in pre-service teachers’ self-regulated learning skills and opinions about constructivist approach. Also, there was a positive relationship between pre-service teachers’ self-regulated learning skills and opinions about constructivist approach that was observed. Key words: constructivist approach, self-regulated learning, chemistry laboratory applications, pre-service teachers.

scholarly journals The relations between parental support of learning, parental attributes and development of self-regulated learning skills in young children

2018 ◽  
Author(s):  
Ελένη Καλλία
Keyword(s):  
Young Children ◽  
Parental Support ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

Η παρούσα έρευνα μελέτησε τις σχέσεις μεταξύ των μητρικών συμπεριφορών στήριξης της μάθησης κατά τη διάρκεια της από κοινού λύσης προβλημάτων μητέρων-παιδιών και της μητρικής εναρμόνισης των συμπεριφορών αυτών με τις στρατηγικές αυτο-ρύθμισης της μάθησης των μικρών παιδιών. Σκοπός αυτής της μελέτης ήταν η διερεύνηση πολλαπλών διαστάσεων της μητρικής στήριξης και των σχέσεών τους με συγκεκριμένες δεξιότητες της αυτο-ρυθμιζόμενης μάθησης σε μικρά παιδιά, τόσο συγχρονικά, όσο και διαχρονικά. Επίσης, ελήφθησαν υπόψη τα δημογραφικά και γενικά χαρακτηριστικά των παιδιών και των μητέρων (ηλικία και φύλο παιδιών, μορφωτικό επίπεδο μητέρων, μητρική αυτεπάρκεια, τύπος γονεϊκής ανατροφής και ιδιοσυγκρασία του παιδιού).Πραγματοποιήθηκαν δύο πιλοτικές μελέτες για να ελεγχθεί η καταλληλότητα των εργαλείων. Η κύρια μελέτη διεξήχθη δύο φορές με διάστημα έξι μηνών μεταξύ των δύο φάσεων. Οι συμμετέχοντες ήταν τριάντα πέντε παιδιά προσχολικής ηλικίας με τις μητέρες τους. Η ηλικία των παιδιών κυμαινόταν μεταξύ 54 και 72 μηνών. Αρχικά, τα παιδιά κλήθηκαν να λύσουν ανεξάρτητα Οπτικο-χωρικά και Γλωσσικά έργα και στη συνέχεια μαζί με τις μητέρες τους. Μέσω της δομημένης παρατήρησης πραγματοποιήθηκε η καταγραφή των δεξιοτήτων των παιδιών, των επιδόσεων και των μητρικών συμπεριφορών κατά τη διάρκεια της επίλυσης προβλημάτων, με μικρο-αναλυτική προσέγγιση. Οι Γνωστικές-Μεταγνωστικές δεξιότητες των παιδιών, οι δεξιότητες αυτο-ρύθμισης των Κινήτρων και του Θυμικού, και οι δεξιότητες Αυτονομίας κωδικοποιήθηκαν κατά τη διάρκεια που τα παιδια επιχειρούσαν να λύσουν τα έργα ανεξάρτητα. Ακόμη, δημιουργήθηκε μία δομημένη μορφή παρατήρησης για την καταγραφή των διαφορετικών συμπεριφορών των μητέρων κατά την από κοινού επίλυση προβλημάτων, όπως διάφορες πτυχές της Γνωστικής-Μεταγνωστικής στήριξης, της Συναισθηματικής στήριξης και της στήριξης της Αυτονομίας των παιδιών. Η μητρική εναρμόνιση των συμπεριφορών αυτών λήφθηκε επίσης υπόψη για να εκτιμηθεί ο βαθμός στον οποίο η μητέρα προσέφερε στήριξη στο παιδί σύμφωνα με το επίπεδο της κατανόησής του/της. Οι σχέσεις μεταξύ των συμπεριφορών μητρικής στήριξης, των δεξιοτήτων και των επιδόσεων των παιδιών, εξετάστηκαν τόσο συγχρονικά (Χρόνος 1 και Χρόνος 2), όσο και διαχρονικά, από το Χρόνο 1 στο Χρόνο 2, ώστε να διερευνηθεί αν οι μητρικές συμπεριφορές κατά το Χρόνο 1 συμβάλλουν στις μεταγενέστερες δεξιότητες και επιδόσεις των παιδιών κατά το Χρόνο 2.Τα αποτελέσματα υπογράμμισαν δύο πτυχές της μητρικής στήριξης που προέβλεπαν σημαντικά τις δεξιότητες και τις γνωστικές επιδόσεις των παιδιών. Στο Χρόνο 1, η εναρμόνιση των μητρικών συμπεριφορών και η στήριξη της Αυτονομίας του παιδιού ήταν οι σημαντικότερες μητρικές διαστάσεις που προέβλεπαν τις δεξιότητες των παιδιών. Στο Χρόνο 2, η μητρική στήριξη της Αυτονομίας είχε σημαντικότερο ρόλο. Οι ίδιες διαστάσεις μητρικής στήριξης αναδείχθηκαν σημαντικές και στη διαχρονική ανάλυση αλλά μόνο στον Οπτικό-χωρικό τομέα. Ακόμη, η ηλικία των παιδιών ήταν σε ορισμένες περιπτώσεις ένας σημαντικός προγνωστικός παράγοντας των δεξιοτήτων των παιδιών. Οι αναλύσεις διαμεσολάβησης επεσήμαναν ότι οι Γνωστικές και Μεταγνωστικές δεξιότητες των παιδιών ήταν ενδιάμεσος παράγοντας στις σχέσεις μεταξύ των δύο αυτών μητρικών διαστάσεων και των επιδόσεων των παιδιών.Η παρούσα μελέτη συμβάλει σε μεθοδολογικά, θεωρητικά και πρακτικά ζητήματα. Λίγες μελέτες έχουν διερευνήσει τις εν λόγω σχέσεις, σε διαχρονικό και σε μικρο-αναλυτικό επίπεδο. Η έρευνα αυτή υπογραμμίζει τη σημασία της υιοθέτησης μιας πολυδιάστατης προσέγγισης κατά την εξέταση του ρόλου των μητρικών συμπεριφορών στη μάθηση των παιδιών, λαμβάνοντας υπόψη και άλλες διαστάσεις, όπως είναι η φύση του έργου προς λύση. Η μελέτη επεκτείνει τη γνώση μας για τις σχέσεις ανάμεσα στις δεξιότητες αυτο-ρύθμισης της μάθησης των παιδιών και των συμπεριφορών των γονέων που ενεργοποιούνται κατά τις πρώτες μαθησιακές προσπάθειες των παιδιών. Τα ευρήματα θα μπορούσαν να χρησιμοποιηθούν σε παρεμβάσεις που επικεντρώνονται στην ανάπτυξη των μαθησιακών δεξιοτήτων των παιδιών, στην προώθηση θετικών αλληλεπιδράσεων γονέα-παιδιού και αποτελεσματικών διδακτικών μεθόδων, τόσο για τους γονείς, όσο και για τους εκπαιδευτικούς

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