scholarly journals Academic Goals in Relation to Motivational Self-Regulation Value Strategies

2018 ◽  
Vol 20 (2) ◽  
pp. 15
Author(s):  
José Manuel Suárez ◽  
Ana Patricia Fernández ◽  
Ángela Zamora
Keyword(s):  
Secondary Education ◽  
Self Regulation ◽  
Explanatory Model ◽  
Student Group ◽  
Education Students ◽  
Academic Goals ◽  
Self Regulated Learning ◽  
Multiple Goal ◽  
Cost Strategy ◽  
The Cost

The benefits of self-regulated learning have been confirmed. However, research is still pending on motivational self-regulation. We studied the use of attainment value and cost strategies in a study sample of 821 secondary education students. Our results showed that the students made considerable use of both strategies, that these strategies correlated positively with each other, that females made a significantly greater use of the cost strategy, and that greater use of each of the strategies was associated with a distinct multiple-goal student group. The results also enabled us to construct a general explanatory model of these strategies based on academic goals and self-efficacy, and independent of students’ sex or multiple-goal group.

scholarly journals PENGARUH TEMAN SEBAYA DAN REGULASI DIRI DALAM BELAJAR PADA MAHASISWA

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Dede Sumia ◽  
Vira Sandayanti ◽  
Ade Utia Detty
Keyword(s):  
College Students ◽  
Student Learning ◽  
Peer Influence ◽  
Self Regulation ◽  
Academic Goals ◽  
Cross Sectional ◽  
Significance Level ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Spearman Test

ABSTRACT : PEER INFLUENCE AND SELF REGULATED LEARNING IN COLLEGE STUDENTS Self-regulated learning is an independent and active way of learning to achieve academic goals. Peers have a significant role in the development of students' ability to process information and increase learning motivation. This study aims to determine the relationship between peer influence and self-regulation in student learning. This study used a quantitative approach with a cross sectional design. The research sample consisted of 123 students of the Malahayati University Faculty of Medicine. Data analysis using the Spearman test on the SPSS 20 application with a significance level in this study was set with a value of p <0.05. The results showed a significant positive relationship between peer influence and self-regulation in student learning. The results of this study have implications related to the development of self-regulated learning through the role of peers. Keyword: Self Regulated Learning, Peer Influence, College Students  Regulasi diri dalam belajar (self regulated learning) adalah cara belajar mahasiswa aktif secara individu untuk mencapai tujuan akademik.Teman sebaya memiliki peran yang signifikan dalam perkembangan kemampuan mahasiswa memproses informasi dan meningkatkan motivasi belajar. Penelitian ini bertujuan untuk mengetahui hubungan pengaruh teman sebaya dengan regulasi diri dalam belajar pada mahasiswa. Penelitian ini menggunakan pendekatan kuantitatif dengan rancangan cross sectional. Sampel penelitian berjumal 123 mahasiswa Fakultas Kedokteran Universitas Malahayati. Analisis data menggunakan uji Spearman pada aplikasi SPSS 20 dengan tingkat kemaknaan pada penelitian ini ditetapkan dengan nilai p < 0,05. Hasil penelitian menunjukkan adanya hubungan positif yang signifikan antara pengaruh teman sebaya dengan regulasi diri dalam belajar pada mahasiswa. Hasil penelitian ini memberikan implikasi terkait pengembangan self regulated learning melalui peran teman sebaya. Kata Kunci: Regulasi diri dalam belajar, Pengaruh Teman Sebaya, Mahasiswa

Assessment for Learning and Self-Regulation

2020 ◽  
Author(s):  
John R. Kirby ◽  
Stefan Merchant
Keyword(s):  
Effective Teachers ◽  
Self Regulation ◽  
Positive Association ◽  
Assessment For Learning ◽  
Long Term Effects ◽  
Academic Goals ◽  
Self Regulated Learning ◽  
Affective Components ◽  
K 12 ◽  
Longitudinal Relationships

Self-regulated learning (SRL) refers to how learners adapt their learning processes to achieve academic goals. SRL is a complex construct that includes cognitive, metacognitive, and affective components. Research has consistently demonstrated a positive association between SRL and academic achievement. Current models of SRL show the cognitive and motivational processes required for effective SRL: how SRL develops, how SRL has been measured, and how assessment for learning can improve students’ SRL. This research has implications for teaching and assessment, in K–12 school and higher education contexts, including potential barriers for teachers and learners. Further research is required to develop and validate measures of SRL, establish that the effects of SRL are independent of other factors, examine longitudinal relationships, and test the long-term effects and generalizability of instruction in SRL. Just as learners need to change their thinking about learning to become effective SRL students, educators need to change their thinking and practices to become more effective teachers and assessors of SRL.

scholarly journals REFLECTION AS A MEANS FOR LEARNING SKILL IMPROVEMENT IN STUDENTS

2015 ◽  
Vol 1 ◽  
pp. 425
Author(s):  
Iveta Kāposta
Keyword(s):  
Self Regulation ◽  
Educational Process ◽  
Learning Activity ◽  
Emotional Status ◽  
Education Students ◽  
Self Regulated Learning ◽  
Learning Content ◽  
Learning Skill ◽  
The Subject ◽  
Skill Improvement

Self-regulation is one of the criteria in good or competent learning. Self-regulated learning means that the learning person understands the process of one's learning i.e. understands what one needs; understands what happens to one during such learning; one is responsible for own learning; one has acquired and independently applies learning skills. Many scholars regard reflection as being means for improvement of competent learning. Reflection in pedagogy is to be understood as a process of awareness the performance and / or action which took place in educational process or any part. Reflection is based on analysis of one's actions and/or activities. Reflection may differ both in terms of the goal as well as in terms of the subject across various stages of learning process and activities. Russian educator and psychologist A. Stepanova classifies reflection in accordance with the subject of reflection (Степанова, 2009): mood and emotional status reflection; reflection of learning content; learning activity reflection. Mood and emotional status reflection and learning content reflection are often applied in Latvian schools; while reflection on learning activities has enjoyed little recognition. Educators in Latvian schools often offer students use questions and visualisation as methods of reflection (latter is used in work with younger students), but negotiations are offer relatively rare. Educators recognise reflection better according to the actions but they lack knowledge on reflection during action thus not offering it to students. Nevertheless, some secondary education students use reflection during action in an unaware manner. Reflection on average is given 5 - 10 minutes during a lesson.

El acceso a la función pública docente en Educación Infantil, Primaria y Secundaria

2020 ◽  
pp. 138-159
Author(s):  
Goiatz Aramendi Lekuona ◽  
Pello Aramendi Jauregi
Keyword(s):  
Secondary Education ◽  
Teaching Strategies ◽  
Civil Service ◽  
Self Regulation ◽  
Learning To Learn ◽  
Primary And Secondary Education ◽  
Theoretical Part ◽  
Close Relationship ◽  
Attention To Diversity ◽  
Diversity Evaluation

The research presented below aims to describe and analyse the teaching strategies and supports obtained by teachers in the province of Gipuzkoa who sit competitive examinations to access the teaching civil service in Infant, Primary and Secondary Education. This study opted for a sequential explanatory design with 469 candidates. Teachers who have passed the official examinations placed special emphasis on the first test (theoretical part and practical exercise), took into account the criteria of evaluation of the examinations and prioritised issues such as attention to diversity, evaluation, the competence of learning to learn, self-regulation of learning and the design of teaching units. In addition, they received valuable help from relatives, people linked to teaching with whom they have a close relationship, and work colleagues.

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