Relations of Autonomy, Self-Referenced Beliefs, and Self-Regulated Learning among Japanese Children

1998 ◽  
Vol 82 (3) ◽  
pp. 803-816 ◽  
Author(s):  
Hirotsugu Yamauchi ◽  
Kiho Tanaka
Keyword(s):  
Learning Strategies ◽  
Canonical Correlation ◽  
Self Esteem ◽  
Goal Orientations ◽  
Control Beliefs ◽  
Japanese Children ◽  
Self Regulated Learning ◽  
Structure Correlations ◽  
Beliefs And Values ◽  
Regulated Learning

This study was designed to investigate relations among autonomy, self-referenced beliefs, and self-regulated learning for 356 elementary school children (180 boys and 176 girls) from Grades 5 and 6. They were asked to complete a questionnaire designed to measure four types of motivation, self-esteem, strategy beliefs, capacity beliefs, control beliefs, and values, three types of goal orientations, and three types of learning strategies. Four types of motivation (external, introjected, identified, and intrinsic regulations) were shown to conform to a simplex structure or ordered correlational structure. Correlations among scores on autonomy (four kinds of regulation) and on self-regulated learning and between scores on self-referenced beliefs and on self-regulated learning were examined. Finally, canonical correlation was used to investigate the relations between autonomy and learning and between beliefs and learning. Implications of the findings for the relations were discussed.

scholarly journals How College Students’ Achievement Goal Orientations Predict Their Expected Online Learning Outcome: The Mediation Roles of Self-Regulated Learning Strategies and Supportive Online Learning Behaviors

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Yu-Chen Yeh ◽  
Oi-Man Kwok ◽  
Hsiang-Yu Chien ◽  
Noelle Wall Sweany ◽  
Eunkyeng Baek ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Academic Outcome ◽  
Achievement Goal Orientations ◽  
Learning Behaviors ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Mastery Avoidance

The purpose of this study was to examine the underlying mechanism between goal orientations and academic expectation for online learners. We simultaneously studied the structural relationships among 2×2 achievement goal orientations, self-regulated learning strategies (SRL), supportive online learning behaviors, and expected academic outcome in various online courses with 93 respondents (70 undergraduate and 23 graduate students). Specifically, we tested the mediation effects of both self-regulated learning strategies and supportive online learning behaviors on the relation between achievement goal orientations and students’ academic expectations. The results showed that two of the achievement goal orientations – mastery-approach goals (MAP) and mastery-avoidance goals (MAV) – predicted the adoption of the self-regulated learning strategies and supportive online learning behaviors, which, in turn, predicted students’ expected academic outcome for their online course. Specifically, students with higher mastery-approach goals were more likely to adopt different types of self-regulated learning strategies and supportive online learning behaviors to facilitate their learning experience, which further enhanced their expectation for their academic outcome. By contrast, students with higher mastery-avoidance goals were less likely to adopt self-regulated learning strategies and supportive online learning behaviors, which, in turn, led to lower grade expectations.

scholarly journals Relationships Between Narrow Personality Traits and Self-Regulated Learning Strategies: Exploring the Role of Mindfulness, Contingent Self-Esteem, and Self-Control

AERA Open ◽  
2020 ◽  
Vol 6 (3) ◽  
pp. 233285842094949
Author(s):  
Felicitas Opelt ◽  
Malte Schwinger
Keyword(s):  
Personality Traits ◽  
Learning Strategies ◽  
Self Regulation ◽  
Well Being ◽  
Academic Competence ◽  
Self Esteem ◽  
Self Control ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Regulation Model

Based on Boekaerts’ dual-processing self-regulation model, our study seeks to examine to what extent narrow personality traits are associated with different aspects of self-regulated learning. We approach this research question by examining the relationships of the narrow personality traits mindfulness, contingent self-esteem (domain academic competence), and self-control with various self-regulated learning strategies, emotion regulation strategies, and affective well-being during learning in a sample of N = 588 university students. Path analysis revealed the selected narrow personality traits to be significantly related to a variety of the investigated self-regulated learning variables, with more relationships to self-control and the contingent self-esteem domain academic competence than to mindfulness. Our study overall contributes to the understanding of how the selected narrow personality traits of students are associated with various aspects of their self-regulated learning behavior. Practical implications for promoting self-regulated learning via training (self-control) and counseling services (contingent self-esteem) are discussed.

The Cyclical Nature of Self-Regulated Learning Phases: Stable Between Learning Tasks?

2015 ◽  
Vol 14 (2) ◽  
pp. 199-218 ◽  
Author(s):  
Daniel C. Moos ◽  
Amanda Miller
Keyword(s):  
Preservice Teachers ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Task Value ◽  
Self Report ◽  
Control Beliefs ◽  
Think Aloud ◽  
Self Regulated Learning ◽  
Learning Tasks ◽  
Regulated Learning

Think-aloud and self-report data from 37 preservice teachers were used to examine the stability of self-regulated learning (SRL). Participants, all of whom were preservice teachers, learned about 2 topics (Circulatory System and Constructivism) with hypermedia. Think-aloud data were collected to determine the extent to which participants self-regulated their learning in each task. In addition, participants completed a self-report questionnaire, which measured various motivation constructs. Results indicated that the level of extrinsic motivation and control beliefs was similar between tasks, whereas the level of task value and self-efficacy was higher when participants learned about Constructivism. In addition, participants’ use of some SRL processes (planning and monitoring) was stable between the learning tasks, despite the higher level of task value and self-efficacy. Use of learning strategies significantly increased when they learned about Constructivism, however. These results offer theoretical implications and insights into the interaction between SRL phases during hypermedia learning.

Perceived Control, Autonomy, and Self-Regulated Learning Strategies among Japanese High School Students

1999 ◽  
Vol 85 (3) ◽  
pp. 779-798 ◽  
Author(s):  
Hirotsugu Yamauchi ◽  
Yukiko Kumagai ◽  
Yuko Kawasaki
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Junior High School ◽  
Perceived Control ◽  
Self Report ◽  
Control Beliefs ◽  
School Students ◽  
Self Regulated Learning ◽  
Regulated Learning

This study investigated relations among measures of perceived control, autonomy, and self-regulated learning strategies for 228 junior high school (90 in Grade 7 and 138 in Grade 8) and 306 senior high school (184 in Grade 11 and 122 in Grade 12) students. Participants completed three self-report questionnaires designed to measure control beliefs, strategy beliefs, capacity beliefs, seven types of motivation, and two types of self-regulated strategies. Confirmatory factor analysis identified the structure of perceived control modeled by Skinner, Chapman, and Baltes (1988), the seven-factor structure of autonomy by Vallerand, Pelletier, Blais, Briere, Senecal, and Vallieres (1992, 1993), and the two types of self-regulated learning strategies by Pintrich and De Groot (1990). Significant “grade” differences were obtained in several measures. Canonical correlation was used to investigate the relations between perceived control and autonomy measures. Finally, multiple regression analysis was used to investigate the relations between perceived control and self-regulated learning strategies and between autonomy and self-regulated learning strategies. Implications of the results are presented.

Estratégias de aprendizagem autorregulada e formação inicial de professores de Geografia: uma revisão sistemática de literatura1 | Self-regulated learning strategies and initial education of Geography teachers: A systematic literature review

2020 ◽  
Vol 25 ◽  
pp. 1
Author(s):  
Liz Cristiane Dias ◽  
Evely Boruchovitch
Keyword(s):  
Literature Review ◽  
Learning Strategies ◽  
Systematic Literature Review ◽  
Electronic Library ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
America Latina

Este artigo objetiva averiguar, com base em uma revisão sistemática de literatura, o investimento em estratégias de ensino e aprendizagem autorregulada em cursos de Licenciatura em Geografia. Os dados foram coletados nas bases de dados Scientific Electronic Library Online, Red de Revistas Cientificas de America Latina y el Caribe, España y Portugal e na Plataforma Sucupira da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior em periódicos da Geografia com classificação Qualis A1, A2 e B1 dos últimos cinco anos. A busca pelos trabalhos teve como resultado o total de 154 artigos. Destes, apenas 25 tratavam especificamente da formação inicial de professores e, dentre estes, apenas 8 atendiam às demandas da pesquisa. Os resultados revelaram a necessidade de mais investimento em programas de intervenção em estratégias de aprendizagem e a necessidade de pesquisas futuras que disseminem na Geografia a temática da autorregulação.

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