scholarly journals Self-Regulation in Higher Education: Students’ Motivational, Regulational and Learning Strategies, and Their Relationships to Study Success

2015 ◽  
Vol 3 (1-2) ◽  
pp. 20-34 ◽  
Author(s):  
Päivi Virtanen ◽  
Anne Nevgi ◽  
Hannele Niemi
Keyword(s):  
Learning Strategies ◽  
Undergraduate Students ◽  
Self Regulation ◽  
Self Report ◽  
Future Research ◽  
Study Success ◽  
Affective Factors ◽  
Student Profiles ◽  
Regulation Strategies ◽  
Affective Components

Abstract This study investigates how in the self-regulation of learning (SRL; Pintrich 2000; Zimmerman, 2000), the motivational and affective factors are related to regulation strategies of behaviour and context, and learning strategies - and identifies different profiles in SRL. The study also aims to explore which factors of SRL are related to study success and study progress during master degree studies. The data consist of undergraduate students’ (N = 1248) responses to IQ Learn self-report questionnaires, and of data (n = 229) retrieved from the university ’ s study register. The results revealed that the sub-processes of SRL: motivational and affective components, regulation strategies and learning strategies are systematically related with each other. In addition, motivational and affective factors, especially Intrinsic motivation predicted the use of strategies regulating behaviour and context and the use of learning strategies. Study success correlated slightly positively with accumulation of credits indicating that students with better grades proceed efficiently in their studies. Yet, accumulation of credits was evidenced to relate slightly and negatively with expectancy components of SRL and the use of deep learning strategies. Finally, three student profiles in SRL were encountered: (1) Aiming high with insufficient SRL, (2) Excellent in SRL, and (3) Distressed performers. Educational implications and the needs for future research are discussed.

scholarly journals 0322 Napping, Inhibitory Control, and Self-Regulation in 2-Year-Old Children

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A122-A122
Author(s):  
E L Shalowitz ◽  
A M Miller ◽  
J R Harsh ◽  
M K LeBourgeois
Keyword(s):  
School Readiness ◽  
Inhibitory Control ◽  
Self Regulation ◽  
Delay Of Gratification ◽  
Future Research ◽  
Cognitive Resources ◽  
Poor Sleep ◽  
Healthy Children ◽  
Number Of Children ◽  
Regulation Strategies

Abstract Introduction Poor sleep in early childhood is linked to reduced school readiness. This study examined the role of acute sleep loss in behavioral self-regulation using a delay of gratification task. We hypothesized that after acute nap deprivation, toddlers would have worse inhibitory control and resort to more maladaptive self-regulation strategies than after a nap. Methods 25 healthy children (11 males, 34.1±2.3 months-old) followed a strict sleep schedule for ≥5 days before a baseline (nap) and an acute nap deprivation condition (no-nap). After being introduced to an age-appropriate toy, children were instructed not to touch the toy and left alone for 3-minutes. To assess inhibitory control, videos of the waiting period were behaviorally coded for latency to touch and 11 self-regulation strategies. We combined strategies into adaptive and maladaptive composites; higher scores on each composite indicated greater use. Results During the nap condition, 19 children touched the toy (latency to touch=70.0±60.7 sec); during the no-nap condition, 18 children touched the toy (latency to touch=65.4±71.6 sec). The adaptive composite score was 1.58±0.25 for the nap condition and 1.17±0.27 for the no-nap condition. The maladaptive score was 0.92±0.17 for the nap condition and 0.83±0.19 for the no-nap condition. We found no differences between conditions in the number of children who touched the toy (X2=0, p=0.50), mean latency to touch (t=0.27, p=0.39), or the composite scores of adaptive (z=0.35, p=0.12) and maladaptive strategies (z=0.09, p=0.69). Conclusion Findings indicate that acute nap deprivation may not have an immediate impact on inhibitory control and self-regulation in toddlers. 30-36 months old children may not have sufficient cognitive resources to exert inhibitory control and self-regulate whether or not they have obtained adequate daytime sleep. Future research should examine developmental changes in the effects of acute sleep restriction on behavioral self-regulation. Support Research support from NIH R01-MH086566 to MKL.

scholarly journals Self-regulation strategies of smartphone use during university self-study

2020 ◽  
Author(s):  
Rebecca L. Barron ◽  
Linda Katherine Kaye
Keyword(s):  
Undergraduate Students ◽  
Learned Helplessness ◽  
Self Regulation ◽  
Structured Interviews ◽  
Fear Of Missing Out ◽  
Self Study ◽  
Smartphone Use ◽  
Regulation Strategies ◽  
Insight Into

The role of smartphones within education has received a lot of media and academic attention. This has typically focused on their use in the classroom, within tutor-directed sessions. However, less has been focused on how smartphone use is negotiated within self-study. Using semi-structured interviews, the current study sought to explore final year undergraduate students’ (N = 6) strategies for smartphone self-regulation during self-study time and the extent to which these strategies were effective. IPA revealed three main themes: “Urgency, Context and Consistency”, “Learned Helplessness” and “Fear of Missing out (FoMO)”. The findings extend our understanding of how conceptual frameworks such as self-regulation apply to smartphone regulation during self-study, and provide insight into the barriers for effective regulatory behaviour. Implications for both self-study efficacy and smartphone regulation are discussed.

scholarly journals The Impact of the Covid-19 Pandemic on Older Workers: The Role of Self-Regulation and Organizations

2020 ◽  
Vol 6 (4) ◽  
pp. 233-237 ◽  
Author(s):  
Dorien T A M Kooij
Keyword(s):  
Older Adults ◽  
Older Workers ◽  
Self Regulation ◽  
Future Research ◽  
Work From Home ◽  
Younger Workers ◽  
Person Environment Fit ◽  
Positive Perspective ◽  
Regulation Strategies ◽  
The Impact

Abstract We live in an unusual time, which effects all of us in different ways. Due to the Covid-19 pandemic, some people are working harder than ever, some people have lost their job, some people can only work from home, and some people have to reinvent how they work (Kniffin et al., 2020). Older 50+ workers might even be more affected by the pandemic compared to younger workers because they are labeled as vulnerable and as being at risk in terms of Covid-19 (Ayalon et al., 2020). However, emerging studies on the impact of Covid-19 suggest that older workers respond more effectively to measures that counter Covid-19 (Losada-Balter et al., 2020). This is in line with the lifespan developmental perspective, which theorizes and demonstrates that older adults generally are very capable of adapting and very effective in dealing with the aging process (Baltes and Baltes, 1990; Freund, 2008). Multiple studies show that older adults engage in various self-regulation strategies aimed at continuously maintaining or restoring person-environment fit (e.g., Kooij et al., 2020; Taneva and Arnold, 2018; Zacher, Kooij, & Beier, 2018a) thus helping them to age successfully at work. In this commentary, I will take a more positive perspective on older workers and discuss the self-regulation strategies that older workers engage in and how organizations can stimulate this. I will end my commentary with some suggestions for future research.

A Twin Study of Problematic Internet Use: Its Heritability and Genetic Association With Effortful Control

2014 ◽  
Vol 17 (4) ◽  
pp. 279-287 ◽  
Author(s):  
Mengjiao Li ◽  
Jie Chen ◽  
Naishi Li ◽  
Xinying Li
Keyword(s):  
Effortful Control ◽  
Internet Use ◽  
Univariate Analysis ◽  
Self Regulation ◽  
Parent Report ◽  
Self Report ◽  
Problematic Internet Use ◽  
Bivariate Analysis ◽  
Future Research ◽  
Environmental Variance

Our goal was to estimate genetic and environmental sources of influence on adolescent problematic internet use, and whether these individual differences can be explained by effortful control, an important aspect of self-regulation. A sample of 825 pairs of Chinese adolescent twins and their parents provided reports of problematic internet use and effortful control. Univariate analysis revealed that genetic factors explained 58–66% of variance in problematic internet use, with the rest explained by non-shared environmental factors. Sex difference was found, suggesting boys’ problematic internet use was more influenced by genetic influences than girls’ problematic internet use. Bivariate analysis indicated that effortful control accounted for a modest portion of the genetic and non-shared environmental variance in problematic internet use among girls. In contrast, among boys, effortful control explained between 6% (parent report) and 20% (self-report) of variance in problematic internet use through overlapping genetic pathways. Adolescent problematic internet use is heritable, and poor effortful control can partly explain adolescent problematic internet use, with effects stronger for boys. Implications for future research are discussed.

An Investigation of Students’ Self-Regulated Learning Strategies: Students’ Qualitative and Quantitative Accounts of Their Learning Strategies

2013 ◽  
Vol 12 (3) ◽  
pp. 359-373
Author(s):  
Jared S. Anthony ◽  
Karen E. Clayton ◽  
Akane Zusho
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Predictive Ability ◽  
Self Report ◽  
Qualitative And Quantitative ◽  
Self Regulated Learning ◽  
Processing Strategies ◽  
Final Exams ◽  
Self Regulatory Learning ◽  
The Relationship

The purpose of this study was to examine the relationship between qualitative and quantitative measures of self-regulatory learning strategies to further investigate issues related to the validity of self-report measures. One hundred and sixty high school girls completed both the Motivated Strategies for Learning Questionnaire (MSLQ) and an open-ended questionnaire, both of which were designed to assess students’ use of learning strategies in the domains of English and math. Open-ended responses were coded and analyzed with results indicating that most students use shallow-processing strategies when preparing for final exams. Regression analysis was also used to investigate the predictive ability of the MSLQ and the open-ended questionnaire with findings indicating both to have predictive qualities. Implications for self-regulation and the measurement of learning strategies will be discussed.

scholarly journals Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes

2021 ◽  
Vol 11 ◽  
Author(s):  
Zhujun An ◽  
Chuang Wang ◽  
Siying Li ◽  
Zhengdong Gan ◽  
Hong Li
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Technology Use ◽  
Self Efficacy ◽  
English Language ◽  
Self Report ◽  
Target Language ◽  
English Learning

This study investigated Chinese university students’ technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship was noted between the use of technology-based SRL strategies and students’ English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language.

scholarly journals Exploring Undergraduate Students’ Motivation-regulation Strategies in Thesis Writing

2020 ◽  
Vol 14 (2) ◽  
pp. 176-183
Author(s):  
Krismalita Sekar Diasti ◽  
Concilianus Laos Mbato
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
English Language ◽  
Self Regulation ◽  
Mixed Method Research ◽  
Study Program ◽  
Thesis Advisor ◽  
Regulation Strategies ◽  
Language And Education ◽  
Thesis Writing

Self-regulation is an ability that helps the students to maintain their effort in achieving their goals. In self-regulation, students can plan, monitor, and evaluate their learning process. Self-regulation encompasses many aspects. One of them is motivation. Motivation is considered as one of the important aspects of the learning process. Concerning the educational context in Indonesia, thesis writing course is a compulsory course. However, students are required to do the task independently. Therefore, students have to be self-regulated learners during the process of thesis writing. This study aims to investigate students’ motivation-regulation strategies in thesis writing. There were 9 participants involved in this study. The participants were students of English Language and Education Study Program of Sanata Dharma University. This study belongs to mixed-method research. Questionnaire and interview were used as instruments to collect the data. The results of this study revealed that the participants used some motivation-regulation strategies, namely, self-consequating, environmental structuring, goal-oriented self-talk, interest enhancement, and attribution control. Additionally, the majority of the participants were apt to procrastinate writing their thesis. The implications are provided for undergraduate students, thesis advisor, and future researchers.

scholarly journals Online studying instructional measures at the International Relations Department of the National University of Ostroh Academy

2021 ◽  
Vol 12 (1) ◽  
pp. 322-334
Author(s):  
Mariia Avhustiuk ◽  
Iryna Tymeichuk ◽  
Natalia Konopka ◽  
Oksana Sakhniuk ◽  
Eduard Balashov
Keyword(s):  
International Relations ◽  
Online Teaching ◽  
Focal Point ◽  
Self Regulation ◽  
Learning Activity ◽  
Future Research ◽  
National University ◽  
Regulation Strategies ◽  
Instructional Measures ◽  
Self Learning

Aim. The paper’s aim is to present some current specific online studying instructional measures at the International Relations Department of the National University of Ostroh Academy in Ukraine.Methods. The study is devoted to the observation of some theoretical and methodological aspects of the peculiarities of online studying measures at the International Relations Department. The theoretical and comparative methods of analysing the peculiarities of online studying have been taken into account. In order to summarise the currentonline studying experiences at the International Relations Department, some specific instructional measures for both students and teachers are presented, for example: how to handle the lack of interaction, master self-learning, promote self-regulation strategies and become more strategic thinkers.. The necessity of studying the above-mentionedaspects has been caused by their impact on students’ learning activity, especially in the times of COVID-19 pandemic.Results and conclusions. The focal point of this research is to provide an insight into the background of online studying peculiarities through the prism of Ukrainian teachers and students. The analysis is focused on online studying of foreign languages, as well as the possible online teaching methods of professional disciplines (History of International Relations; Foreign Policy of the Countries of Asia, Africa, and Latin America; International Conflicts; Current Problems of International Relations in the Middle East) at the International Relations Department. What is more, the authors outline how to help students deal with the lack of interaction, master self-learning, promote self-regulation strategies and become more strategic thinkers. The authors also highlight possible challenges for the faculty and suggest ways to overcome those difficulties. Moreover, some major prerequisites of students’ self-regulatory online learning are described. Contribution. The results of the study are instrumental in mastering the peculiarities of online studying through the prism of learning at the International Relations Department of the National University of Ostroh Academy (Ukraine). The findings of this study may be considered important and contribute to future research.

scholarly journals Emotion Regulation and Defense Mechanisms

2015 ◽  
Vol 36 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Maria Nives Sala ◽  
Silvia Testa ◽  
Francisco Pons ◽  
Paola Molina
Keyword(s):  
Emotion Regulation ◽  
Undergraduate Students ◽  
Defense Mechanisms ◽  
Factor Model ◽  
Self Report ◽  
Regulation Strategies ◽  
Order Factor ◽  
Sport And Exercise ◽  
Latent Dimension ◽  
The University

This study examined the relations between emotion regulation and defense mechanisms as assessed through self-report questionnaires. Participants were 314 undergraduate students at the University of Turin (Faculty of Agricultural Studies, School of Sport and Exercise Sciences and Faculty of Psychology). Correlational analysis identified several associations between emotion regulation strategies and defense mechanisms. A second-order factor model was tested in which each of the dimensions assessed by the defense mechanisms and emotion regulation instruments was assigned to either an adaptive or maladaptive latent dimension. The results suggested that the dimensions of adaptiveness and maladaptiveness may represent a key link between emotion regulation and defense mechanisms.

scholarly journals Students’ motivational factors and engagement strategies in constructivist-based blended learning environments

Afrika Focus ◽  
2018 ◽  
Vol 31 (1) ◽  
pp. 13-34
Author(s):  
Haruni Machumu ◽  
Chang Zhu ◽  
Mustapha Almasi
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Motivational Factors ◽  
Self Report ◽  
Instructional Designers ◽  
Design Development ◽  
Constructivist Learning Environment

Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’ motivational factors and their engagement learning strategies in a CBLE in Tanzanian Universities. Specifically, the study examines a) student motivational factors to learn, b) gender differences in motivational factors, and c) relates motivational factors with students’ engagement learning strategies. The study is built on theoretical foundations of engagement learning and constructivist-based blended learning. We used a self-report student motivational factors and engagement learning strategies survey (SMFELSs) to obtain data from 1010 undergraduate students from three universities. The results indicate that students are positively motivated to learn in CBLE. Our results also reveal that there is a statistically significant correlation between motivational factors and students’ engagement learning strategies. The results, on the one hand, enhance our understanding of students’ motivational factors to learn in a CBLE, and on the other hand expand knowledge on which student engagement learning strategies should be adopted and implemented in the context of challenging learning environments. Furthermore, the results are important for instructional designers, university teachers and curriculum developers. Our study further helps to improve the design of blended learning courses, constructivist learning environment and learning activities concerning students’ motivational factors and engagement learning strategies.

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