scholarly journals ANALISIS MODEL PENGARUH GOAL ORIENTATION, GENERAL SELF-EFFICACY DAN JENIS KELAMIN TERHADAP SELF-REGULATED LEARNING DALAM PEMBELAJARAN JARAK JAUH

2020 ◽  
Vol 4 (2) ◽  
pp. 358
Author(s):  
Santi Yudhistira ◽  
Deasyanti Deasyanti ◽  
Fellianti Muzdalifah
Keyword(s):  
Distance Education ◽  
Path Analysis ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Self Regulation ◽  
P Value ◽  
Chi Square ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
General Self Efficacy

Since COVID-19's entry into Indonesia in early March, 2020, the government has determined all educational institutions to carry out learning activities using the Distance Education method. The method changes are so fast that students as students who use this method do not have much time to adjust and meet various obstacles. This study aims to see how self-efficacy and goal orientation influences students self-regulated learning while carrying out distance education. This study also wants to look at differences in self-regulated learning between male and female students. This research uses quantitative methods. Respondents in this study were 319 students at a university in Jakarta who were carrying out learning activities with distance education methods. The instrument used is General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995), 2x2 Achievement Goal Orientation Framework (Elliot & McGregor, 2001), and Metacognitive Self-Regulation dalam Motivated Strategies Learning Questionaire (MSLQ). The validity of the measuring instrument was carried out using the Confirmatory Factor Analysis (CFA) method and hypothesis testing using path analysis processed through Mplus software version 7.11. The results of the path analysis test found that the model tested fit with the chi-square index = 2.39, df = 1, p-value = 0.25> 0.05), and RMSEA = 0.067. The final results of the study showed that self-efficacy, goal orientation, and gender had an effect of 19.7% on student self-regulated learning. Sejak masuknya COVID-19 ke Indonesia awal Maret tahun 2020, pemerintah menetapkan seluruh institusi pendidikan untuk melaksanakan kegiatan belajar dengan metode Pembelajaran Jarak Jauh (PJJ). Perubahan metode yang begitu cepat menyebabkan mahasiswa sebagai peserta didik yang menggunakan metode ini tidak memiliki banyak waktu untuk menyesuaikan diri dan menemui berbagai kendala. Penelitian ini bertujuan untuk melihat bagaimana pengaruh keyakinan diri (self-efficacy) dan penetapan tujuan belajar (goal orientation) terhadap strategi regulasi dan pengelolaan aktivitas belajar (self-regulated learning) pada mahasiswa dengan metode PJJ. Penelitian ini juga ingin melihat self-regulated learning pada mahasiswa laki-laki dan perempuan. Penelitian ini menggunakan metode kuantitatif. Responden dalam penelitian ini adalah 319 mahasiswa disalah satu universitas di Jakarta yang sedang melaksanakan kegiatan belajar dengan metode PJJ. Alat ukur yang digunakan yaitu General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995), 2x2 Achievement Goal Orientation Framework (Elliot & McGregor, 2001), dan Metacognitive Self-Regulation dalam Motivated Strategies Learning Questionaire (MSLQ). Validitas alat ukur dilakukan dengan metode Confirmatory Factor Analysis (CFA) dan pengujian hipotesis menggunakan Path Analysis yang diolah melalui software Mplus versi 7.11. Hasil uji Path Analysis diketehui model yang diuji fit dengan indeks chi-square=2,39, df=1, p-value=0,25 >0,05), dan RMSEA=0,067. Hasil akhir penelitian menunjukkan self-efficacy, goal orientation, dan jenis kelamin memberikan pengaruh sebesar 19,7% terhadap self-regulated learning pada mahasiswa.

scholarly journals The Interconnection of Motivation and Self Regulated Learning Among University Level EFL Students

2019 ◽  
Vol 12 (4) ◽  
pp. 105 ◽  
Author(s):  
Irfan Tosuncuoglu
Keyword(s):  
Higher Education ◽  
Goal Orientation ◽  
Test Anxiety ◽  
Self Efficacy ◽  
English Language ◽  
Intrinsic Value ◽  
Self Regulation ◽  
Cognitive Strategy ◽  
Self Regulated Learning ◽  
Regulated Learning

The main aim of this research is to investigate learners in higher education in a Turkish context, in terms of motivational components such as goal orientation, self efficacy, intrinsic value, test anxiety and self-regulated learning components such as cognitive strategy usage and self regulation. The study was carried out with 233 students in higher education enrolled in the English Language and Literature department. Descriptive, variance and correlation analyses were carried out to answer the research questions. The results showed that the participants were reported to have satisfactory level of goal orientation, self efficacy, intrinsic value, test anxiety, cognitive strategy usage and self regulation. ANOVA results indicated that there were statistically significant differences between the three types of students, regular (daytime), evening, and distance education, with regard to goal orientation and self-efficacy. Furthermore, correlation analysis suggested that there was a moderate level of correlation between self-regulation and cognitive strategy usage. This research on the whole, infers that self-regulated learning means empowering the student to take charge of their motivation and educational pathway, and that while doing so, teachers should keep in mind that the classroom remains a formal environment that still requires self-efficacy and self-regulation and these are all interrelated.

scholarly journals The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement

Psihologija ◽  
2019 ◽  
Vol 52 (1) ◽  
pp. 35-52
Author(s):  
Vladimir Dzinovic ◽  
Rajka Djevic ◽  
Ivana Djeric
Keyword(s):  
Self Efficacy ◽  
Structural Model ◽  
School Achievement ◽  
Self Regulation ◽  
Self Control ◽  
Future Research ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Eighth Grade Students

Self-control and self-regulated learning refer to those processes and strategies whereby individuals exert agency in facing educational demands. This study tested a structural model which predicts that self-control has direct effect on school achievement, as well as mediated by metacognitive self-regulation, academic self-efficacy, and regulatory motivational styles as the variables related to self-regulated learning. The research was carried out on a stratified random sample of 575 eighth grade students. It was shown that the effect of self-control on achievement is mediated by self-efficacy. In other words, students who have heightened selfcontrol and believe in their own ability to meet school demands will be successful in school regardless of the complexity of their learning or whether they are autonomously motivated. The implications of such a finding were considered, as well as the limitations of the research and the indications for future research.

scholarly journals Autorregulação da Aprendizagem na Educação a Distância: Análise das Produções Científicas Realizadas em Brasil e Portugal no Período de 2010 a 2015

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Janaína Copello Quintes Monnerat ◽  
Maria Teresa Ribeiro Pessoa ◽  
Joaquim Armando Gomes Alves Ferreira
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Learning Strategies ◽  
Self Regulation ◽  
The Self ◽  
Self Regulated Learning ◽  
Technological Tools ◽  
Regulated Learning ◽  
E Learning ◽  
Hypermedia Applications

A sociedade atual, do conhecimento e da informação, requer do ensino superior novas dinâmicas mediadas pelas tecnologias, constituindo-se, nesse contexto, a Educação a Distância como modalidade de ensino privilegiada. Tornam-se relevantes a análise e a compreensão das formas de aquisição de conhecimento nessa modalidade por parte dos alunos, sendo o estudo da variável autorregulação da aprendizagem priorizada dada a sua importância para o sucesso acadêmico dos mesmos. O presente trabalho, após pesquisa guiada pelos atuais e credíveis repositórios português e brasileiro, RCAAP e CAPES, analisou artigos, dissertações de mestrado e teses de doutorado no âmbito da autorregulação da aprendizagem na Educação a Distância publicados no Brasil e em Portugal no período de 2010 a 2015. Os resultados encontrados apontam para quatro abordagens principais: o portfólio, como instrumento com imenso potencial da aprendizagem autorregulada; as estratégias de aprendizagem como extremamente importantes nos processos de autorregulação; estudos centrados no tutor e na forma como estes podem promover a autorregulação nos alunos; e, por último, as TIC, ou seja, as aplicações hipermédia como apoio à aprendizagem autorregulada. São necessários estudos mais aprofundados sobre este tema, incluindo a ampliação das plataformas de busca para um resultado mais abrangente.Palavras-chave: Autorregulação, E-learning, Educação a Distância. Self Regulation of Learning in the E-Learning Area - Analysis of the Scientific Works Performed in Brazil and Portugal in the Period of 2010 to 2015AbstractHigher education includes an integration of various technological tools and distance education is constituted as a privileged mode of education. It is relevant to the analysis and understanding of the ways of acquiring knowledge by the students and the study of self-regulation variable prioritized learning given its importance for academic success thereof. This study analyzed articles, dissertations and theses PhD under the Self-Regulation of Learning in Distance Education published in Brazil and Portugal in the period 2010 to 2015 in RCAAP's and CAPES's databases. The results point to four main approaches: the portfolio as a tool with great potential of self-regulated learning; learning strategies as extremely important in the self-regulation processes; studies centered tutor and how these may promote self-regulation in students; and, finally, ICT, so hypermedia applications like self-regulating support for learning. Further studies are needed on this topic including the expansion of search platforms to a broader result.Keywords: Self regulation, E-learning, Distance education.

scholarly journals The Help-seeking from Social Capitals and Self-regulated Learning among Pre-service Teachers

2016 ◽  
Vol 12 (4) ◽  
pp. 171
Author(s):  
Shih-Hsiung Liu
Keyword(s):  
Social Capital ◽  
Self Efficacy ◽  
Help Seeking ◽  
Chi Square ◽  
Bonding Social Capital ◽  
Self Regulated Learning ◽  
Validated Questionnaire ◽  
Regulated Learning ◽  
Seeking Help ◽  
Social Capitals

<p>This study aims to investigate the help-seeking subjects for pre-service teachers in need of suggestions for practicum and to determine the prediction of pre-service teachers’ social capitals for help-seeking on their self-efficacy for help-seeking and self-regulated learning. A total of 223 pre-service teachers, from a teacher education university at the middle of Taiwan, were invited to fill in the validated questionnaire in October 2015. The analytical results of this study by Chi-square Test achieve significant differences in the five types of help-seeking subjects for the pre-service teachers in need of suggestions for practicum. Another finding of this study by multiple regression analysis indicates that the scores of seeking help from faculties in practicum school and peer interns in practicum school can jointly predict<strong> </strong>self-efficacy for help-seeking This study concludes that the pre-service teachers preferred seeking help from family members, faculties in practicum school, classmates at university and peer interns in practicum school to university professors. Moreover, pre-service teachers perceived self-efficacy for help-seeking and self-regulated learning when seeking help from faculties and peer interns in practicum schools. Interestingly, peer interns in practicum school are considered as bonding social capital but maybe play a role of suggestion-provider, similar to bridging social capital during the practicum.</p>

Beyond Grades in Online Learning: Adaptive Profiles of Academic Self-Regulation Among Naval Academy Undergraduates

2009 ◽  
Vol 20 (4) ◽  
pp. 568-601 ◽  
Author(s):  
Anthony R. Artino ◽  
Jason M. Stephens
Keyword(s):  
Academic Success ◽  
Self Efficacy ◽  
Self Regulation ◽  
Task Value ◽  
Naval Academy ◽  
Motivational Beliefs ◽  
Achievement Emotions ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Task

Educational psychologists have long known that students who are motivated to learn tend to experience greater academic success than their unmotivated counterparts. Using a social cognitive view of self-regulated learning as a theoretical framework, this study explored how motivational beliefs and negative achievement emotions are differentially configured among students in a self-paced online course. Additionally, this study examined how these different motivation-emotion configurations relate to various measures of academic success. Naval Academy undergraduates completed a survey that assessed their motivational beliefs (self-efficacy and task value); negative achievement emotions (boredom and frustration); and a collection of outcomes that included their use of self-regulated learning strategies (elaboration and metacognition), course satisfaction, continuing motivation, and final course grade. Students differed vastly in their configurations of course-related motivations and emotions. Moreover, students with more adaptive profiles (i.e., high motivational beliefs/low negative achievement emotions) exhibited higher mean scores on all five outcomes than their less-adaptive counterparts. Taken together, these findings suggest that online educators and instructional designers should take steps to account for motivational and emotional differences among students and attempt to create curricula and adopt instructional practices that promote self-efficacy and task value beliefs and mitigate feelings of boredom and frustration.

scholarly journals Self Efficacy of Family Planning Acceptors in Selecting Contraception Methods

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Kamsatun K ◽  
Elis E
Keyword(s):  
Family Planning ◽  
Self Efficacy ◽  
P Value ◽  
Cluster Sampling ◽  
Health Providers ◽  
Chi Square ◽  
Cross Sectional ◽  
Family Planning Counseling ◽  
Chi Square Test ◽  
General Self Efficacy

The behavior of family planning acceptors in choosing the contraception methods was influenced by several factors. Banduras’ theory stated that the cognitive processes including making a decision, having beliefs, or appreciating self-abilities were a consideration in understanding individuals' capabilities to deal with certain tasks. The purpose of this study was to determine the relationship between self-efficacy and the selection of contraception methods. This research applied the colerational design with a cross-sectional approach. Independent variable was the level of Self-efficacy and the dependent variable was the choice of contraception methods. The population in this study were all fertile age couples (15-49 years) who were part of family planning acceptors in the Kopo sub-district Bandung Regency. The samples were 70 people that were chosen using cluster sampling techniques. Instruments of this study were the self-efficacy scale based on Bandura (1997) aspect of self-efficacy in Ghufron (2010) and the modification scale of General Self-Efficacy (GSE) from Schwarzer and Jerusalem (1995). According to Schwarzer et al (2009) states that the GSE scale is a unidimensional scale where the GSE scale of 12 items is a unity of aspects of magnitude, strength, and generality. Analysis using the Chi-Square test. There was a relationship between self-efficacy and contraception selection with p-value 0,031. Family planning counseling with health providers would motivate acceptors. Family planning acceptors improved self-efficacy so that family planning acceptors would be confident with the choice of contraception used and avoid the risk of harmful pregnancy. Keywords: Self-efficacy, Family Planning Participants

scholarly journals A Review of Self-Regulated Learning and Self-Efficacy: The Key to Tertiary Transition in Science, Technology, Engineering and Mathematics (STEM)

2021 ◽  
Vol 10 (3) ◽  
pp. 169
Author(s):  
Conner Blackmore ◽  
Julian Vitali ◽  
Louise Ainscough ◽  
Tracey Langfield ◽  
Kay Colthorpe
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Academic Career ◽  
Tertiary Education ◽  
Self Regulation ◽  
Self Regulated Learning ◽  
Strategy Adaptation ◽  
Science Technology ◽  
Regulated Learning

The ability to distinguish between effective and ineffective study strategies based on feedback is of utmost importance for secondary school leavers transitioning to tertiary education (Brinkworth et al., 2009; Salisbury & Karasmanis, 2011). Often accompanying this learning environment transition is academic difficulty and an increased possibility of failure, and it is therefore essential for undergraduate students, in particular those studying the disciplines of Science, Technology, Engineering and Maths (STEM), to establish a solid repertoire of learning strategies early in their academic career. Self-regulation is a key component of learning that can be fostered to encourage a successful transition from secondary school to university (Vosniadou, 2020). Self-regulated learning refers to learning that is fostered by one’s metacognition, strategy adaptability, and motivation. Of these constructs, metacognition is fundamental, as having self-awareness allows one to identify the requirement for corrective action in the learning process, allowing learners to monitor their behaviour and reflect on the success of their learning strategies, where the motivation to do this should lead to strategy adaptation. In addition, students must make accurate self-efficacious judgements about their learning in order to evaluate the effectiveness of their learning strategies or to decide when they have sufficiently completed a learning task. Therefore, in order to develop a means of improving students’ transition from secondary school to university, one must first appreciate the impacts of self-regulated learning and self-efficacy on academic performance. This review aims to focus on self-regulated learning and self-efficacy, of which self-regulated learning is a construct of metacognition, motivation and strategy adaptability. This review will also evaluate self-regulated learning with an emphasis on Zimmerman’s model, the calibration of self-efficacy, and how students might break the cycle of poor learning with a focus on STEM.

scholarly journals The Influence of Intelligence Quotient (IQ), Self-Efficacy and Self-Regulated Learning on the Ability to Memorize Al-Qur’an

2019 ◽  
Vol 7 (2) ◽  
pp. 395-423
Author(s):  
Roisatul Mustaqimah
Keyword(s):  
Path Analysis ◽  
Research Design ◽  
Significant Influence ◽  
Self Efficacy ◽  
Intelligence Quotient ◽  
Self Regulated Learning ◽  
Oral Test ◽  
Regulated Learning ◽  
Written Test ◽  
End Of Grade

This article aims to investigate the effect of intellectual intelligence, self-efficacy and self-regulated learning on the ability to memorize the Qur’an. Lately, the Qur’an recitation program has been held in many schools and madrassas. It is hoped that through the process of memorizing the Qur’an, it will be able to shape the personality of the Qur’an on students, which is reflected in their behaviour and mindset so that they are able to strengthen their creeds and strengthen their faith. One of the institutions/madrasa that organizes the Tahfidz al-Qur’an class program as the flagship program is MTs Sunan Ampel Semanding, Tertek Pare. The minimum target for memorization that must be achieved by students is six juz, but in practice, 65% of students can exceed the standard six juz at the end of grade 9. The achievement of memorization that is able to exceed the madrasah target then encourages the writer to conduct research in this place. This research uses a quantitative approach with a path analysis research design. The research sample was all students of grade 8B and 9B, total of 58 students. The instruments used were questionnaire, written test, oral test and documentation. All analyzes were conducted utilizing SPSS (Statistical Product and Service Solution) application Version 21.0. The results showed that of the eight hypotheses that researchers proposed, only two hypotheses showed a significant influence. The remaining six hypotheses show insignificant influence. Two hypotheses that show a significant influence are Self-efficacy on Self-Regulated Learning at 55.7% and Self Efficacy on the ability to memorize the Qur’an by 29.6%.

Goal orientation, learning strategies, and academic performance in adult distance learning

2019 ◽  
Vol 47 (7) ◽  
pp. 1-20 ◽  
Author(s):  
Ying Zhou ◽  
Jianhua Wang
Keyword(s):  
Academic Performance ◽  
Distance Learning ◽  
Goal Orientation ◽  
Learning Strategies ◽  
Structural Equation ◽  
Self Regulation ◽  
Equation Modeling ◽  
Self Regulated Learning ◽  
Chinese Adult ◽  
Regulated Learning

We explored the predictive effect of goal-oriented learning strategies on Chinese adult students' academic performance in distance learning, using self-regulated learning as the underpinning theory. The relationship was analyzed using structural equation modeling, and the results indicated that self-regulation strategies and goal orientation were positively related to academic achievement. We also found a significant and positive indirect relationship of mastery goal orientation and academic performance through self-regulated learning strategies. Further, the performance-approach goal orientation had a positive indirect influence on academic performance, with the effort-regulation strategy fully mediating this relationship. The theoretical and practical implications of these findings are discussed.

Sign in / Sign up

Export Citation Format

Share Document