scholarly journals Investigating the relationship between academic self-regulation and metacognition with students’ academic achievement

2019 ◽  
Vol 2 (4) ◽  
pp. 127-133
Author(s):  
Zahra Alizadeh ◽  
Keyword(s):  
Academic Achievement ◽  
Self Regulation ◽  
The Relationship

scholarly journals Learner Autonomy and EFL Learning at the Tertiary Level in Vietnam

2021 ◽  
Author(s):  
◽  
Thi Cam Le Nguyen
Keyword(s):  
Academic Achievement ◽  
Pilot Study ◽  
Language Learning ◽  
Language Proficiency ◽  
Self Regulation ◽  
Learner Autonomy ◽  
High Achievers ◽  
Second Phase ◽  
The Relationship ◽  
Three Phases

<p>There has been a growing interest in the role of learner autonomy (LA) in language teaching and learning. Over the last twenty years, researchers have extensively explored LA in a range of settings and have developed various approaches to fostering it both as a means to language learning and as an end in itself. This study attempts to investigate LA in the Vietnamese EFL context, and to explore the relationship between LA and language learning results. In this study, LA was conceptualised and operationally defined as learner self-initiation and learner self-regulation. The research was composed of three phases. The pilot study looked at the range of activities, and the amount of time devoted to learning English by 388 Vietnamese English majors of different levels of academic achievement. It identified differences in LA among students of different year levels as well as LA at two types of tertiary institutions in Vietnam. In the first phase, an exploratory correlational study was conducted among 177 students to comprehend features of LA as demonstrated by these students, their preferred self-initiated activities both inside and outside the classroom, and the relationship between each aspect of LA and language proficiency. In the second phase, an intervention study was conducted with the participation of 37 students in an experimental group, and 54 students in two control groups. Phase two explored the efficacy of a learner-based approach to promoting LA with a focus on strategy-based instruction. The three phases revealed several important findings. The pilot study discovered that the level of autonomy was related to students' level of academic achievement but not to their year level. In addition, autonomy seemed to be affected by the social setting in which it was exercised. In Phase one, the findings revealed that Vietnamese learners' self-initiation efforts mainly concentrated on covert learning in class. Outside the classroom, these learners preferred to undertake receptive rather than productive activities, and tended to avoid social interaction. Moreover, most aspects of LA positively and significantly correlated with EFL proficiency measures. Lastly, the task-specific training of self-regulation in Phase two resulted not only in significantly improved writing scores but also in greater LA. However, these metacognitive skills in writing did not seem to transfer to other areas of language learning, although improvements in writing were maintained in a delayed test. Overall, the study suggests that LA appears to be linked positively to language proficiency. High achievers are more likely to be autonomous learners. Most importantly, training learners in metacognitive regulation improved learners' writing ability and their autonomy in learning.</p>

Learning Strategies of Secondary School Students as Correlates of Academic Achievement and Gender

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Harjit Kaur Gill
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Self Regulation ◽  
Low Achievers ◽  
Motivational Strategies ◽  
School Students ◽  
And Gender ◽  
The Relationship

The objectives of the study were: (i) to study the learning strategies of Secondary school students, (ii) to study gender differences in the learning strategies of secondary school students (iii) to study the relationship between learning strategies and academic achievement of secondary school students.1200 secondary school students of Punjab were administered Motivational Strategies for Learning Questionnaire (Pintrich et al, 1991) The results show that significant differences have not been found between high and low achievers as well as between male and female school students on the rehearsal, elaboration, organization, critical thinking and meta-cognitive of self-regulation of learning strategies. Even the interaction effect of gender and academic achievement was not found significant on these dimensions except the last one i.e. meta-cognitive self-regulation dimension.

A Review of Relationship between Self-regulation and Reading Comprehension

2016 ◽  
Vol 6 (4) ◽  
pp. 835
Author(s):  
Sanaz Nejadihassan ◽  
Ali Arabmofrad
Keyword(s):  
Academic Achievement ◽  
Reading Comprehension ◽  
Language Skills ◽  
Empirical Studies ◽  
Self Regulation ◽  
Self Regulated Learning ◽  
The Past ◽  
Effective Role ◽  
The Relationship ◽  
Made In

Over the past three decades, researchers have found that motivational variables have an effective role in language skills and in academic achievement and success (Khajavi & Abbasian, 2013). An attempt was made in the present research to review the relationship between self-regulation as one of the motivational variables and reading comprehension. Moreover, the present paper is organized in the way that some of the significant notions of self-regulation and cyclical phases, and some models of self-regulated learning Pintrich’s model and characteristics of self-regulated learners will be explained. Then, the notion of reading comprehension and different purposes of reading will be defined. Finally, some empirical studies on the relationship between self-regulation and reading comprehension will be elaborated.

scholarly journals Meeting 24-hour movement behavior guidelines in young children: Improved quantity estimation and self-regulation

2021 ◽  
Author(s):  
Amanda Lee McGowan ◽  
Hope K. Gerde ◽  
Karin A. Pfeiffer ◽  
Matthew B. Pontifex
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
Early Childhood ◽  
Screen Time ◽  
Challenging Behaviors ◽  
Self Regulation ◽  
World Health ◽  
Movement Behavior ◽  
Activity Promotion ◽  
The Relationship

Children who exhibit challenging behaviors, including low self-regulation, inattention, and lack of inhibitory control, may miss out on learning opportunities and could even face expulsion. Although physical activity supports academic achievement and self-regulatory skills in older children, the relationship among physical activity, sleep, screen time, aspects of self-regulation, and early academic achievement remain underspecified during early childhood. The present study examined the associations among meeting 24-hour movement behavior recommendations set by the World Health Organization (2019) and young children’s self-regulation and quantity estimation skills in a sample of 123 children (n = 65 female; 4.9 ± 0.7 years). Meeting screen time recommendations alone, meeting physical activity recommendations in combination with either sleep or screen time recommendations, meeting more recommendations overall, and being active more days weekly were associated with superior quantity estimation. Meeting more guidelines and accruing more moderate-to-vigorous physical activity daily related to better self-regulation. Moreover, self-regulation partially mediated the relationship between physical activity and quantity estimation. Our findings identify benefits for adopting specific physical activity guidelines for children (e.g., physical activity, screen time, and sleep duration) and perhaps integrating these into early learning standards for schools so both families and schools can support children’s capacity to meet 24-hr movement guidelines and thus support cognitive health. An active lifestyle in early childhood may support young children’s self-regulation and early educational outcomes, with physical activity promotion efforts during early childhood serving as a viable means to address growing expulsion rates in preschool-aged children.

scholarly journals Learner Autonomy and EFL Learning at the Tertiary Level in Vietnam

2021 ◽  
Author(s):  
◽  
Thi Cam Le Nguyen
Keyword(s):  
Academic Achievement ◽  
Pilot Study ◽  
Language Learning ◽  
Language Proficiency ◽  
Self Regulation ◽  
Learner Autonomy ◽  
High Achievers ◽  
Second Phase ◽  
The Relationship ◽  
Three Phases

<p>There has been a growing interest in the role of learner autonomy (LA) in language teaching and learning. Over the last twenty years, researchers have extensively explored LA in a range of settings and have developed various approaches to fostering it both as a means to language learning and as an end in itself. This study attempts to investigate LA in the Vietnamese EFL context, and to explore the relationship between LA and language learning results. In this study, LA was conceptualised and operationally defined as learner self-initiation and learner self-regulation. The research was composed of three phases. The pilot study looked at the range of activities, and the amount of time devoted to learning English by 388 Vietnamese English majors of different levels of academic achievement. It identified differences in LA among students of different year levels as well as LA at two types of tertiary institutions in Vietnam. In the first phase, an exploratory correlational study was conducted among 177 students to comprehend features of LA as demonstrated by these students, their preferred self-initiated activities both inside and outside the classroom, and the relationship between each aspect of LA and language proficiency. In the second phase, an intervention study was conducted with the participation of 37 students in an experimental group, and 54 students in two control groups. Phase two explored the efficacy of a learner-based approach to promoting LA with a focus on strategy-based instruction. The three phases revealed several important findings. The pilot study discovered that the level of autonomy was related to students' level of academic achievement but not to their year level. In addition, autonomy seemed to be affected by the social setting in which it was exercised. In Phase one, the findings revealed that Vietnamese learners' self-initiation efforts mainly concentrated on covert learning in class. Outside the classroom, these learners preferred to undertake receptive rather than productive activities, and tended to avoid social interaction. Moreover, most aspects of LA positively and significantly correlated with EFL proficiency measures. Lastly, the task-specific training of self-regulation in Phase two resulted not only in significantly improved writing scores but also in greater LA. However, these metacognitive skills in writing did not seem to transfer to other areas of language learning, although improvements in writing were maintained in a delayed test. Overall, the study suggests that LA appears to be linked positively to language proficiency. High achievers are more likely to be autonomous learners. Most importantly, training learners in metacognitive regulation improved learners' writing ability and their autonomy in learning.</p>

Academic Rank, Task Feedback and Self-Reinforcement in Children

1971 ◽  
Vol 28 (3) ◽  
pp. 967-974 ◽  
Author(s):  
Linda E. Haynes ◽  
Frederick H. Kanfer
Keyword(s):  
Academic Achievement ◽  
Self Regulation ◽  
Fourth Grade ◽  
Academic Rank ◽  
Perceptual Task ◽  
High Class ◽  
Absolute Change ◽  
Class Standing ◽  
Relationship Of ◽  
The Relationship

This experiment explored the non-intellectual correlates of academic achievement from the perspective of research on self-regulation. Part I studied the relationship of class standing (in third and fourth grade boys) and self-reinforcement patterns. Ss evaluated their guesses on a perceptual task as Very Good or Bad. Boys of high class-standing were significantly more self-critical than boys of low class-standing. Part II explored the effects of positive, negative and no feedback on the same Ss. High Ss decreased more rapidly in self-criticism from Part I than Low Ss. Different feedbacks had no different effects on SR rates, but Low Ss tended to show more absolute change after feedback.

Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement

2014 ◽  
Vol 29 (3) ◽  
pp. 298-309 ◽  
Author(s):  
Janelle J. Montroy ◽  
Ryan P. Bowles ◽  
Lori E. Skibbe ◽  
Tricia D. Foster
Keyword(s):  
Academic Achievement ◽  
Social Skills ◽  
Problem Behaviors ◽  
Self Regulation ◽  
The Relationship

scholarly journals Relationship Between the Spiritual Intelligence and Self-Regulation Skills of Education Faculty Students

2018 ◽  
Vol 6 (12) ◽  
pp. 227
Author(s):  
Davut Aydin
Keyword(s):  
Academic Achievement ◽  
Teacher Candidates ◽  
Self Regulation ◽  
Spiritual Intelligence ◽  
Male Students ◽  
Place Of Residence ◽  
Education Faculty ◽  
Screening Model ◽  
The Relationship ◽  
Academic Year

The purpose of this study is to reveal the relationship between the spiritual intelligence characteristics and self-regulation skills of the Education Faculty students. The study also examined the spiritual intelligence characteristics and self-regulation skills of students by gender, place of residence, and academic achievement. The research is a quantitative study carried out with the relational screening model. The study was performed with the data collected from 606 teacher candidates, consisting of 352 female and 254 male students, selected through stratified sampling among the students attending the Education Faculty of Ahi Evran University in the academic year of 2017-2018. In the data analysis, independent t-test, one-factor ANOVA, and Pearson moment-product correlation coefficient were used. As a result of the research, it is concluded that there is a low level of relationship between students' spiritual intelligence characteristics and self-regulation skills, and it doesn't differ by the gender and place of residence variables. On the other hand, it is another result of the research that there is no relationship between the spiritual intelligence characteristics and self-regulation skills of the students and academic achievement.

scholarly journals Hubungan antara Efikasi Diri dan Regulasi Diri dengan Prestasi Akademik pada Mahasiswa Program Studi Ilmu Al-Qur’an dan Tafsir UIN Raden Intan Lampung

2019 ◽  
Vol 2 (2) ◽  
pp. 195-206
Author(s):  
Fitri Agustina ◽  
Muhammad Nursalim Malay
Keyword(s):  
Academic Achievement ◽  
Self Efficacy ◽  
Self Regulation ◽  
Sampling Technique ◽  
Science Study ◽  
Study Program ◽  
Academic Field ◽  
Analysis Techniques ◽  
The Relationship ◽  
Research Analysis

Academic achievement is an achievement achieved by someone in the academic field. This achievement can be achieved if a person has confidence and has the ability to manage him/her-self. This study aims to determine the relationship between self-efficacy and self-regulation with academic achievement in 57 students of the Al-Qur'an Science study program and the interpretation of UIN Raden Intan Lampung. The sampling technique used is sampling total then analyzed by multiple regression analysis techniques. The results of this research analysis explain that there is a relationship between self-efficacy and self-regulation with academic achievement in students of the study program of the Qur'an and the interpretation of UIN Raden Intan Lampung with a correlation coefficient (R) = 0,859 and F = 76,136 with p = 0,000. Then, there is a significant relationship between self-efficacy and academic achievement in students, the results of the analysis obtained are with the value of rx1y = 0,817 with p = 0,000. Furthermore, there is a relationship between self-regulation and academic achievement in students seen from the results of calculations obtained by the value rx2y = 0,854 with p = 0,000.

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