scholarly journals Formative Assessment and Self-Regulated Learning during Pandemic Era

2021 ◽  
Vol 9 (2) ◽  
pp. 72
Author(s):  
Ai Fatmawati ◽  
Pupung Purnawarman ◽  
Didi Sukyadi
Keyword(s):  
Online Learning ◽  
Formative Assessment ◽  
Self Regulation ◽  
Immediate Feedback ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Efl Teachers ◽  
Regulated Learning ◽  
Assessment Techniques

During online learning in Covid-19 outbreak, self-regulation is needed more due to the different learning situation and distance between student and teacher. One of the ways to support student self-regulated learning in EFL classes is through the implementation of formative assessment. The aim of this study is to find out the formative assessment that EFL teachers use in online learning and how they perceive the role of formative assessment in supporting students’ self-regulated learning. To get the data, questionnaire adapted from Gan et al. (2019); Pat-El et al. (2013) was utilized. Interviews also were conducted to get deeper understanding about the findings obtained through questionnaire. The findings revealed that during online learning, EFL teachers used a variety of formative assessment techniques, using online platforms that were easy to use. They agreed that students need to have self-regulated learning skills during online learning. However, some of them did not know for sure that the formative assessment they conducted could enhance students’ self-regulated learning since only some students submitted their work. Further research can be done to find out strategies to implement formative assessment using technologies or tools utilized in online learning where the students can get immediate feedback and use it to help them improve their learning.

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

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 The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

2020 ◽  
Vol 15 (17) ◽  
pp. 127
Author(s):  
Mohamed Yassine Zarouk ◽  
Eugénio Olivera ◽  
Paula Peres ◽  
Mohamed Khaldi
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Self Regulation ◽  
Project Based Learning ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels. Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

scholarly journals Character Education: Analysis of Self-Regulated Learning on Systems Online Learning during the Covid-19 Pandemic

2021 ◽  
Vol 4 (2) ◽  
pp. 3162-3169
Author(s):  
Triana Kartika Santi ◽  
Riztika Widyasari
Keyword(s):  
Online Learning ◽  
Character Education ◽  
Teaching Style ◽  
Self Regulation ◽  
Major Influence ◽  
Teaching Staff ◽  
Self Regulated Learning ◽  
Conventional Teaching ◽  
Regulated Learning ◽  
Temporary Closure

The temporary closure of all educational institutions as an effort to prevent the spread of the Covid-19 outbreak worldwide has an impact on millions of students, including in Indonesia. The distance learning process (Online) is a learning solution during the pandemic which in its implementation has not been optimal as a whole. This adds to the obstacles in the application of learning methods because on one occasion there are too many learning loads that must be overcome by the teaching staff. This Writing Method Using descriptive. The main source of self-regulated formation is internal, meaning that it depends on the individual's actions, not on what other people do self-regulated formation is also inseparable from external factors, namely the environment. One study found that people with low self-regulation often experience negative emotions from people with high self-esteem. This can be interpreted that individuals will try to find symbols that can provide positive experiences and acceptance of a good environment. Online learning uses materials and timescales that are following the curriculum. The online learning method is here to change the conventional teaching style which can later improve work professionalism. Self-Regulation is a major influence on the formation of the character of students so that in achieving the formation of student character it is necessary to have Self-Regulated oriented learning. Character education during the pandemic is very different from its application in the conventional period because all learning is all digital (Online), therefore it is very difficult for students and lecturers to organize self-regulated learning processes. Character education is hampered by its value because student self-regulation is not organized, and affects student learning outcomes.

scholarly journals Examining the Role of Enjoyment, Anxiety, and Emotional Intelligence Online Graduate Students' Self-Regulated Learning

2020 ◽  
Author(s):  
Achraf Touati
Keyword(s):  
Emotional Intelligence ◽  
Online Learning ◽  
Graduate Students ◽  
Value Theory ◽  
Theory And Practice ◽  
Achievement Emotions ◽  
Self Regulated Learning ◽  
Control Value ◽  
Regulated Learning

As online learning continues to grow, particularly amid the COVID pandemic, so too has interest among educational practitioners and researchers to understand the personal and contextual factors that shape students’ emotions in these environments. The control-value theory of achievement emotions has emerged as a useful framework for examining the antecedents and consequences of different emotions that students experience in online learning. The purpose of the present study was to validate the assumptions of the control-value theory in an asynchronous online graduate program, and to examine the role of emotional intelligence in this social-cognitive process. Data were collected from 102 graduate students enrolled at a public university in the United States. Results showed that online self-efficacy was a significant predictor of achievement emotions (enjoyment and anxiety). However, student value appraisals of the online program only predicted anxiety. Hierarchical regression analyses also revealed that only anxiety was a significant predictor of self-regulated learning. Further moderation analyses were conducted and showed that emotional intelligence moderated the relationships between achievement emotions and self-regulated learning. The implications for research, theory, and practice are discussed.

Motivation From a Self-Regulated Learning Perspective: Application to School Psychology

2021 ◽  
pp. 082957352110546
Author(s):  
Aishah Bakhtiar ◽  
Allyson F. Hadwin
Keyword(s):  
School Psychology ◽  
Self Regulation ◽  
Metacognitive Awareness ◽  
Motivational Beliefs ◽  
Focus Attention ◽  
Metacognitive Control ◽  
Academic Tasks ◽  
Self Regulated Learning ◽  
Regulated Learning

Self-regulation of learning involves developing metacognitive awareness (planning, monitoring, and evaluating) of (a) cognition—motivational beliefs, (b) behaviors—persistence, effort, engagement, and (c) affect—enjoyment, interest, and other emotions. Metacognitive awareness creates opportunities to exert metacognitive control as needed, which may involve sustaining or manipulating motivational cognition, behavior, and affect. By adopting a self-regulation perspective, this paper discusses the ways motivation develops within and across academic tasks and situations, as well as the ways learners can be supported to take control of their motivation in those contexts. Applying self-regulation principles in the practice of School Psychology means to consider the role of situation, context, and learners’ socio-historical experiences while empowering learners to focus attention on things they can control.

scholarly journals An Interactive Layers Model of Self-Regulated Learning and Cognitive Load

2020 ◽  
Vol 32 (4) ◽  
pp. 1127-1149
Author(s):  
Joachim Wirth ◽  
Ferdinand Stebner ◽  
Melanie Trypke ◽  
Corinna Schuster ◽  
Detlev Leutner
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Self Regulation ◽  
Sensory Memory ◽  
Long Term Memory ◽  
Term Memory ◽  
Self Regulated Learning ◽  
Regulated Learning

Abstract Models of self-regulated learning emphasize the active and intentional role of learners and, thereby, focus mainly on conscious processes in working memory and long-term memory. Cognitive load theory supports this view on learning. As a result, both fields of research ignore the potential role of unconscious processes for learning. In this review paper, we propose an interactive layers model on self-regulated learning and cognitive load that considers sensory memory, working memory, and long-term memory. The model distinguishes between (a) unconscious self-regulated learning initiated by so-called resonant states in sensory memory and (b) conscious self-regulated learning of scheme construction in working memory. In contrast with conscious self-regulation, unconscious self-regulation induces no cognitive load. The model describes conscious and unconscious self-regulation in three different layers: a content layer, a learning strategy layer, and a metacognitive layer. Interactions of the three layers reflect processes of monitoring and control. We first substantiate the model based on a narrative review. Afterwards, we illustrate how the model contributes to re-interpretation of inconsistent empirical findings reported in the existing literature.

scholarly journals EFL Teacher’s Perception On Using Self-Regulated Learning Strategies by Senior Grade Students

2020 ◽  
Vol 9 ◽  
Author(s):  
Zhansaya Zhetkergenova
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Learning Goals ◽  
Self Regulated Learning ◽  
Classroom Activities ◽  
Efl Teachers ◽  
Regulated Learning ◽  
Efl Students ◽  
Regulation Strategies ◽  
Teacher's Perception

Shift to autonomous learning changed roles of class actors in EFL classes. Students have learning responsibilities on their own, whereas teachers’ role is considered to be as a consulter. Thus, students need to identify their own learning goals and regulate learning process themselves. All these and other strategies are included to the self-regulation strategies. Zimmerman (1990) found out 14 SRL strategies which influence on academic achievement. However, teachers also need to promote these strategies during and out of classes and encourage EFL learners to use them in different contexts. The qualitative research investigates to what extent EFL teachers of senior grade students encourage their learners to use SRL strategies. In results, the study presents teachers’ more preferable SRL strategies for senior students to achieve academic achievement.Keywords:  EFL teachers, self-regulated learning strategies, senior grade EFL students, classroom activities.

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