scholarly journals Incremental validity of online over offline reports of volitional control in predicting learning success

2020 ◽  
Author(s):  
Jasmin Breitwieser ◽  
Andreas B. Neubauer ◽  
Garvin Brod
Keyword(s):  
Self Regulation ◽  
Incremental Validity ◽  
Learning Goals ◽  
Volitional Control ◽  
High Stakes ◽  
Self Regulated Learning ◽  
Learning Platform ◽  
Learning Success ◽  
Online Assessments ◽  
The Face

Volitional control (i. e., efforts to maintain goal striving in the face of obstacles) is an integral part of self-regulated learning and an important factor for explaining individual differences in academic performance. However, differences between the various methods for assessing volitional control have rarely been investigated. Two common methods are (a) offline questionnaires, in which respondents aggregate experiences over a longer period of time, and (b) online questionnaires such as learning diaries, which assess respondents’ experiences close to the learning event. We compared these assessment approaches in 96 medical students who prepared for a high-stakes exam. Achievement of self-set learning goals was measured objectively via log-files of students’ activities on a learning platform. Daily reports of volitional control explained substantial variance in achievement of learning goals over and above the offline questionnaire, indicating incremental validity of online assessments of self-regulation. Moreover, the daily reports of volitional control could explain intra- individual day-to-day variance in goal achievement. The current study, thus, suggests that learning diaries, albeit cumbersome, have clear advantages over offline questionnaires.

scholarly journals Incremental Validity of Online Over Offline Reports of Volitional Control in Predicting Learning Success

2019 ◽  
Vol 51 (4) ◽  
pp. 1-12
Author(s):  
Jasmin Breitwieser ◽  
Andreas B. Neubauer ◽  
Garvin Brod
Keyword(s):  
Self Regulation ◽  
Incremental Validity ◽  
Learning Goals ◽  
Volitional Control ◽  
High Stakes ◽  
Self Regulated Learning ◽  
Learning Platform ◽  
Learning Success ◽  
Online Assessments ◽  
The Face

Abstract. Volitional control (i. e., efforts to maintain goal striving in the face of obstacles) is an integral part of self-regulated learning and an important factor for explaining individual differences in academic performance. However, differences between the various methods for assessing volitional control have rarely been investigated. Two common methods are (a) offline questionnaires, in which respondents aggregate experiences over a longer period of time, and (b) online questionnaires such as learning diaries, which assess respondents’ experiences close to the learning event. We compared these assessment approaches in 96 medical students who prepared for a high-stakes exam. Achievement of self-set learning goals was measured objectively via logfiles of students’ activities on a learning platform. Daily reports of volitional control explained substantial variance in the achievement of learning goals over and above the offline questionnaire, indicating incremental validity of online assessments of self-regulation. Moreover, the daily reports of volitional control could explain intra-individual day-to-day variance in goal achievement. The current study, thus, suggests that learning diaries, albeit cumbersome, have clear advantages over offline questionnaires.

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.

The Connection Between Primary School Students’ Self-Regulation in Learning and Perceived Teaching Quality

2013 ◽  
Vol 12 (2) ◽  
pp. 138-156 ◽  
Author(s):  
Svenja Rieser ◽  
Benjamin C. Fauth ◽  
Jasmin Decristan ◽  
Eckhard Klieme ◽  
Gerhard Büttner
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Self Regulation ◽  
Teaching Quality ◽  
Strategy Use ◽  
Metacognitive Strategy ◽  
Volitional Control ◽  
Cognitive Activation ◽  
Self Regulated Learning ◽  
Regulated Learning

Effective self-regulation is needed to foster student learning. A meta-analysis has shown that even primary school children benefit from training in self-regulated learning. However, there is a lack of research considering the connection between key aspects of regular classroom instruction and students’ self-regulated learning. This study investigates the hypothesis that in primary school, self-regulated learning is systematically related to the quality of teaching. Teaching quality is conceptualized as a multidimensional construct comprising classroom management, supportive climate, and cognitive activation. All three dimensions of teaching quality, as well as metacognitive strategy use and volitional control, were reliably assessed for 996 third graders from 54 classes in German primary schools via questionnaire. Because of the clustered data structure, we used multilevel regression analyses for identifying the assumed connections. Most notably, at the classroom level, metacognitive strategy use was significantly predicted by cognitive activation, whereas volitional control was predicted by a supportive climate.

scholarly journals Promoting Self-Regulatory Skills in Self-Regulated Learning Pre-School Education Stage 3

2021 ◽  
Author(s):  
Ilze Šūmane ◽  
◽  
Līga Āboltiņa
Keyword(s):  
Learning Process ◽  
Self Regulation ◽  
School Education ◽  
The Self ◽  
Learning Goals ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
The Third ◽  
Third Stage ◽  
Regulated Learning

The competence approach in pre-school education, which recommends the promotion of self-regulated learning, raises questions about its impact on the development of children’s self-regulation. As a cross-cutting skill, self-regulated learning is essential for today’s society. It provides for a person’s ability to self-educate and develop effectively and successfully. The environment of the pre-school institution and the teacher, who equips and improves this environment, play an important role in promoting the child’s self-regulated learning. In the third stage of pre-school education children have reached the age of 5 to 6 years old and are being prepared to start school. The aim of this study is to assess and analyse children’s self-regulation skills in a pre-primary education environment in the third stage of self-regulated learning. Self-regulated learning is when a student is able to function and use cognitive, emotional processes and behavioural regulation tools to achieve learning goals. The following research tasks were included: 1) analyse the essence and development of self-regulation, and guidelines for organising a self-regulated learning process; and 2) carry out pedagogical observations of children’s self-regulatory abilities within the framework of the self-regulated learning process. The research methods included analysis of pedagogical and psychological literature and sources, pedagogical observation, and statistical analysis of data. The study involved 41 children who were 5 to 6 years old. The results of the study show that self-directed learning can significantly promote the development of self-regulation skills in 5 to 6-year-old children. To better develop the process of self-regulation for 5 to 6-year-old children, the self-regulated learning process must be easier to understand, with an emphasis on updating, understanding, and reflecting on the learned content, while also clearly articulating the expected outcomes and providing feedback.

scholarly journals Self-Regulation Prompts Promote the Achievement of Learning Goals – but Only Briefly: Uncovering Hidden Dynamics in the Effects of a Psychological Intervention

2020 ◽  
Author(s):  
Jasmin Breitwieser ◽  
Andreas B. Neubauer ◽  
Florian Schmiedek ◽  
Garvin Brod
Keyword(s):  
Temporal Dynamics ◽  
Psychological Intervention ◽  
Implementation Intentions ◽  
Self Regulation ◽  
Learning Goals ◽  
Optimal Frequency ◽  
High Resolution Data ◽  
Intensive Longitudinal Data ◽  
Beneficial Effects ◽  
Learning Success

Most psychological interventions have to be administered repeatedly to be effective, but what is the optimal frequency? The answer will depend on how quickly the effects build up and wear off between intervention sessions. We investigated these temporal dynamics in a popular self-regulation intervention – implementation intentions. We combined a novel intervention design with objective high-resolution data of students’ learning success during 40 days of preparation for an exam. Students received intervention prompts on half of the days, alternating between 2-3 consecutive days of prompting and no-prompting. Leveraging the intensive longitudinal data, we found that the beneficial effect of prompting on learning success built up over consecutive days of prompting and faded out when prompting was discontinued. These results suggest that the beneficial effects of self-regulation prompts on learning success are more volatile than previously believed. Self-regulation interventions may undergo a prolonged acquisition phase that can be accelerated by repeated prompting.

Developing a Framework to Evaluate the Mediating Role of Self-Regulated Learning (SRL) Strategies in Blended Learning Courses

2021 ◽  
pp. 11-28
Author(s):  
Chee Leong Lim ◽  
Habibah Ab Jalil ◽  
Aini Marina Ma'rof ◽  
Wan Zuhainis Saad
Keyword(s):  
Academic Achievement ◽  
Blended Learning ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Self Regulation ◽  
Peer Learning ◽  
Learning Goals ◽  
Self Regulated Learning ◽  
Learning Satisfaction ◽  
Regulated Learning

Challenges students face in the online component of blended learning, especially in the areas related to self-regulation challenges, have deferred them in achieving their learning goals. Besides, improper utilization of online peer learning strategy has also been identified as an inherent problem related to self-regulation challenges in the blended learning environment. Therefore, this study adopted Zimmerman's perspective of SRL which draws from social cognitive theory and Bandura's self-efficacy theory to determine the influence of self-regulated learning (SRL) strategies and peer learning on students' learning satisfaction and academic achievement. This study proposes an integrated and actionable framework covering a variety of constructs, including SRL, peer learning, learning satisfaction, and academic achievement in the context of blended learning. In addition, it also provides insights for universities as to where future efforts need to be directed, especially in the areas related to the improvement of the facilities and infrastructure for blended learning implementation.

scholarly journals SELF-REGULATION IN QUR’AN LEARNING

2021 ◽  
Vol 18 (No.2) ◽  
pp. 103-128
Author(s):  
Yusuf Hanafi ◽  
Nurul Murtadho ◽  
Abd Rauf Hassan ◽  
M. Alifudin Ikhsan ◽  
Tsania Nur Diyana ◽  
...  
Keyword(s):  
Self Regulation ◽  
Social Process ◽  
Psychometric Testing ◽  
Learning Goals ◽  
First Year ◽  
Heterogeneous Grouping ◽  
First Year Students ◽  
Self Regulated Learning ◽  
Qualitative Approaches ◽  
New Perspective

Purpose – The emergence of academic anxiety and poor learning outcomes among Indonesian first-year students at higher education institutions emphasized the need to measure the level of self-regulated learning (SRL). This study was part of a larger SRL research project in the area of ​​learning Qur’an recitation, where we attempted to explore further on how students applied SRL. By using a new perspective of SRL as a social process that emphasized interaction, we investigated how the situated environment influenced learning. Method – Quantitative and qualitative approaches were applied. A set of questionnaires generated from the adaptation process was successfully validated through rigorous psychometric testing. A total of 420 first-year students responded to the questionnaire. Then semi-structured observations and interviews were conducted among eight students. Finally, data obtained from observation checklists and interviews were triangulated. Findings – The SRL level for first-year students in learning Qur’an recitation was insufficient, with a score of 3.37 out of 5.00. The highest score on the Meta-Affective dimension was M = 3.64, and the lowest score on the Sociocultural-Interactive dimension was M = 2.98. These results indicated that although anxiety was not a serious problem, yet it was still an obstacle for some students with low SRL to achieve targeted learning goals. Furthermore, these students did not have the awareness to seek help for their learning difficulties. This situation was further aggravated by the lack of assistance from instructors in creating conducive learning environments for students to interact with each other. Significance – The standard deviations on all SRL dimensions identified in this study were high, showing a large gap between students who had high and low SRL. This condition requires instructors to provide significant assistance. We suggest heterogeneous grouping to enable more intensive interactions between students to increase the sociocultural-interactive dimension. We believe that seamless interaction is the most tangible support for promoting SRL.

scholarly journals Pre-service Teachers' Self-Regulated Learning and their Developing Concepts of SRL

2013 ◽  
Vol 23 (1) ◽  
Author(s):  
Dawn Buzza ◽  
Trina Allinotte
Keyword(s):  
Student Teachers ◽  
Teaching Strategies ◽  
Teaching Practices ◽  
Learning Strategy ◽  
Self Regulation ◽  
Learning Goals ◽  
Field Observations ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

Self-regulated learners manage their thoughts, emotions, and behaviours, and their social and contextual environments to reach their learning goals. Research shows that student teachers can learn to teach in ways that promote students’ development of SRL. It has also been shown that there is a relationship between teachers’ own SRL and their ability to develop self-regulation in students. This study examined student teachers’ developing concepts of SRL as they learned about this complex set of skills, behaviours, and beliefs through both coursework and field observations. This paper investigates the relationship between self-reported SRL of these teachers and their understanding of SRL behaviours and SRL-supportive teaching practices. Participants’ self-reported learning strategy scores predicted their performance on an SRLclassroom observation assignment while motivation scores were unrelated. These results contribute to our growing knowledge of how to support student teachers in their learning of teaching strategies that support the development of SRL.

scholarly journals Biobehavioral Mechanisms of Mindfulness as a Treatment for Chronic Stress: An RDoC Perspective

2017 ◽  
Vol 1 ◽  
pp. 247054701771191 ◽  
Author(s):  
Eric L. Garland ◽  
Adam W. Hanley ◽  
Anne K. Baker ◽  
Matthew O. Howard
Keyword(s):  
Chronic Stress ◽  
Scientific Evidence ◽  
Self Regulation ◽  
Mental Health Research ◽  
Treatment Development ◽  
Attentional Function ◽  
Regulatory Strategies ◽  
The Face ◽  
Meta Analyses ◽  
Mechanisms Of Mindfulness

Mindfulness-based interventions have been heralded as promising means of alleviating chronic stress. While meta-analyses indicate that mindfulness-based interventions significantly reduce global measures of stress, how mindfulness-based interventions modulate the specific mechanisms underpinning chronic stress as operationalized by the National Institute of Mental Health research domain criteria (RDoC) of sustained threat has not yet been detailed in the literature. To address this knowledge gap, this article aims to (1) review evidence that mindfulness-based interventions ameliorate each of the 10 elements of behavioral dysregulation characterizing sustained threat via an array of mindful counter-regulatory strategies; (2) review evidence that mindfulness-based interventions modify biological domains implicated in sustained threat, such as the hypothalamic–pituitary–adrenal axis, as well as brain circuits involved in attentional function, limbic reactivity, habit behavior, and the default mode network; and (3) integrate these findings into a novel conceptual framework of mindful self-regulation in the face of stress—the Mindfulness-to-Meaning Theory. Taken together, the extant body of scientific evidence suggests that the practice of mindfulness enhances a range biobehavioral factors implicated in adaptive stress coping and induces self-referential plasticity, leading to the ability to find meaning in adversity. These mechanistic findings can inform the treatment development process to optimize the next generation of mindfulness-based interventions for greater therapeutic efficacy.

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.

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