Self-Regulated Learning Training Programs Enhance University Students’ Academic Performance, Self-Regulated Learning Strategies, and Motivation: A Meta-Analysis

2021 ◽  
Author(s):  
Maria Theobald
Keyword(s):  
Academic Performance ◽  
Resource Management ◽  
Learning Strategies ◽  
Training Programs ◽  
Meta Analysis ◽  
Management Strategies ◽  
Effect Sizes ◽  
Training Effects ◽  
Self Regulated Learning ◽  
Regulated Learning

The present meta-analysis tested the effects of extended self-regulated learning training programs on academic performance, cognitive strategies, metacognitive strategies, resource management strategies, and motivation of university students. Further, moderators of training effectiveness were examined. Literature search revealed 32 studies (4,106 participants) that met the inclusion criteria. A three-level meta-analysis based on 182 effect sizes revealed an overall effect size of g = .36. The largest mean effect sizes were obtained for metacognitive strategies (g = .39) and motivational outcomes (g = .38) followed by academic performance (g = .37), resource management strategies (g = .34), and cognitive strategies (g = .25). Training effects varied for specific self-regulated learning strategies and ranged between .23 (organization and rehearsal) and .55 (planning and goal setting). Further, moderator analyses revealed differential training effects depending on course design characteristics: Feedback predicted larger training effects for resource management strategies and motivation. Cooperative learning arrangement predicted larger training effects for cognitive and metacognitive strategies. The provision of learning protocols predicted larger training effects for resource management strategies. Further, training programs that targeted older students and students with lower prior academic achievement showed larger effect sizes for resource management strategies. To conclude, self-regulated learning training programs enhanced academic performance, self-regulated learning strategies, and motivation of university students. Based on these results, practical implications and avenues for further research are discussed.

scholarly journals The Correlation of Non-English Majors’ Use of Resource Management Strategies with Their Academic Achievement

2020 ◽  
Author(s):  
Tham Duong
Keyword(s):  
Academic Achievement ◽  
Resource Management ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Management Strategies ◽  
Language Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
English Majors

It is undeniable that self-regulated learning strategies are a pivotal key to 21st century language education in which learners are provided with freedom to take control over their own learning. Of the types of self-regulated learning strategies, resource management strategies (RMS) are likely to be underestimated in practice despite the fact that these strategies are believed to assist EFL learners to modify the environment for achieving their learning goals. The study aimed to investigate RMS employed by tertiary non-English majors and to explore the relationship between the students’ use of RMS and their academic achievement. The quantitative research was conducted with the employment of a closed-ended questionnaire which was administered to 117 students taking the TOEIC course. The results indicated that the research participants frequently employed RMS in their English language learning. More importantly, it was found that the more frequently the students used RMS, the higher academic achievement they gained. Such employment of RMS in a Vietnamese EFL context serves as a reference in other similar EFL contexts.

scholarly journals The relationship between self-regulated learning strategies and students' academic performance in English course

2021 ◽  
Vol 15 (7) ◽  
pp. 2261-2263
Author(s):  
Helia Nodeh
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Pearson Correlation ◽  
Statistical Population ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Education Academic ◽  
Keywords Education ◽  
The Relationship

This study examines the relationship between self-regulated learning strategies and students' academic performance in English courses. The research method is descriptive-correlational. The statistical population includes all students of Azad University, Gorgan branch in the period 2020-2021. convenience sampling based on the Morgan table is used to select 384 people. The data collection tool is Zimmerman and Martinez-Pons Self-Regulated Learning Interview Schedule (1998), and for academic performance, the average grade in English course in two semesters was taken into account. Pearson correlation analyzes the data. The results show a significant relationship between self-regulated learning strategies and the academic performance of English course students. Keywords: education, academic performance, learning strategy

scholarly journals Diferencias individuales en aprendizaje autorregulado de estudiantes de los Grados de Educación: género, especialidad, notas y desempeño académico

2020 ◽  
Vol 38 (2) ◽  
pp. 453-473
Author(s):  
Nerea Larruzea-Urkixo ◽  
Maria Olga Cardeñoso Ramírez
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Learning Strategies ◽  
Self Regulation ◽  
Female Students ◽  
Male Students ◽  
Grade Point ◽  
Self Regulated Learning ◽  
Regulatory Processes ◽  
Regulated Learning

Introducción: conocer las diferencias en los procesos de autorregulación del aprendizaje del alumnado actual es clave para la mejora de la formación en nuestras universidades. El objetivo de este estudio es analizar la variabilidad en dichos procesos en función del género, la especialidad, las notas (de acceso y de grado) y otras variables de desempeño académico. Método: participaron en el estudio 456 estudiantes (335 mujeres y 119 hombres) de los Grados en Educación Infantil y Primaria que completaron la versión en español del Motivated Strategies for Learning Questionnaire (Ramírez, Canto, Bueno & Echezarreta, 2013) junto a datos relativos al desempeño académico. Resultados: Se mostró la existencia de diferencias en aprendizaje autorregulado en función del género, pero no de la especialidad ni de la interacción entre género*especialidad. También se reveló que las alumnas poseían mayor autorregulación que los alumnos tanto en variables motivacionales como en estrategias de aprendizaje. A continuación, se hallaron diferencias en aprendizaje autorregulado en función de la nota de acceso, de grado y de la interacción género*nota de grado. Aunque de manera general estos datos confirman que “a mayor nota de acceso, mejor autorregulación”, los resultados desvelaron un declive del alumnado con mejores notas de grado en varias subescalas exceptuando en aprendizaje entre iguales. Finalmente, se mostró que las alumnas perciben la carrera con mayor dificultad, dedican más horas y presentan un mejor rendimiento académico de lo esperado. Discusión: Estas diferencias entre el alumnado deberían ser consideradas para potenciar la autorregulación en las aulas. Introduction: Identifying differences in self-regulatory processes among current students is key to improve training in our universities. The aim of this study is to analyze the variability in the aforementioned processes according to gender, teaching specialty, grades (admission grade and grade point average, GPA) and other variables related to academic performance. Method: 456 Primary Education and Early Childhood Education students participated in the study (335 women and 119 men) by completing the Spanish version of the Motivated Strategies for Learning Questionnaire (Ramírez, Canto, Bueno & Echezarreta, 2013). Results: Differences were found in self-regulated learning based on gender, but not on specialty or on the interaction between gender*specialty. It was also shown that female students had greater self-regulatory skills than male students in both motivational variables and learning strategies. Besides, differences were found in self-regulated learning according to admission grade, grade point average and the interaction gender*grade point average. Although, overall, the data obtained confirm that "the higher the admission grade, the better self-regulatory skills", results revealed a decline among students with better grades in several subscales except for peer learning. Finally, it was shown that female students have a higher awareness of the degree’s difficulty, dedicate more hours and present a better academic performance than expected. Discussion: These differences between students should be considered in order to promote self-regulation in the classroom.

scholarly journals The Effects of Self-regulated Learning Strategies on Computer Programming Achievement in Teacher Education

2021 ◽  
Vol 4 (4) ◽  
pp. p37
Author(s):  
Gary Cheng
Keyword(s):  
Learning Strategies ◽  
Help Seeking ◽  
Computer Programming ◽  
Self Regulation ◽  
Management Strategies ◽  
Cognitive Strategies ◽  
Strategy Training ◽  
Self Regulated Learning ◽  
Java Programming ◽  
Regulated Learning

This study investigates the effects of student use of self-regulated learning (SRL) strategies on their computer programming achievement. Ninety-six students from undergraduate teacher training programmes offered by a Hong Kong university voluntarily participated in the study. Sixty-six of them were first-year students enrolling on an introductory Java programming course, while 30 were second-year students enrolling on an advanced Java programming course. The SRL strategies adopted by participants were measured by the Motivated Strategies for Learning Questionnaire (MSLQ) and were exemplified from the reflective writing of their electronic portfolios. Their achievement in computer programming was evaluated using continuous and end of course assessments. The findings of this study suggest that higher-order cognitive strategies (i.e. elaboration, organization, critical thinking), metacognitive control strategies (i.e. self-regulation) and resource management strategies (i.e. time and study environment management, help seeking) are likely to facilitate a prolonged achievement of computer programming for both novices and non-novices. They can provide insights into designing adequate SRL strategy training to support student learning in computer programming.

scholarly journals The learner's self-regulation and academic success

2020 ◽  
pp. 1-6
Author(s):  
Paulo Tejero-Mena ◽  
Jorge Cuevas-Sosa ◽  
Lucely Vera-Chi
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Learning Strategies ◽  
Self Regulation ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Difference ◽  
The One

This study was motivated by the low levels of academic achievement obtained by the University students, the objective was to explain the difference between those who are successful and those who are not. The theory of self- regulation of learning was used, so to identify them, a descriptive, non-experimental, cross-sectional, correlational study was carried out, with a convenience sample. The data were obtained through a survey, which reflects self-regulated learning, applied to 268 students, and was analyzed using the SPSS 18 statistic. The result was that, of the two roles of self-regulated learning, the one that has a greater relationship with outstanding academic performance was that of learning strategies in the components: metacognitive self-regulation and regulation of effort. Regarding the role of motivation, only the anxiety component was related to this performance, in the opposite direction: the higher the anxiety, the lower the academic performance. It is recommended to implement an institutional program to reinforce learning strategies, with special emphasis on metacognitive self-regulation and effort regulation. In the case of anxiety, it is recommended to deepen the study of the causes that originate it, to reduce its incidence.

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