When social media use for formal learning is voluntary : a study of students’ use of self-regulated learning strategies

This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive correlation between task value and the use of self-regulated learning strategies. The results of hierarchical multiple regression analysis show that self-efficacy and task value are significant predictors of the use of self-regulated learning strategies. There was a statistically significant difference in the use of self-regulated learning strategies between learners who possessed high self-efficacy and those who possessed low self-efficacy. In addition, learners who had high task value showed statistically significant higher average self-regulated learning scores than those who had low task value. Implications and future research directions are discussed based on the findings.

Download Full-text

Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies

Frontiers in Psychology ◽

10.3389/fpsyg.2017.01288 ◽

2017 ◽

Vol 8 ◽

Cited By ~ 9

Author(s):

Nora M. Foerst ◽

Julia Klug ◽

Gregor Jöstl ◽

Christiane Spiel ◽

Barbara Schober

Keyword(s):

University Students ◽

Learning Strategies ◽

Use Of Self ◽

Self Regulated Learning ◽

Regulated Learning

Download Full-text

Exploring the Relationships Between Self-Efficacy and Self-Regulated Learning Strategies of English Language Learners in a College Setting

Journal of International Students ◽

10.32674/jis.v11i3.2145 ◽

2020 ◽

Vol 11 (3) ◽

Author(s):

Daeyeoul Lee ◽

Matthew Allen ◽

Lixia Cheng ◽

Sunnie Watson ◽

William Watson

Keyword(s):

College Students ◽

English Language Learners ◽

Learning Strategies ◽

Language Learners ◽

Self Efficacy ◽

English Language ◽

Use Of Self ◽

Self Regulated Learning ◽

Regulated Learning ◽

College Setting

This study investigated the relationships between self-efficacy and self-regulated learning strategies of English Language Learners (ELL) in a college setting from a social cognitive perspective. Participants in this study were one hundred seventeen ELL college students who enrolled in an English language course at a Midwestern university. The results of simple linear regression analysis showed that ELL college students’ self-efficacy significantly predicted their use of self-regulated learning strategies. In addition, the results of a one-way ANOVA indicated a statistically significant difference in the use of self-regulated learning strategies between ELL college students who had high self-efficacy and those who had low self-efficacy. Based on study results, implications and future research directions are discussed.

Download Full-text

Self-Regulated Learning in Reading: Gifted Pedagogy and Instructional Settings

Journal of Advanced Academics ◽

10.4219/jaa-2008-865 ◽

2008 ◽

Vol 20 (1) ◽

pp. 108-136 ◽

Cited By ~ 29

Author(s):

Angela Housand ◽

Sally M. Reis

Keyword(s):

Reading Instruction ◽

Learning Strategies ◽

Self Regulation ◽

Gifted Students ◽

Strategy Instruction ◽

Use Of Self ◽

Self Regulated Learning ◽

Regulated Learning ◽

Teachers And Students ◽

The Individual

Personal processes, the environment, and individual behaviors of both teachers and students are factors that facilitate students' use of self-regulation learning strategies in reading. Some environmental conditions, such as organization of materials and clear expectations, support the development and use of self-regulation learning (SRL) strategies in reading. Teachers who use explicit instruction and modeling of SRL strategies have more students who can use self-regulation to read for longer periods and respond to higher order thinking questions. However, there are highly self-regulated students (even though fewer numbers) in low self-regulation classrooms, suggesting that individual differences in SRL strategies exist among gifted students and perhaps some gifted students as early as fifth grade have already attained the individual ability to use self-regulated learning SRL strategies to read and learn. The combination of domain-specific strategy instruction in reading combined with the use of SRL strategies to support knowledge acquisition seems to help more students in the higher self-regulation classroom achieve and maintain focus during reading instruction.

Download Full-text