scholarly journals INTRODUCING SELF-REGULATED LEARNING INTO EARLY PHYSICS TEACHING IN SERBIA: DESIGN, INITIAL IMPLEMENTATION AND EVALUATION OF A MULTI-STAGE SEQUENCE OF HOMEWORK AND CLASSWORK

2014 ◽  
Vol 13 (3) ◽  
pp. 411-424
Author(s):  
Jelena Radovanović ◽  
Josip Sliško
Keyword(s):  
Error Detection ◽  
Applied Research ◽  
Group Learning ◽  
Anomalous Behavior ◽  
Physics Teaching ◽  
Self Regulated Learning ◽  
Multi Stage ◽  
Regulated Learning ◽  
Graph Reading ◽  
The Individual

Applied research, carried out to examine the possibility of improving students’ understanding of heat phenomena through multi-stage homework and teacher-supported classwork assignments, is described. These assignments, designed within the theoretical framework of self-regulated learning, enable students to overcome errors and doubts from the individual problem solving stage by peer interaction and teacher feedback and to reflect on individual and group learning experiences. They also promote the development of students’ self-efficacy, critical consideration of information and error detection, making individual and group learning processes more visible to students and teacher. This applied research was conducted in an intact grade VII primary school physics class in Serbia. Analysis shows significant progress in students’ understanding of the anomalous behavior of water and their ability to interpret a non-linear graph. The level of self-reflection outcomes depends mostly on the quality of teacher-supported group classwork. It is noted that students should improve expressive and critical thinking abilities. Key words: graph reading in school physics, home physics experiments, inquiry-based homework, self-regulated physics learning, textbook error detection.

Smartphone-Induced Digital Distractions

2022 ◽  
pp. 189-203
Author(s):  
Kendall Hartley
Keyword(s):  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Current Role ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Challenges And Opportunities ◽  
Personal Technology ◽  
The Individual

This chapter investigates smartphone-induced digital distractions through the lens of social cognitive theory and self-regulated learning. Social cognitive theory's reciprocal triarchic conceptualization is matched with the current role of the smartphone in the learning environment. Self-regulated learning is used to frame the challenges and opportunities presented by the smartphone. A final section suggests two opportunities for generating positive educational outcomes in light of social cognitive theory and self-regulated learning. The first is opportunity described as a reclamation of the dominant narrative regarding the educative role of personal technology. The second is the development of the individual learning scientist.

Goal-Directed Self-Talk Used During Technical Skill Acquisition: The Case of Novice Ultimate Frisbee Players

2018 ◽  
Vol 32 (1) ◽  
pp. 60-65 ◽  
Author(s):  
Alexander T. Latinjak ◽  
Marc Masó ◽  
Nikos Comoutos
Keyword(s):  
Skill Acquisition ◽  
Error Detection ◽  
Positive Reinforcement ◽  
Negative Reinforcement ◽  
Training Session ◽  
Technical Skill ◽  
Self Regulated Learning ◽  
Self Talk ◽  
Regulated Learning ◽  
Ultimate Frisbee

Even though goal-directed self-talk is a key element in self-regulated learning, providing instruction and giving feedback during technical skill acquisition, few studies have explored the specific functions with which it might enhance learning and improve performance. Therefore, immediately after a training session, 32 novice Ultimate Frisbee players (Mage = 22.88, SD = 9.71) were asked to report as many self-instructions as they remembered using before task execution, after unsuccessful throws, and after successful throws. A hierarchical content analysis indicated that players used mainly instructional self-talk in all situations. However, instructional self-talk was aimed at technical aspects before their throws; at negative reinforcement, error detection, and technical adjustment after unsuccessful throws; and at positive reinforcement and technical transference after successful throws. Other functions of self-talk were confidence-enhancement and goal-promotion. Overall, we discussed that goal-directed self-talk is a relevant self-regulated learning strategy employed by novice Ultimate Frisbee players when acquiring technical skills.

scholarly journals AN ANALYSIS OF SELF-REGULATED LEARNING ON MATHEMATICS EDUCATION STUDENT FKIP UNDANA

2016 ◽  
Vol 5 (2) ◽  
pp. 67
Author(s):  
Damianus D Samo
Keyword(s):  
Education Student ◽  
High Ability ◽  
Education Students ◽  
Average Ability ◽  
First Semester ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Individual ◽  
Election Strategies ◽  
Low Ability

This research aims to explore the differences among self regulating learning aspect of math education students-FKIP Undana involving three groups of students which are the first level (the first semester), second level (fifth semester) and third level (ninth semesters) students to review the ability of the individual. The samples included 167 students that consist of 60 students of the first level (18 with high ability; 27 with average ability and 15 with low ability), 64 students of the second level (16 with high ability, 30 with average ability and 18 with low ability) and 43 students of the third level (6 with high ability, 24 with average ability and 13 with low ability). This research is a survey research. The data collection is done by distributing questionnaires on self-regulated learning to those three groups. SRL questionnaire consists of 10 aspects, goal setting, motivation, learning difficulties analysis, self-efficacy, election strategies, meta cognition, resource management, performance evaluation, evaluation of the understanding, and self-satisfaction. Two-way ANOVA was utilized in the data analysis of this study. The results of the analysis showed that, the first level group is more excellent in SRL than two other levels. In a review of capabilities, the average comparison of all three groups showed that the average-ability students excel both the high and low-ability students in SRL.

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

2008 ◽  
Vol 20 (1) ◽  
pp. 108-136 ◽  
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.

scholarly journals AN ANALYSIS OF SELF-REGULATED LEARNING ON MATHEMATICS EDUCATION STUDENT FKIP UNDANA

2016 ◽  
Vol 5 (2) ◽  
pp. 67 ◽  
Author(s):  
Damianus D Samo
Keyword(s):  
Education Student ◽  
High Ability ◽  
Education Students ◽  
Average Ability ◽  
First Semester ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Individual ◽  
Election Strategies ◽  
Low Ability

This research aims to explore the differences among self regulating learning aspect of math education students-FKIP Undana involving three groups of students which are the first level (the first semester), second level (fifth semester) and third level (ninth semesters) students to review the ability of the individual. The samples included 167 students that consist of 60 students of the first level (18 with high ability; 27 with average ability and 15 with low ability), 64 students of the second level (16 with high ability, 30 with average ability and 18 with low ability) and 43 students of the third level (6 with high ability, 24 with average ability and 13 with low ability). This research is a survey research. The data collection is done by distributing questionnaires on self-regulated learning to those three groups. SRL questionnaire consists of 10 aspects, goal setting, motivation, learning difficulties analysis, self-efficacy, election strategies, meta cognition, resource management, performance evaluation, evaluation of the understanding, and self-satisfaction. Two-way ANOVA was utilized in the data analysis of this study. The results of the analysis showed that, the first level group is more excellent in SRL than two other levels. In a review of capabilities, the average comparison of all three groups showed that the average-ability students excel both the high and low-ability students in SRL.

Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning Groups

2011 ◽  
Vol 113 (2) ◽  
pp. 350-374
Author(s):  
Sanna Järvelä ◽  
Hanna Järvenoja
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Education Students ◽  
Learning Groups ◽  
Social Challenges ◽  
Self Regulated Learning ◽  
Socially Constructed ◽  
Regulated Learning ◽  
The Individual ◽  
Constructed Self

Background/Context Most of the earlier empirical findings deal with motivation regulation in individual learning situations. This study identifies higher education students’ socially constructed motivation regulation in collaborative learning and stresses that regulation of motivation is crucial in socially self-regulated learning because motivation is constantly shaped and reshaped as the activity unfolds. Purpose of Study The purpose of the study is to identity higher education students’ socially constructed motivation regulation in collaborative learning This was studied by collecting data about the students’ (N = 16) experiences of situation-specific social challenges in collaborative learning groups and observing what the students do to overcome these challenges. Research Design The study is a qualitative, multimethod study. Three methods—namely, adaptive instrument, video-tapings, and group interviews—were used to assess the individual- and group-level perspectives on those situations that the students felt were challenging and thus possibly activated joint regulation of motivation. Conclusions Motivation regulation can be identified as a socially constructed activity, and the importance of regulation of motivation in socially self-regulated learning is discussed.

Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice

2018 ◽  
Vol 63 (2) ◽  
pp. 102-119 ◽  
Author(s):  
Ernestina Oppong ◽  
Bruce M. Shore ◽  
Krista R. Muis
Keyword(s):  
Gifted Education ◽  
Self Regulation ◽  
Theory And Practice ◽  
Social Emotional ◽  
Education Practice ◽  
Self Regulated Learning ◽  
Construction Of Knowledge ◽  
Regulated Learning ◽  
The Individual ◽  
The Mind

The concept of giftedness has historically been shaped by theories of IQ, creativity, and expertise (including early conceptions of metacognition). These theories focus within the mind of the individual learner. Social, emotional, and motivational qualities of giftedness were treated as add-ons, not part of the core construct. This created misalignment with the social construction of knowledge—a position widely supported in gifted education practice. Newer, broader conceptions of metacognitive, self-regulated, and self-regulated learning processes have garnered interest. However, because these theories borrowed language from each other and earlier theories, assigning new meanings to old constructs, confusion arose about how to distinguish each of these three theories from each other or apply them to instruction. This article distinguishes among metacognition, self-regulation, and self-regulated learning, relating each to notions of giftedness, highlighting implications for practice, and especially highlighting self-regulated learning as a valuable contributor to understanding giftedness and designing instruction in gifted education.

scholarly journals Self-Learning Strategy in Teaching Speech Skills to Face COVID 19/ استراتيجية التعلم الذاتي في تعليم مهارات الكلام لمواجهة COVID 19

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Nuril Mufidah ◽  
Mohammad Umar Hafiz Mohammad Idrees
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
The Self ◽  
Human Communication ◽  
Literature Study ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Problem Solving Strategy ◽  
The Individual ◽  
Self Learning

Education has new requirements for teaching the individual how to teach himself by himself to continuous education and lifelong learning. Self-regulated learning is one of the central axes to accommodate these rapid and successive developments, mainly when global crises occurred. Self-regulated learning can help students become independent learners to achieve their goals. It can also reach distinctive performance, especially for developing the linguistic skills represented in speech skills, whose impact appears daily through effective human communication, whether oral or written communication. The research technique used is a literature study. This study aims to shed light on the self-regulated learning strategy to developing speaking skills, and its implications, in terms of the effects of the Corona pandemic (COVID 19) on various educational activities. Also, clarifying what is meant by speech and developing his skills, and knowing the learning strategy and how to use it in developing speech skills. The problem-solving strategy is considered one of the essential self-learning strategies. The learner independently develops his skills and knowledge by searching for practical solutions to real problems by relying on oneself. Self-regulated learning is considered a successful method for developing speech skills. The student's performance as the independent learner can be measured through his various daily social activities in order to help him evaluate his strategies followed and choose the most difficult ones to achieve the goals of the self-education process, and to reach the required level of language skill.

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