scholarly journals Association Between Self-Regulation of Learning, Forced Labor Insertion, Technological Barriers, and Dropout Intention in Chile

2021 ◽  
Vol 6 ◽  
Author(s):  
Fabiola Sáez-Delgado ◽  
Javier Mella-Norambuena ◽  
Yaranay López-Angulo ◽  
Constanza Olea-González ◽  
Héctor García-Vásquez ◽  
...  
Keyword(s):  
Higher Education ◽  
Self Regulation ◽  
Drop Out ◽  
Forced Labor ◽  
School Students ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Transition To Higher Education ◽  
Technological Barriers ◽  
Predictive Design

Early dropout and retention of students are critical problems in both secondary and higher education. Existing models that predict the intention to drop out require the incorporation of complex variables strongly related to student success, such as self-regulated learning. Moreover, new possible predictors have emerged in the context of a pandemic. This study set out to validate scales that measure the phases of self-regulation of learning in Chilean secondary school students and determine the association between self-regulation, forced labor insertion, technological barrier, and intention to quit during COVID-19. An instrumental design was carried out, where 251 students participated, and a cross-sectional predictive design with a sample of 171. Results showed adequate psychometric properties in assessment scales for self-regulation. Furthermore, the logistic regression model carried out to predict the dropout intention was significant. The final model showed that external causal attributions, planning self-evaluation, forced labor insertion, and technological barriers were significant predictors, achieving a success rate of 84.8%. In conclusion, although many factors are considered in dropout intention models, this study incorporated self-regulation skills that can be promoted in students and systematically integrated into school programs to help reduce dropout rates in secondary education, therefore contributing to a successful transition to higher education.

scholarly journals Bridging Secondary and Higher Education. The Importance of Self-regulated Learning

2020 ◽  
Vol 28 (S1) ◽  
pp. S94-S103
Author(s):  
Stella Vosniadou
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Self Regulation ◽  
Independent Learning ◽  
School Students ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Beneficial Impact

It is proposed that the transition from secondary to higher education can be facilitated by improving secondary school students’ capabilities for independent, self-directed, and self-regulated learning (SRL). University learning places high demands on students for complex and independent learning, namely learning that requires the ability to plan, monitor and evaluate one’s work and to control one’s motivation and emotion. A major stream of educational research has shown the beneficial impact of self-regulated learning on student motivation and has concluded that self-regulation is a significant source of achievement differences among students. However, many secondary school students lack the skills of an independent and self-regulated learner when they enter higher education, something that contributes to considerable student attrition during the first year of university study. In this article I argue that more attention should be paid to the promotion of self-regulated learning in secondary schools. This can be achieved by helping teachers understand how to enrich students’ knowledge about learning and strategies to manage it. Some exemplary practices developed at secondary schools are discussed as a means of providing examples of effective learning environments for SRL.

Examining the Relationship Between Food Insecurity and Academic Performance: Implications for Diversity and Equity in Higher Education

2021 ◽  
pp. 152102512110538
Author(s):  
Heather Mechler ◽  
Kathryn Coakley ◽  
Marygold Walsh-Dilley ◽  
Sarita Cargas
Keyword(s):  
Higher Education ◽  
United States ◽  
Food Insecurity ◽  
Educational Equity ◽  
The United States ◽  
Cross Sectional Study ◽  
Drop Out ◽  
Cross Sectional ◽  
Professional Students ◽  
The Relationship

In recent years, researchers have increasingly focused on the experience of food insecurity among students at higher education institutions. Most of the literature has focused on undergraduates in the eastern and midwestern regions of the United States. This cross-sectional study of undergraduate, graduate, and professional students at a Minority Institution in the southwestern United States is the first of its kind to explore food insecurity among diverse students that also includes data on gender identity and sexual orientation. When holding other factors constant, food-insecure students were far more likely to fail or withdraw from a course or to drop out entirely. We explore the role that higher education can play in ensuring students’ basic needs and implications for educational equity.

scholarly journals Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model

2020 ◽  
Vol 10 (12) ◽  
pp. 184
Author(s):  
Pierpaolo Limone ◽  
Maria Sinatra ◽  
Flavio Ceglie ◽  
Lucia Monacis
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Time Management ◽  
Self Regulation ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Settings ◽  
Account Due

Generally considered as a prevalent occurrence in academic settings, procrastination was analyzed in association with constructs such as self-efficacy, self-esteem, anxiety, stress, and fear of failure. This study investigated the role played by self-regulated learning strategies in predicting procrastination among university students. To this purpose, the relationships of procrastination with cognitive and metacognitive learning strategies and time management were explored in the entire sample, as well as in male and female groups. Gender differences were taken into account due to the mixed results that emerged in previous studies. This cross-sectional study involved 450 university students (M = 230; F = 220; Mage = 21.08, DS = 3.25) who completed a self-reported questionnaire including a sociodemographic section, the Tuckman Procrastination Scale, the Time Management Scale, and the Metacognitive Self-Regulation and Critical Thinking Scales. Descriptive and inferential analyses were applied to the data. The main findings indicated that temporal and metacognitive components play an important role in students’ academic achievement and that, compared to females, males procrastinate more due to poor time management skills and metacognitive strategies. Practical implications were suggested to help students to overcome their dilatory behavior.

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 The Relationship between Self Regulated Learning Participants in Competency Test With Competency Test Results for Indonesian Midwives in South Sulawesi for the period July-September 2020

2021 ◽  
Vol 8 (1) ◽  
pp. 28-33
Author(s):  
Zelna Yuni Andryani.A ◽  
Nurfaizah Alza
Keyword(s):  
Self Regulation ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Study Approach ◽  
South Sulawesi ◽  
A Value ◽  
Regulated Learning ◽  
The Relationship

Background: Self-regulation in learning (Self-regulated learning) is a concept about how a student becomes a regulator for his own learning. Self-regulation is a process in which a student activates and supports cognition, behavior, and feelings which are systematically oriented towards achieving a goal. Learning outcomes are determined by effort rather than level of intelligence. The effort in question is that students are able to organize themselves to learn independently. Purpose: : This study aims to determine the relationship between self-regulated learning and the Indonesian midwife competency test. Methods: The research design used analytical survey with cross sectional study approach using snow ball sampling technique with a sample size of 192 respondents. Results: The results showed that there was no relationship between Self Regulated Learning and the results of the Indonesian Midwives Competency Test with a value of p = 0.236 (> α value). The need for further research on other factors that affect the results of the Indonesian Midwives Competency Test.

scholarly journals Promoting character strengths through the Growing Up Strong Program: The students’ perspective

2020 ◽  
Vol 7 (1) ◽  
pp. 84-97
Author(s):  
Diego García-Álvarez ◽  
María José Soler ◽  
Rubia Cobo-Rendón
Keyword(s):  
Secondary School ◽  
User Satisfaction ◽  
Secondary School Students ◽  
Subjective Experience ◽  
Character Strengths ◽  
Self Regulation ◽  
Growing Up ◽  
School Students ◽  
Cross Sectional ◽  
Strong Program

The purpose of this article is to report on levels of satisfaction, applicability and subjective experience in relation to the Growing Up Strong Program for secondary school students from the perspective of its users. The objectives of the research were to assess the level of satisfaction of student users with the Growing Up Strong Program; to explore the applicability of the learning generated by the program according to its participants; and to learn about their subjective experience of applying the character strengths promoted by the program. The study consisted of a cross-sectional descriptive survey of 590 secondary school students from seven different schools, using a validated data collection instrument. The respondents reported good levels of satisfaction with the Growing Up Strong Program and confirmed the applicability of the learning received in relation to self-regulation, social intelligence, gratitude, courage and open-mindedness in intrapersonal and interpersonal contexts. The results of the study confirm positive levels of user satisfaction, applicability and subjective experiences based on the lessons in positive psychology promoted by the program.

scholarly journals PENGARUH TEMAN SEBAYA DAN REGULASI DIRI DALAM BELAJAR PADA MAHASISWA

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Dede Sumia ◽  
Vira Sandayanti ◽  
Ade Utia Detty
Keyword(s):  
College Students ◽  
Student Learning ◽  
Peer Influence ◽  
Self Regulation ◽  
Academic Goals ◽  
Cross Sectional ◽  
Significance Level ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Spearman Test

ABSTRACT : PEER INFLUENCE AND SELF REGULATED LEARNING IN COLLEGE STUDENTS Self-regulated learning is an independent and active way of learning to achieve academic goals. Peers have a significant role in the development of students' ability to process information and increase learning motivation. This study aims to determine the relationship between peer influence and self-regulation in student learning. This study used a quantitative approach with a cross sectional design. The research sample consisted of 123 students of the Malahayati University Faculty of Medicine. Data analysis using the Spearman test on the SPSS 20 application with a significance level in this study was set with a value of p <0.05. The results showed a significant positive relationship between peer influence and self-regulation in student learning. The results of this study have implications related to the development of self-regulated learning through the role of peers. Keyword: Self Regulated Learning, Peer Influence, College Students  Regulasi diri dalam belajar (self regulated learning) adalah cara belajar mahasiswa aktif secara individu untuk mencapai tujuan akademik.Teman sebaya memiliki peran yang signifikan dalam perkembangan kemampuan mahasiswa memproses informasi dan meningkatkan motivasi belajar. Penelitian ini bertujuan untuk mengetahui hubungan pengaruh teman sebaya dengan regulasi diri dalam belajar pada mahasiswa. Penelitian ini menggunakan pendekatan kuantitatif dengan rancangan cross sectional. Sampel penelitian berjumal 123 mahasiswa Fakultas Kedokteran Universitas Malahayati. Analisis data menggunakan uji Spearman pada aplikasi SPSS 20 dengan tingkat kemaknaan pada penelitian ini ditetapkan dengan nilai p < 0,05. Hasil penelitian menunjukkan adanya hubungan positif yang signifikan antara pengaruh teman sebaya dengan regulasi diri dalam belajar pada mahasiswa. Hasil penelitian ini memberikan implikasi terkait pengembangan self regulated learning melalui peran teman sebaya. Kata Kunci: Regulasi diri dalam belajar, Pengaruh Teman Sebaya, Mahasiswa

scholarly journals Utilizing Instantaneous Feedback to Promote Self-Regulated Learning in Online Higher Education Courses

2020 ◽  
pp. 41-59 ◽  
Author(s):  
Melissa Fanshawe ◽  
Nicole Delaney ◽  
Alwyn Powell
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Online Community ◽  
Self Regulation ◽  
Retention Rates ◽  
Self Regulated Learning ◽  
Online Higher Education ◽  
Summative Feedback ◽  
Support Students ◽  
Education Courses

In higher education learning environments, there is a dual need for educators to use supportive strategies to motivate students throughout the course, while also aiming to increase the capacity of students to self-regulate their learning. Using instantaneous tools to deliver formative or summative feedback through digital technology has been shown to lead to higher achievement and retention rates. This chapter shows how digital badges can provide instantaneous feedback to support students to feel belonging in the online community and develop self-regulation skills. Instantaneous feedback tools can be used to provide teacher presence throughout higher education courses to increase student engagement, retention, and achievement.

Assessing Self-Efficacy for Self-Regulation of Academic Writing

2019 ◽  
Vol 35 (5) ◽  
pp. 751-761 ◽  
Author(s):  
Christiane Golombek ◽  
Katrin B. Klingsieck ◽  
Ingrid Scharlau
Keyword(s):  
Higher Education ◽  
Psychometric Properties ◽  
Academic Writing ◽  
Self Efficacy ◽  
Convergent Validity ◽  
Self Regulation ◽  
Factorial Validity ◽  
Research And Practice ◽  
Self Regulated Learning ◽  
The Third

Abstract. Academic writing is a complex and demanding activity that plays an important role in self-regulated learning settings within higher education. Self-efficacy and self-regulation are crucial factors for success and failure in academic writing. Because of the lack of adequate instruments, assessment of these factors is still limited. This paper introduces a scale for the assessment of self-efficacy for self-regulation of academic writing (SSAW). We deductively developed the SSAW scale and then conducted three studies in order to test and validate the scale. The first study ( N = 121) resulted in a brief scale with good psychometric properties. The second study ( N = 660) showed the scale’s factorial validity. The third study ( N = 188) provided evidence for the convergent validity of the SSAW scale. In sum, these studies yield a reliable, valid, and economic scale. The results are discussed with regard to the usefulness of the SSAW scale for research and practice in higher education.

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