scholarly journals Contributions of Positive Psychology in Self-Regulated Learning: A Study With Brazilian Undergraduate Students

2020 ◽  
Vol 10 ◽  
Author(s):  
Vanessa Kaiser ◽  
Caroline Tozzi Reppold ◽  
Claudio Simon Hutz ◽  
Leandro S. Almeida
Keyword(s):  
Positive Psychology ◽  
Undergraduate Students ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Perception and Attitude Toward Self-Regulated Learning of Thailand’s Students in Educational Data Mining Perspective

2019 ◽  
Vol 14 (09) ◽  
pp. 34 ◽  
Author(s):  
Wongpanya Sararat Nuankaew ◽  
Pratya Nuankaew ◽  
Direk Teeraputon ◽  
Kanakarn Phanniphong ◽  
Sittichai Bussaman
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Learning Strategy ◽  
Educational Data Mining ◽  
Learning Technology ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Modern Learning

The Self-Regulated Learning (SRL) strategies can be the best. It can be achieved by a sub-goal that will be more important in the younger generation. This paper proposes the process of developing factors (attributes) which are related to the development of learning styles through self-regulated strategies. The objectives of this paper are (1) to study the perception and attitude toward the attributes of students with self-regulated learning of the students in higher education, and (2) to find the level of acceptance towards the factor of SRL using applied statistics and machine learning technology. The results show that two tools have proved the respondents and the factors of SRL in the accepted level. Besides, the results found that Thai higher education students still focus on formal learning, which conflicts with the behavior and us-age of Internet and telephone in the classroom. In future work, the author is committed to develop and apply a self-regulated learning strategy model with a combination of collaborative learning strategies of blended learning. Also, it supports undergraduate students in analyzing the factors and studying the behavior patterns of learners in suitable modern learning.

scholarly journals A Study of the Self-Regulated Learning Inventory on a HBCU Student Population in Allied Health

2007 ◽  
Author(s):  
James Goodpasture ◽  
Reinhardt Lindner ◽  
Mathews Thomas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Allied Health ◽  
The Self ◽  
Self Report ◽  
Black College ◽  
Grade Point ◽  
Self Regulated Learning ◽  
Study Results ◽  
Regulated Learning

Increased numbers of minorities in the allied health disciplines are sought for a number of reasons. One approach to increasing minority graduates in allied health sciences is to ensure that minority applicants have the learning behaviors necessary to succeed in the academic setting. In this study, we sought to determine if self-regulated learning, assessed via a self-report inventory, was significantly related to Grade Point Average (GPA) in undergraduate students enrolled in a historically black college or university (HBCU). The Self Regulated Learning Inventory V. 5 (SRLI V.5) was distributed to undergraduate HBCU students enrolled in allied health majors. The inventory was completed by 134 undergraduate students who provided the data for the study. Results indicated that the SRLI was not significantly correlated with academic success (based on student GPA). Further investigation revealed that different methods used in calculating GPA and the inclusion of transfer students likely decreased the statistical power of the association between academic performance and self-regulation.

Being a student in the social media era: exploring educational affordances of an ePortfolio for managing academic performance

2020 ◽  
Vol 37 (4) ◽  
pp. 121-138
Author(s):  
Aikaterini Alexiou ◽  
Fotini Paraskeva
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Learning Technologies ◽  
Vocational Education And Training ◽  
Control Group ◽  
Instructional Designers ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Practical Guidelines

PurposeUndergraduate students often find it difficult to organize their learning activities and manage their learning. Also, teachers need dynamic pedagogical frameworks and learning technologies for supporting learners to advance their academic performance. The purpose of this paper is to investigate the effect of an ePortfolio intervention on self-regulated learning (SRL cognitive, affective, behavioral and contextual processes) and academic achievement.Design/methodology/approachFor the purposes of this study, an ePortfolio was designed and implemented based on SRL. The ePortfolio-based self-regulated learning approach (ePSRL) system encompasses the merits of a social networking platform and the functionalities of a learning management system. The participants were 123 university students (38 females and 85 males) at a computer science department. Students were randomly divided into two groups, the experimental and the control group.FindingsThe results of the study indicate that there is a significant increase of the means across SRL processes between the perceptions in the experimental and the control group. The implementation of the ePSRL approach as a learning module for undergraduate students could enable learners to manage their learning processes, transform their behavior into measurable learning outcomes and foster their academic performance.Originality/valueThis paper considers the importance of SRL and ePortfolios. Also, highlights the need of providing technology enhanced training courses and interventions to undergraduate students for supporting them to thrive during their academic studies. Thus, it proposes a set of educational affordances and practical guidelines that can be used by practitioners, instructional designers and educators in higher education as well as in vocational education and training institutions.

scholarly journals Introductory Biology Students’ Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding

2017 ◽  
Vol 16 (3) ◽  
pp. ar40 ◽  
Author(s):  
Jaime L. Sabel ◽  
Joseph T. Dauer ◽  
Cory T. Forbes
Keyword(s):  
Undergraduate Students ◽  
Higher Learning ◽  
Introductory Biology ◽  
Biology Students ◽  
Self Regulated Learning ◽  
Individual Concepts ◽  
Regulated Learning ◽  
Biological Concepts ◽  
Introductory Biology Course ◽  
Support Students

Providing feedback to students as they learn to integrate individual concepts into complex systems is an important way to help them to develop robust understanding, but it is challenging in large, undergraduate classes for instructors to provide feedback that is frequent and directed enough to help individual students. Various scaffolds can be used to help students engage in self-regulated learning and generate internal feedback to improve their learning. This study examined the use of enhanced answer keys with added reflection questions and instruction as scaffolds for engaging undergraduate students in self-regulated learning within an introductory biology course. Study findings show that both the enhanced answer keys and reflection questions helped students to engage in metacognition and develop greater understanding of biological concepts. Further, students who received additional instruction on the use of the scaffolds changed how they used them and, by the end of the semester, were using the scaffolds in significantly different ways and showed significantly higher learning gains than students who did not receive the instruction. These findings provide evidence for the benefit of designing scaffolds within biology courses that will support students in engaging in metacognition and enhancing their understanding of biological concepts.

scholarly journals Exploring STEM Undergraduate Self-Regulated Learning at a Vietnamese Transnational University

2021 ◽  
Vol 13 (1) ◽  
pp. 6-21
Author(s):  
Christina W Yao ◽  
Trentee Bush ◽  
Courtney Collins ◽  
Minerva Tuliao ◽  
Kaleb L. Briscoe ◽  
...  
Keyword(s):  
Stem Education ◽  
Undergraduate Students ◽  
Technology Use ◽  
English Language ◽  
Language Instruction ◽  
The Self ◽  
Effective Learning ◽  
Self Regulated Learning ◽  
English Language Instruction ◽  
Regulated Learning

STEM education in Vietnam is prioritized, yet effective learning may be difficult for students attending transnational universities. The purpose of this study is to examine the self-regulated learning experiences of STEM undergraduate students attending a collaborative transnational university in Vietnam. Challenges included English language instruction and STEM-specific terminology. Despite barriers to their learning, students describe strategies for navigating their learning process. Strategies included extensive rereading of the material, using Google to look up new terms/ideas or to translate words, asking instructors for translation, and reviewing online resources. Implications for practice include instructors providing more detailed feedback and guidance and leveraging technology use for learning.

The Relationship of Flow and Self-Regulated Learning to Active Procrastination

2013 ◽  
Vol 41 (7) ◽  
pp. 1099-1113 ◽  
Author(s):  
Eunkyung Kim ◽  
Eun Hee Seo
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
Multiple Regressions ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Relationship Of ◽  
The Relationship ◽  
Significant Factors

We examined the relationships between active procrastination, flow, self-regulated learning, and academic achievement in 278 Korean undergraduate students in order to extend the existing research on active procrastination. We used two hierarchical multiple regressions to identify significant predictors of active procrastination and academic achievement. The results showed that flow and self-regulated learning were significant factors in predicting active procrastination. The findings also indicated that although active procrastination had a significant effect on academic achievement, flow and self-regulated learning better explained academic achievement than did active procrastination. Our findings offered a more in depth understanding of active procrastination than has been achieved in previous research and explained why active procrastinators can obtain satisfactory results.

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