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 Transforming Pedagogy: Studying the Relationship between Students’ Self-Regulated Learning and Academic Achievement at Higher Education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dr. Asia Zulfqar ◽  
◽  
Dr. Bashir Hussain ◽  
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Learning Styles ◽  
Learning Strategies ◽  
Main Hypothesis ◽  
Self Regulated Learning ◽  
Current State ◽  
Regulated Learning ◽  
Prime Objective ◽  
The Difference

Recently an increasing focus has been observed on the learner-centred approaches for their role in preparing more independent and skilful graduates. Of these active learning styles, self-regulated learning has received greater attention in higher education. In this context, it is highly important to examine current state of self-regulated learning adopted by students, along with examining the gender differences and the nature of discipline in adopting self-regulated learning. Considering this situation, the prime objective of the study was to map the link between students' self-regulated learning and their academic achievement in their related disciplines, and on basis of their gender. Using the descriptive design, a quantitative survey was used to collect the data from 300 students of two public sector universities of Pakistan. A questionnaire was adopted to collect data from students to measure their level of adopted self-regulated learning and CGPA. Simple linear regression and t-test and ANOVA were applied to reach to certain results. Our findings rejected the main hypothesis that there is no impact of self-regulated learning on students’ academic achievement. Likewise, this study could not identify the difference in view of adopting self-regulated learning strategies by male and female students at higher education. However, in view of measuring SRL at faculty level, students from the faculty of science adopted self-regulated learning strategies to some extent. Next to concrete discussion in relation to these findings limitations and directions for future researches were stressed.

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 Learning Self-regulated L2 Writing Under a Cognitive Model

2021 ◽  
Author(s):  
Manashi Gogoi Dutta ◽  
Uthaivan Danvivath
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Writing Skills ◽  
L2 Writing ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Cognitive Involvement ◽  
Metacognitive Learning ◽  
Involvement Load

Abstract This research study has been conducted to experiment an innovative teaching approach believing that when less use of self-regulated learning strategy leads to lower metacognitive learning attitude which results in low proficiency. This study has investigated the consequences of instructionally aroused cognitive involvement load for self-monitoring and self-assessment through facilitation of metacognitive learning strategy use for improving L2 writing skills of Thai undergraduate students. This innovative instructional model for teaching self-regulated L2 writing has been named as Strategic Self-Regulated Metacognitive Activities or S2RMCA. The approach of this model has been developed to promote self-regulated learning management. For stimulating the use of learning strategies, a set of self-monitoring and self-evaluating assessment rubric named Strategy Inventories for Learning L2 Writing (SILL2W) has also been devised. A set of questionnaire, pre-post-tests, checklist, and interviews were employed for collecting and analyzing the data. Results of data analyses have shown effectiveness and feasibility of the S2RMCA model for teaching self-regulated L2 writing. Satisfactory results have also been shown by participants in their L2 writing skills. So far, research studies conducted on cognitive involvement load, a continuing challenge has always been there regarding the accurate measurement of load via self-reporting and this study has also faced that challenge.

Can Self-Regulated Learning Intervention Improve Student Reading Performance in Flipped Classrooms?

2020 ◽  
Vol 10 (4) ◽  
pp. 1-13
Author(s):  
Christopher C. Y. Yang ◽  
Irene Y. L. Chen ◽  
Anna Y. Q. Huang ◽  
Qian-Ru Lin ◽  
Hiroaki Ogata
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Learning Performance ◽  
Book Reading ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Student Reading ◽  
Reading System

The advancement in network technology has stimulated the proliferation of online learning. Online learning platforms, such as the learning management systems (LMS) and e-book reading systems, are widely used in higher education to enhance students' reflection and planning of the learning process. Although many studies have explored the relationships between students' reading patterns and learning performances, few have examined the effects of self-regulated learning, learning strategy, and self-efficacy on the learning performance of students. Here, the authors collected the reading logs from an e-book reading system BookRoll and investigated the correlations between students' abilities of self-regulated learning, learning strategy, self-efficacy, and learning performance. The results of this study provide valuable insights to the teachers in higher education regarding designing courses helpful for students to improve their learning performance.

Convergent validation of cognitive and metacognitive self regulation MSLQ scales

2018 ◽  
Vol 3 (1) ◽  
pp. 60-75
Author(s):  
Ana-Maria Cazan
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Convergent Validity ◽  
Self Regulation ◽  
Main Hypothesis ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
High Level ◽  
Convergent Validation

One of the most known instruments for the evaluation of self regulated learning strategies is the Motivated Strategies for Learning Questionnaire. The aspect of self regulation investigated in this research is cognitive self regulation. The purpose of this research is to estimate the convergent validity of the cognitive and metacognitive MSLQ scales, after their translation in Romanian. Our main hypothesis is that there is high level of overlapping between self regulation measured by MSLQ (The Motivated Strategies of Learning Questionnaire) and self regulation measured by ILS (Inventory of Learning Styles). The analysis of the two revealed moderately positive inter­correlation. Convergent validity showed that cognitive and metacognitive self regulation scales from MSLQ are able to measure students' learning strategies in a reliable and valid fashion.

scholarly journals Self-regulated learning in nursing: A study from a health education course

2017 ◽  
Vol 14 (4) ◽  
pp. 3830 ◽  
Author(s):  
Ayla Keçeci
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Self Regulation ◽  
Study Data ◽  
State University ◽  
Extrinsic Factors ◽  
Self Regulated Learning ◽  
Regulated Learning

Background: Self-regulation related to cognition and behaviour is an important factor in learning and academic achievement. Self-regulated learning is defined as the process of learning in which students activate and develop their own cognition, motivation and behaviour through self-regulatory processes.Objectives: The aim of this study was to determine the self-regulation skills of nursing students on a health education course in a state university in Turkey.Methods: The study sample consisted of 110 students who attended the class on the day of the survey and agreed to participate in the study. Data were collected with the Turkish version of the ‘Motivated Strategies for Learning Questionnaire’, which was adapted by Büyüköztürk et al. (2004). Data were analyzed using descriptive statistics such as frequency, percentage and mean, as well as the Mann–Whitney U test, t-test and analysis of variance (ANOVA).Results: The results showed that the participants were motivated by external factors, using the elaboration strategy more frequently than other learning strategies. Second- and third-year students had various motivational levels and preferred different types of learning strategies, and those students who had more positive perceptions of the school, the course and the instructor evinced higher levels of internal responsibility and benefited from learning strategies more frequently.Conclusion: Nursing students were found to be predominantly motivated by extrinsic factors and preferred the elaboration learning strategy.

scholarly journals Metacognitive illusion or self-regulated learning? Assessing engineering students’ learning strategies against the backdrop of recent advances in cognitive science

2020 ◽  
Author(s):  
Maria Cervin-Ellqvist ◽  
Daniel Larsson ◽  
Tom Adawi ◽  
Christian Stöhr ◽  
Raffaella Negretti
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Engineering Students ◽  
Metacognitive Awareness ◽  
Learning Context ◽  
Self Regulated Learning ◽  
Real World Setting ◽  
Long Run ◽  
Regulated Learning ◽  
Complex Picture

Abstract Knowing how students approach learning in higher education contexts is key to promote learning strategies that are effective in the long run. Previous research has concluded that students often use ineffective learning strategies but believe them to be effective—a phenomenon known as metacognitive illusion. In a bid to broaden the perspective on students’ use of learning strategies, this study draws on the notion of self-regulated learning as a theoretical lens. A questionnaire, comprising both open-ended and closed-ended questions, was developed to gather data from 416 engineering students. The questionnaire was geared towards (1) mapping what learning strategies students use in a real-world setting, in real courses, (2) probing their metacognitive awareness of the effectiveness of various learning strategies and (3) investigating why students choose certain learning strategies. We also compared which learning strategies the engineering students chose across programs and types of courses. The findings reveal a complex picture of why students sometimes use seemingly ineffective learning strategies, and we conclude that this is not always due to metacognitive illusion. It is instead often linked to attempts to regulate behaviour, motivation and/or learning context, sometimes in response to the context. This study adds to the current HE research investigating students’ abilities to reflect on, assess and take control of their learning in an effective way, confirming that students need explicit guidance.

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