scholarly journals Grit, Self-Regulated Learning, Self-Determination Theory and Academic Performance of Generation-Z

2019 ◽  
Author(s):  
Roza Marsaulina Sibarani ◽  
Yohana F. Cahya Palupi Meilani
Keyword(s):  
Academic Performance ◽  
Self Determination Theory ◽  
Self Determination ◽  
Self Regulated Learning ◽  
Generation Z ◽  
Regulated Learning

scholarly journals Self-regulated learning, self-determination theory and teacher candidates’ development of competency-based teaching practices

2022 ◽  
Vol 9 (1) ◽  
Author(s):  
Charlotte Ann Brenner
Keyword(s):  
Teacher Candidates ◽  
Self Determination Theory ◽  
Self Determination ◽  
Future Research ◽  
Social Emotional ◽  
Strategic Action ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Competency Based ◽  
Learning Competencies

AbstractSelf-regulated promoting practices foster students’ development of metacognition, motivation and strategic action. These underlying learning competencies improve students' academic, social, emotional and career outcomes. Although beneficial, the development of self-regulated promoting practices is challenging, particularly for teacher candidates. This article describes self-regulated learning practices and how motivational supports for teacher candidates' self-determined motivation creates contextual conditions that foster teacher candidates’ development of these practices. The article concludes with suggestions for future research.

scholarly journals The why and what of academic goals, their perceived value, and relation to academic goal pursuit

2020 ◽  
Author(s):  
Gail McMillan ◽  
Kaitlyn M. Werner ◽  
Ryan Svoboda ◽  
Marina Milyavskaya
Keyword(s):  
Goal Pursuit ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Complex Model ◽  
Self Determination ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

What predicts goal-relevant behaviours when students are confronted with motivational conflicts? Drawing on value-based models, self-determination theory, and the goal complex model, a comprehensive goal framework tested the assumption that what a student wishes to achieve depends on why goals are being pursued, and that these determine subjective task value, goal pursuit and self-regulated learning. A cross-sectional survey of college students (n=366) found that autonomous motivation predicted goal pursuit and self-regulated learning. The relationship between autonomous motivation and the outcomes (e.g. goal pursuit and self-regulated learning) could be partially explained by higher attainment value for major, but not intrinsic and utility values. While mastery aims predicted goal pursuit and self-regulated learning, the strongest associations were observed when mastery aims were being pursued for autonomous motives. Attainment value mediated the relationship between the combined mastery-autonomous goal complex and the outcomes. Performance aims, more likely to be pursued for controlled motives, were generally nonadaptive. These findings support self-determination theory and value-based models.

Impact of self-regulated learning on academic performance and satisfaction of students in the online environment

2019 ◽  
pp. 345-363 ◽  
Keyword(s):  
Academic Performance ◽  
Goal Setting ◽  
Positive Impact ◽  
Social Dimension ◽  
Online Environment ◽  
Self Regulated Learning ◽  
Five Factors ◽  
Regulated Learning ◽  
Students Satisfaction ◽  
Important Milestone

The concept of self-regulated learning (SRL) hasn’t been researched enough in Bosnia and Herzegovina (B&H) and hence this study represents an important milestone in understanding this concept in this context. The conducted research was initiated with the presupposition that SRL had a positive impact on satisfaction and academic performance of students. In order to prove the goals of the research, two main hypotheses were formulated. The results of the exploratory factor analysis (EFA) have shown that the statements within SRL are grouped into five factors: goal-setting, metacognition, environment structuring, computer self-efficacy and social dimension. Multiple regression analysis proved that 4 of 5 factors have a positive impact on satisfaction and academic performance of students. Only goal-setting yielded no significance on the two aforementioned variables, while remaining four factors showed a significant influence on students’ satisfaction and academic performance.

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

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