scholarly journals Evaluation of an Intervention Program to Foster Self-Regulated Learning and Academic Achievement in Latin Instruction

2012 ◽  
Vol 2012 ◽  
pp. 1-12 ◽  
Author(s):  
Daniela Wagner ◽  
Franziska Perels
Keyword(s):  
Academic Achievement ◽  
Intervention Program ◽  
Self Regulation ◽  
Training Group ◽  
Control Group ◽  
Combined Training ◽  
Tenth Graders ◽  
Self Regulated Learning ◽  
Translation Strategy ◽  
Regulated Learning

The study's aim was to develop two different intervention programs and to evaluate their contribution to students' self-regulated learning and academic achievement in Latin classes. The concept of our study referred to a process-focused model of self-regulated learning that divides the phases of the self-regulated learning process into different areas, which we applied to domain-specific translation strategies. Within a pre-, post-, and follow-up-test design with 109 tenth graders, self-regulated learning skills and translation competency as well as translation strategy application were assessed using both a self-regulation questionnaire and a standardized translation test. Three different conditions were compared: (a) combined training group (ComG): self-regulated learning and translation, (b) translation training only (TG), and (c) control group (CG). The intervention consisted of nine sessions spread over a period of three weeks. Results of analyses of variance with time as a repeated measurement indicated interaction effects between time and groups for self-regulated learning in favor of the intervention groups. The ComG showed marginally higher self-regulatory skills than the TG. Regarding the translation competencies as well as the strategy application, the results revealed significant training effects in comparison to the control group, with the TG showing the highest increase.

scholarly journals A Framework for Designing Training Programs to Foster Self-Regulated Learning and Text Analysis Skills

2014 ◽  
Vol 2014 ◽  
pp. 1-15
Author(s):  
Daniela Wagner ◽  
Sandra Dörrenbächer ◽  
Franziska Perels
Keyword(s):  
Teacher Training ◽  
Secondary Students ◽  
Text Analysis ◽  
Intervention Program ◽  
Control Group ◽  
Self Regulated Learning ◽  
Training Approach ◽  
Regulated Learning ◽  
Student Training ◽  
And Control

The study’s aim was to develop an intervention program and to evaluate its contribution to students’ self-regulated learning (SRL) and text analysis skills. In a student-focused training approach, the students themselves acquired the training strategies, whereas in the teacher-focused training, the teachers were enabled to explicitly impart these strategies to their students. In order to investigate the effectiveness of the intervention in terms of transfer benefits on SRL and text analysis skills, 274 lower secondary students were examined in a pretest-training-posttest design. Based on two different training approaches, a distinction was made between four groups: student training (singleST), teacher training (singleTT), combination of student and teacher training (ComT), and control group (CG). Substantially more transfer was revealed in all training conditions as compared to the control group. Specifically, the singleST group showed the highest learning gains for all variables. Conversely, a combination of both approaches (ComT) did not result in synergetic effects, but rather in reciprocal interferences.

The Promotion of Self-Regulated Learning Through Peer Feedback in Initial Teacher Education

2020 ◽  
Vol 10 (1) ◽  
pp. 1-20
Author(s):  
Elena Cano García ◽  
Laura Pons-Seguí
Keyword(s):  
Teacher Education ◽  
Help Seeking ◽  
Self Regulation ◽  
Peer Feedback ◽  
Task Value ◽  
Initial Teacher Education ◽  
Control Group ◽  
Learning To Learn ◽  
Self Regulated Learning ◽  
Regulated Learning

This study explores how peer-feedback promotes self-regulated learning (SRL) processes in initial teacher education. Self-regulation capacity is analyzed through Pintrich's MSLQ questionnaire. A total of 50 students have participated in this experience during the year 2015-2016. Tasks that enhanced self-regulation and learning to learn competence were developed in this course. In order to analyze the effect of these tasks on SRL, pre- and post-tests were administered to the experimental (n=50) and a control group (n=45). The results revealed an improvement in self-regulation capacity, especially in those items relative to help seeking, task value and self-efficacy.

scholarly journals The Effects of Learning Stations on Socioeconomically Disadvantaged Students’ Achievement and Self-Regulated Learning

2021 ◽  
Vol 9 (6) ◽  
pp. 51-69
Author(s):  
Reem Alsaadi ◽  
Adam Al Sultan
Keyword(s):  
Academic Achievement ◽  
Low Socioeconomic Status ◽  
Control Group ◽  
School Students ◽  
Saudi Students ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Experimental Group

The aim of this study was to investigate the effects of learning station strategies on developing academic achievement and self-regulated learning among middle school students of low socioeconomic status. The sample group consisted of 68 female Saudi students. We applied a quasi-experimental design with an experimental and control group and a pretest and posttest. We examined the correlation between academic achievement and self-regulated learning. The data collection instruments included an academic achievement test and self-regulated learning questionnaire. The results revealed a statistically significant difference between the mean scores of both instruments in favor of the experimental group. Additionally, there was a positive relationship between development of academic achievement and self-regulated learning among the students for the experimental group. The study’s findings suggest that the learning stations created a dynamic classroom, which prompted students to engage in self-regulatory behaviors and develop their knowledge and understanding.

scholarly journals The Impact of Self-assessment and Peer-assessment in Writing on the Self-regulated Learning of Iranian EFL Students

2017 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
Jalil Fathi ◽  
Leila Mohammad Yousefi ◽  
Mehrnoosh Sedighravesh
Keyword(s):  
Alternative Assessment ◽  
Peer Assessment ◽  
Self Regulation ◽  
The Self ◽  
Control Group ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Efl Students ◽  
The Impact

Like other types of assessment subscribing to edumetrics as a reaction against traditional psychometrics paradigm, self-assessment and peer-assessment have enjoyed much popularity among various types of alternative assessment. Additionally, alternative assessments, especially self- and peer-assessments have been the focal point of departure as far as L2 writing has been concerned. Furthermore, self-regulation as a burgeoning area of research in L2 learning refers to the degree to which language learners can regulate aspects of their thinking, motivation and behavior during learning. Given the significance of both assessment and self-regulated learning in ELT, the present paper investigated the effect of the implementation of self-assessment and peer-assessment in a writing course on the self-regulated learning of a sample of Iranian EFL students. In so doing, sixty three English major Iranian students who were the students of three intact classes at Islamic Azad University participated in this study. One of the classes was regarded as the self-assessment group, the other group was assigned to peer-assessment group and the third class served as the control group of the study. The ANCOVA analyses of the self-regulation scale scores for the control and experimental groups revealed that both self-assessment and peer-assessment practices had a positive impact on the self-regulated learning of the participants. The results will have theoretical and pedagogical implications for Iranian English language education.

scholarly journals Effect of Self-Regulated Learning on Students’ Academic Achievement in the Subject of English at Secondary Level

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 395-401
Author(s):  
Sadia Rasheed ◽  
Dr. Mumtaz Akhtar
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Secondary Level ◽  
Control Group ◽  
Self Regulated Learning ◽  
Study Results ◽  
Significant Difference ◽  
Regulated Learning ◽  
Post Test ◽  
The Subject

The study aimed at finding out the effect of students' self-regulated learning on their academic achievement in the subject of English. The study was conducted at the secondary level in the province of Punjab. It was quantitative in nature and employed a true experimental design (pre-test post-test control group). It was significant for teachers, curriculum stakeholders, training bodies, and policymakers. For the study sampling, a simple random sampling technique was used. Students' achievement test was developed for pre-test and post-test. The study sample consisted of sixty students of grade IX and they were divided into two groups; experimental and control. A pre-test was conducted on both groups to measure their current status of academic achievement. After the pre-test, the subject of English was taught to the experimental group by using self-regulated learning strategies while the traditional method (dominantly lecture method) was adopted to teach the control group. A post-test was conducted after an intervention of 16 weeks. The results of the test were compared by using a t-test. For data analysis, SPSS was used and results were interpreted accordingly. The study results revealed a significant difference between the test score results of the students. The study recommended appropriate teachers' training to use self-regulated learning strategies effectively at the secondary level. Textbook contents were also recommended to be devised supportive to gauge self-regulated learning.

scholarly journals Implementing a self-regulated WebQuest learning system for Chinese elementary schools

2012 ◽  
Vol 28 (2) ◽  
Author(s):  
Hsien-Sheng Hsiao ◽  
Chung-Chieh Tsai ◽  
Chien-Yu Lin ◽  
Chih-Cheng Lin
Keyword(s):  
Elementary Schools ◽  
Learning Process ◽  
Self Regulation ◽  
Sixth Graders ◽  
Learning System ◽  
The Self ◽  
Control Group ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Experimental Group

<span>The rapid growth of Internet has resulted in the rise of WebQuest learning recently. Teachers encourage students to participate in the searching for knowledge on different topics. When using WebQuest, students' self-regulation is often the key to successful learning. Therefore, this study establishes a self-regulated learning system to assist learners in employing WebQuest learning in a self-regulated learning pattern as well as to give teachers opportunities to monitor and assist students' performance. The participants in the study are sixth graders of an elementary school in Taipei County, Taiwan. The experimental group and the control group are composed of three classes respectively. The current study investigates the correlation between students' self-regulated behavior and their achievement when using WebQuest learning through the self-regulated learning assisted functions and traditional WebQuest learning. In addition, learners' self-regulated behavior is observed and analysed based on the system records as well as their behaviour in the learning process.</span>

scholarly journals Effectiveness of Self-Regulated Learning Intervention Program in Forethought Phase of a School Underachiever

2020 ◽  
Vol 3 (2) ◽  
pp. 109
Author(s):  
Eunike Karina Nadine Matitaputty ◽  
Farida Kurniawati
Keyword(s):  
Middle School ◽  
Intervention Program ◽  
Single Case ◽  
Self Regulation ◽  
Middle School Student ◽  
Learning Ability ◽  
Cognitive Domain ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Success Indicators

When someone fails to achieve their potential, it is called underachievement. This phenomenon is predominantly observed for adolescent, particularly during the transition to middle school. This finding is observed because they are obligated to adapt to many internal and external changes. Several studies have confirmed that underachievement is caused by poor self-regulated learning skills. In this study, researchers adapted the Self-Regulation Empowerment Program (SREP) to help  middle school student improve their self-regulation skills in learning. This program focuses on increasing the knowledge (cognitive domain) on self-regulated learning at the forethought phase by the means of SREP. This research adopts a single-case experimental design, particularly the A-B design. The analysis is performed by observing how well the participant performs in terms of success indicators, comparison between pretest and posttest scores, and qualitative analysis. Hence, the participant could achieve all success indicators in each session. This intervention program is effective in increasing knowledge on self-regulated learning at the forethought phase in empowerment and goal setting aspects. However, it is not effective in improving the time-management aspect. The procedures in this intervention can be adapted by parent and teachers to help the participant in improving their self-regulated learning ability. 

scholarly journals The impact of a peer-tutoring program to improve self-regulated learning

2022 ◽  
Vol 38 (1) ◽  
pp. 110-118
Author(s):  
Francisco Domingo Fernández-Martín ◽  
José Luis Arco-Tirado ◽  
Mirian Hervás-Torres
Keyword(s):  
Peer Tutoring ◽  
Intervention Program ◽  
Control Group ◽  
Peer Tutors ◽  
Self Regulated Learning ◽  
Tutoring Program ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Impact

The aim of this study was to check the impact of an intervention program based on peer-tutoring on self-regulated learning of freshmen, as well as on peer tutors. The sample consisted of 102 freshmen (51 experimental group y 51 control group) and 50 seniors from four different university degrees. Self-regulated learning was measured by the Motivated Strategies Learning Questionnaire. After assigning freshmen randomly to either the experimental or control condition, the study adopted a quasi-experimental research design with a non-equivalent control group controlled by statistical techniques, the intervention consisted of 20 individual tutoring sessions highly structured to freshmen delivered by seniors or tutors, after receiving three sessions of training on tutoring. The results yield statistically significant differences in self-regulated learning on participants. El objetivo de este estudio fue demostrar el impacto de un programa de intervención basado en la tutoría entre iguales para mejorar la autorregulación del aprendizaje del alumnado universitario de nuevo ingreso, identificando asimismo sus efectos en el alumnado tutor. La muestra estuvo compuesta por 102 estudiantes de nuevo ingreso (51 grupo experimental y 51 grupo control) y 50 estudiantes de último curso de cuatro titulaciones. La autorregulación del aprendizaje se evaluó a través del Cuestionario de Estrategias de Aprendizaje y Motivación. Después de asignar aleatoriamente al alumnado de nuevo ingreso a la condición experimental o control de un diseño cuasiexperimental con grupo control no equivalente mejorado con técnicas de control estadístico, la intervención consistió en 20 sesiones individuales de tutoría altamente estructuradas con el alumnado de nuevo ingreso, dirigidas por el alumnado de último curso o tutor, que fue previamente entrenado para ello en tres sesiones de formación. Los resultados arrojan diferencias estadísticamente significativas en autorregulación del aprendizaje para el alumnado participante.

Assessment of a Self-regulated Learning Intervention

2014 ◽  
Vol 17 ◽  
Author(s):  
Julio A. González-Pienda ◽  
Estrella Fernández ◽  
Ana Bernardo ◽  
José C. Núñez ◽  
Pedro Rosário
Keyword(s):  
Learning Strategies ◽  
Intervention Program ◽  
Study Time ◽  
Control Group ◽  
First Year ◽  
Use Of Self ◽  
Post Intervention ◽  
First Year Students ◽  
Self Regulated Learning ◽  
Regulated Learning

AbstractFollowing a pretest-posttest design with no control group, this paper evaluates the efficacy of an intervention program. Consisting of twelve sessions, the program endeavored to increase knowledge and use of self-regulated learning strategies, as well as study time, in 277 first-year students in the Spanish secondary education system. The intervention’s efficacy was assessed in terms of three variables: knowledge of self-regulated learning strategies, use of self-regulated learning strategies, and study time. The results of post-intervention data analysis indicate that statistically significant changes occurred in students’ knowledge of self-regulated learning strategies and weekly study time, but not in their use of self-regulated learning strategies. When the sample was stratified into three groups (high, moderate, and low) according to baseline scores on the dependent variables, our findings show that students in the lower group profited most from the intervention on all three variables. This suggests that participation in the program is especially useful for at-risk students (i.e. those with little knowledge and use of effective learning strategies).

Self-Regulated Learning with a Text-Highlighting Strategy

2007 ◽  
Vol 215 (3) ◽  
pp. 174-182 ◽  
Author(s):  
Detlev Leutner ◽  
Claudia Leopold ◽  
Viola den Elzen-Rump
Keyword(s):  
Training Program ◽  
Learning Strategies ◽  
Expository Text ◽  
Learning Strategy ◽  
Self Regulation ◽  
Training Condition ◽  
Strategy Training ◽  
Combined Training ◽  
Self Regulated Learning ◽  
Regulated Learning

Abstract. Forty-five university students participated in a computer-based training program on self-regulated learning from expository text. The training program introduced students to a learning strategy helping them identify and highlight important text information. Students were randomly assigned to three treatment groups: (1) no training at all, (2) training in highlighting only, or (3) combined training in both highlighting and self-regulation. After completing the training, students were instructed to read an instructional text and apply the trained strategies. The extent to which they applied the strategies while reading the text was assessed, and the amount of knowledge and comprehension they had acquired and recalled from the text was measured. Results show that students in the combined training condition outperformed their counterparts in the learning strategy training condition, who in turn outperformed those with no training at all. The results are in line with recent self-regulated learning theories, which state that, in addition to teaching students specific cognitive learning strategies, it is worth training them to monitor and regulate their strategy use.

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