scholarly journals Science Teacher Candidates’ Learning and Studying Strategies in the Context of Self-regulation

2017 ◽  
Vol 6 (4) ◽  
pp. 161
Author(s):  
Ozkan Yilmaz
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Teacher Candidates ◽  
Self Regulation ◽  
Strategic Learning ◽  
Education Students ◽  
Individual Study ◽  
Faculty Of Education ◽  
Question Form ◽  
Mathematics And Science

This study investigated the students’ individual study and learning strategies. Toward this purpose, open ended question form was administered to 40 university students who have enrolled department of mathematics and science education, faculty of education. Students were selected randomly in all level of class. Qualitative research method was used in the research. All data collection was gathered by personally-written document. Results showed that students use various strategies in learning and studying. But, some strategies are not primarily related to one of ten of the components of strategic learning. Educators must not assume that university students already have skills and habits; they should help and teach them. 

scholarly journals Examining the Relationship Between Turkish Teacher Candidates’ Metacognitive Learning Strategies and Critical Listening Attitudes

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 145-153
Author(s):  
Fatih Can
Keyword(s):  
Learning Strategies ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Survey Design ◽  
Attitude Scale ◽  
Grade Point ◽  
Metacognitive Learning ◽  
Faculty Of Education ◽  
Listening Behaviors ◽  
The Relationship

This study aims at examining the relationship between Turkish teacher candidates’ metacognitive learning strategies and critical listening attitudes as well as determining whether theircritical listening attitudes and the use of metacognitive learning strategies vary with gender, age, year in college, and grade point average (GPA). Accordingly, a correlational survey design was used. The sample of the study consists of 191 Turkish teacher candidates studying at the Turkish teacher education program of Amasya University, Faculty of Education. The Metacognitive Learning Strategies Determining Scale developed by Gündoğan Çöğenli & Güven (Bilişüstü…) and the Critical Listening Attitude Scale developed by Taşkın were used as data collection tools. The data were analyzed using statistical package software SPSS 22.0. T-test, ANOVA, and correlation analysis were performed. A positive correlation was determined between Turkish teacher candidates’ critical listening behaviors and the use of metacognitive learning strategies.We believe that the findings of this study will contribute to determining critical listening attitudes.

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 Investigating Hybrid Learning Strategies: Does it Affect Creativity?

2021 ◽  
Vol 7 (4) ◽  
pp. 868
Author(s):  
Aminah Zb ◽  
M. Eval Setiawan ◽  
Edi Rozal ◽  
Fauzan Sulman
Keyword(s):  
Learning Strategies ◽  
Sampling Method ◽  
Educational Innovation ◽  
Biology Education ◽  
Hybrid Learning ◽  
Control Group ◽  
Education Students ◽  
Control Group Design ◽  
Quasi Experimental ◽  
Faculty Of Education

This study aims to investigate the ability of the Hybrid Learning learning model on the creativity of biology education students in the educational innovation course. This research has been carried out using a quantitative approach with a quasi-experimental pretest-posttest control group design. The population in this study were biology education students in semester VI, Faculty of Education and Teacher Training at Sulthan Thaha Saifuddin State Islamic University Jambi, namely four classes with a population of 37 people, which was then sampled using the purposive sampling method where class VIA and VIC were the Experiment Class and Class VIB and VID was as a Control Class. The instrument used is was a test in the form of a description of ten items regarding creativity. Data analysis in this study used t-tes. The results of the investigation showed a significant influence on the creativity of students who used hybrid learning even though lectures were conducted remotely and in the midst of the Covid-19 pandemic.

Intolerance of Uncertainty Experienced by Faculty of Education Students in the COVID-19 Pandemic and Their Strategies to Cope With Uncertainty

2021 ◽  
pp. 328-346
Author(s):  
Menşure Alkış Küçükaydın
Keyword(s):  
Content Analysis ◽  
University Students ◽  
Intolerance Of Uncertainty ◽  
T Test ◽  
Education Students ◽  
Global Pandemic ◽  
Guidance Program ◽  
Faculty Of Education ◽  
Counseling And Guidance ◽  
Short Time

COVID-19, which emerged and turned into a global pandemic within a short time, has caused great concern in terms of health, and it has also brought some problems to the education sector. Due to some uncertain situations in this process and worries about the pandemic, students have been faced with unfamiliar situations. This study aims to determine the intolerance of uncertainty that university students in Turkey have experienced in the process of this pandemic and the strategies they have used to cope with this situation. In this context, 179 university students participated in the study. The Intolerance of Uncertainty Scale and an interview form were used. ANOVA was used with the independent samples t-test and content analysis was used in the analysis of data. The data obtained showed that third-year students in the psychological counseling and guidance program had high levels of intolerance of uncertainty and had difficulties in developing strategies to deal with uncertainty.

scholarly journals Indonesian University Students’ Likes and Dislikes about Emergency Remote Learning during the COVID-19 Pandemic

2021 ◽  
Vol 17 (1) ◽  
pp. 1
Author(s):  
Maila Dinia Husni Rahiem
Keyword(s):  
University Students ◽  
New Technology ◽  
Phenomenological Approach ◽  
State University ◽  
Education Students ◽  
Financial Barriers ◽  
Self Development ◽  
Faculty Of Education ◽  
Qualitative Phenomenological ◽  
Remote Learning

This study aimed to analyze what university students in Indonesia like and dislike about the emergency remote learning process, which was implemented due to the COVID-19 pandemic. The case of Indonesia reveals what the majority of higher education in developing countries faced during the COVID-10 period. This research used a qualitative phenomenological approach. This study's participants were 80 social studies in education students at the Faculty of Education at a state university in Jakarta, Indonesia. The inquiry consisted of a thorough study of participants' diaries of day-to-day learning and reflective essays and an online focus group of discussions. The results revealed what students liked about learning from home during the COVID-19 crisis, which was grouped into three overarching themes of flexibility and efficiency, self-care and self-development, and learning new technology. Whereas, what students did not like was grouped into three main themes: lack of structure, technological difficulties, and financial barriers. By knowing what students like and dislike, we can try to reduce aspects that are not liked and may become obstacles to learning; and further improve the activities and features that students enjoy. As a result, the quality of remote learning in this pandemic could be enhanced, and students' ability to study in any circumstances could be increased.

scholarly journals Differential Efficacy of an Intelligent Tutoring System for University Students: A Case Study with Learning Disabilities

2020 ◽  
Vol 12 (21) ◽  
pp. 9184 ◽  
Author(s):  
Rebeca Cerezo ◽  
Maria Esteban ◽  
Guillermo Vallejo ◽  
Miguel Sanchez-Santillan ◽  
Jose Nuñez
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Learning Processes ◽  
Tutoring System ◽  
Self Regulated Learning ◽  
Regulated Learning

Computer-Based Learning Environments (CBLEs) have emerged as an almost limitless source of education, challenging not only students but also education providers; teaching and learning in these virtual environments requires greater self-regulation of learning. More research is needed in order to assess how self-regulation of learning strategies can contribute to better performance. This study aims to report how an Intelligent Tutoring System can help students both with and without learning difficulties to self-regulate their learning processes. A total of 119 university students with and without learning difficulties took part in an educational experiment; they spent 90 min learning in a CBLE specifically designed to assess and promote self-regulated learning strategies. Results show that as a consequence of the training, the experimental group applied more self-regulation strategies than the control group, not only as a response to a system prompt but also self-initiated. In addition, there were some differences in improvement of learning processes in students with and without learning difficulties. Our results show that when students with learning difficulties have tools that facilitate applying self-regulated learning strategies, they do so even more than students without learning difficulties.

scholarly journals Satisfaction with Self and External Regulation of Learning in Higher Education Students in Brazil

2021 ◽  
Vol 18 (11) ◽  
pp. 5914
Author(s):  
Lucía Herrera Torres ◽  
Mara Rachel Souza-Soares de Quadros ◽  
Laura C. Sánchez-Sánchez ◽  
Tamara Ramiro-Sánchez
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Process ◽  
Self Regulation ◽  
Education Students ◽  
External Regulation ◽  
Study Techniques ◽  
Teaching Learning ◽  
Type Of Institution ◽  
Academic Year

The satisfaction of university students with the variables that regulate their learning provides very valuable information to improve the quality of teaching processes. The main objective of this study was to evaluate the learning of Brazilian university students, exploring both self-regulation variables, such as study techniques; and more external regulation variables, namely, satisfaction with the teaching–learning process and with the infrastructure, based on three variables: gender, the institution of higher education and the academic year of the students. To achieve this, 560 students of the Pedagogy degree were evaluated with two questionnaires: a questionnaire of satisfaction with the educational infrastructure and the teaching–learning process and a questionnaire on study techniques. Statistically significant differences were obtained, especially depending on the type of institution and the academic year. The students of private schools and earlier academic years were the ones who obtained the most satisfaction with the study techniques and with the infrastructure. Those from private centers also expressed more satisfaction with the teaching–learning processes. These results provide greater knowledge about the processes of self-regulation and external regulation of university learning and of their satisfaction with them, which can contribute to improving educational policies in Brazil.

scholarly journals Analysis of the Psychometric Properties of the Motivation and Strategies of Learning Questionnaire—Short Form (MSLQ-SF) in Spanish Higher Education Students

2019 ◽  
Vol 8 (5) ◽  
pp. 132
Author(s):  
Felix Zurita Ortega ◽  
Asuncion Martinez Martinez ◽  
Ramon Chacon Cuberos ◽  
Jose Luis Ubago Jiménez
Keyword(s):  
University Students ◽  
Psychometric Properties ◽  
Learning Strategies ◽  
Short Form ◽  
High Reliability ◽  
Validity And Reliability ◽  
Education Students ◽  
Intrinsic Orientation ◽  
Spanish Higher Education ◽  
Motivation And Learning

Background and methods: The aim of this research was to analyze the psychometric properties of the Motivation and Learning Strategies Questionnaire-Short Form (MSLQ-SF), using exploratory techniques with university students. The sample was formed by 597 participants aged between 19 and 28 years old (M = 23.04; SD = 3.71), with 156 (26.1%) being male and 441 (73.9%) being female. The exploratory factor analysis was conducted using the FACTOR program. Results: The results indicate that the questionnaire provides high reliability indexes to α = 0.70 for all included dimensions. The factor describing intrinsic orientation towards goal setting was removed following exploratory analysis, while other factors adjusted satisfactorily. All factors were correlated directly and positively (p < 0.01). Conclusions: It can be concluded that the MSLQ-SF fulfils the validity and reliability specifications for use with university students of social sciences and health sciences.

Sign in / Sign up

Export Citation Format

Share Document