The role of academic emotions on medical and allied health students and #8217; motivated self-regulated learning strategies

2017 ◽  
Vol 5 (1) ◽  
pp. 1 ◽  
Author(s):  
Flemmings Ngwira ◽  
Chuanhua Gu ◽  
Harold Mapoma ◽  
Wellman Kondowe
Keyword(s):  
Learning Strategies ◽  
Allied Health ◽  
Academic Emotions ◽  
Self Regulated Learning ◽  
Allied Health Students ◽  
Regulated Learning

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

scholarly journals The role of self-regulated learning Strategies on learners’ Satisfaction in Massive Open Online Course (MOOC): Evidence from Malaysia MOOC

2019 ◽  
Vol 8 (10) ◽  
pp. 2286-2290
Keyword(s):  
Learning Strategies ◽  
Help Seeking ◽  
Partial Least Square ◽  
Least Square ◽  
Learning Context ◽  
Massive Open Online ◽  
Diverse Range ◽  
Self Regulated Learning ◽  
Regulated Learning

Learning in Massive Open Online Courses (MOOCs) necessitates learners to be capable of self-regulating their learning in order to oversee and adapt their behaviour and actions in certain learning settings. Studies have highlighted that learners who have good control of self-regulation in their learning, either formal or informal learning contexts, utilise more competent learning strategies in online learning context. Nevertheless, MOOCs attract a diverse range of learners, each with different experience and satisfaction. The aim of this study is to examine the role of self-regulated learning (SRL) and its components (time management, planning, self-evaluation, and help-seeking) on learners’ satisfaction in MOOC. Data were collected from 281 learners of a Malaysia MOOC namely Asas Keusahawanan (Introduction to Entrepreneurship), in the second semester of the Malaysian universities academic calendar. A cross-sectional web-based survey was applied and a Partial Least Square (PLS) approach was use for analysing data. Findings indicated that all of SRL components except help-seeking are important factors for explaining learners’ satisfaction in a MOOC. This study provides useful suggestions for the course designers of MOOCs platforms, and the facilitators in engaging learners with suitable SRL strategies and increase the level of course satisfaction.

scholarly journals PERAN GURU DI ERA DIGITAL DALAM MENGEMBANGKAN SELF REGULATED LEARNING SISWA GENERASI Z UNTUK PENCAPAIAN HASIL PEMBELAJARAN OPTIMAL

2019 ◽  
Author(s):  
mardianto
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Digital Technology ◽  
Digital Natives ◽  
Scientific Journals ◽  
Optimal Learning ◽  
Self Regulated Learning ◽  
Digital Era ◽  
Regulated Learning

This paper explores the role of teachers in the digital era to improve the self-regulated learning of GenerationZ students for optimal learning outcomes. The method of writing this paper uses library researchapproach by looking for references to theories that are relevant to the cases or problems found. Thean analysis is carried out by describing the concepts and dynamics of the theory relating to the problem, basedon the available literature, especially from articles published in various scientific journals. The results ofseveral studies explain that the presence of digital technology now brings the gap between teachers asdigital immigrants and students as digital natives, so that the development of strategies and skills ofteachers in teaching, guiding and motivating students to be more independent and self-regulated is neededin managing more learning strategies right according to the needs of current students, so that learningoutcomes are obtained optimally

Students’ Perceptions of a 3D Virtual Environment Designed for Metacognitive and Self-Regulated Learning in Science

2013 ◽  
pp. 1-25
Author(s):  
Jody Clarke-Midura ◽  
Eugenia Garduño
Keyword(s):  
Learning Strategies ◽  
Causal Effect ◽  
Inquiry Learning ◽  
Science Inquiry ◽  
Authentic Science ◽  
Authentic Inquiry ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

Immersive and 3D virtual environments have the potential to offer more authentic science inquiry learning that allows for metacognitive and self-regulated learning strategies. While metacognition and self-regulated learning are important for science inquiry learning, little research exists on linking these skills with students’ experience in a 3D immersive environment designed to teach science inquiry. The authors conducted two studies to explore how curricula delivered via immersive technologies have the potential to create learning experiences that allow for authentic inquiry learning and enable metacognitive processes and self-regulated learning. In the first study, they examined the relationship between students’ metacognition and their self-identified experience with the curriculum. The authors found a relationship between students’ metacognition and feeling like a scientist and like they were participating in authentic science (conducting an experiment). These findings influenced the design of a treatment that contains embedded metacognitive and self-regulated learning scaffolds. In their second study, the authors examined the causal effect of the treatment on students’ self-identified experience with the curriculum. They found that students who participated in the treatment identified with the role of a scientist and felt like they were doing authentic science.

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