scholarly journals The Help-seeking from Social Capitals and Self-regulated Learning among Pre-service Teachers

2016 ◽  
Vol 12 (4) ◽  
pp. 171
Author(s):  
Shih-Hsiung Liu
Keyword(s):  
Social Capital ◽  
Self Efficacy ◽  
Help Seeking ◽  
Chi Square ◽  
Bonding Social Capital ◽  
Self Regulated Learning ◽  
Validated Questionnaire ◽  
Regulated Learning ◽  
Seeking Help ◽  
Social Capitals

<p>This study aims to investigate the help-seeking subjects for pre-service teachers in need of suggestions for practicum and to determine the prediction of pre-service teachers’ social capitals for help-seeking on their self-efficacy for help-seeking and self-regulated learning. A total of 223 pre-service teachers, from a teacher education university at the middle of Taiwan, were invited to fill in the validated questionnaire in October 2015. The analytical results of this study by Chi-square Test achieve significant differences in the five types of help-seeking subjects for the pre-service teachers in need of suggestions for practicum. Another finding of this study by multiple regression analysis indicates that the scores of seeking help from faculties in practicum school and peer interns in practicum school can jointly predict<strong> </strong>self-efficacy for help-seeking This study concludes that the pre-service teachers preferred seeking help from family members, faculties in practicum school, classmates at university and peer interns in practicum school to university professors. Moreover, pre-service teachers perceived self-efficacy for help-seeking and self-regulated learning when seeking help from faculties and peer interns in practicum schools. Interestingly, peer interns in practicum school are considered as bonding social capital but maybe play a role of suggestion-provider, similar to bridging social capital during the practicum.</p>

scholarly journals ANALISIS MODEL PENGARUH GOAL ORIENTATION, GENERAL SELF-EFFICACY DAN JENIS KELAMIN TERHADAP SELF-REGULATED LEARNING DALAM PEMBELAJARAN JARAK JAUH

2020 ◽  
Vol 4 (2) ◽  
pp. 358
Author(s):  
Santi Yudhistira ◽  
Deasyanti Deasyanti ◽  
Fellianti Muzdalifah
Keyword(s):  
Distance Education ◽  
Path Analysis ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Self Regulation ◽  
P Value ◽  
Chi Square ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
General Self Efficacy

Since COVID-19's entry into Indonesia in early March, 2020, the government has determined all educational institutions to carry out learning activities using the Distance Education method. The method changes are so fast that students as students who use this method do not have much time to adjust and meet various obstacles. This study aims to see how self-efficacy and goal orientation influences students self-regulated learning while carrying out distance education. This study also wants to look at differences in self-regulated learning between male and female students. This research uses quantitative methods. Respondents in this study were 319 students at a university in Jakarta who were carrying out learning activities with distance education methods. The instrument used is General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995), 2x2 Achievement Goal Orientation Framework (Elliot & McGregor, 2001), and Metacognitive Self-Regulation dalam Motivated Strategies Learning Questionaire (MSLQ). The validity of the measuring instrument was carried out using the Confirmatory Factor Analysis (CFA) method and hypothesis testing using path analysis processed through Mplus software version 7.11. The results of the path analysis test found that the model tested fit with the chi-square index = 2.39, df = 1, p-value = 0.25> 0.05), and RMSEA = 0.067. The final results of the study showed that self-efficacy, goal orientation, and gender had an effect of 19.7% on student self-regulated learning. Sejak masuknya COVID-19 ke Indonesia awal Maret tahun 2020, pemerintah menetapkan seluruh institusi pendidikan untuk melaksanakan kegiatan belajar dengan metode Pembelajaran Jarak Jauh (PJJ). Perubahan metode yang begitu cepat menyebabkan mahasiswa sebagai peserta didik yang menggunakan metode ini tidak memiliki banyak waktu untuk menyesuaikan diri dan menemui berbagai kendala. Penelitian ini bertujuan untuk melihat bagaimana pengaruh keyakinan diri (self-efficacy) dan penetapan tujuan belajar (goal orientation) terhadap strategi regulasi dan pengelolaan aktivitas belajar (self-regulated learning) pada mahasiswa dengan metode PJJ. Penelitian ini juga ingin melihat self-regulated learning pada mahasiswa laki-laki dan perempuan. Penelitian ini menggunakan metode kuantitatif. Responden dalam penelitian ini adalah 319 mahasiswa disalah satu universitas di Jakarta yang sedang melaksanakan kegiatan belajar dengan metode PJJ. Alat ukur yang digunakan yaitu General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995), 2x2 Achievement Goal Orientation Framework (Elliot & McGregor, 2001), dan Metacognitive Self-Regulation dalam Motivated Strategies Learning Questionaire (MSLQ). Validitas alat ukur dilakukan dengan metode Confirmatory Factor Analysis (CFA) dan pengujian hipotesis menggunakan Path Analysis yang diolah melalui software Mplus versi 7.11. Hasil uji Path Analysis diketehui model yang diuji fit dengan indeks chi-square=2,39, df=1, p-value=0,25 >0,05), dan RMSEA=0,067. Hasil akhir penelitian menunjukkan self-efficacy, goal orientation, dan jenis kelamin memberikan pengaruh sebesar 19,7% terhadap self-regulated learning pada mahasiswa.

scholarly journals Metacognitive control processes in question answering: help seeking and withholding answers

2021 ◽  
Author(s):  
Monika Undorf ◽  
Iris Livneh ◽  
Rakefet Ackerman
Keyword(s):  
Help Seeking ◽  
Question Answering ◽  
Monetary Incentives ◽  
Metacognitive Control ◽  
Self Regulated Learning ◽  
Response Strategies ◽  
Seeking Help ◽  
Subjective Confidence ◽  
Different Populations ◽  
The Relationship

AbstractWhen responding to knowledge questions, people monitor their confidence in the knowledge they retrieve from memory and strategically regulate their responses so as to provide answers that are both correct and informative. The current study investigated the association between subjective confidence and the use of two response strategies: seeking help and withholding answers by responding “I don’t know”. Seeking help has been extensively studied as a resource management strategy in self-regulated learning, but has been largely neglected in metacognition research. In contrast, withholding answers has received less attention in educational studies than in metacognition research. Across three experiments, we compared the relationship between subjective confidence and strategy use in conditions where participants could choose between submitting answers and seeking help, between submitting and withholding answers, or between submitting answers, seeking help, and withholding answers. Results consistently showed that the association between confidence and help seeking was weaker than that between confidence and withholding answers. This difference was found for participants from two different populations, remained when participants received monetary incentives for accurate answers, and replicated across two forms of help. Our findings suggest that seeking help is guided by a wider variety of considerations than withholding answers, with some considerations going beyond improving the immediate accuracy of one’s answers. We discuss implications for research on metacognition and regarding question answering in educational and other contexts.

scholarly journals Structural Relationship among Mobile Phone Dependence, Self-Efficacy, Time Management Disposition, and Academic Procras-tination in College Students

2021 ◽  
Author(s):  
Peng Sheng Chen ◽  
Jing Li ◽  
Seung-Yong Kim
Keyword(s):  
Factor Analysis ◽  
Mobile Phone ◽  
Mobile Phones ◽  
Time Management ◽  
Self Efficacy ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Negative Effect ◽  
The Relationship

Background: We aimed to investigate the relationship among mobile phone dependence, self-efficacy for self-regulated learning, time management disposition, and academic procrastination in Chinese students majoring in physical education. In addition, we explored the mediating roles of self-efficacy for self-regulated learning and time management disposition in the relationship between mobile phone dependence and academic procrastination. Methods: We adopted a random sampling method to identify 324 physical education majors at five universities in Shaanxi Province, China in 2020. Data were analyzed via exploratory factor analysis, confirmatory factor analysis, correlation analysis, structural equation model analysis, and path analysis. Results: Mobile phone dependence had significant positive effects on academic procrastination (P<0.001) and self-efficacy for self-regulated learning (P<0.05) but a significant negative effect on time management disposition (P<0.001). Self-efficacy for self-regulated learning had a significant positive effect on academic procrastination (P<0.001), while time management disposition had a significant negative effect on academic procrastination (P<0.01). Notably, self-efficacy for self-regulated learning and time management disposition mediated the relationship between mobile phone dependence and academic procrastination (P<0.05). Conclusion: In addition to its direct effect on academic procrastination, mobile phone dependence exerts an indirect effect via time management disposition and self-regulated learning efficacy. Reducing students’ dependence on mobile phones is necessary for attenuating academic procrastination on university campuses. Thus, universities should aim to restrict the use of mobile phones in the classroom, actively cultivate students’ confidence in their self-regulated learning ability, and educate them regarding appropriate time values.

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 The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement

Psihologija ◽  
2019 ◽  
Vol 52 (1) ◽  
pp. 35-52
Author(s):  
Vladimir Dzinovic ◽  
Rajka Djevic ◽  
Ivana Djeric
Keyword(s):  
Self Efficacy ◽  
Structural Model ◽  
School Achievement ◽  
Self Regulation ◽  
Self Control ◽  
Future Research ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Eighth Grade Students

Self-control and self-regulated learning refer to those processes and strategies whereby individuals exert agency in facing educational demands. This study tested a structural model which predicts that self-control has direct effect on school achievement, as well as mediated by metacognitive self-regulation, academic self-efficacy, and regulatory motivational styles as the variables related to self-regulated learning. The research was carried out on a stratified random sample of 575 eighth grade students. It was shown that the effect of self-control on achievement is mediated by self-efficacy. In other words, students who have heightened selfcontrol and believe in their own ability to meet school demands will be successful in school regardless of the complexity of their learning or whether they are autonomously motivated. The implications of such a finding were considered, as well as the limitations of the research and the indications for future research.

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