scholarly journals The Interconnection of Motivation and Self Regulated Learning Among University Level EFL Students

2019 ◽  
Vol 12 (4) ◽  
pp. 105 ◽  
Author(s):  
Irfan Tosuncuoglu
Keyword(s):  
Higher Education ◽  
Goal Orientation ◽  
Test Anxiety ◽  
Self Efficacy ◽  
English Language ◽  
Intrinsic Value ◽  
Self Regulation ◽  
Cognitive Strategy ◽  
Self Regulated Learning ◽  
Regulated Learning

The main aim of this research is to investigate learners in higher education in a Turkish context, in terms of motivational components such as goal orientation, self efficacy, intrinsic value, test anxiety and self-regulated learning components such as cognitive strategy usage and self regulation. The study was carried out with 233 students in higher education enrolled in the English Language and Literature department. Descriptive, variance and correlation analyses were carried out to answer the research questions. The results showed that the participants were reported to have satisfactory level of goal orientation, self efficacy, intrinsic value, test anxiety, cognitive strategy usage and self regulation. ANOVA results indicated that there were statistically significant differences between the three types of students, regular (daytime), evening, and distance education, with regard to goal orientation and self-efficacy. Furthermore, correlation analysis suggested that there was a moderate level of correlation between self-regulation and cognitive strategy usage. This research on the whole, infers that self-regulated learning means empowering the student to take charge of their motivation and educational pathway, and that while doing so, teachers should keep in mind that the classroom remains a formal environment that still requires self-efficacy and self-regulation and these are all interrelated.

Transforming the Online Learning Experience

2021 ◽  
pp. 009862832110489
Author(s):  
Nancy J. Hamilton ◽  
Benjamin C. Heddy ◽  
Jacqueline A. Goldman ◽  
John B. Chancey
Keyword(s):  
Online Learning ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Intrinsic Value ◽  
Self Regulation ◽  
Cognitive Strategy ◽  
Virtual Learning ◽  
Strategy Use ◽  
Virtual Learning Environment ◽  
Personal Relevance

Background College instruction has experienced a significant movement toward increased online learning course options. Without appropriate supports, students in virtual learning environments often face greater challenges with self-regulation, motivation, and recognizing the personal relevance of course content. Objective The current study focuses on the prevalence of personal relevance and its associated impact on cognitive and motivational variables including achievement emotion, intrinsic value, self-efficacy, test anxiety, cognitive strategy use, self-regulation, and metacognition in a virtual learning environment. Method Students in two online graduate level human development courses completed a series of questionnaires ( N = 73) for course credit. Results Results show the high transformative experience (TE) group reported significantly higher positive emotions, interest, intrinsic value, self-efficacy, cognitive strategy use, test anxiety, and self-regulation, giving them more cognitive and motivational benefits than those who experienced low levels. They also show no relationship between TE and course grade. Conclusion Future research in this area may benefit from focus on ways to intentionally increase TEs from online contexts to real-life contexts. Teaching Implications Such research would allow instructors intentionality in pedagogical endeavors while allowing students to integrate course information into their daily lives.

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 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.

scholarly journals Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Logan Fiorella ◽  
So Yoon Yoon ◽  
Kinnari Atit ◽  
Jason R. Power ◽  
Grace Panther ◽  
...  
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Test Anxiety ◽  
Secondary Students ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Intrinsic Value ◽  
Self Regulation ◽  
School Students ◽  
Mathematics Motivation

Abstract Background Motivation is critical for supporting persistence and achievement in science, technology, engineering, and mathematics (STEM) disciplines. In this study, we focus on the assessment of mathematics motivation among secondary school students. We provide validity and reliability evidence for the Mathematics Motivation Questionnaire (MMQ)—adapted from the Science Motivation Questionnaire designed for college students—using data from 2551 secondary students from seven states across the United States. Results Exploratory and confirmatory factor analyses confirmed five latent factors of the MMQ indicated by 19 items: intrinsic value, self-regulation, self-efficacy, utility value, and test anxiety. The nonlinear SEM reliability coefficients of the five constructs ranged from 0.76 to 0.91. To assess criterion validity, analyses using a subset of the data that included students’ mathematics standardized scores (n = 536) indicated that intrinsic value, self-regulation, and self-efficacy were significantly positively correlated with mathematics achievement, whereas test anxiety was significantly negatively correlated with mathematics achievement. Conclusions The MMQ provides a reliable, valid, and feasible measure of the specific factors underlying mathematics motivation among secondary students.

Can Self-Regulated Learning Intervention Improve Student Reading Performance in Flipped Classrooms?

2020 ◽  
Vol 10 (4) ◽  
pp. 1-13
Author(s):  
Christopher C. Y. Yang ◽  
Irene Y. L. Chen ◽  
Anna Y. Q. Huang ◽  
Qian-Ru Lin ◽  
Hiroaki Ogata
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Learning Performance ◽  
Book Reading ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Student Reading ◽  
Reading System

The advancement in network technology has stimulated the proliferation of online learning. Online learning platforms, such as the learning management systems (LMS) and e-book reading systems, are widely used in higher education to enhance students' reflection and planning of the learning process. Although many studies have explored the relationships between students' reading patterns and learning performances, few have examined the effects of self-regulated learning, learning strategy, and self-efficacy on the learning performance of students. Here, the authors collected the reading logs from an e-book reading system BookRoll and investigated the correlations between students' abilities of self-regulated learning, learning strategy, self-efficacy, and learning performance. The results of this study provide valuable insights to the teachers in higher education regarding designing courses helpful for students to improve their learning performance.

scholarly journals The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

2020 ◽  
Vol 15 (17) ◽  
pp. 127
Author(s):  
Mohamed Yassine Zarouk ◽  
Eugénio Olivera ◽  
Paula Peres ◽  
Mohamed Khaldi
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Self Regulation ◽  
Project Based Learning ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels. Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

scholarly journals Diferencias de sexo y edad en la motivación y autorregulación del aprendizaje

2018 ◽  
Vol 27 (2) ◽  
pp. 177-193
Author(s):  
Danijela Jandrić ◽  
Zvonimir Šimić
Keyword(s):  
Test Anxiety ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Peer Learning ◽  
Seventh Grade ◽  
Older Students ◽  
Male And Female ◽  
Self Regulated Learning ◽  
Extrinsic Value ◽  
Regulated Learning

Self-regulated learning is an active participation in a learning process, which comprises cognitive, metacognitive and behavioural processes, and involves learning strategies and peer learning. In the basis of self-regulation is motivation, which in school settings can be specified as test anxiety, selfefficacy, and intrinsic and extrinsic value. The aim of this research was to verify the differences between male and female participants as well as between fifth- and seventh-grade students, regarding intrinsic and extrinsic value, self-efficacy, test anxiety, learning strategies and peer learning. Participants were fifth- and seventh-grade students (N = 172) from two elementary schools. No differences were found between male and female participants in intrinsic and extrinsic value, self-efficacy, learning strategies and peer learning. However, statistically significant differences in the all of the above-mentioned variables were found between younger and older students. Weaker motivation and self-regulated learning, found among older students, confirmed previous findings in this field. Results are discussed within the framework of personality development and selfdetermination theory which describe academic motivation and self-regulated learning.

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