Technology Compatibility and Social Support: Determinants of Students' Self-Regulated Learning in the Digital Era

Supporting Self-Regulated Learning with Student-Facing Learning Analytics: User-centric Design Guidelines

Easy internet access is an opportunity for students to obtain various information. Fast digital information that is not balanced with Self-Regulated Learning (SRL) is a serious problem for students. This research aims to determine the effectiveness of problem solving techniques based on Trisilas culture to improve SRL in students. Trisilas is a Sundanese cultural philosophy that is used as a value in social life. The technique problem solving based on trisilas culture consisting of silih asah, silih asih, silih asuh in learning. The method used in this research is a quantitative experiment by examining whether there is an effect of group guidance on problem solving techniques based on trisilas culture on students' SRL. The experimental design used was a non-equivalent control-group design. The instrument in this research used a Scale of Self-Regulated Learning (SSRL). The results of the research showed that after the intervention of group guidance on problem solving techniques based on Trisilas culture, there was an increase of 16.75% in the level of SRL in students. According to the results of the independent sample t test, there is a difference in SRL after or before the intervention, with a 2-tailed significance value of 0.002 <0.05. Currently, there are not many studies that utilize problem- solving techniques based on Trisilas culture in guidance and counseling. The conclusion of this research is that Trisilas culture is a new alternative solution in improving SRL and shows that group guidance on problem solving techniques based on Trisilas culture is effective in making a significant contribution to increasing SRL in students in the digital era.

Ideally a student has good self-efficacy and self-regulated learning. Today it is found that students do not focus and concentrate in learning activities and doing assignments because of a lack of self-regulation in learning. This study aims to reveal (1) students' self-efficacy, (2) students' self-regulated learning, (3) to test the significant level of the relationship between students' self-efficacy and self-regulated learning. This research is a quantitative study with a correlational descriptive method. The study population was 955 students of SMA N 1 Lubuk Basung who were registered in the 2020/2021 school year. The number of samples is 285 students, obtained by using the Stratified Random Sampling technique. The instrument used was a questionnaire about self-efficacy and self-regulated learning with a Likert scale model. The data analysis technique used is descriptive technique using the percentage formula to see a picture of self-efficacy and self-regulated learning. Meanwhile, to test the significant level of the relationship between self-efficacy and self-regulated learning, the Pearson Product Moment Correlations formula is used. The research results reveal that; (1) the overall student self-efficacy is in the medium category (2) overall self-regulated learning is in the medium category (3) and there is a significant positive relationship between student self-efficacy and self-regulated learning with a r table of 0.113 and r count of 0.674 significant level of 0.000. This means that the higher the self-efficacy, the higher the students' self regulated learning.

Teachers’ ability to self-regulate their own learning is closely related to their competency to enhance self-regulated learning (SRL) in their students. Accordingly, there is emerging research for the design of teacher dashboards that empower instructors by providing access to quantifiable evidence of student performance and SRL processes. Typically, they capture evidence of student learning and performance to be visualized through activity traces (e.g., bar charts showing correct and incorrect response rates, etc.) and SRL data (e.g., eye-tracking on content, log files capturing feature selection, etc.) in order to provide teachers with monitoring and instructional tools. Critics of the current research on dashboards used in conjunction with advanced learning technologies (ALTs) such as simulations, intelligent tutoring systems, and serious games, argue that the state of the field is immature and has 1) focused only on exploratory or proof-of-concept projects, 2) investigated data visualizations of performance metrics or simplistic learning behaviors, and 3) neglected most theoretical aspects of SRL including teachers’ general lack of understanding their’s students’ SRL. Additionally, the work is mostly anecdotal, lacks methodological rigor, and does not collect critical process data (e.g. frequency, duration, timing, or fluctuations of cognitive, affective, metacognitive, and motivational (CAMM) SRL processes) during learning with ALTs used in the classroom. No known research in the areas of learning analytics, teacher dashboards, or teachers’ perceptions of students’ SRL and CAMM engagement has systematically and simultaneously examined the deployment, temporal unfolding, regulation, and impact of all these key processes during complex learning. In this manuscript, we 1) review the current state of ALTs designed using SRL theoretical frameworks and the current state of teacher dashboard design and research, 2) report the important design features and elements within intelligent dashboards that provide teachers with real-time data visualizations of their students’ SRL processes and engagement while using ALTs in classrooms, as revealed from the analysis of surveys and focus groups with teachers, and 3) propose a conceptual system design for integrating reinforcement learning into a teacher dashboard to help guide the utilization of multimodal data collected on students’ and teachers’ CAMM SRL processes during complex learning.

Education, as a strategic investment in the development of high-quality human resources, was expected to serve as the primary means of fostering students’ self-regulated learning (SRL) abilities. However, various challenges within Indonesia’s educational system had, in fact, hindered the development of SRL among students – an essential foundation for effective learning. This study aimed to examine the influence of pastoral care and self-efficacy on the SRL of students at Frateran Catholic Senior High School, Malang. Employing a quantitative approach, data were collected from a random sample of 140 students. The data collection instruments consisted of questionnaires representing the three scales, each of which had been previously validated. Statistical analysis was conducted using the SPSS program with multiple regression techniques. The results indicated that the correlation coefficient between the independent variables and the dependent variable was 0.722, which was interpreted as strong. Regarding causality, simultaneous regression analysis yielded a Sig.F value of 0.001, which was lower than 0.05, indicating that the regression model could be used to predict students’ SRL. Furthermore, on a partial basis, both pastoral care and self-efficacy were shown to significantly influence students’ SRL (each with a p-value = 0.001). It was therefore concluded that, both simultaneously and partially, all predictor variables had a significant influence on students' SRL, with self-efficacy exerting a greater effect than pastoral care.

This research was conducted because of a phenomenon that shows low self-regulated learning by showing behaviors such as lack of enthusiasm in learning. The purpose of this study was to determine whether there was a relationship between peer social support and self-regulated learning in students at SMK Antarctica 2 Sidoarjo. The sampling technique in this research uses proportional stratified random sampling. The research technique is a correlational quantitative method. The research sample as many as 304 students obtained with a significance level of 5% of the total population of 2,470 students. The data collection method uses 2 psychological scales, namely the peer social support scale with a reliability of 0,901, and self-regulated learning scale with a reliability 0,901. The proposed hypothesis is that there is a significant positive relationship between peer social support and self-regulated learning. Analysis of the data with Correlation Product Moment Pearson. The result, r = 0.197, p = 0.000 (p < 0.05), which means the research hypothesis is accepted. The higher the peer social support, the higher the self-regulated learning. On the other hand, the lower the peer social support, the lower the self-regulated learning of the students of SMK Antartika 2 Sidoarjo. The contribution of peer social support to the occurrence of self-regulated learning is 14,6%.

본 연구의 목적은 성별, 학년, 가정의 다문화변인에 따라 다문화가정 학생의 자기조절학습을 살펴보고 자기조절학습을 다문화가정 학생의 학습지원에 적용하는데 있다. 본 연구를 위해 119명의 다문화학생에게 자기조절학습 검사를 실시하였다. 연구결과는 다음과 같다, 첫째, 다문화가정 학생의 자기조절학습은 성별과 학년에 따라 유의한 차이가 있어 여학생이 남학생과 비교해 높고 1,2학년과 비교해 3,4학년이 낮고 5,6학년에 유의하게 향상되는 것으로 나타났다. 둘째, 다문화변인 중 가정유형, 출생국, 한국거주기간에 따른 다문화가정 학생의 자기조절학습에는 유의한 차이가 없는 것으로 나타났다. 셋째, 다문화변인 중 어머니의 국적과 가정언어에 따른 다문화가정 학생의 자기조절학습에는 유의한 차이가 있는 것으로 나타났다. 이는 다문화가정 학생 간에서도 다문화변인 따라 다른 자기조절학습의 차이가 발생한다고 유추할 수 있다. 본 연구는 연구결과를 다문화가정 학생을 위한 학습 프로그램 개발과 지원을 개선하는데 적용할 수 있는 시사점을 제안하였다.This study examined the differences on self-regulated learning of students from multicultural families by gender, grade, and multicultural variables and suggested applying results of their self-regulated learning to improve their learning. The results are as follows. First, self-regulated learning of girl students was significantly higher than that of boy students, and self-regulated learning of third and fourth grades was lower compared to first and second grades and significantly improved in fifth and sixth grades. Second, there were no significant differences on self-regulated learning of students from multicultural families by family type, country of birth, and period of residence in Korea. Third, there were significant differences on self-regulated learning of students from multicultural families depending mother’s nationality and family language. This can be inferred that students from multicultural families have different self-regulated learning by their multicultural variables. This study reveals the differences on self-regulated learning of students from multicultural families, and it suggests self-regulated learning of students from multicultural families can be used to diagnose their learning and applied to develop learning programs for students from multicultural families.

Student-centered learning (SCL) is an approach in which the learning process depends significantly on the student. Hence, self-regulated learning (SRL) plays a crucial role in optimising SCL. SRL is defined as active participation in terms of metacognition, motivation, and behaviour during learning. The COVID-19 pandemic greatly impacted education, including medical education, which must adapt by implementing online and blended learning curricula. Thus, there is increasing urgency for both SCL and SRL. This cross-sectional study was performed with medical students at the Faculty of Medicine, Universitas Indonesia, using the Online Self-regulated Learning Questionnaire (OSLQ) to determine the validity and reliability of the OSLQ in the setting of Indonesian medical students and measure their online SRL profiles. We conducted cross-cultural validation, followed by exploratory factor analysis (EFA), quantitative analysis, and qualitative analysis to assess students’ SRL and the challenges of online learning environments. A total of 519 participants completed the questionnaire. The EFA confirmed the validity of the questionnaire, which comprised 23 items and five subscales, in the current population (Cronbach alpha = 0.86). Online SRL scores ranged between 65%–77%, with statistically significant differences in all subscales across six different academic years. Preclinical students had a higher level of online SRL compared to clinical students. This study supports the validity and reliability of using OSLQ in the context of Indonesian medical students. Student SRL is a dynamic process that evolves with changing learning contexts. Student support in online learning environments is essential for enhancing student SRL.

The reasoning problem solving is aspect very important ini learning mathematics, not only increase the learning but can improve the analyze power and solve problems in learning mathematic. The student to have high self regulated learning and self efficacy to be learning better . The Purpose of this study is to determine relation reasoning problem solving mathematic with self efficacy and self regulated learning student at the eight grade of SMP Negeri 1 Kutawaluya, The 31 students. Technic used to analyze is correlation test for determine relation reasoning problem solving mathematic with self efficacy and self regulated learning students. Reaserch instrumen used was a postest reasoning problem solving and nontest questioner self efficacy and regulated learning student. The result of reaserch shows there positive correlate between reasoning problem solving mathematic and self efficacy with signification value 0,023<0,05 and self regulated learning with signification value 0,000<0,05. So, Self efficacy and self regulated learning students directly propotional to reasoning problem solving student because the higher its self efficacy and self regulated learning student then the higher reasoning problem solving students.

This study aims to determine the relationship between self-control and self-regulated learning in students of the Faculty of Psychology and Education at the University of Muhammadiyah Sidoarjo who have a tendency to have low levels of self-regulated learning. The population in this study were students of the eighth amounting to 463 students and the sample of this study was 210 students who were taken using cluster sampling technique. The data collection technique uses a psychological scale with a likert, namely the self-control scale and a self -regulated learning scale compiled by researchers based on aspects of the scale. The data analysis technique used is the Spearman rho assisted by JASP software. The results of data analysis obtained rxy = 0.694 with a significance value of 0.001 &lt; 0.05, then the proposed hypothesis is accepted, which means that there is a significant positive relationship between self-control and self-regulated learning in eighth semester students of the Faculty of Psychology and Educational Sciences at the University of Muhammaadiyah Sidoarjo.

Self-regulation in learning is very important for students as the student's ability to regulate, control and motivate themselves in the learning process to achieve learning achievement. One of the factors that influences self-regulation in learning is the social support of teachers at school. The aim of this research is to analyze the influence of teacher social support on self-regulation in student learning. This research uses quantitative methods. Data collection tools in the research used the teacher's social support scale and the self-regulation scale in student learning. The respondents for this research were 45 class VIII students at SMP Negeri 3 Amfoang Selatan in South Central Timor. The data analysis technique uses simple linear regression analysis. The results of this research prove that teacher social support has a positive and significant effect on self-regulation in student learning by 60.2%. This concludes that the higher the teacher's social support, the greater the student's self-regulation in learning. The presence of positive teacher social support through motivation, guidance and attention has been proven to be able to increase students' ability to self-regulate learning by involving thoughts, feelings and behavior so that they can increase learning achievement optimally

This study aimed to obtain an Android-based chemistry racing challenge game as a learning media for acid-base materials that are valid, practical, and effective to facilitate students' self-regulated learning. The research method used is research and development (R&amp;D). The instruments used are validation sheets, student response questionnaire sheets, self-regulated learning questionnaire sheets, and test question sheets. The research subjects were 18 students of SMA Muhammadiyah 2 Sidoarjo. The validation results get a score mode of ≥ 3 with a good category. The practicality test scored ≥ 61% for each goal with a very practical category. The effectiveness of games as learning media is seen from student learning outcomes and self-regulated learning. The classical completeness achieved is 61%, and students' self-regulated learning achieved ≥ 80.1% with a very good category. Thus, it can be concluded that the Chemistry Racing Challenge game is valid, practical and effective as a game learning media.

Self-regulated learning is the capacity to monitor and regulate your learning activities and is vital in an increasingly complex and digitalized world with unlimited amounts of information at your fingertips. The current Special Issue highlights five articles and one report, which provide different approaches for teachers to promote effectively self-regulated learning in various educational contexts: training, feedback, and addressing teachers’ misconceptions. This editorial serves as a succinct review article and an introduction to the content of this issue. Training programs frequently teach information about effective learning strategies. Accordingly, Benick et al. (2021) found that students reported using more learning strategies when their teachers provided direct-strategy instruction combined with a learning diary, as compared to when these supports were not implemented. Yet, in this study, no transfer effect on academic performance was observed. Note that it is important that students are motivated to engage with these training courses and the learning strategies that are taught. Accordingly, van der Beek et al. (2021) investigated high school students in their last year before graduation and demonstrated that “motivated” students more often participated in a voluntary, self-regulated-learning training. However, a utility-value and implementation-intention intervention did not increase the likelihood of participation. McDaniel et al. (2021) reported a theoretical training framework addressing multiple components of self-regulated learning. The authors then tested a pilot college course based on this framework: knowledge of and belief in the effectiveness of learning strategies are targeted combined with efforts to promote students’ commitment and planning to apply these strategies (Knowledge-Belief-Commitment-Planning framework; McDaniel &amp; Einstein, 2020). Another approach to promote self-regulated learning is to provide feedback and opportunities to effectively process and utilize it. Bürgermeister et al. (2021) developed an effective online tool supporting preservice teachers to assess and provide feedback on peer learners’ self-regulated use of effective learning strategies. Kuepper-Tetzel and Gardner (2021) demonstrated how to enhance self-regulated processing of feedback by temporarily withholding university students’ grades in favor of accessing and engaging with the feedback first. Finally, teachers’ misconceptions about learning can affect the degree to which teachers can scaffold students’ learning how to learn. As a first step, to address these misconceptions, Eitel et al. (2021) developed and psychometrically evaluated the Misconceptions about Multimedia Learning Questionnaire (MMLQ). Using the MMLQ, the authors showed that (preservice) teachers endorsed three out of four common misconceptions of self-regulated multimedia learning, with the potential to design instructional devices to refute them and thereby to promote rather than hinder self-regulated learning in students. Taken together, the contributions of the current Special Issue highlight self-regulated learning as a critical skill at all levels of education, which can be promoted through structured training programs, various uses of feedback, and addressing misconceptions about self-regulated learning from (pre-service) teachers.

The research entitled Proposal based on remote teaching in self-regulated learning in students of Initial Education of the UNE, 2022 is a study of quasi-experimental design, the sample was 79 students divided into two groups 41 and 38, the Gordon questionnaire was used, Lindner and Harris (1996). The results show that in the pre-test, 65.9% of the EG students have regular self-regulated learning, and then in the posttest, 92.7% rise to a very good level; Regarding the control group, it was found in the pre-test that 42.1% were at a regular level, and in the posttest, 47.4% had a good level. It was concluded that the proposal based on remote teaching significantly improves self-regulated learning in UNE Initial Education students, 2022 (z = -6,260, p &lt; 0.05).

The research entitled Flipped classroom as a didactic strategy to develop self-regulated learning in university students, was carried out in order to verify the effectiveness of the use of the flipped classroom strategy in the development of self-regulated learning. The type of research was applied, taking into account a quantitative approach, with an experimental, quasi-experimental design; where a program was applied with the use of the didactic strategy and, for self-regulated learning, a questionnaire before and after the application of the independent variable. The population consisted of 200 students from the III cycle of the education career of a public university. The technique will be the survey and, the instrument, a questionnaire for the validated dependent variable; through expert judgments and reliability with a pilot test. For the results, the Mann Whitney U test was applied, where it is concluded that the flipped classroom program influences self-regulated learning in students; since highly significant differences were found (z = –12.004; p &lt;0.000).