Self-regulated Learning Ability Research Articles

Effects of Teaching Presence, Learning Presence, and Self-Regulated Learning Ability on Learning Immersion in LMS Classroom Environment

Effects of Teaching Presence, Learning Presence, and Self-Regulated Learning Ability on Learning Immersion in LMS Classroom Environment

Investigation on Willingness and Ability of Self-regulated Learning and Associated Factors of Nurses in Emergency Department

Purpose: To investigate the current status of nurses' willingness and ability of self-regulated learning in the emergency department, and explore its associated factors. It was hoped that the results could provide theoretical basis and countermeasure suggestions for improving emergency department nurses' willingness and ability of self-regulated learning. Method: Totally 306 emergency department nurses were recruited to finished a questionnaire on self-regulated learning willingness questionnaire and nursing staff self-regulated learning ability scale. Result: The total score of self-regulated learning willingness and self-regulated learning ability was (6.18±2.71) and (121.87±20.33), respectively, both of them were at a relatively low level. The median time of spent on medical-related learning was 5.00 hours per month among emergency department nurses. The related factors of self-regulated learning willingness in emergency department nurses were work satisfaction, difficulty of promotion of job title, management and interpersonal stress, and self-regulated learning ability (<I>P</I><0.05). The related factors of self-regulated learning ability in emergency department nurses were working years, thefinal academic qualifications, personal income, general health status, learning atmosphere and self-regulated learning willingness (<I>P</I><0.05). Conclusion: Nurse manager should pay more attention to the job satisfaction of nurses, make more reasonable promotion systems for job titles, adopt flexible management, create a good learning atmosphere in the emergency department for improving nurses' self-regulated learning ability and self-regulated learning willingness.

Influencing factors of self-regulated learning of medical-related students in a traditional Chinese medical university: a cross-sectional study

BackgroundIn recent years, self-regulated learning (SRL) has become a hot topic in medical education. However, the factors that affect the SRL ability of medical-related specialties, such as clinical medicine, traditional Chinese medicine (TCM), and nursing specialty in TCM colleges and universities are unclear. Whether the teaching of learning strategies can help improve students’ SRL also needs to be further examined.MethodA cross-sectional survey was distributed, and 878 medical-related students who were from a TCM university were recruited for this study. Descriptive statistics illustrated the status quo of SRL and learning strategies, and an independent t-test and analysis of variance were used to analyze the factors associated with SRL. The relationship between SRL and learning strategies was analyzed with multi-linear regression analysis.ResultsThe scores of SRL on learning motivation, learning setting, self-regulation, and total scores were 34.76 ± 4.62, 41.14 ± 4.30, 39.26 ± 4.74, and 115.16 ± 12.42, respectively. The metacognitive, emotion, cognitive, resource management and total scores of learning strategies were 58.54 ± 12.02, 43.24 ± 8.42, 35.49 ± 7.34, 22.89 ± 4.20, 160.16 ± 29.45, and the mean was all above the midpoint. Learning strategies were positively correlated with SRL (r = 0.421, P < 0.01). Some factors can predict 32% of the variation of SRL, including whether they liked their specialty, educational system, specialty, score ranking, scholarship, whether they were taught by a tutor in middle school, gender, monthly family income, the father's educational background, metacognitive strategy, resource management strategy, and cognitive strategy.ConclusionsThe SRL of medical-related students was better. Learning strategies, as well as personal or social factors, can affect SRL. Educators should pay more attention to the cultivation of learning strategies, exercising learning skills, and monitoring, adjustment, and guidance of learning time. It should adopt various methods to improve the SRL of medical-related students according to the different factors.

Analysis of Students’ Mathematical Communication Ability Based on Self-Regulated Learning

This research is motivated by previous researchers and the facts in the field that students’ mathematical communication skills have not been trained properly, and there are various levels of difficulty experienced by students in learning mathematics, while the influencing factor is one of the affective aspects, namely self-regulated learning. This study aims to describe students’ mathematical communication skills in terms of self-regulated learning. The subjects of this study were 60 students of MAN Simalungun class X. The method used in this study is a descriptive method with a quantitative approach. The instrument in this study is a written test of mathematical communication skills and a non-test in the form of a self-regulated learning questionnaire. The results showed that: 1) there were significant differences in mathematical communication skills between students with low, medium, and high self-regulated learning categories; 2) there are significant differences in students’ mathematical communication skills in terms of the dimensions of self-regulated learning, namely motivation; time management; self-testing; and using academic resources. This research is a basic reference to reveal the relationship between mathematical communication skills and students’ self-regulated learning abilities.&#x0D; Keywords: Communication Ability, Self-Regulated Learning

Research on the design and application of "MOOC + flipped classroom" for basketball courses in colleges and universities from the perspective of education modernization.

The wave of education information based on the "Internet+" has swept the world, and the traditional teaching mode can no longer meet the new needs of education teaching, so the teaching mode of "MOOC+ flipped classroom" has attracted widespread attention educators. This study explores the effect of "MOOC+ flipped classroom" on the teaching design and application of basketball courses in colleges and universities from the perspective of education modernization in order to promote the development of students' core literacy and provide a more theoretical basis and practical support for the in-depth research and promotion of "MOOC+ flipped classroom" teaching mode. This study adopts a quasi-experimental design to study the teaching of basketball courses in colleges and universities based on "MOOC +flipped classroom." The experimental class adopted "MOOC+ flipped classroom" teaching (34 students), and the control group adopted traditional classroom teaching (30 students). Before and after the 16-week intervention, the student's learning effects were measured by basketball skill level assessment, Cooperation Ability Scale for University Students, Utrecht Work Engagement Scale-student, and Self-regulated Learning Scale, and the data were analyzed by independent sample t-test and repeated-measures ANOVA. (1) Compared with the traditional classroom teaching mode, the "MOOC+ flipped Classroom" teaching mode is innovative in terms of teaching philosophy, teaching resources, and teaching methods, which promotes the change of education informatization and further promotes the realization of education modernization. (2) The "MOOC+ flipped classroom"-based teaching design for basketball courses benefits students' basketball skill level, study engagement, cooperation ability, and self-regulated learning ability, thus effectively promoting the students' core literacy.

HUBUNGAN ANTARA SELF REGULATED LEARNING DENGAN PROKRASTINASI AKADEMIK DIMASA PEMBELAJARAN DARING PADA SISWA KELAS XII SMA NEGERI 1 CIAWIGEBANG

Academic procrastination is a tendency to procrastinate activities related to academics. Students in the learning process need self-regulated learning abilities that help students manage thoughts, behaviors, and emotions so that they can successfully direct the learning process towards the learning goals to be achieved. The purpose of the study was to determine the relationship between self-regulated learning and academic procrastination during online learning in class XII students of SMAN 1 Ciawigebang. The research method used is the correlation method, which is to see the relationship between self-regulated learning variables and academic procrastination during online learning in class XII students of SMAN 1 Ciawigebang. The data collection technique used a questionnaire made in the form of google from. The measuring instrument for self-regulated learning variables is based on Zimmerman's theory (2011) and for academic procrastination variables based on McCloskey's theory (2011). The results showed that there was a negative and significant relationship between self-regulated learning and academic procrastination during online learning in class XII students of SMAN 1 Ciawigebang, with a value of rs = -0.800. The lower the self- regulated learning, the higher the academic procrastination in class XII students of SMAN 1 Ciawigebang. On the other hand, the higher the self-regulated learning, the lower the academic procrastination in class XII students of SMAN 1 Ciawigebang.

Self-Regulated Learning (SRL) analysis of fifth grade students at SDN 2 Kadudampit

SRL is important for fifth grade students because it becomes a consideration in the learning and teaching process, especially fifth grade students who are faced with the challenges of the next school level. This study aims to analyze the self-regulated learning (SRL) of the fifth grade students of SDN 2 Kadudampit. This study uses a qualitative descriptive approach with a survey method that describes a phenomenon in a particular area. The number of samples used was 33 students of class V. The instrument used was the SRL questionnaire with a Likert scale of 1-5 with alternative gradations of answers strongly agree-strongly disagree. The analysis used is descriptive qualitative analysis. The results of the study show that in general, the SRL ability of class V SDN 2 Kadudampit is in the high category. However, if it is translated based on the indicators, the SRL on the cognitive and self-reflection indicators is indeed in the high category, but the performance indicator shows the medium category. Therefore, efforts are needed from teachers, schools, parents, and students to be able to improve performance in learning through the application of learning models, learning media, parental and teacher guidance, and school policies that support the creation of a positive learning climate.

Factors affecting college students' self-regulated learning ability: an overall cognitive style

Factors affecting college students' self-regulated learning ability: an overall cognitive style

THE EFFECTIVENESS OF LIFE SKILLS COUNSELLING IN IMPROVING STUDENTS’ SELF-REGULATED LEARNING

Tremendous growth in technology, as part of the dynamics of globalization, can lead to gaps in student learning. Students tend to seek information and instant gratification through technological tools that have a major impact on their learning approaches, making it more difficult for them to be self-regulated learners. The aim of this study is to analyse the effectiveness of life skills counseling approach in enhancing the ability of self-regulated learning for high school students. This research is an experimental design by using randomized pretest-posttest with control group. The participants of this study consisted of 54 students of Senior High School level who were in the tenth grade. The data of the study were collected by the Scale of self-regulation in learning. Data analysis is used by two stages. First, data analysis for testing required statistical assumptions, ie test of data distribution normality with Kolmogorov-Smirnov test technique and homogeneity test of variance with Levene test. Second, data analysis for testing of research hypotheses conducted with Independent Sample t-test. The study shows that the life skills counseling has a meaningful effect on self-regulated learning. The average score of the experimental group was higher than the control group on all components of self-regulated learning.

Gender Differences and Suggestions on Self-regulated Learning Ability of Primary School Students under the Background of “Internet+ Education”: An Empirical Study

Gender Differences and Suggestions on Self-regulated Learning Ability of Primary School Students under the Background of “Internet+ Education”: An Empirical Study

Effect of Nursing Student’s Learning Presence and Self-regulated Learning Ability on Learning Satisfaction in Flipped Learning Environment

Effect of Nursing Student’s Learning Presence and Self-regulated Learning Ability on Learning Satisfaction in Flipped Learning Environment

Students’ Self-Regulated in Learning Mathematics using Realistic Mathematical Education Model

To study at school, students must have soft skills such as self-regulated learning, namely the ability of students to manage their own learning. The significance of students' self-regulated learning is what inspired this study. This study sought to ascertain the rise in students' self-regulated learning when learning mathematics using a realistic mathematics education model, as well as the students' reactions to learning mathematics using a realistic mathematics education model. This kind of study uses questionnaire analysis to do descriptive research. A self- regulated learning questionnaire and a questionnaire for students' responses made up the tool used to assess the self-regulated learning abilities that had been put to the test. Data were collected for this study to examine the rise in realistic mathematics education students' ability to learn mathematics independently, as well as the students' attitudes toward learning mathematics through mathematics education, which were assessed using a Likert attitude scale. The self-regulated learning scale is made up of four parts: the students' evaluations of how well they (1) use and locate pertinent learning resources in mathematics, (2) select and determine their learning strategies in mathematics, (3) assess and evaluate their learning outcomes in mathematics, and (4) have a positive view of themselves as mathematicians. By utilizing realistic mathematics education, the findings of this study about self-regulated learning in mathematics can be viewed as a whole. Based on the results of data analysis it is known that students' responses to realistic mathematics education models are positive which are adapted to real-life contexts or everyday life which will arouse students' self-regulated learning in solving problems because they are related to real life. This demonstrates that 98.18% of students respond positively.

Pengaruh Kemandirian Belajar Terhadap Kemampuan Penalaran Matematis Materi Barisan Dan Deret Di Masa Pandemi COVID-19

This research aimed to describe students self-regulated learning and mathematical reasoning ability as well as to know the significant effect of self-regulated learning on the mathematical reasoning ability about sequence and series subject for students grade XI of SMAN 1 Keruak during the COVID-19 pandemic. The research method uses the corelasional method. The research instrument was a self-regulated learning questionnaire and mathematical reasoning ability test. Data analysis technique using simple linear regression analysis. The results of this study indicate that: (1) Descriptively from the data on the self-regulated learning of grade XI SMA Negeri 1 Keruak students are in the medium category that is 64,5%; (2) Descriptively from the data on the mathematical reasoning ability of grade XI SMA Negeri 1 Keruak students are in the medium category that is 54,8%; (3) There is a significant effect self-regulated learning on the mathematical reasoning ability about sequence and series subject for students grade XI of SMAN 1 Keruak during the COVID-19 pandemic. This is in accordance with the results of the regression aquation Y = 18,671+ 0,715 X and the results of the F test calculations which show that . The contribution of self-regulated learning to students mathematical reasoning ability is 40,8% and the remaining 59,2% is influenced by other factorsThis research aimed to describe students self-regulated learning and mathematical reasoning ability as well as to know the significant effect of self-regulated learning on the mathematical reasoning ability about sequence and series subject for students grade XI of SMAN 1 Keruak during the COVID-19 pandemic. The research method uses the corelasional method. The research instrument was a self-regulated learning questionnaire and mathematical reasoning ability test. Data analysis technique using simple linear regression analysis. The results of this study indicate that: (1) Descriptively from the data on the self-regulated learning of grade XI SMA Negeri 1 Keruak students are in the medium category that is 64,5%; (2) Descriptively from the data on the mathematical reasoning ability of grade XI SMA Negeri 1 Keruak students are in the medium category that is 54,8%; (3) There is a significant effect self-regulated learning on the mathematical reasoning ability about sequence and series subject for students grade XI of SMAN 1 Keruak during the COVID-19 pandemic. This is in accordance with the results of the regression aquation Y = 18,671+ 0,715 X and the results of the F test calculations which show that . The contribution of self-regulated learning to students mathematical reasoning ability is 40,8% and the remaining 59,2% is influenced by other factors

토픽모델링 분석을 이용한 학습역량 연구 동향 분석 및 대학 학습지원 방향 모색

Objectives Universities have expanded various support to strengthen students' learning capabilities. However, the meaning and interpretation of learning capabilities were diverse and ambiguous, causing uncertainty in deriving directions for setting learning support goals and establishing promotion strategies. Recognizing these problems, this study aims to prepare evidence for establishing a university learning support system by analyzing trends in studies related to learning competency and extracting topics related to learning competency through text mining and network analysis.&#x0D; Methods Basic statistical analysis, core word selection, topic extraction, and research trend were analyzed using keyword network analysis and LDA-based topic modeling techniques by collecting information on the titles and abstracts of 621 academic papers on learning competencies.&#x0D; Results The keywords related to learning competency were groups, and the results of selecting key words were learning immersion, self-efficacy, self-regulated learning ability, learning community, problem-solving ability, cooperative learning, knowledge, and creativity. As a result of topic modeling, five topics were extracted, and they were named as learning motivation, learning analysis, learning execution, learning relationship, and learning expansion. Next, as a result of analysis of research trends related to learning competency, it was found that research on learning competency has continued to increase since 2010, and research on learning relationships and learning expansion topics has increased since 2015.&#x0D; Conclusions This study is meaningful in that it identified the keywords mentioned in current learning-related studies to foster future talent, extracted and presented related topics, and presented basic data on finding effective support directions to improve student learning competency in universities.

An Investigation of the PERvasive Learning Systems Impact on Soldiers’ Self-Efficacy for Self-Regulation Skills

The current study an empirical evaluation of the PERvasive Learning System (PERLS). PERLS is a mobile microlearning platform designed for learning anytime and anywhere, taking advantage of planned and unplanned time during a learner’s daily schedule to enhance and reinforce learning. Soldiers taking classes from the Sabalauski Air Assault School at Fort Campbell, KY were recruited. This evaluation compared the impact of PERLS on soldiers’ self-efficacy for their self-regulated learning ability. This evaluation found evidence of impact for the PERLS when implemented into classroom setting with soldiers that used PERLS indicating higher self-efficacy scores.

Impact of Using a Mobile App on Improving Students’ Creative Thinking in Business English Writing with Self-regulated Learning

Creative thinking skills play an important role in Business English writing, but university students are not creative enough due to the overemphasis of knowledge input in traditional Business English writing classroom in mainland China. To solve this problem, this study involves in the mobile learning environment as the medium. By encouraging students to practice various self-regulated learning strategies while studying the learning content designed under the guidance of Production-Oriented Approach via the mobile app Superstar, this study aims to develop a theoretical framework and consequently promote students’ creative thinking skills in Business English writing. Students reported increased self-regulated learning ability after the experiment. It is found that there is a significant positive relationship between online self-regulated learning and creative thinking and students’ creative thinking skills are significantly improved in post-test. Among all the nine self-regulated writing strategies, goal-oriented monitoring and evaluation, idea planning, and emotional control are the most important predictors of students’ creative thinking levels.

Academic Anxiety, Self-Regulated Learning Ability, and Self-Esteem in Chinese Candidates for College Entrance Examination During the COVID-19 Outbreak: A Survey Study.

PurposeThe novel coronavirus disease 2019 (COVID-19) pandemic has become a challenge for adolescents in China. This study aimed to explore the relationship between academic anxiety and self-esteem in Chinese candidates preparing for the college entrance examination during the COVID-19 pandemic and to examine the mechanism of mediating effect of self-regulated learning ability.MethodsA cross-sectional study was conducted among 293 college entrance examination candidates (including 170 females) from two middle schools in China using a voluntary, web-based, and anonymous questionnaire implemented via the Questionnaire Star app during COVID-19 prevalence in 2020.ResultsThis study found that 1) students in the high and low academic anxiety groups had different levels of self-regulated learning ability and self-esteem, 2) the academic anxiety, self-regulated learning ability, and self-esteem levels of students were significantly correlated and 3) after controlling the two independent variables of gender and subject type, academic anxiety had a significant negative predictive effect on self-esteem, and self-regulated learning ability played a mediating role between academic anxiety and self-esteem, where the mediating effect was 18.6%.ConclusionBased on the observations of the present study, self-regulated learning capacity was a mediator between academic anxiety and self-esteem. These findings suggest an underlying process by which low academic anxiety may increase self-esteem in candidates preparing for the college entrance examination by increasing self-regulated learning ability.

Hybrid online learning for a software practice course and how it affects students with different self-regulated learning levels

The COVID-19 pandemic has forced universities to make a radical switch from face-to-face traditional teaching (TT) to completely online learning (OL). Thus, many studies proposed the proper OL environment for a specific subject and evaluated its effectiveness. However, few studies have empirically compared the proposed OL environment with TT to determine which has better learning effectiveness. More importantly, an OL environment and the self-regulated learning (SRL) ability of a student interactively influence the student’s learning effectiveness. However, few studies have investigated how an OL environment influences the learning behaviours of the students with different SRL abilities. Thus, the aims of this study were to compare the adopted hybrid OL environment with TT and examine how the hybrid OL environment individually influences students with different SRL levels. This study has three significant findings. First, students have better participation rate and work quality in the OL than in TT. Second, the high-SRL and middle-SRL students have higher work quality under the OL than under TT, while the middle-SRL and low-SRL students have higher participation rates under the OL than under TT. Third, while students overall do not particularly favour OL or TT, the middle-SRL students particularly prefer OL. Implications for practice or policy Educators could consider hybrid OL on software practice courses (e.g., Microsoft Office) and programming courses during the COVID-19 pandemic, because most students benefit more from OL than from TT. Educators could provide proper assistance for the low-SRL students under the hybrid OL, which could enhance their learning. Educators in a TT environment could consider giving students more private space to reduce disturbances, which could particularly benefit introverted students with high-SRL and middle-SRL.

Relationship Between Perceived Parental Academic Expectations and Students' Self-Regulated Learning Ability: A Cross-Sectional Study.

In the field of self-regulated learning ability for college students, prior research usually neglected the role of parents when considering the physical distance between college and home. Indeed, an underlying describable driving force of learning remains embedded in the relationship between parents and students, even at the college stage. This study aimed to explore the relationships among perceived parental academic expectations, mastery goal orientation, self-reflection, and self-regulated learning ability of college students. Mediation and moderated mediation analyses were employed to analyze a sample of 691 college students. The results indicate that mastery goal orientation partially mediates the relationship between perceived parental academic expectations and self-regulated learning. In addition, self-reflection moderates the relationship between perceived parental academic expectations and self-regulated learning. The positive correlation between perceived parental academic expectation and self-regulated learning is stronger for students with low self-reflection than those with high self-reflection.

Self-regulated learning and problem-solving ability of elementary school students in fraction during online learning

Online learning for students requires high self-regulated learning to maximize problem-solving skills, especially in fractional material. However, elementary school students have not widely seen self-regulated learning and problem-solving abilities. Therefore, this study aimed to determine the relationship between self-regulated learning and problem-solving skills, especially on fractions in online learning in fifth-grade elementary school. This research is included in a quantitative study that uses a sample of fifth-grade students in an elementary school in Depok City. A sample of 122 students (N = 67 female, N = 55 male) was obtained using a non-probability sampling technique. Data collection techniques were carried out through the distribution of a self-regulated learning questionnaire with as many as 29 statements and a problem-solving ability test instrument with as many as eight questions. The data obtained were measured and analyzed using Rasch modeling and assisted by Winsteps software version 4.4.2. Furthermore, the correlation and Effect Size tests were carried out to determine the relationship and influence between variables. The results showed a significant and interrelated relationship between self-regulated learning and problem-solving ability. In other words, the higher the quality of independence in students, the higher the quality of problem-solving abilities they have, and vice versa. That way, it can encourage students to maximize self-regulated learning when learning online to help improve problem-solving skills in learning.