Academic Self-regulation Research Articles

SELF-REGULATED LEARNING IN FIRST YEAR INDUSTRIAL ENGINEERING STUDENTS, NATIONAL TECHNOLOGICAL INSTITUTE OF MEXICO CAMPUS OAXACA, MEXICO

Self-regulated learning allows teachers to implement an established teaching process and students to master tools that help them be clear about their goals and objectives. The objective of the present work was to analyze the self-regulation strategies of the first-year students of the Industrial Engineering career assigned to the National Technological Institute of Mexico campus Oaxaca, Mexico corresponding to the academic cycle 2022-B. It was a descriptive-cross-sectional study. The academic self-regulation process was determined through the adaptation of the Torre instrument (2007), this instrument has a total of 20 items, divided into four dimensions (active metacognitive awareness, level of control and academic verification, daily effort in performing tasks and active processing during classes). A total of 114 students participated, 67.8% of first-year students consider themselves self-regulators in their learning process. Students are clear about what self-regulated learning is, but they still perceive behavioral strategies. It is the responsibility of the students to improve their training process, it is essential to do this type of detection in the first two years of the degree to strengthen those skills.

DIDACTIC POTENTIAL OF FORMATIVE ASSESSMENT AS A TOOL FOR PROFESSIONAL TRAINING OF FUTURE PHYSICAL CULTURE TEACHERS IN CONDITIONS OF BLENDED LEARNING

The formation of digital pedagogy in conditions of global digitalization leads to a rethinking of educational paradigm and development and implementation of new methods of educational process organizing. These changes primarily concern higher pedagogical education, as the development of digital technologies changes the approaches to the training of future teachers and improving its quality. Blended learning, which has become a traditional way of organizing the educational process in higher educational institutions during the pandemic, has highlighted the problem of finding effective tools to motivate students to learn, the formation of academic self-regulation in combined educational environments. One of such innovative tools that changes the approaches to the organization of mixed courses is formative assessment.
 The research defines the essence and empirically generalizes the didactic potential of formative assessment as a tool of professional training of future physical culture teachers in conditions of blended learning. It is emphasized that formative assessment is an interactive and informal assessment of the level of academic achievements of students. The purpose of using formative assessment in professional education is to ensure scientific and reflexive independence of students, prevention and elimination of gaps in their mastering of knowledge, skills and abilities.
 The characteristics of modelling and designing the educational and professional experience of future physical culture teachers in conditions of blended learning through the algorithms of planning, monitoring and reflection are generalized. The didactic potential of formative evaluation in the process of professional training of future physical culture teachers in conditions of blended learning is determined: constructive and automated feedback (both for the teacher and for the student); timely and accurate description of the student's strengths and weaknesses, as well as suggestions for further activities that will support student development; differentiation and adaptation of the educational process to the needs of students, the development of their reflexive and evaluative skills of self-control, self-evaluation and mutual evaluation; increasing of cognitive activity, formation of academic independence, the ability to make informed educational choices and ways of professional development; formation of communicative competencies and skills of interpersonal communication.

Adaptation and Validation to Spanish elementary school children of the Academic Self- Regulation Questionnaire (SRQ-A)

Introduction. The assessment of student motivation can be a powerful tool for understanding the factors that can influence the school environment, where students, families, teachers, psychologists or administration can develop interventions related to the improvement of learning through the motivational style based on the Self-Determination Theory (SDT). The present study aims to offer a Spanish version of the Academic Self-Regulation Questionnaire (SRQ-A), one of the most widely used instruments worldwide to measure academic motivation. Method. A confirmatory factor analysis (CFA) was conducted on a sample of 1343 elementary school students aged 8 to 13 years. To analyse the divergent validity, a correlation analysis was carried out between the four-factor model of the SRQ-A and to analyse its reliability, Cronbach's alpha and McDonald's omega were used. Also, its invariance was tested taking gender and grade as reference. Finally, in order to analyse its convergent validity, a Pearson correlation of the motivational regulatory styles with the level of satisfaction of basic psychological needs was carried out. Results. A good convergent and discriminant validity of the reduced Spanish version of the SRQ-A was shown, as a positive correlation was observed between the most self-determined styles and the level of satisfaction of autonomy, competence and relatedness needs. A multiple-group CFA showed that the structure of the four-factor model did not vary according to gender or grade level. Discussion or Conclusion. The Spanish version of the SRQ-A demonstrates that it is a reliable instrument for measuring academic motivation described in the TAD in elementary school students.

"Time is My Own Treasure": Parental Autonomy Support and Academic Procrastination Among Chinese Adolescents.

PurposePrevious studies have shown that academic procrastination not only affects middle school students’ academic performance but also causes them physical and psychological stress, as well as negative emotions. Therefore, it is necessary to explore the influencing factors of academic procrastination and its internal mechanisms. This study aims to explore the relationship between perceived parental autonomy support and academic procrastination, as well as the role of autonomous motivation and time management disposition.Participants and MethodsCross-sectional data from 662 middle school students were collected using the Parental Autonomy Support Scale, Academic Procrastination Inventory for Middle School Students, Academic Self-Regulation Questionnaire and Adolescence Time Management Disposition Scale. SPSS and its PROCESS macro were used for data analysis.ResultsAfter gender and age were controlled, the results showed that perceived parental autonomy support could not only directly predict middle school students’ academic procrastination but also predict three paths of procrastination: (1) the mediating role of autonomous motivation, (2) the mediating role of time management disposition, and (3) the chain mediating role of autonomous motivation and time management disposition.ConclusionAutonomous motivation and time management disposition played a chain mediating role in the relationship between perceived parental autonomy support and academic procrastination in middle school students.

Modeling students' academic self-regulation based on family functioning, school climate and psychological hardiness with the mediating role of academic self-efficacy

Modeling students' academic self-regulation based on family functioning, school climate and psychological hardiness with the mediating role of academic self-efficacy

The Relationship Between Academic Regulation And Academic Flow In Junior High School Students

Students of SMP Negeri 2 Dawarblandong have problems in academic flow, namely students feel unable to concentrate fully and do not enjoy learning and doing math assignments. The purpose of this study was to determine whether there was a relationship between academic self-regulation and academic flow in students of SMP Negeri 2 Dawarblandong in Mathematics. This study uses correlational quantitative methods, the population is all students of SMP Negeri 2 Dawarblandong from grades 7-9 with a total of 510. And the sample is 224 students. The data collection technique used was the academic self-regulation scale with a reliability value of 0.923 and the academic flow scale adapted the flow inventory for students scale with a reliability value of 0.765. The data analysis method uses Spearman's rho correlation with r value = 0.549 and p value = < .001, it can be interpreted that there is a significant relationship between academic self-regulation variables and academic flow. The magnitude of the effect of academic self-regulation on academic flow is quite large (0.549).

Methodological and Contextual Foundations of Metacognitive Monitoring Training Program in Student Self-Regulated Learning

Aim. This manuscript aims to present the theoretical and contextual characteristics of the developed training program focused on identifying the components of students’ self-regulated learning activities with the use of metacognitive monitoring as well as improving the effectiveness of the students’ learning activities at the individual-personal, motivational-volitional, cognitive and metacognitive levels.
 To do this, we sought to analyze these phenomena in scientific literature and develop a training program aimed to develop students’ reflexivity, internal learning motivation, and metacognitive skills; to inform students about the features of metacognitive monitoring and metacognitive control of self-regulated learning activities, their awareness of the characteristics of their own processes of understanding, evaluating and reproducing information; to form comprehension and task analysis skills, as well as understanding of the specifics of performed tasks.
 Methods. A system of general scientific methods was used: analysis and synthesis of the main characteristics of the concepts of self-regulated learning and metacognitive monitoring as a complex multidimensional formation, comprehension of the psychological foundations of self-regulated learning, systematization and generalization of scientific provisions of metacognitive monitoring in student self-regulated learning. This study focused on the design and development of the training program for increasing the efficiency of metacognitive monitoring in student self-regulated learning.
 Results. The presented manuscript has analyzed the theoretical aspects of the concepts of metacognitive monitoring and self-regulated learning of HEI students. The theoretical essence of the methodological and contextual characteristics of the above mentioned phenomena has been studied. The role and importance of metacognitive monitoring and its components in the learning efficiency and academic self-regulation of HEI students have been described. It has been determined that metacognitive monitoring as a metacognitive characteristic of personality determines not only the organization of mental and behavioral processes, but also relates to the academic success of the subject of learning activity, namely the student. The training program for increasing the efficiency of metacognitive monitoring in student self-regulated learning has been developed and presented.
 Conclusions. The program was designed to help students consciously approach the independent planning and setting of learning goals, control intellectual and metacognitive activities, and use cognitive and metacognitive strategies in learning, monitoring, controlling and correcting their learning activities. Since these processes provide students with cognitive understanding of their own cognitive processes, the use of this type of training program will help students optimize their learning outcomes through metacognitive monitoring in the process of self-regulated learning activities.

대학 1학년생의 학업적 자기효능감과 플로리싱 관계에서 인지적 자기조절의 매개효과

Objectives The purposes of this study were to specify variables related to the flourishing of college freshmen and to analyze the structural relationships among academic self-efficacy and cognitive self-regulation strategies. Methods A total of 370 college freshman survey responses from universities in G city and J province were used to conduct a descriptive analysis, a correlational analysis, mediating effect analysis, a bootstrapping analysis. Flourishing survey responses included sub-five elements PERMA(positive emotion, engagement, relationship, meaning, and achievement). Cognitive self-regulation strategies consisted of four elements(organization, attention, metacognition, and test strategies). Results Cognitive self-regulation strategies totally mediated the relationship between academic self-efficacy and the flourishing of college freshmen. But there was no direct relationship between academic self-efficacy and the flourishing of freshmen significantly. Conclusions First, cognitive self-regulation affects directly first-grade undergraduate students’ flourishing. This suggests that the use of specific cognitive self-regulation should be considered to increase flourishing among college students. Second, academic self-efficacy and cognitive self-regulation are highly correlated with the ‘achievement’ factor among the sub-factors of flourishing, which can be seen as more influential on achievement than other sub-factors of flourishing.

Why do open and distance education students drop out? Views from various stakeholders

While the demand for open and distance education is increasing, it also faces high dropout rates. The reasons and solutions for student dropouts need considerable attention. This study aims to uncover the reasons for student dropouts considering the perspective of students, field experts, instructors, administrators, and support staff. Data from semi-structured interviews with 40 participants revealed that students decide to drop out mainly due to four main reasons: internal reasons, external reasons, student characteristics, and student skills. These reasons include 37 sub-factors such as academic integration, social integration, financial status, personality, and self-regulation. The sub-factors and selected quotations from the interviews are presented in the findings. According to the results, administrators, field experts, instructors, and support staff are not aware of all the dropout reasons. The results of this research are believed to guide researchers, practitioners, and administrators in enhancing the quality of open and distance education.

The efficacy of psychological resilience training on students' academic self-regulation and cognitive triangle

The efficacy of psychological resilience training on students' academic self-regulation and cognitive triangle

Self-Regulation of Learning and EFL Learners' Hope and Joy: A Review of Literature.

One of the new structures of positive psychology that has received special attention is academic self-regulation. It involves controlling one’s behavior, emotions, and thoughts to reach a long-term purpose. Learning how to self-regulate is an important skill that language learners learn both for emotional maturity and later social connections. There are various emotional factors that might be associated with the notion of self-regulation. Hope and joy are among the emotional factors that might influence language learners’ self-regulation; therefore, this literature review addresses the state of academic self-regulation in relationship with hope and joy. Reviewing the literature demonstrated that hope and joy affect language learners’ self-regulation. Hope and joy increase vitality, health, life satisfaction, and promote psychological wellbeing in EFL learners. They influence mental and physical health that is positively correlated with various scales, such as mental health, positive mood, avoidance of stressful life events, vitality and happiness in life, and problem-solving skill. The findings revealed that self-regulation in language learners depends on various demographic and educational factors that can improve learner’ language performance, mental health, and vitality of language learners. Curriculum designers and language teachers need to focus the findings of the current study on creating a more adequate and efficient language teaching environment.

The Relationship between Psychological Well-being, Academic Engagement, and Self-Regulated Learning among Student Nurses

ABSTRACT The objective of the study is to assess the relationship between psychological wellbeing, academic engagement, and self-regulated learning among nursing students. A descriptive correlational study design was employed. This study was conducted between November and December 2020 in the University of Hail, Saudi Arabia, with a convenience sample of 200 nursing students. This study demonstrates a low level of psychological wellbeing (72%), high level of academic engagement (52%) and high academic self-regulation (39%). A weak statistically significant positive correlation (pval = .392) between students’ psychological wellbeing scores and their academic self-regulated learning was noted, along with a statistically moderate significant positive correlation (pval = .519) between academic engagement and the academic self-regulated learning scores. A weak statistically significant positive correlation between students’ psychological wellbeing scores and their academic self-regulated learning, and statistically moderate significant positive correlation between academic engagement and the academic self-regulated learning scores were noted.

The effectiveness of the emotional education model based on Davanloo's psychoanalysis on academic self-regulation and academic achievement

Aim: the purpose of current study is to determine the effectiveness of the emotional education model based on Davanloo's psychoanalysis on academic self-regulation and academic achievement. Method: The design of this quasi-experimental study was a pre-test/post-test with the control group. In the second semester of 2018-2019, which had a grade point average (two consecutive semesters) of less than 12, 40 students were selected as the research sample. They were then randomly divided into two groups of 20 as experiments and controls. 40 students from Tehran University of Medical Sciences, School of Rehabilitation, and University of Tehran psychology and educational sciences faculty were selected by available sampling method in the second semester of 1397-98. All participants had a grade point average (GPA) of less than 12 (out of 20) in their last two consecutive semesters. They were randomly assigned into one experimental and one control group (20 participants each). The research instruments were the academic self-regulatory questionnaire (Ryan and Connell, 1989), the grade point average, and the researcher-made emotion education protocol based on Dovanloo psychodynamics. Research data were analyzed using descriptive indicators and analysis of covariance. Results: The findings showed that the mean post-test scores in the experimental group increased in the overall scores of academic self-regulation, identified regulation, and intrinsic motivation, as well as the grade point average of academic achievement. On the other hand, the internal and external adjustment variables are reduced (p <0.01). Conclusion: By educating and increasing people's awareness of feelings, anxiety, and defense mechanisms, academic self-regulation, and academic achievement can be enhanced in them.

Small-Group Investigation of the True Goals Curriculum With Elementary and Middle School Students: A Randomized Control Study

To explore the impact of the True Goals (TG) school counseling curriculum on important constructs related to school success for students, we conducted two studies: one with elementary and middle school students and the other with high school students. In this, the first of the two studies, 43 students in Grades 4 through 7 participated in the intervention delivered by two school counselor trainees, across two schools in one school district in the Southwest region of the United States. The study used a waitlist control design with a randomized assignment to intervention and control groups to assess the impact of the TG small-group intervention on (a) students’ goal-setting skills; (b) students’ academic self-regulation; and (c) teachers’ rating of students’ motivation, self-knowledge, self-direction, and relationships. Results indicated that students in the treatment group showed significantly higher scores in motivation, self-knowledge, self-direction, and relationship skills than students in the control group, with a large effect size. Please refer to the second study for information on the impact of TG on a high school population.

Соотношение внешней мотивации и субъектной позиции в учебной деятельности младших школьников

A significant bias towards external motivation in primary school and increased requirements for the development of student’s agency has caused the relevance of the research aimed to identify the correlation of external motivation and an agency position in the educational activities of primary school students. We used recently adapted method to study educational motivation – a modification of the questionnaire "Academic Self-regulation" (SRQ-A) (T.O. Gordeeva, O.A. Sychev, M.F. Lynch, 2020), which is based on the ideas of external and internal motivation according to the theory of self-determination by E. Desi and R. Ryan. Also the following methods were used: the questionnaire "The agency position" (Yu.V. Zaretsky, V.K. Zaretsky, I.Yu. Kulagina), the projective method "Attitude to learning" (O.N. Pakhomova) and the projective method of unfinished sentences. The study involved 69 respondents (37 boys, 32 girls) – students of third and forth grades. It is shown that with the agency position, combinations of all types of educational motives are possible. At the same time, children with the agency position have higher indicators of autonomy, that is, they regulate their educational activities more independently, to a less – under the influence of external factors.

Grit: Predictor of Academic Self-Regulation in Undergraduates Students

Grit: Predictor of Academic Self-Regulation in Undergraduates Students

Proactive receiver roles in peer feedback dialogue: Facilitating receivers’ self-regulation and co-regulating providers’ learning

Understanding the proactive roles of receivers in peer feedback processes is crucial because proactive recipience carries great potential in enhancing the effectiveness of feedback and supporting self-regulated (SRL) and co-regulated learning (CoRL). However, receiver’s proactivity has been insufficiently explored and the field lacks a clear understanding of how peer feedback receivers could aid academic self-regulation and co-regulation. This study unpacks the black box through examining different receiver roles in peer feedback dialogue and receiver-triggered SRL and CoRL behaviours in an undergraduate writing course for first-year English majors in China. Data were collected through audio-taped peer feedback dialogue, stimulated recall interviews and journals. Findings revealed a variety of increasingly active receiver roles: respondent, verifier, explicator, negotiator, seeker and generator. Assuming these roles, receivers not only regulated their own learning by self-monitoring works, evaluating the quality of received comments and co-producing feedback but also improved feedback providers’ writing and evaluative skills. The study challenges the stereotypical image of passive receivers and argues that receiver proactivity could turn peer feedback into a mutually beneficial learning activity for receivers and providers. Implications for developing receiver proactivity are discussed.

Sosyal Duygusal Öğrenme Ölçeği- Genç Yetişkin Formu Geliştirme Çalışması

Purpose: Social emotional learning (SEL) is the process of developing the attitudes, values and skills necessary for individuals to gain social emotional competence. SEL includes many skills such as setting goals and achieving them, making responsible decisions, establishing healthy relationships with others, collaborating with others, recognizing feelings, and being aware of needs etc., which individuals need these skills throughout their lives. In this study, it was aimed to develop the Social Emotional Learning Scale-Young Adult Form (SELS-YF), which aims to measure the SEL skills of university students.Design/Methodology/Approach: Participants of the study included university students who were between 18-24 years old, recruited from various public and private universities in Turkey. The scale was applied to 530 undergraduate students (352 female and 178 male). The validity of the SELS-YF was evaluated through exploratory and confirmatory factor analysis. The construct and criterion validities of the scale were also tested. Cronbach’s alpha and McDonald’s Omega coefficients were calculated for the internal consistency reliability of the scale.Findings: The results indicated that the SELS-YF consist of 20 items, including five dimensions, namely Self-Awareness, Academic Self-Regulation, Social Awareness, Responsible Decision Making, and Relationsip Skills. The scale had positive correlation with well-being, indicating criterion validity. The internal consistency of the scale was adequate for the total scale (Cronbach’s alpha =.86) and ranged from .63 to .77 for each dimension. In addition, McDonald’s Omega (ω=.86) coefficient for the total of the scale was calculated.Highlights: The SELS-YF is a valid and reliable instrument to measure SEL skills of undergraduate students within Turkish culture.

Educational Aspirations and Expectations of Adolescents in Rural China: Determinants, Mental Health, and Academic Outcomes.

Educational aspirations and expectations of adolescents have implications for educational and psychological outcomes. This study aimed to determine factors associated with educational aspiration–expectation discrepancies and to examine the associations between the discrepancies and psychological and academic outcomes in rural left-behind children and non-left-behind children aged 14–16 in mainland China. Cross-sectional data from a self-report survey were collected in 2020 among 606 rural students (mean age = 14.85 years) in two public middle schools in Songzi county, Hubei Province. Participants filled in questionnaires measuring their socio-demographic information, educational aspirations and expectations, academic performance, parental and friends’ aspirations, academic self-perception, academic self-regulation, depression, and self-esteem. Results showed that more than half of the participants reported that they felt they were not likely to attain the level of education to which they aspired. Parental migration, academic performance, mother’s educational aspirations for children, and close friends’ educational aspirations were the main factors associated with students’ educational aspiration–expectation discrepancies. Both left-behind children and non-left-behind children whose aspirations exceed expectations were more likely to report lower self-esteem, higher depression, lower academic self-perception, and poorer self-regulation than those without a discrepancy. These findings have implications for families, schools, and policymakers through informing the development of interventions that target positive development in rural youth.

The Effectiveness of Acceptance and Commitment Therapy on Improving Academic Self-regulation and Psychological Flexibility in Students with Specific Learning Disorder(SLD)

هدف این مطالعه، بررسی اثربخشی درمان پذیرش و تعهد بر بهبود خودنظم­جویی تحصیلی و انعطاف­پذیری روان­شناختی دانش­آموزان دارای اختلال یادگیری خاص بود. این پژوهش به شیوه­ی آزمایشی و با طرح پیش­آزمون و پس­آزمون با گروه کنترل اجرا شد. جامعه­ی آماری پژوهش حاضر کلیه­ی دانش‌آموزان پسر دارای اختلال یادگیری خاص در دو مرکز ناتوانی یادگیری تهران بودند که از بین آنها 40 دانش‌آموز به عنوان نمونه­ی پژوهش به صورت نمونه‌گیری در دسترس انتخاب و به صورت تصادفی در دو گروه آزمایش و کنترل جایگزین شدند. برنامه درمانی پذیرش و تعهد در طی 8 جلسه 90 دقیقه­ای به صورت گروهی بر روی گروه آزمایش اجرا شد. گروه کنترل در لیست انتظار قرار گرفت. برای جمع­آوری داده­ها از پرسشنامه­ها‌­ی خودنظم­جویی تحصیلی و انعطاف­پذیری روان­شناختی استفاده شد. نتایج تحلیل کوواریانس نشان داد که درمان پذیرش و تعهد بر بهبود خودنظم­جویی تحصیلی و انعطاف­پذیری روان­شناختی دانش‌آموزان دارای اختلال یادگیری خاص مؤثر بوده است. بر اساس نتایج به‌دست‌آمده می­توان گفت درمان پذیرش و تعهد با ایجاد پذیرش و گشودگی نسبت به تجارب و هیجانات منفی و گسلش شناختی می­تواند موجب بهبود خودنظم­جویی تحصیلی و انعطاف­پذیری روان­شناختی این دانش­آموزان شود.