Academic Self-regulation Research Articles

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.

Metacognitive Awareness and Academic Self-Regulation of HEI Students

The presented manuscript has analysed the theoretical aspects of the concepts of metacognitive awareness and academic self-regulation of HEI students. A theoretical essence of the mentioned above phenomena has been theoretically studied. The role and importance of metacognitive awareness and its components for the learning efficiency and academic self-regulation of HEI students have been described. It has been determined that such a metacognitive characteristic of personality as metacognitive awareness determines not only the organization of mental and behavioral processes, but also relates to the academic success of the subject of learning activity - student. The results of empirical research with the use of Questionnaire “Academic Self-Regulation” by R. Ryan & D. Connell, Questionnaire “Metacognitive Awareness Inventory” by D. Everson & S. Tobias, G. Schraw & R. Dennison’s questionnaire “Metacognitive awareness”, and correlation analysis with the use of the Pearson’s and Spearmen’s rank correlation coefficients, have proved that students with a high level of metacognitive awareness (involvement in activities) have high performance on the basis of identified and internal self-regulated learning activities. The students of this type are more autonomous in conducting their self-regulated learning activities, developing their metacognitive abilities, such as metacognitive knowledge, metacognitive monitoring, metamemory and meta-thinking. Summarizing the results of theoretical analysis and the empirical data evaluation, we can conclude that the learning behavior of modern student youth has been dominated by dependent types of self-regulation.

The Relationship between Internal Locus of Control and Academic Self-Regulation in Class 11 Vocational High School Students in Sidoarjo

This research is motivated by the phenomenon of students regarding the problem of managing academic self-regulation in learning activities at school. This study aims to determine the relationship between Internal Locus of Control and Academic Self Regulation in class XI students of SMK "X" in Sidoarjo. The research was carried out at SMK "X" Sidoarjo with a sample size of 172 students. The sampling technique used Simple Random Sampling, and data collection used two psychological scales with Likert scale modeling, namely the Internal Locus of Control scale with the Academic Self-Regulation scale. This research data analysis using Pearson Product Moment correlation technique. The results of the data analysis of this study indicate that there is a significant positive relationship between Internal Locus of Control and Academic Self-Regulation in Vocational School "X" Students in Sidoarjo, with a correlation coefficient of 0.501 and a significance level of 0.000 <0.05. The coefficient of determination test also shows a result of 0.251 (R Square) which explains that in this study the Internal Locus of Control variable gives an effective effect of 25.1% on Academic Self-Regulation. The results of testing the hypothesis indicate that the hypothesis can be accepted.

Self-Determination Factors and Their Impact Through the Relative Autonomy Index on Skills-Based Learning

Through this study, we aim to identify the relationships between self-determination factors and skills-based learning, as well as the impact of these relationships on increasing the quality of skills-based learning in lower secondary education. The methodology of this paper is the use of quantitative methods of descriptive and inferential statistics in order to study the principle of self-determination through statistical estimation of the RAI (Relative Autonomy Index) coefficient. The data for the conduct of the empirical study were made possible by the questionnaires of the academic self-regulation type. The study includes two samples of students divided by the learning difficulty level. The novelty of this study is precisely the inclusion of the students with learning difficulties and the comparison of their outcomes with those of progressive students. There are many studies on the latter, some of which have guided the idea of this study. The Relative Autonomy Index was built by assessing the motivation sublevels dependent on their position in the self-determination process. Consequently, the data were collected by the standard academic self-regulation questionnaire, for the students with learning difficulties (45 students) and progressive students (45 students). The content of the questions is mainly about the reasons that make students do their works at school. The study of the RAI variable was conducted by treating the data according to their classification in terms of students' level of learning difficulties. To conclude on the relation of controlled motivation to relative autonomous motivation, the results of cross-quartile and descriptive distribution of RAI variable were studied. According to the selected sample, the analysis of this empirical study does not give us a good picture of the implementation of the skills-based curriculum, a process, which should enable each student to master the key skills for lifelong learning. Received: 20 April 2021 / Accepted: 16 June 2021 / Published: 8 July 2021

Academic Self-Regulation, Chronotype and Personality in University Students During the Remote Learning Phase due to COVID-19

During the COVID-19 shutdown phase in Germany, universities stopped presence teaching and students had to turn to digital instruction. To examine their capability to cope with the changed learning situation, we assessed how basic psychological need satisfaction and frustration, motivational regulation, vitality, and self-efficacy of 228 German biology-teaching students (75% female) relate to their chronotype and personality (Big Five). Specifically, we were interested in possible effects of chronotype and personality dimensions on variables related to successful remote learning. Since the pandemic and remote learning will accompany teaching and learning at university in 2021, predictors of successful remote learning need to be identified to support student learning optimally in digital learning environments. In our study, morning-oriented, conscientious, and open students with low neuroticism seem to better cope with the shutdown environment due to vitality, self-efficacy, and partly their self-determined motivation. Moreover, our findings implicate students might need different support depending on their chronotype and personality during the digital learning phase.

Unveiling the relationships among adolescents’ persistent academic possible selves, academic self-concept, self-regulation, and achievement: A Longitudinal and Moderated Mediation Study

ABSTRACT This study investigates adolescents’ persistent academic possible selves (PAPS), academic self-concept, self-regulation, and achievement in a longitudinal and interactive context (N = 113). The PAPS incorporates future-oriented motivation (i.e., motivation to develop academic possible selves) and future-oriented self-regulated learning (i.e., commitment to utilizing self-regulated learning to achieve those selves). By administering three surveys, I found that adolescents’ PAPS grow over the semester, but the growth did not directly relate to achievement. Additionally, their academic self-concept and self-regulation at the beginning of the semester functioned differently to predict the growth of PAPS. Lastly, PAPS promoted future achievement only when it is mediated by current self-regulation. The mediation effect was robust regardless of the level of academic self-concept and past achievement.

Effects of flipped learning on nursing students: A mixed methods study.

Improving the learning capability of nursing students is imperative to their development as healthcare professionals. This study aimed to verify the effects of flipped learning on class participation, academic self-regulation, co-regulation, and academic performance, and to offer suggestions regarding educational strategies related to flipped learning. In the Community Health Nursing I course, 32 junior-year students (the experimental group) were provided with flipped learning, and 30 other junior-year students (the control group) received traditional instructor-led education. Flipped learning consisted of pre-learning, readiness assessment, a mini-lecture, group activities, and formative assessment. The pretest-posttest quasi-experimental and convergent parallel study designs were used in this study. After participating in flipped learning, the experimental group exhibited a significant improvement in class participation, academic self-regulation, and co-regulation compared to the control group, but academic performance exhibited an insignificant improvement. The participants experienced a "change in attitude toward academic participation," "improved academic competence," and "pressure from learning" related to flipped learning. Flipped learning can positively change students' approach to learning. We propose that flipped learning be applied more widely to the education of nursing students.

Does Senior High School Strand Matter in Nursing Students’ Academic Self-Regulated Learning and Academic Performance?

The Philippines recently adopted the K to 12 program in basic education. Under this program, students can choose their track and strand relative to their interests or career choices when they reach senior high school. However, issues surfaced when the K to 12 graduates were admitted to the college courses not aligned with the strand they have completed. This cross-sectional study was conducted to determine the difference in the academic self-regulated learning and performance of the STEM (Science and Technology, Engineering, and Mathematics) and non-STEM graduates in senior high school among freshmen nursing students in a city-subsidized college in the Philippines. The Academic Self-Regulation Learning Scale and grades of students in the first semester were used and analyzed in this study. Results showed that there was a significant difference in the academic self-regulated learning (p=0.045) and academic performance (p=0.000) of freshmen nursing students when grouped according to their senior high school strand. The STEM graduates had significantly higher academic self-regulated learning and academic performance than the non-STEM completers. Unfortunately, no significant relationship was established between academic self-regulated learning and academic performance (p=0.559). Students who are graduates of the STEM strand from senior high school appear to be better prepared to take up the nursing course. Colleges of nursing may consider the academic strand of students in senior high school when admitting students in the nursing program.

Six Weeks of Basketball Combined With Mathematics in Physical Education Classes Can Improve Children's Motivation for Mathematics.

This study investigated whether 6 weeks of basketball combined with mathematics once a week in physical education lessons could improve children's motivation for mathematics. Seven hundred fifty-seven children (mean age = 10.4 years, age range: 7–12 years) were randomly selected to have either basketball combined with mathematics once a week (BM) or to have basketball sessions without mathematics (CON). Children in BM and CON motivation for classroom-based mathematics were measured using the Academic Self-Regulation Questionnaire (SRQ-A) before (T0) and after the intervention (T1). Among the BM, levels of intrinsic motivation, feelings of competence, and autonomy were measured using the Post-Experimental Intrinsic Motivation Inventory (IMI) questionnaire acutely after a basketball session combined with mathematics and immediately after a session of classroom-based mathematics. BM had significantly higher acute levels of perceived autonomy (+14.24%, p < 0.0001), competencies (+6.33%, p < 0.0001), and intrinsic motivation (+16.09%, p < 0.0001) during basketball sessions combined with mathematics compared to when having classroom-based mathematics. A significant decrease in the mean for intrinsic motivation was observed from T0 to T1 for CON (−9.38%, p < 0.001), but not for BM (−0.39%, p = 0.98). BM had a more positive development in intrinsic motivation compared to CON from T0 to T1 (p = 0.006), meaning that BM had a positive influence on children's intrinsic motivation for classroom-based mathematics. This study indicates that basketball combined with mathematics is an intrinsically motivating way to practice mathematics, which also has a positive influence on children's general intrinsic motivation for mathematics in the classroom.

One Size Does Not Fit All: Individuality and Perceptions of Improvement and Satisfaction Among TE Students

Academic self-regulation is a key factor for motivation and learning achievement. Yet with the large range of individual factors, this is not a one-size-fits-all proposition. This study of L2 Technical English students at two German universities explored learners’ expectations and motivations, in particular regarding self-regulation and self-efficacy via the individual’s time investment in self-led study. In an initial survey, learners (N=1646) reported on their English skill levels and anticipated learning habits. Complementarily, the retrospective survey investigated learners’ (N=796) actual behavior during the course, their perceptions of language skill improvement, and their satisfaction. The initial survey indicates a clear understanding that time investment in self-regulated study will lead to greater improvement, an outcome confirmed in the retrospective survey. Additionally, students who invested more time in their coursework were more satisfied with their achievement, although most learners acknowledge they should have studied more. The results verify that learners recognize the nexus between self-regulation and language skill improvement, yet university students are not satisfied with their capacity to self-regulate their language learning strategies. While differences in students’ skill levels and academic self-efficacy result in divergent degrees of progress, students of all types report benefits to their language skills when motivated to self-regulated study.

Exploring the interplay between attributions and metacognitive monitoring ability in a post-secondary classroom

Understanding the development of self-regulated learning (SRL) in applied educational contexts is currently an important goal for researchers. There exists a relatively rich literature for most SRL components in isolation yet the field is lacking in understanding their coordination. This study examined the relationship between metacognitive monitoring and causal attributions in a classroom setting over the duration of an academic semester. Undergraduates (N = 193) enrolled in an educational psychology course provided monitoring judgments before and after four tests and also rated their attributional responses after each test. A number of interesting findings emerged. Attributions were not found to be significant predictors of subsequent judgments of monitoring accuracy. Monitoring accuracy measured with an absolute accuracy index yielded minimal significant relationships with attributional dimensions yet a prediction bias index was found to be associated with locus of causality, stability, and personal control and postdiction bias with external control, stability, and personal control. Finally, internal attributions led to higher performance, supporting prior literature, however more stable attributions were also related to higher performance, a finding not supported by prior literature. Findings and implications are discussed with regard to the facilitation of effective academic self-regulation.

Needs satisfaction and motivation among adolescent boys and girls during self-directed learning intervention

IntroductionSelf-directed learning (SDL) fosters adolescents' needs satisfaction. According to self-determination theory, meeting adolescents' needs for autonomy, competence and relatedness is essential for their motivation. However, students' needs satisfaction and motivation tend to decrease during adolescence and the rate of decrease varies by gender. Prior research within the self-determination theory literature has described adolescents in traditional teacher-directed learning (TDL) contexts, but little research has examined decreases in adolescents' needs satisfaction and motivation or gender-based differences among adolescents in SDL interventions. MethodsThe present two-wave study compared questionnaire data from German adolescent boys and girls (N = 754; Mage = 13.56; SD = 1.2; 49.4% girls) who attended an SDL intervention. To investigate possible gender-based differences in the interplay and extend of the variables, two multi-group structural equation model (multigroup SEM) and latent mean comparison (LMC) were programmed. Results & ConclusionsBoys reported higher values only for introjected and extrinsic regulation. With two different restricted multigroup SEMs, the present study detected additional gender-based differences. For example, the paths between autonomy and intrinsic and identified motivation were stronger for boys than for girls, and competence was only associated with intrinsic motivation among girls. Overall, these findings suggest that fewer gender-based differences exist in needs satisfaction and academic self-regulation in an SDL intervention than have been observed in previous research in TDL contexts. Further, adolescents' needs satisfaction was explicitly associated with higher forms of academic motivation (i.e., intrinsic and identified).

Determination of Predictive Relationships between Problematic Smartphone use, Self-regulation, Academic Procrastination and Academic Stress through Modelling

In this study, the relationship between problematic smartphone use, self-regulation, academic procrastination and academic stress among university students was examined. The theoretical model constructed to explain the predictive relationships between variables was tested using path analysis. Research data was collected from a sample of 632 university students (68.2% male, 31.2% female) using scales for smartphone addiction, academic procrastination, academic self-regulation, and academic-expectations-related stress. Collected data was checked for suitability for path analysis, thereafter a valid model was constructed making appropriate data modifications in the process. Path analysis results showed that; (i) self-regulation is a significant negative predictor for problematic smartphone use, (ii) problematic smartphone use is a significant predictor for both academic procrastination and academic stress, while (iii) self-regulation is a significant negative predictor for academic procrastination and a significant positive predictor for academic stress. Therefore, it can be said that problematic smartphone use has a negative impact on academic development for university students.

Determination of Predictive Relationships between Problematic Smartphone Use, Self-Regulation, Academic Procrastination and Academic Stress through Modelling.

In this study, the relationship between problematic smartphone use, self-regulation, academic procrastination and academic stress among university students was examined. The theoretical model constructed to explain the predictive relationships between variables was tested using path analysis. Research data was collected from a sample of 632 university students (68.2% male, 31.2% female) using scales for smartphone addiction, academic procrastination, academic self-regulation, and academic-expectations-related stress. Collected data was checked for suitability for path analysis, thereafter a valid model was constructed making appropriate data modifications in the process. Path analysis results showed that; (i) self-regulation is a significant negative predictor for problematic smartphone use, (ii) problematic smartphone use is a significant predictor for both academic procrastination and academic stress, while (iii) self-regulation is a significant negative predictor for academic procrastination and a significant positive predictor for academic stress. Therefore, it can be said that problematic smartphone use has a negative impact on academic development for university students.

Faktor Yang Mempengaruhi Kelulusan Uji Kompetensi Ners di Fakultas Kesehatan Masyarakat Universitas Muslim Indonesia

Competence test is evaluation of learning and it can be used as a measure of success and problem that often faced and to test the ability of nurse whether they are competent or not. Objective to determine the effect of health, motivation, preparation, grade point average of S1 and ners toward the passing of competence test in public health of muslim university of Indonesia. Methods of this research uses cross sectional analytic with quantitative approach. For determining the sample done with accidental sampling with a large sample of 210 respondents.Results it was found that there was not health effect with the passing of the nurse competence test (p=0,125), and there is an influences of motivation (p=0,000), preparation (p=0,000), grade point average of S1 (p=0,000), Ners (p=0,000) with the nursing competence test.Conclusion of this research is only motivation, preparation, grade point average of S1 and ners have any influence with nurse competence test. Option in health has not influence with the graduation of nurse competence test in public health faculty of muslim university of Indonesia. Therefore, it is expected that students of the professional nurses program can optimize about their academic self-regulation. As well as physical condition related to health in taking the competence test, there are who support it will get competent result.

REPRESENTACIONES ESTUDIANTILES SOBRE EL USO E INFLUENCIA DE LAS TIC EN EL ESTUDIO DE LA INGENIERÍA

This work presents the initial findings of the research “Self-regulated learning in Engineering students from the Army Engineering College (FIE)”. The sample of this study was made up of students from the 2016 cohort. Zimmerman’s cyclical model of “self-regulation of learning” is the main theoretical reference of this research since it allows the understanding of the processes that take place in the control of: thoughts, feelings, motivations and actions to achieve the learning objectives. It was found that for the achievement of this self-regulation in their learning a resource that they use as academic support is Information and Communication Technologies (ICT). Access to the same YouTube channels and websites is similar among students. The interviewees unanimously mentioned a distinctive human trait of this faculty: the closeness and familiarity in the treatment between teachers and students. This trust is what drives them to interact freely with their teachers and allows them to raise questions and concerns through different communication channels. In summary, human communication and the effective presence of teachers enhance the use of ICTs, since they ultimately provide feedback and benefit students in accessing comprehension strategies that contribute to their academic self-regulation.

STUDENT REPRESENTATIONS ON THE USE AND INFLUENCE OF ICT IN THE ENGINEERING STUDY

This work presents the initial findings of the research “Self-regulated learning in Engineering students from the Army Engineering College (FIE)". The sample of this study was made up of students from the 2016 cohort. Zimmerman's cyclical model of "self-regulation of learning" is the main theoretical reference of this research since it allows the understanding of the processes that take place in the control of: thoughts , feelings, motivations and actions to achieve the learning objectives. It was found that for the achievement of this self-regulation in their learning a resource that they use as academic support is Information and Communication Technologies (ICT). Access to the same YouTube channels and websites is similar among students. The interviewees unanimously mentioned a distinctive human trait of this faculty: the closeness and familiarity in the treatment between teachers and students. This trust is what drives them to interact freely with their teachers and allows them to raise questions and concerns through different communication channels. In summary, human communication and the effective presence of teachers enhance the use of ICTs, since they ultimately provide feedback and benefit students in accessing comprehension strategies that contribute to their academic self-regulation.

Academic self-regulation and features of the relationship between students ‘motivational and regulatory sphere

Academic self-regulation and features of the relationship between students ‘motivational and regulatory sphere

Academic Self-Regulation of STEM of Senior High School Students of Divine Word Colleges in Region I, Philippines and Their Academic Performance

The study wanted to determine the level of academic self-regulation of the STEM students of Senior High School students of the Divine Word Colleges and its effect toward academic performance. There were four aspects of self-regulation investigated such as external regulation, introjected regulation, identified regulation and intrinsic motivation. Questionnaires were used to gather the data. The quantitative descriptive research design and explanation research was used in the study. The findings showed that the academic self-regulation of the STEM students of the senior high school of Divine Word Colleges is high which means that they have high external regulation, introjected regulation, identified regulation and moderate intrinsic motivation. However, the findings also showed that there is no correlation between academic self-regulation and their academic performance. Their academic performance can be caused by other factors that are not considered in this study.

The role of educational motivation in the creativity of intellectually gifted primary schoolchildren

The importance of external and internal motivation in the academic success of students and their persistence in achieving educational and cognitive goals is considered within the framework of the theory of self-determination. The role of different types of educational motivation in the development of the creative potential of students remains insufficiently studied, especially in relation to primary schoolchildren. The research objective is to clarify the role of different motives for learning activity through differences in the figurative and verbal creativity of intellectually gifted primary schoolchildren on the threshold of adolescence. The study involved 96 intellectually gifted primary schoolchildren of the 3rd-4th grades (the average age is 9.6; the number of boys and girls is the same). The internal and external motivation of their educational activity was studied using the “Scale of educational motivation” developed by T.O. Gordeeva based on the Academic Self-Regulation Questionnaire (SRQ-A) by Ryan and Connell. Divergent creativity was analyzed using N.B. Shumakova’s methodology “Figurative and verbal creativity”. An ambiguous relationship has been revealed between different types of motivation and indicators of verbal and imaginative creativity. Internal cognitive motivation and self-development are reliably and directly related to imaginative fluency (r=0.28 and r=0.24), while external motivation (parental regulation) and imaginative creativity (including imaginative originality and elaboration) are linked reversely (r=-0.31, r=-0.24). The regression analysis has demonstrated that external motivation (learning for the sake of fulfilling the parents’ requirements) at primary school age is a negative predictor of imaginative creativity and originality of intellectually gifted students in their adolescence (F=6.91, β=-0.321, p=0.01 and F=6.57, β=-0.314, p=0.01).