Concept Of Self-regulated Learning Research Articles

Exploring self-regulated learning and motivation: A case study of EFL undergraduate learners at a public university in Afghanistan

The concept of self-regulated learning (SRL) in the field of educational psychology has been developed to comprehend how students learn autonomously. Motivation is a pivotal factor in learners’ academic outcomes and its connection with (SRL) is extensive. The purpose of this study was to further explore this phenomenon among EFL learners enrolled at Kandahar University. Quantitative research was carried out on a sample of 123 EFL learners. The data were collected through an online survey questionnaire and analysed using statistical packages. The results indicated that the majority of the learners were standing on the average level of SRL. The results also revealed that there was a significant positive relationship between motivation and SRL. Foreign language learning can be enhanced by designing environments in a way that fosters SRL skills. Further research could be conducted with a wider sample size from other public universities to generate a more fine-grained understanding. Keywords: EFL, EFL learners, self-regulated learning, motivation

Adapting the Motivated Strategies for Learning Questionnaire to the Japanese Problem-Based Learning Context: A Validation Study.

The COVID-19 pandemic has greatly changed medical education, and medical trainees' self-regulation has become more emphasized. In Japan, the concept of self-regulated learning has not been fully applied in health profession education due to a lack of effective measurement tools. We aimed to validate the translated Japanese version of the Motivated Strategies for Learning Questionnaire in the context of Problem-Based Learning (J-MSLQ-PBL). The questionnaire employs a seven-point Likert-type scale with 81 items and is categorized into two sections: motivation and learning strategies. An exploratory factor analysis (EFA) was conducted by using Promax rotation to examine the factor structure of the scale, using the collected data from 112 Japanese medical students. Factor extraction was based on a scree plot investigation, and an item was accepted when the factor loading was ≥0.40. In the motivation section, the extracted factors from the EFA were well aligned with the subscales of the original MSLQ, including "Self-Efficacy for Learning and Performance", "Task Value", "Self-Efficacy for Learning and Performance", "Test Anxiety", "Extrinsic Goal Orientation", and "Intrinsic Goal Orientation". In the learning strategies, the extracted factors poorly matched the structure of the original subscales. This discrepancy could be explained by insufficient translation, the limited sample size from a single medical school, or cross-cultural differences in learning strategies between Western and Japanese medical students. Only the motivation part of the J-MSLQ-PBL should be implemented to measure the competency elements of self-regulated learning in Japan.

Examining self-regulated learning of nursing students in clinical practice: A descriptive and cross-sectional study

BackgroundHow and how much learning occurs during the clinical practice process is connected with the concept of self-regulated learning. As a life-long learner, the nurse can explore learning strategies when he/she is a student, the first step in the nursing profession, by arranging and organizing his/her own learning. This contributes to the development of professional skills and competencies. ObjectivesThis study aims to examine self-regulated learning towards clinical practice and the influencing factors in nursing students. DesignDescriptive cross-sectional design. Settings and participantsThe research sample comprised 614 students in the nursing department in the 2019–2020 academic year. MethodsData concerning the students' demographic characteristics and self-regulated learning were collected using the “Individual Information Form” and the “Self-Regulated Learning Scale for Clinical Nursing Practices”. Personal characteristics were analyzed with numeric and percentage calculations, and some mean scores pertaining to the scale with ANOVA, Independent T and Logistic Regression Tests. ResultsThe mean total scale score of the students was 61.0 ± 10.7. The motivation and learning strategy scores of the first year students were reported to be significantly higher than the other students (p < 0.05). The mean scale score of females (61.7 ± 10.1) was significantly higher than that of males (58.5 ± 12.3) (p < 0.05). Moreover, it was found that fourth year students felt competent 3.8 times more than first year students (p < 0.05) (95% CI (OR) = 0.17–0.40). ConclusionsSelf-regulated learning was reported to be higher in females, first year students, those who had an interest in nursing, and those who see academicians as role models. Moreover, it was reported that fourth year students felt more competent than first year students. Considering that self-regulated learning will increase success in following constantly developing health technologies and changing scientific knowledge and adapting to the working environment, it is recommended to identify the factors affecting self-regulation and support students in this direction.

PENGUNAAN SELF REGULATED LEARNING UNTUK MENINGKATKAN MOTIVASI BELAJAR BAHASA ARAB SISTEM PEMBELAJARAN ONLINE DI SMAN 1 MATARAMAN

This study aims to determine the process and results of using Self Regulated Learning in increasing motivation to learn Arabic in the online learning system during the Covid-19 pandemic at SMA Negeri 1 Mataraman, Banjar, South Kalimantan. The research uses a qualitative approach designed in the form of action research. While the steps used refer to the Mertler model (2011), namely: (1) identification of initial ideas, (2) analysis of general problem finding, (3) general planning of action, (4) developing and implementing action steps (5) evaluating and revise the general design, and (6) develop in the second step of action and so on.&#x0D; The results of the study found that in Cycle I the point of conformity reached 67.7% so that it was certain that students agreed with learning using the concept of Self-regulated learning. However, the acceptance of Arabic lessons is still low, some students still consider Arabic as a difficult subject. While in the second cycle the point of conformity reached 76.5%. Higher than the first cycle after improving the learning pattern in the personal evaluation system section by providing a standard format provided by the teacher. Thus, it can be concluded that students feel enthusiastic in carrying out Arabic learning with an online system if it is done using the concept of self-regulated learning.&#x0D; The theoretical findings in the research are: (1) learning activities that provide wider opportunities for students or are more student centered (student centered learning) provide more opportunities for students to actualize themselves and develop themselves to be better, and (2) student satisfaction in solving their own problems and sharing with friends are important factors in online learning to foster high learning motivation. While the practical findings are (1) it is necessary to make other efforts to make Arabic lessons more interesting for students, even though the average results of the questionnaires are positive but some say they don't like Arabic lessons, and (2) cooperation in problem solving and Freedom in learning is an important thing that must be maintained, because it becomes a dominant factor in the motivation to learn Arabic.&#x0D; Key words: Self-Regulated Learning, motivation, online learning

Pedagogical liberalism

This paper deals with the characteristics of the modern pedagogical paradigm, especially that of early and preschool education which emerged in the social context of liberal ideology. In order to better understand the educational model it promotes, the introductory part of the paper discusses the basic principles and starting points of the liberal social concept. The paper problematizes the diversity of the liberal conception of upbringing and education in relation to advocacy of the socialist social concept. The concept of self-regulated learning in the context of upbringing and education of an early and preschool child is observed. Common syntagms of the modern educational paradigm related to early and preschool education, such as the one about space as a third educator, are problematized. In this context, it is considered who or what constitutes basic pedagogical capital. The role of educators in the educational process, as well as the importance of adults in education in general are considered, and from this position the process of self-regulated learning is observed. The importance of self- observation in the current educational paradigm and recognition of the need for its ideological improvement in order to adequately contribute to children's upbringing and education is pointed out.

Enhancing self-regulated learning in higher education

Higher education's key task is empowering students for in-depth learning, critical thinking, and assuming responsibility for learning and their future professional work. To attain these goals, students must acquire the ability to regulate their learning. This article presents the concept of self-regulated learning and the learning models and factors that contribute to the adequate application of self-regulating strategies. The latter depends on both students’ individual characteristics and contextual factors. Self-regulated learning processes can be learned and lead students to more meaningful learning, greater satisfaction in studying, and better learning outcomes.

Impact of self-regulated learning on academic performance and satisfaction of students in the online environment

The concept of self-regulated learning (SRL) hasn’t been researched enough in Bosnia and Herzegovina (B&amp;H) and hence this study represents an important milestone in understanding this concept in this context. The conducted research was initiated with the presupposition that SRL had a positive impact on satisfaction and academic performance of students. In order to prove the goals of the research, two main hypotheses were formulated. The results of the exploratory factor analysis (EFA) have shown that the statements within SRL are grouped into five factors: goal-setting, metacognition, environment structuring, computer self-efficacy and social dimension. Multiple regression analysis proved that 4 of 5 factors have a positive impact on satisfaction and academic performance of students. Only goal-setting yielded no significance on the two aforementioned variables, while remaining four factors showed a significant influence on students’ satisfaction and academic performance.

Designing and Developing an Online Self-Regulated Learning Course

The concept of self-regulated learning has been a prominent topic in education and has been researched and applied to various educational fields. Andrade and Evans (2013, 2015), applied this concept to the TESOL field and added principles and possible application tools to help ESL/EFL students develop better understanding and skills in the dimensions of self-regulated learning. Subsequent researchers, such as Gonzalez (2013), then took these concepts and integrated them into intensive English programs. Although these applications have seen some success, the administration at Brigham Young University's English Language Center felt that the center’s self-regulated learning program was ineffective for teachers or students. Therefore, the center’s program was evaluated, data was compiled, and design specifications for an improved program were formed. These specifications led to the development of an interactive, online course for students to complete outside of the classroom. Teachers and administrators were asked to build upon the course and encourage students to apply what they learned in their various areas.

Models of Self-Regulated Learning in the Context of New Higher Education Standards Implementation

Self-regulated learning (SRL) is viewed as an important aspect of student academic performance and achievement. Over the past decades, the concept of SRL has been heavily researched, with many educational psychologists proposing theoretical models and setting up studies to test the theories and provide pragmatic information about SRL. The aim of this review was to analyze different models of SRL. To achieve this goal, three models of SRL developed by Zimmerman, Pintrich and Efklides were presented. All of the models had empirical evidence supporting the validity of some of their main aspects. As developing their models, both Pintrich and Zimmerman, and partly Efklides; drew on the same background theory and their models reflected Bandura’s 1986 Social Cognitive Theory, underlining social foundations of thinking and behavior. The terminology also varied from one model to another, but all the authors assumed SRL to proceed from a preparatory or preliminary phase, through actual performance or task completion phase, to an appraisal or adaptation one.

Self-Regulated Learning with a Module to Improve Learning Achievement

Drafting competence using Computer Aided Design (CAD) is required for building projects. The basic competence of CAD courses is students can draw elevation houses with CAD. To improve the effectiveness of learning, it has been developed a CAD learning module. This study was aimed to identify the utilization strategy of the CAD learning module to improve self-regulated learning. It is believed that increasing self-regulated learning can improve learning achievement. This research method consisted of four cycles: plan, action, observation, and reflection. The data were in the form of quantitative and qualitative data. Data collecting techniques were observation and documentation. Data analysis techniques used mean scores and reflection. The target was the mean score of classical tasks which is bigger than 80 in high difficult tasks. The results of the study were (1) there were differences in learning achievement in applying the concept of self-regulated learning with a collaborative approach and an individualistic approach, (2) self-regulated learning concepts with collaborative approach is more appropriate for the CAD module-based learning, and (3) the concept self-regulated learning with collaborative approach can improve learning achievement.

Integrating self-regulated learning and discovery learning into English lesson plan

The notion of learner-centeredness has been embedded in the National Curriculum of Indonesia, 2013 Curriculum. However, most of the teachers seem to be hardly acquainted with the concept of Self-Regulated Learning (SRL) and discovery learning in the lesson planning. Considering the phenomenon, this study intends to explore the concept of Self-Regulated Learning in the lesson plan of English subject for a tenth-grade level by employing a qualitative design with data obtained from a teacher-made lesson plan and a semi-structured interview. The researcher used content analysis to analyze the lesson plan. Meanwhile, the qualitative data from interview result were preceded through a coding sheet and transcribed modified figure. The findings revealed an integration of SRL cyclical phase and discovery learning in the teacher-made lesson plan. Based on the discussion, the results need to be applied in a considerably large context, in order to see thoroughly dynamic integration between Self-Regulated Learning model, lesson planning and the concept of learner autonomy.

Self-Regulation of Learning in Practice Behavior: Exploratory Observation Study of Indonesian Young Badminton Players

Self-regulated learning is an essential skill in maintaining deliberate practice over years, espe-cially for young athletes. Yet, there has not been many studies done on athlete’s practice behavior. This study measured the behavioral correlation of self-regulation of learning in Indonesian young badminton players during practice. There were two parts of this study: first, a list of behavioral items was generated from coach interviews with six expert badminton coaches. Second, the list was used to observe players practice behavior during three separate practices and the observed players were asked to complete a self-regulation of learning questionnaire. Eleven badminton players aged 12 to 19 from different divisions participated voluntarily in this study. The observation and questionnaire results showed good self-regulation of learning in badminton players. However, the components breakdown did not match with coaches’ concept of self-regulated learning. Players were scored high in effort, yet lacking in metacognitive components which led to less proactive behavior in their learning process. This study highlighted the importance of gaining a complete impression of the players’ self-regulated learning skills during practice to develop and maximise their potential.

Eventual sport performance level: What about the role of type of sport, perception of critical life events, and practice quality?

The target article describes an interesting study, which provides some challenging findings regarding athletes' pathway to excellence. The suggested links between critical life events, need for success, personal characteristics, and eventual performance level make sense from a psychodynamic perspective. This commentary will discuss some critical points related to the application of the findings in talent identification and -development programs. These are (1) the possible effect of the selection of participants on the results (including the impact of dependence on others for team sport athletes and the opportunity for multiple medal attainment), (2) a lack of detail in the description of how the athletes approached the critical life events (the perception of an event may contribute more to development than the event itself), and (3) a lack of detail in the description of the practice process throughout development. Some interesting differences were found in the motivation for and approach to practice, but little detail was given about what the athletes exactly were doing at the time. The concept of self-regulated learning may be useful in explaining how super-elite athletes action their goals through quality practice.

EFEKTIVITAS PELATIHAN REGULASI DIRI UNTUK MENURUNKAN PROKRASTINASI MAHASISWA DALAM MENGERJAKAN SKRIPSI

Research on procrastination has been widely done, however, there was limited research using interventions. Based on the concept of self-regulated learning, the effectiveness of self-regulation training was examined to reduce student procrastination on thesis writing. The hypothesis was the self-regulation training will reduce the procrastination level of undergraduate thesis writing. Ten psychology students participated in this training and measured by TKSS of Djing (2010). This study used a quasi-experimental with one-group pretest-posttest design. Result showed that self-regulation training effectively reduce student procrastination on thesis writing, t (5) = 2,132, p = 0, 04 (one-tailed), (p < 0.05) and D = 0, 69. Therefore, self-regulation training could be taken to overcome student procrastination on thesis writing. It can be done as a preventive or curative tool. Keywords: self-regulation training, procrastination, students

Referentes para la orientación del aprendizaje desde la perspectiva del aprendizaje autorregulado

RESUMENDurante los últimos años ha surgido el concepto de Aprendizaje Autorregulado (AAR) generando una línea de investigación que pretende aunar los conocimientos y experiencia existentes en relación con las variables cognitivas, afectivo-motivacionales y del entorno de aprendizaje" Dicho constructo, pese a estar todavía en proceso de definición y explicación, puede proporcionar una buena base teórica para la comprensión y evaluación del proceso de aprendizaje de los estudiantes" En este sentido, pretendemos destacar los grandes rasgos que van a conducir en el futuro a la elaboración de recursos dirigidos a su evaluación" Así, en este trabajo presentamos sus principales características, componentes, líneas actuales de investigación e instrumentos que se sitúan próximos a su evaluación" Con todo ello, se pretende ayudar al desarrollo de los estudiantes, desde los centros educativos, en lo que tradicionalmente se ha venido denominando como "aprender a aprender."ABSTRACTThe concept of self-regulated learning has emerged during the last years generating an investigationline which tries to join the knowlege and investigation on cognitive, affective-motivational and learning environment variables. This construct, althought being under a process of definition and explanation, can provide a good theoretical basis for the understanding and evaluation of students’ learning process. In this way, we try to underline the main features which in the near future will lead us to theelaboration of resources for its evaluation. Thus, in this work we present its main characteristics, components, current investigation lines and instruments near its evaluation. All in all, we try to help stu-dents development, in educational centres, of what traditionally has been called "“learning to learn”".

Self-regulated learning in higher education: identifying key component processes

The concept of self-regulated learning is becoming increasingly relevant in the study of learning and academic achievement, especially in higher education, where quite distinctive demands are placed on students. Though several key theoretical perspectives have been advanced for self-regulated learning, there is consensus regarding the central role played by student perceptions of themselves as learners. There are two general aims of this positional article. The first is to emphasise self-regulated learning as a relevant and valuable concept in higher education. The second is to promote the study of those constituent elements considered most likely to develop our understanding beyond a mere description of those processes thought to be involved in self-regulated learning. A case is presented for learning style, academic control beliefs and student self-evaluation as key constructs which contribute to an increased understanding of student self-regulated learning, and which facilitate the application of self-regulated learning in pedagogy by enhancing its tangibility and utility.

Students’ self-regulation of emotions in mathematics: an analysis of meta-emotional knowledge and skills

Over the past decade, the concept of self-regulated learning has broadened to include motivational, volitional, and emotional components next to (meta-)cognitive ones. In this article, we present a meta-emotion perspective as an essential component of a conceptual framework on self-regulation that fully acknowledges the role of emotions. Against this background, a study is presented that attempts to contribute to the clarification of the relevance and the functioning of students’ meta-emotional knowledge and emotional regulation skills in school-related mathematical activities. It investigates the coping strategies that 393 students of the second (age 14) and fourth (age 16) year of secondary school report to use to regulate their emotions in three different mathematical school settings (i.e., a mathematics test, a difficult mathematics homework, and a difficult mathematics lesson). More specifically, it aims (1) to document the nature and frequency of the reported coping strategies, and (2) to explore—for the three different mathematical school settings—relationships between these reported coping strategies and personal characteristics (i.e., students’ familiarity with the particular school settings, their track in secondary education, their achievement level, their age, and gender). The results indicate that students report to know and to make use of several coping strategies in school-related mathematical activities, and reveal that the use of these strategies is related to specific person-related characteristics. In conclusion, we elaborate on how schools and teachers can stimulate students to acquire appropriate strategies and skills to self-regulate their emotions.

L’apprentissage autorégulé à l’école maternelle

The aim of the present paper was to reflect on the role played by selfregulated learning in the preschool and kindergarten contexts. The concept of self-regulated learning, which attracts increasing numbers of researchers in educational psychology, refers to the ways in which intrinsically motivated learners autonomously regulate their own cognitive processes within educational settings. We review research that has (1) shown mothers’scaffolding to influence their young children’s self-regulatory competence at school and that has (2) provided evidence of educational practices’and contexts’effects on young children’s self-regulated learning. The role of both initial and continued teacher training in instilling self-regulatory attitudes and behaviors in young students is discussed.