Development Of Self-regulated Learning Research Articles

Self-Regulated Learning in Online-Based Teacher Education And Training Programs

<p>The era of the coronavirus disease pandemic is increasingly driving the process of transforming teacher education and training from face-to-face to online-based. Besides having flexibility and accessibility, in practice, the transformation process has several weaknesses and challenges. One of them is a culture of self-regulated learning from the participating teachers. For this reason, the purpose of this article is to review self-regulated learning in online-based teacher education and training programs with key questions- how important is self-regulated learning in online-based teacher education and training programs? and how to facilitate the development of self-regulated learning in online-based teacher education and training programs? To answer this, we conducted a literature study of various books and previous research articles, so that the results were complete, both conceptually and empirically. As a result, self-regulated learning has become an important and strategic aspect for the success of any learner or online learning program, including online-based teacher education and training programs. For this reason, every designer, organizer and instructor need to facilitate the development of participants selfregulated learning aspects through their online learning platforms. Although it cannot be assumed that they will automatically and effectively develop their self-regulated learning skills, through deliberate design and facilitation efforts, they need to create and sustain the development of self-regulated learning skills of e-learners through rich learning experiences. Positive self-regulated learning tends to encourage the success of the online-based teacher education and training programs because teachers will give their best efforts to complete their online learning and have the potential to achieve the best results.</p>

Development of self-regulated learning: a longitudinal study on academic performance in undergraduate science

ABSTRACT Background Self-regulated learning (SRL) encompasses the strategies and behaviours that allow students to transform cognitive abilities into task-specific academic skills. Research in higher education has found a relationship between SRL and academic outcomes. However, whether SRL improves as students gain educational experience in undergraduate science has not been adequately studied. It is also unclear whether traditionally strong predictors of academic performance, such as the Australian Tertiary Admissions Rank (ATAR), and science background, remain strong in the later stages of a science degree. Purpose The purpose of this study was to investigate whether SRL changes over time in undergraduate science, and whether SRL, the ATAR, or a student’s science background predicted their academic performance. Sample The sample comprised a cohort of agricultural science students (n = 213) from a large Australian University followed longitudinally from 2018 to 2020. Design and methods Students completed a questionnaire to assess SRL in their first and third years of undergraduate study. They also completed a knowledge survey at the start of first year to assess confidence in scientific material. Analyses revealed that students’ SRL increased over the degree, but not over a single semester of first year. Additionally, it was found that students’ average semester marks were related to knowledge survey scores, and with students’ ATARs, but not with their SRL. Conclusion These results indicate that the academic aptitudes that contribute to academic success in high school continue to be advantageous through to the end of undergraduate study, but also suggest that students’ initial scientific confidence may be particularly important to long-term university success.

A systematic review of the educational uses and effects of exemplars

The analysis of exemplars of different quality is a potentially powerful tool in enabling students to understand assessment expectations and appreciate academic standards. Through a systematic review methodology, this paper synthesises exemplar-based research designs, exemplar implementation and the educational effects of exemplars. The review of 40 empirical exemplar-based studies indicated frequent use of post-intervention evaluation designs. The integrated use of exemplars and strategies such as rubrics, peer or self-assessment was a major pedagogic feature to enhance students’ understanding of standards and aid their generation of internal feedback for self-monitoring. There was evidence suggesting that the combined use of exemplars with these strategies could advance students’ academic performance and development of self-regulated learning. The review results set future directions for exemplar-based studies: quantitative research would benefit from controlled manipulation of variables to disentangle the effects of exemplars and those of other strategies; qualitative research could profitably use self-reflective diaries, think aloud protocols or classroom observations to develop deeper understandings of exemplar implementation. The key pedagogical implication recommends students’ production of an assignment draft prior to exposure to exemplars so that they can compare their own work with exemplars and then make improvements independently of teachers.

Facilitating English Grammar Learning by a Personalized Mobile-Assisted System With a Self-Regulated Learning Mechanism.

This study developed a personalized mobile-assisted system with a self-regulated learning (SRL) mechanism to facilitate English-as-a-foreign-language (EFL) students’ learning of grammar. A quasi-experimental design, involving an experimental group (n = 278) and a control group (n = 320), was adopted to examine its effectiveness on students’ grammar learning. The experimental group, who had full access to the functions of the system (i.e., recommendations, feedback and an e-portfolio package), used the system to learn grammar, complete grammar exercise, and engage in for a semester, while the control group only use the system to submit weekly assignments. The results suggest that the experimental group obtained significantly higher scores in English grammar tests than the control group and the system benefited both genders with no significant differences. The findings provide empirical evidence in support of the effectiveness of this system in improving students’ grammar test scores, indicating its value as a supplementary tool to conventional classroom teaching of English grammar via supporting learners’ SRL development in a m-learning context. The pedagogical implications for applying this system in classrooms and beyond were discussed.

Flipped classroom as a didactic strategy to develop self-regulated learning in university students

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

The relationship between executive functioning and self-regulated learning in Australian children.

Executive functioning (EF) and self-regulated learning (SRL) are established predictors of academic achievement, both concurrent and future. Although it has been theorized that EF development enables SRL in early childhood, this directional model remains empirically untested against plausible alternatives. Thus, this study investigated the longitudinal relations between children's EF and SRL during the transition from kindergarten to Year 1 in an Australian sample to determine the direction and strength of the association between EF and SRL. We compared four directional models and also tested whether EF and SRL can be construed as manifestations of a common factor. Children's EF was assessed using a battery of tasks tapping working memory, inhibition, and shifting, and their SRL was assessed by teachers using the Checklist of Independent Learning Development. Cross-lagged structural equationmodelling analyses were conducted on a longitudinal dataset of 176 children at the end of kindergarten (age M=5years, 8months; SD = 4.02months), and 1year later (age M=6years, 5months; SD = 3.65months). EF predicted SRL longitudinally (β= .58, controlling for kindergarten SRL), consistent with common assumptions, whereas SRL did not predict EF. However, the common factor model also fit the data very well. We concluded that EF and SRL are indeed related concurrently and longitudinally but that further evidence is needed to disambiguate whether EF is best understood as a necessary antecedent of SRL development in early childhood, or whether they reflect the same general construct.

Can Learning Objects Help Student-Teachers Become Self-Regulated Learners?

This paper describes how an original resource set of learning objects was developed to foster learning to learn (Gargallo Lopez et al., 2020) among student-teachers and how these interactive online materials are planned to be effectively incorporated into an intervention. Such implementation follows an innovative pedagogical framework based on a sociocognitive view of self-regulated learning (SRL) and the integrative learning technologies (ILT) approach to technology. The full project, starting in August 2021, proposes the independent use of the resource set of learning objects as a starting point to assist student-teachers with the development of self-regulated learning in their English courses under this new framework.

Investigating teacher development of self-regulated learning skills in secondary science students

This multiple case study examined how secondary science teachers supported their students’ self-regulated learning development after an intensive, year-long, professional development. The results suggest that the teachers largely used the SRL coaching strategies of observation and emulation, emphasized different SRL processes, while less than half of the teachers explicitly encouraged their students to use the self-reflection phase of SRL to guide future cycles of SRL. Additionally, even though the majority of the teachers established process goals for their instruction, they evaluated their students with reference to product goals.

Fostering Self-Regulated Learning in Primary School Students: Can Additional Teacher Training Enhance the Effectiveness of an Intervention?

Teachers play a key role in the development of self-regulated learning (SRL), especially in primary education. However, current results indicate that teachers are either inadequately or only moderately fulfilling this key function, as they spend little time in the instruction of SRL strategies. The objective of the current study was, therefore, to develop an intervention that guides teachers to provide students with SRL strategies and investigate if additional teacher training (ATT) can enhance the intervention effects. Data of 607 fourth-graders were used to analyze their SRL within a pretest/posttest control-group design using a questionnaire and a learning diary. Contrasting the data of the groups actively participating in the intervention (simple intervention group and trained-teachers intervention group) with the data of a passive control group revealed positive effects of the intervention in terms of an increase in their reported use of SRL strategies (questionnaire and diary data). However, we found no transfer effects on achievement, as well as that the ATT had no beneficial effect on results at the student level. For fourth-graders, the developed intervention seems appropriate to impart SRL strategies to them. For teachers, it represents a potential opportunity to instruct SRL strategies to their students in their classes.

Self-Regulated Learning in Undergraduate Science

Undergraduate science courses are particularly challenging for students transitioning into university. The departure from supportive high school environments can be difficult for students lacking self-directed and self-motivated learning skills. Many high-achieving school graduates entering higher education are surprised to discover they are ill-prepared to be accountable for their learning (Stanton et al., 2015). Over the past two decades, there has been a mounting interest in the pedagogical approaches aimed at equipping students with the capabilities of a lifelong learner (Australian Qualifications Framework, 2013; Oliver & Jorre de St Jorre, 2018; Boud & Dochy, 2010). Consequently, research efforts in higher education have attempted to identify the behavioural strategies and motivational states associated with academic success. Self-regulated learning (SRL) is an umbrella term encompassing the independent and self-directed strategies that allow students to recognise and regulate their learning (Dinsmore et al., 2008). In brief, self-regulation is what a lifelong learner does. In science disciplines, much attention has been directed towards curricula that facilitate the development of SRL in students, such that they become aware of, and maintain control over their learning of complex scientific concepts. This study reviews the current theoretical perspectives, methodological approaches, and emerging trends from research on SRL in higher education science.

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.

TEACHER MANAGEMENT OF SELF-REGULATED LEARNING THROUGH ePORTFOLIO

Background and Purpose: Students’ ability to self-regulate their learning and to learn effectively are predictors of success. In developing and initiating Self-Regulated Learning (SRL), teachers play a significant role. Hence, this study aims at exploring teacher management of SRL in the ESL writing classroom using ePortfolio.
 
 Methodology: This study adopts an interpretive paradigm with action research as its methodological approach. The data collection methods consisted of observation, documents, and interview. A total of one teacher and 16 of her students participated in this study. The data were analyzed thematically.
 
 Findings: In using the ePortfolio, the teacher had managed to assist learners SRL development by employing several strategies. It was identified that the teacher used strategies such as setting the learning goals, sharing the criteria of success, questioning techniques, giving feedback, as well as allowing self-assessment activity to take place. These strategies were believed to promote the constructs of independent learning, autonomous learning, and assistance from a more capable peers particularly in learning ESL writing via ePortfolio. Also, a shift in a teacher’s role from being authoritative in the classroom to a facilitative role is deemed necessary in developing SRL among ESL writing students.
 
 Contributions: The results from this study offer new insights into pedagogical strategies that could be considered for promoting SRL in language teaching and learning. An outcome of this research could serve as a guide for teachers in planning their pedagogical approach and to decide on suitable strategies to be employed for different types of learners. Also, the sharing of the teacher practices in this study would provide rooms for other researchers to further explore other possible strategies and ways for strengthening any weaknesses found in the practice. 
 
 Keywords: Self-regulated learning, ePortfolio, action research, autonomy, self-assessment.
 
 Cite as: Segaran, M. K., & Hasim, Z. (2021). Teacher management of self-regulated learning through ePortfolio. Journal of Nusantara Studies, 6(1), 373-393. http://dx.doi.org/10.24200/jonus.vol6iss1pp373-393

Self-Regulated Learning On Program Entry in Doctor of Physical Therapy Students: A Pilot Study

Introduction. The transition to graduate study can be difficult for entry-level physical therapist (Doctor of Physical Therapy [DPT]) students to make. One factor that may support this transition is the development of self-regulated learning (SRL). SRL has been associated with academic success in graduate health professions programs. Despite previous academic achievement, some DPT students struggle with first semester coursework. It is unknown whether these students have adequate SRL skills. Therefore, this study examined students' perceived SRL skills on program entry. Methods. Participants enrolled in their first semester of a DPT program were recruited from a medium-sized historically minority serving institution in the Southeastern United States. Doctor of Physical Therapy students (N = 28) completed the Learning and Study Strategies Inventory (LASSI) instrument to discover perceived abilities in SRL. The LASSI is a valid and reliable instrument that assesses skills, strategies, and behaviors of SRL and has been used in other graduate health professions. Demographic data and LASSI scores were evaluated using descriptive statistics, and between-group comparisons were performed using nonparametric independent tests and analysis of variance. Significance was set at an alpha level of <.05. Results. Entering students perceived a need for moderate or high levels of support in most areas of SRL as measured by the LASSI. Statistically significant demographic differences in scale scores found within the cohort included minority status, undergraduate institution, and gender. Discussion/Conclusion. This study provides insights into the areas of support DPT students need for SRL that may have implications for early academic support. Diverse students may have different supportive needs. Further research is needed to discover SRL development needs in DPT students.

The beliefs of preschool teachers on self-regulated learning in the preschool

This paper presents a qualitative research which implements the Delphi method on a sample size of 25 preschool teachers and their assistants in Slovenian preschools regarding their beliefs on self-regulated learning in the preschool. The goal was to determine how preschool teachers and their assistants define their own self-regulated learning, which factors they recognize as important in the children's self-regulated learning in the preschool and how they assess the role of the preschool teacher in the process of enhancing self-regulated learning of children in the preschool. The research was conducted in two rounds using two questionnaires. The first round of research was done using an open ended questionnaire, the answers were coded and the relevant concepts were categorized. On the basis of the result analysis from the first round of the research the questionnaire for the second round was made, which enabled the analysis and comparison of the data from both rounds of research. From the analysis of the gathered data, most preschool teachers (72%) believe that for the development of self-regulated learning it is important for the children to learn by watching others and through real-life examples. Slightly more than half of the preschool teachers (52%) say that it is independent participation of the child, (48%) believe that incentive is important, and (36%) believe that guidance is key. Others (28%) mention observation and dialogue as an important approach for the development of self-regulated learning, (12%) believe that it is persistence. Challenges and attention from the preschool teacher were noted by (8%) of the preschool teachers while (4%) believe that the adequate environment and interesting topics were an important approach.

Quantitative analysis of the development of self-regulated learning in year 1 medical students

Quantitative analysis of the development of self-regulated learning in year 1 medical students

A case study of a formative assessment practice and the effects on students’ self-regulated learning

The study investigates one mathematics teacher’s implementation of formative assessment and its effects on students’ self-regulated learning (SRL). A questionnaire administered before and after the eight-month long intervention shows a significant effect, compared to two control classes, on students’ motivational beliefs involved in SRL. Qualitative data shows a notable enhancement of the students’ SRL behavior in the classroom. Analysis of the teacher’s implemented formative assessment shows a practice integrating several aspects of formative assessment, and provides empirical evidence of what formative assessment with large effects on students’ SRL may look like and how it fits with models of SRL development.

Relationship between metacognitive awareness and motivation to learn in medical students

BackgroundIn self-regulated learning, learning is defined as metacognitively guided, intrinsically motivated and strategic. In the context of medical education, the development of self-regulated learning can be associated with better academic and clinical performance. Hence, this report focuses on demonstrating the association between metacognitive awareness and motivation to learn among medical students in the clinical sciences portion of their education (3rd and 4th years of the medical programme) and characterizing medical students’ motivational factors.MethodsWe performed a cross-sectional study with a qualitative and quantitative approach involving medical students from the University of Sao Paulo (USP) in Brazil. We have selected validated self-report questionnaires for the evaluation of metacognition (the Schraw and Dennison Metacognitive Awareness Inventory - MAI) and motivation to learn (the Baranik, Barron and Finney Achievement Goals for a Work Domain - AGWD). MAI has two domains: knowledge about cognition and regulation of cognition. AGWD divides achievement goals into mastery approach, mastery avoidance, performance approach and performance avoidance goal orientations. We also performed a qualitative analysis based on an open-ended question: “What motivates me the most in medical training?”ResultsOne hundred eighty-five students completed the questionnaires: 103 (55.67%) were men, 110 (59.45%) were in their fourth year of the medical programme, and 152 (82.16%) were up to 24 years old. Only the knowledge about cognition domain of MAI was significantly associated with motivation to learn. We found that higher scores on the knowledge about cognition domain of MAI was associated with the mastery approach goal orientation (p = 0.003, median 0.71, IQR 0.23) and that lower scores on this same domain was associated with a mastery avoidance goal orientation (p = 0.034, median 0.65, IQR 0.14). The open-ended question showed that altruism, personal satisfaction, financial feedback, personal and supportive networks and graduating were motivational factors.ConclusionsMetacognitive awareness and motivation to learn are closely related. This association may represent a potential target for the educational process, as deans and faculty can adopt strategies focused on promoting self-regulated learning concerning students’ motivational factors. This could enhance academic outcomes and promote more enjoyable learning.

Self-Regulated Learning Development in Undergraduate ESL Writing Classrooms: Teacher Feedback Versus Self-Assessment

In the English as a second language (ESL) research context, teachers are committed to ensuring that students are aware of their writing skills and the kinds of errors they make in their writing. This explains why teacher feedback is frequently practised in the writing classrooms. Self-assessment is another supplementary strategy that provides opportunity for ESL students to take control of their learning. This study investigated the effects of self-assessment and indirect teacher feedback on self-regulated learning (SRL). A quasi-experimental design with an embedded experimental model was used in this research. Three intact classes were randomly assigned to experimental and control groups. This study utilised both quantitative and qualitative data. The quantitative data were obtained through the Self-Regulation Strategy Inventory Self-Report. The qualitative data were derived from the SRL microanalytic protocol. The findings revealed that both self-assessment and indirect teacher feedback helped learners become more self-regulated. However, self-assessment reduced maladaptive behaviours more than indirect teacher feedback. This study concludes that self-assessment is an effective instructional practice that promotes SRL in terms of goal setting, strategy planning, strategy use, attribution and adaptive behaviour. It is recommended that self-assessment be part of an instructional practice rather than an alternative strategy in the writing class.

Evaluation of the Self-regulated Learning Model in High Schools: A Systematic Literature Review

Self-regulated learning (SRL) is used to learn things that affect student learning and learning outcomes. This research type is review research, which critically examines and sees the application of the SRL model in Indonesia. The criteria taken in this review research are learning models that have a theoretical and practical foundation. The learning models analyzed include learning models from Boekaerts; Winne; Zimmerman; Efklides; Hadwin, Jarvela and Miller; and Pintrich because it was used as a basis for various SRL studies. Each learning model is explored in detail, including a description of the model, a practical foundation, and instruments built on the model. After that, the learning model is compared with a number of aspects in each phase, so a newer and simpler learning model synthesis appears. The empirical evidence from the SRL meta-analysis was raised regarding the evaluation of the model. The SRL model can improve students' SRL skills, especially students who are still dependent on the teacher's role. Therefore, it is necessary to categorize students before applying the SRL development model consisting of goals, strategies, and reflections. Teachers should have various lists of SRL models, so they can adjust their interventions to improve these skills more effectively.

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

Competences in self-regulated learning (SRL) are important prerequisites for success in school and beyond. Teachers play a crucial role in students’ development of SRL. When focusing on teachers’ professional competences in SRL, their experiences as self-regulated learners and their competences as agents of SRL are important. At present, an integrative and holistic framework that combines these two important aspects of SRL with regard to teachers’ professional competences in SRL is absent. First, this paper introduces a theoretical framework for teachers’ professional competences and instructional practices in SRL that integrates teachers’ competences as self-regulated learners with their competences as agents of SRL. This integrative approach allows for differentiated analyses of particular aspects of competences and creates the possibility to deeply understand the reasons why teachers do or do not promote SRL in classrooms. In the second part of this paper, the interplay of teachers’ professional competences as self-regulated learners and agents of SRL, with their intention to implement SRL in classes and their self-reported SRL teaching practices, is examined using data provided by 106 in-service teachers from primary and secondary schools. We assessed teachers’ professional knowledge about SRL (i.e., content knowledge about SRL [CK-SRL] and pedagogical content knowledge about SRL [PCK-SRL]) with two different knowledge tests. Teachers’ beliefs (i.e., implicit theories about SRL and beliefs about promoting SRL) and their motivations (i.e., self-concept about one’s SRL and self-efficacy to promote SRL) were assessed with self-report measures. We found that teachers had small to average amounts of CK-SRL and PCK-SRL. Teachers reported positive beliefs about and motivation toward SRL. Most importantly, the results highlight the significance of differentiating between teachers’ competences as self-regulated learners and as agents of SRL when examining teachers’ implementation of SRL. The findings provide support for particular aspects of the integrative approach outlined in the theoretical framework and suggest that this approach can be the basis for further research exploring the interplay of teachers’ competences as self-regulated learners and as agents of SRL in more detail, particularly with regard to how aspects of teachers’ competences in SRL impact their SRL instruction in classes and students’ SRL development.