Effects Of Self-regulated Learning Research Articles

Effects of self-regulated learning on cognitive engagement and learning achievement in online discussions

Effects of self-regulated learning on cognitive engagement and learning achievement in online discussions

The Effect of Self-Regulated Learning and Community of Inquiry on the Online Learning Engagement of Chinese as Foreign Language Learners

This study aimed to understand how different dimensions of online learning engagement were influenced by learners’ self-regulated learning (SRL) and their perceptions of teaching, cognitive, and social presence in the community of inquiry (CoI) framework. A structural equation modelling analysis of survey responses from 154 online Chinese-as-a-foreign-language learners showed that the level of learners’ SRL positively influenced their perceptions of teaching, cognitive, and social presence and consistently directly impacted all dimensions of students’ learning engagement. Regarding the different dimensions of engagement, learner’ perceived CoI had different mediating effects. Affective engagement was influenced by learners’ perceptions of cognitive and social presence, while social engagement was influenced by learners’ perceptions of social presence. Cognitive and behavioural engagements were influenced by learners’ perceptions of teaching presence. The results highlight the importance of SRL in the CoI framework for enhancing learning engagement, suggesting integrating SRL training into instructional design in the online learning environment. In addition, the effects of various dimensions of the CoI framework on learning engagement inform pedagogical implications to enhance online learning engagement, such as building an online learning community to strengthen affective and social engagement while strengthening teaching presence to improve cognitive and behavioural engagement.

Meta-Analysis: The Effect of Self-Regulated Learning (SRL) on Student Ability Levels

Meta-Analysis: The Effect of Self-Regulated Learning (SRL) on Student Ability Levels

Empowering ChatGPT with guidance mechanism in blended learning: effect of self-regulated learning, higher-order thinking skills, and knowledge construction

In the evolving landscape of higher education, challenges such as the COVID-19 pandemic have underscored the necessity for innovative teaching methodologies. These challenges have catalyzed the integration of technology into education, particularly in blended learning environments, to bolster self-regulated learning (SRL) and higher-order thinking skills (HOTS). However, increased autonomy in blended learning can lead to learning disruptions if issues are not promptly addressed. In this context, OpenAI's ChatGPT, known for its extensive knowledge base and immediate feedback capability, emerges as a significant educational resource. Nonetheless, there are concerns that students might become excessively dependent on such tools, potentially hindering their development of HOTS. To address these concerns, this study introduces the Guidance-based ChatGPT-assisted Learning Aid (GCLA). This approach modifies the use of ChatGPT in educational settings by encouraging students to attempt problem-solving independently before seeking ChatGPT assistance. When engaged, the GCLA provides guidance through hints rather than direct answers, fostering an environment conducive to the development of SRL and HOTS. A randomized controlled trial (RCT) was employed to examine the impact of the GCLA compared to traditional ChatGPT use in a foundational chemistry course within a blended learning setting. This study involved 61 undergraduate students from a university in Taiwan. The findings reveal that the GCLA enhances SRL, HOTS, and knowledge construction compared to traditional ChatGPT use. These results directly align with the research objective to improve learning outcomes through providing guidance rather than answers by ChatGPT. In conclusion, the introduction of the GCLA has not only facilitated more effective learning experiences in blended learning environments but also ensured that students engage more actively in their educational journey. The implications of this study highlight the potential of ChatGPT-based tools in enhancing the quality of higher education, particularly in fostering essential skills such as self-regulation and HOTS. Furthermore, this research offers insights regarding the more effective use of ChatGPT in education.

THE EFFECT OF SELF-REGULATED LEARNING AND SELF-EFFICACY ON STUDENT’S SOLVING PROBLEM ABILITY

Mathematics Problem Solving will give the expected results depending on a person's ability to control and direct his thinking activities (self-regulated learning) as well as his ability to have self confidence in solving problems. This study aimed to determine the effect of self-regulated learning and self-efficacy on problem-solving in social arithmetic material in class 7th graders of Public Junior High School 19 Ambon. The approach used was quantitative, with a sample of 27 students determined by random sampling (randomly). The research instrument used questionnaires and tests. It consisted of the self-regulated learning questionnaire, which 40 items, and the self-efficacy questionnaire 30 items. Data analysis used simple linear regression analysis, multiple linear regression analysis in which there were multiple correlation coefficients, and simultaneous and partial significant hypothesis testing at a significant level = 0.05 with the assistance of SPSS version 26.0. The research results show that : (1) there is no effect of self-regulated learning on problem solving in social arithmetic material 7th graders of Public Junior High School 19 Ambon, (2) there is no effect of self-regulated learning on problem solving in social arithmetic material in 7th graders of Public Junior High School 19 Ambon, (3) there is no effect of self-regulated learning and self-efficacy on problem solving in social arithmetic material in 7th graders of Public Junior High School 19 Ambon The contribution given to these two variables to problem solving is 4.%.

The effect of self-regulated learning and learning interest on mathematics learning outcomes

Learning outcomes are one of the important aspects in the learning process because it is used as a determining factor for the success of a learning process. The factors that influence student learning outcomes are divided into two, namely internal factors (learning interests, talents, motivation, self-regulation, etc.) and external factors (school environment, family environment, etc.). Self-regulation and learning interest were the focus of discussion in this research. This study aims to determine the positive and significant influence between independence and interest in learning on mathematics learning outcomes for class VIII students of SMP Negeri 24 Muaro Jambi. This type of research is associative quantitative research. The results showed that partially independence had a positive but not significant effect on mathematics learning outcomes with tcount = 1,323 and correlation coefficient 0,202, while interest in learning had a positive and significant effect mathematics learning outcomes with tcount = 4,193 and correlation coefficient 0,548. Simultaneously, independence and interest in learning have a positive and significant effect on mathematics learning outcomes for class VIII students of SMP Negeri 24 Muaro Jambi as shown by the Fcount = 41,196, with an effect of 66,8% and 33,2% influenced by other variables.

The Effect of Self-Confidence, Adversity Quotient, and Self-Regulated Learning on Learning Motivation

This study aims to analyse: (1) The effect of self-confidence on learning motivation; (2) The effect of adversity quotient on learning motivation; and (3) The effect of self-regulated learning on learning motivation in economics subject for Class XI Social Sciences at Public High School 2 Purbalingga in the 2022 / 2023 academic year. The population in this study were all Class XI Social Sciences students at Public High School 2 Purbalingga for the 2022 / 2023 academic year. Sampling in this study used a proportionate stratified random sampling technique of 144 respondents. The data analysis technique used was multiple linear regression analysis with the SPSS version 23 program. The data collection method used questionnaires and interviews. Based on the results of research and data analysis, it can be concluded that self-confidence has a positive effect on learning motivation, adversity quotient has a positive effect on learning motivation, and self-regulated learning has a positive effect on learning motivation.

PENGARUH SELF REGULATED LEARNING DAN KECEMASAN MATEMATIS TERHADAP HASIL BELAJAR MATEMATIKA SISWA SMP LESTARI BERINGIN

This study has the objectives: (1) to find out whether there is an effect of self-regulated learning on students' mathematics learning outcomes, (2) to find out whether there is an effect of mathematical anxiety on students' mathematics learning outcomes, (3) to find out whether self-regulated learning and anxiety mathematics together influence the results of student mathematics learning. This research is a quantitative research, the population in this research is class VII students of SMP Lestari Beringin, academic year 2022/2023. The sample used in this study were all students of class VII, totaling 50 students. Based on the results of data processing, it was found that the significance value for self-regulated learning was 0.393 > 0.05 and the significance value for mathematical anxiety was 0.988 > 0.05. This means that partially self-regulated learning factors and mathematical anxiety affect students' mathematics learning outcomes. Meanwhile, based on the multiple regression analysis test, the Fcount value was 0.371 with a significance value of 0.692 > 0.05 so that there was a significant influence between self-regulated learning and mathematical anxiety together on learning outcomes in mathematics. An R2 value of 0.26 was obtained, meaning that 26% of the change in students' mathematics learning outcomes together with self-regulated learning and mathematical anxiety, while the rest was explained by various other variables not analyzed in this study.Keywords: Self regulated learning, mathematical anxiety, learning outcomes of mathematics

STRES AKADEMIK DITINJAU DARI SELF-REGULATED LEARNING DAN STUDENT WELL-BEING PADA SISWA KELAS X DI SMKN 1 KARAWANG

This study aims to determine the effect of self-regulated learning and student well-being on student academic stress at SMK N 1 Karawang. In this study, there are three variables, namely self-regulated learning, student well-being, and academic stress. The major hypothesis of this study is that there is an effect of self-regulated learning and student well-being on students' academic stress at SMK N 1 Karawang. The number of samples used was 124 vocational students at SMK N 1 Karawang. Using purposive sampling method. The data method in this study uses quantitative methods. The analysis in this study uses multiple regression analysis using SPSS 22.0. Based on the test results, the hypothetical model has an outer loading value above 0.5 and Cronbach's alpha value for all constructs above 0.5. The results showed that there was an effect of self-regulated learning and student well-being on students' academic stress at SMK N 1 Karawang. The result of R Square in this study was 28.8%.

The Effect of Self-Regulated Learning in Online Professional Training

With the rapid expansion of mobile, blended, and seamless learning, researchers claim two factors, lack of self-discipline and poor time management, adversely impact learning performance. In online educational environments, reduced social interactions and low engagement levels generate high dropout rates. Self-regulated learning (SRL), the individual ability to check progress toward a goal and manage learning behavior, appears critical to adult online learning success. Clickstream data can observe, record, and evaluate patterns of users' real-time learning behavior in an online learning environment. Linking clickstream data with performance outcomes allows researchers to assess online learning behaviors and academic performance. The guiding research question was: Are students who apply SLR strategies more likely to demonstrate mastery of knowledge and skills in a self-directed e-learning context? Clickstream data and performance measures were analyzed to explore whether task and cognitive conditions influence how SLR strategies are applied in online training.

The Effect of Self-Regulated Learning on Academic Procrastination in Hafidz Qur'an Students

The purpose of this research is to determine the impact of self- regulated learning on academic procrastination among students memorizing the Quran at PPTQ Al Hamra' Yogyakarta. Ideally, students memorizing the Quran should have self-regulated learning so that the level of academic procrastination is low. However, the reality is that many students who are memorizing the Quran have not been able to provide regulations for themselves, so the level of academic procrastination is high. Survey research employs a quantitative approach. The population of this study was 66 people. Purposive sampling was used, and 40 samples were collected. Data collection techniques use questionnaires and documentation. Data analysis techniques use simple linear regression analysis. The results showed that the determination coefficient value was 66.8%, which means that the influence that self-regulated learning has on the academic procrastination of students in PPTQ Al Hamra' is 66.8%. The value of the regression coefficient is -0.874, which means that the negative self-regulated learning inhibitor of academic procrastination is strong.

E-learning programs in executive education: effects of perceived quality and perceived value on self-regulation and motivation

PurposeThe purpose of this study is to investigate the effects of perceived quality and perceived value on learner motivation and engagement in executive education e-learning programs.Design/methodology/approachThe structural model comprising four constructs – perceived quality (PQ), perceived value (PV), self-regulated learning (SRL) and intrinsic motivation (IM) – was empirically validated through path analysis. Mediation analysis and importance-performance map analysis (IPMA) was also conducted.FindingsThis study shows that PQ has a positive effect on PV; PV has a positive effect on SRL and on IM; and SRL has a positive effect on IM. Further, variance accounted for (VAF)-based mediation analysis established the partial mediating effect of SRL between PV and IM.Practical implicationsOne, perceived quality and perceived value play a pivotal role in driving learner engagement and motivation in e-learning-based executive education programs. Two, the “pathway” effect of self-regulated learning between perceived value and intrinsic motivation has a crucial bearing on the design-execution-outcome lifecycle of such programs. Three, low-moderate performance scores of PQ, PV, and SRL in IPMA analysis implies these inputs are inadequate, adversely impacting learner motivation and engagement.Originality/valueRecommendations from this pioneering study can be adopted by higher education (HE) ecosystem stakeholders to enhance perceived quality and value, learner motivation, engagement and learning outcomes in e-learning programs for executive education.

Academic procrastination and cyberloafing behavior: A case study of students in Indonesia

Internet is a tool widely used by students to advance online and offline learning, especially during the Coronavirus disease-19 (COVID-19) pandemic. However, overdependence on internet use in the learning process may negatively affect the academic progress of students. Some students delay submitting academic assignments without tangible reasons. Students often use the internet for activities unrelated to academics. This study aimed to investigate the relationship between cyberloafing behavior and academic procrastination of Indonesian students during Covid-19 pandemic. The effect of self-regulated learning in explaining the relationship between cyberloafing behavior and academic procrastination was also discussed. This study used a descriptive study. The data collection technique was the survey method with the help of questionnaires. Sample size for this research was 732 students drawn from both the state and private universities in Indonesia. The results of the study showed that cyberloafing significantly affects students’ academic procrastination. Moreover, the relationship between these two variables was moderated by self-regulated learning. This research is expected to provide input to all parties involved in the student learning process and help develop information technology integration in the learning process.
 
 Keywords: academic, internet, cyberloafing, procrastination, regulation, technology

Effect of self-regulated learning and technology-enhanced activities on anatomy learning, engagement, and course outcomes in a problem-based learning program.

Problem-based learning (PBL) offers advantages for teaching anatomy and physiology for physical therapy students as clinical cases provide a scaffold for a comprehensive review of body systems. Although the utilization of interactive anatomy software greatly contributes to an active learning environment and efficient use of time, simply providing textbook readings, access to anatomy software, and models is not enough to engage students to become active in reaching their learning goals. Time constraints, meaningful technology implementation, resource abundance, and unfamiliarity are challenges that decrease the effectiveness of both facilitating and learning anatomy. The present study investigated the use of three supplemental learning tools to support anatomy instruction in a self-regulated manner. Friedman test results demonstrated significant differences for perceived engagement [χ2(2) = 15.74, P < 0.001, W = 0.23] but not for perceived learning. Survey responses demonstrated that perceived engagement was greatest with the nondigital supplemental learning tool compared with the two technology-enhanced learning tools (iBooks Author + SoftChalk and SoftChalk alone). Multivariate regression analyses demonstrated statistically significant relationships between the nondigital supplemental learning tool and anatomy practical scores (P < 0.001). The technology-enhanced supplemental learning tools did not further increase learning outcomes as measured by practical scores compared with nondigital learning tools. Incorporation of instructor-created instructional materials independent of technology is an efficient method to drive self-regulated learning, enhance engagement, and improve anatomy course outcomes and may overcome barriers associated with a purely self-directed PBL model.

Of Social Support on Self-Regulated Learning in Sarmag program Students

Social support is the existence of interpersonal interactions that are shown by providing assistance to other individuals, where the assistance is generally obtained from people who are meaningful to the individual concerned. In addition, social support also affects self-regulated learning which involves peer support, family support, facility support, information support and emotional support. Aspects of social support that affect self-regulated learning are emotional support, reward support, instrumental support, information support and social network support. The characteristics possessed by self-regulated learning are individuals who have the ability to be active in regulating their learning activities in various ways. The environment around the individual such as the family environment, community environment, academic environment, and group environment have an influence on individual success in learning. This study aims to see the effect of social support on self-regulated learning in Sarmag program students with a total of 121 students as respondents. The sampling method used an accidental sampling technique, while the data collection technique used a questionnaire. Hypothesis testing using simple regression analysis, which shows that there is a very significant effect of social support on self-regulated learning in Sarmag program students with an F value of 30.323 with a significance value of 0.000 (P &lt; 0.05) and an R square value of 0.203 which indicates The effect of self-regulated learning which is very significant on social support is 20.3% with the remaining 79.7% influenced by other factors, namely self-efficacy, motivation, Intelligence Quotient.

Effect of Self-Regulated Learning on Students’ Academic Achievement in the Subject of English at Secondary Level

The study aimed at finding out the effect of students' self-regulated learning on their academic achievement in the subject of English. The study was conducted at the secondary level in the province of Punjab. It was quantitative in nature and employed a true experimental design (pre-test post-test control group). It was significant for teachers, curriculum stakeholders, training bodies, and policymakers. For the study sampling, a simple random sampling technique was used. Students' achievement test was developed for pre-test and post-test. The study sample consisted of sixty students of grade IX and they were divided into two groups; experimental and control. A pre-test was conducted on both groups to measure their current status of academic achievement. After the pre-test, the subject of English was taught to the experimental group by using self-regulated learning strategies while the traditional method (dominantly lecture method) was adopted to teach the control group. A post-test was conducted after an intervention of 16 weeks. The results of the test were compared by using a t-test. For data analysis, SPSS was used and results were interpreted accordingly. The study results revealed a significant difference between the test score results of the students. The study recommended appropriate teachers' training to use self-regulated learning strategies effectively at the secondary level. Textbook contents were also recommended to be devised supportive to gauge self-regulated learning.

Effects of Self-Regulated Learning on Student's Reading Literacy: Evidence From Shanghai.

Many empirical studies have been conducted to investigate self-regulated learning (SRL) in the Western countries. Less well investigated is the SRL in the Chinese Mainland students and how it affects their academic achievement. On the basis of PISA 2009, this paper is aimed at exploring the SRL of 15-year-old Shanghai students, as measured by cognitive strategy (elaboration and memorization), metacognition (metacognition in understanding and remembering, metacognition in summarizing, and control strategy), and motivational belief (enjoyment of reading). In the aspect of SRL nature, the results reveal that 15-year-old students in Shanghai use elaboration strategy frequently and seldom use memorization strategy, and that they have high metacognition in understanding, remembering, and summarizing but have low control strategy, and that their enjoyment of reading is relatively high. In the aspect of SRL’s consequence for reading literacy, findings from multilevel linear regression corroborate previous evidence from the Western countries about the effect of SRL on academic achievement. Specifically, elaboration strategy, metacognition in understanding and remembering, metacognition in summarizing, control strategy, and enjoyment of reading are conducive to students’ reading literacy, while memorization strategy exerts a significantly negative effect on reading literacy. The findings could be useful in helping us to gain a better understanding of Shanghai students’ SRL.

Of Social Support on Self-Regulated Learning in Sarmag program Students

Social support is the existence of interpersonal interactions that are shown by providing assistance to other individuals, where the assistance is generally obtained from people who are meaningful to the individual concerned. In addition, social support also affects self-regulated learning which involves peer support, family support, facility support, information support and emotional support. Aspects of social support that affect self-regulated learning are emotional support, reward support, instrumental support, information support and social network support. The characteristics possessed by self-regulated learning are individuals who have the ability to be active in regulating their learning activities in various ways. The environment around the individual such as the family environment, community environment, academic environment, and group environment have an influence on individual success in learning. This study aims to see the effect of social support on self-regulated learning in Sarmag program students with a total of 121 students as respondents. The sampling method used an accidental sampling technique, while the data collection technique used a questionnaire. Hypothesis testing using simple regression analysis, which shows that there is a very significant effect of social support on self-regulated learning in Sarmag program students with an F value of 30.323 with a significance value of 0.000 (P &lt; 0.05) and an R square value of 0.203 which indicates The effect of self-regulated learning which is very significant on social support is 20.3% with the remaining 79.7% influenced by other factors, namely self-efficacy, motivation, Intelligence Quotient.

Understanding of Mathematical Concepts and Students’ Self-Regulated Learning in RME Learning Assisted by PANDU

The understanding of mathematical concepts has an important role in one of the knowledge and activity skills in mathematics learning according to NCTM. On the other hand, self-regulated learning is one aspect that also determines the success of students' mathematics learning. Facts in the field, the understanding of concepts, and self-regulated learning students' are still low. Based on this, the need for contextual learning and the existence of teaching aids in learning mathematics. The purpose of this study is to find out the increase in understanding of the concept, the effect of self-regulated learning toward the understanding of concepts, and describe the understanding of the concept. This research is a mixed-method with a combination model used in Sequential Explanatory Design. The subjects were fourth-grade elementary school students in the city of Singkawang. In the qualitative part, taking the subject is to randomly select 1 student from the criteria of understanding the concepts that arise. Data collection instruments used were tests and questionnaires. The data analysis technique used is the scoring, N-Gain test, simple regression test, and quantitative descriptive. The results of this study showed: (1) there is an increase in understanding of concepts in RME learning assisted by PANDU; (2) there is a significant influence between self-regulated learning and the understanding of concepts in RME learning assisted by PANDU, and (3) the understanding of concepts in learning RME assisted by PANDU has an average of 79.63.

Examining The Effects of Guidance and Counseling Services to The Self-Regulated Learning for College Students

The aim of study is to get the effect of self-regulated learning in the guidance and counseling services for students. Research model is quantitative by using correlation design to predict the values and model of the relationship between variables. Data collection tools in this study used four scales, among others interest to learning scale, motivation to learning scale, study habit scale, self-regulated learning. The result from this study shows that there is direct effect of interest and motivation with independent learning in the amount of 0,031 or 3,1% and there is direct effect of interest and motivation with behaviour to learn in the amount of 0,687 or 68,7%. The result showed that empirically proven that cognitive, motivation, and behaviour influence to self-regulated learning. The personal-social purpose of guidance and counseling is becoming the students’ target in achieving optimal development. Therefore, self-regulated learning is extremely necessary. Obtaining the insight about self-regulated learning has the potential to give valuable information.