Foster Self-regulated Learning Research Articles

Examining teacher candidates’ self-determined motivation to develop self-regulated learning promoting practices

The development of self-regulated learning leads to positive academic, social, and emotional outcomes for learners. For many educators, teaching towards self-regulated learning is challenging. This study investigated contextual and motivational features within teacher education programs that support or hinder teacher candidates' motivation to development self-regulated learning practices. Zimmerman's model of self-regulated learning (2008), along with Perry, Hutchinson, and Thauberger’s (2008) descriptions of self-regulated learning practices and Ryan and Deci's (2017) self-determination theory informed this process. Codes and categories drawn from interviews, documents, and in-class observations and reported upon in previously published work was analyzed to identify themes that are supportive or constraining of teacher candidates' motivation to develop practices that foster self-regulated learning in the classroom. Results reveal five themes: (a) opportunities for teacher candidates to see their school mentors' formation of classroom participation structures, (b) the provision of freedom for teacher candidates to experiment with practices along with in-situ scaffold support, (c) adequate support for teacher candidates to integrate self-regulated learning content into their practice, (d) teacher candidates' perceptions of alignment across their learning experiences, and (e) adequate time and support for teacher candidates to establish relationships in their practicum settings.

Parental involvement in homework to foster self-regulated learning skills: a qualitative study with parents from selected higher quintile schools

Parental involvement in homework to foster self-regulated learning skills: a qualitative study with parents from selected higher quintile schools

A classification tool to foster self-regulated learning with generative artificial intelligence by applying self-determination theory: a case of ChatGPT

AbstractGenerative AI such as ChatGPT provides an instant and individualized learning environment, and may have the potential to motivate student self-regulated learning (SRL), more effectively than other non-AI technologies. However, the impact of ChatGPT on student motivation, SRL, and needs satisfaction is unclear. Motivation and the SRL process can be explained using self-determination theory (SDT) and the three phases of forethought, performance, and self-reflection, respectively. Accordingly, a Delphi design was employed in this study to determine how ChatGPT-based learning activities satisfy students’ each SDT need, and foster each SRL phase from a teacher perspective. We involved 36 SDT school teachers with extensive expertise in technology enhanced learning to develop a classification tool for learning activities that affect student needs satisfaction and SRL phases using ChatGPT. We collaborated with the teachers in three rounds to investigate and identify the activities, and we revised labels, descriptions, and explanations. The major finding is that a classification tool for 20 learning activities using ChatGPT was developed. The tool suggests how ChatGPT better satisfy SDT-based needs, and fosters the three SRL phrases. This classification tool can assist researchers in replicating, implementing, and integrating successful ChatGPT in education research and development projects. The tool can inspire teachers to modify the activities using generative AI for their own teaching, and inform policymakers on how to develop guidelines for AI in education.

Fostering self-regulated learning in preschool through dynamic assessment methodologies.

Self-regulated learning is a transversal competency which plays a central role in acquiring autonomy. This investigation aimed to support approaches that foster self-regulated learning in preschool. We proposed to improve preschoolers' self-regulated learning strategies (i.e., forethought, performance, and self-reflection) through the educational intervention Pipo and Mia, the magic knights, hypothesizing different results when comparing levels of the program intervention. Participants included 115 preschoolers and their nine teachers. Teachers implemented the program to children, and engaged in professional training simultaneously. Aiming to validate the Dynamic Assessment of Self-regulation in Preschool (DASP) method socially, it was used as children's pre and post-measure, and focus groups were conducted with teachers to assess its validity. Results showed improvements in children's use of strategies, and some significant differences between intervention levels. Teachers highlighted the DASP method potentialities. The study's contributions and constraints are discussed considering implications for practice, research, theory, and policy.

Understanding Academic Procrastination: Causes, Correlates, and Gender Nuances for Enhanced Self-regulated Learning

The study investigates academic procrastination, analyzing 50 participants using the Procrastination Assessment Scale (PASS). It identifies significant correlations (p < 0.05) between procrastination domains, causes, and self-efficacy, highlighting gender-related nuances. Procrastination affects multiple academic aspects concurrently, with intertwined causes like task aversion and distractions. Strong self-efficacy mitigates procrastination's impact, empowering students in their academic pursuits. The research emphasizes holistic approaches targeting procrastination's core triggers and underscores the importance of bolstering self-efficacy to foster self-regulated learning. Gender-specific differences in procrastination patterns suggest tailored interventions in educational settings. Beyond academia, findings have implications for workplace productivity. The study prompts further exploration of procrastination's long-term effects on careers. It urges proactive measures to combat procrastination's pervasive influence, enabling individuals to seize educational opportunities and confront challenges resiliently.

Video-based classroom insights: Promoting self-regulated learning in the context of teachers' professional competences and students' skills in self-regulated learning.

Despite the significance of self-regulated learning as an important educational goal, teachers face difficulties in fostering students' skills in self-regulated learning (SRL). Teachers exhibit variability in their capacity to foster SRL. There is no guarantee that students consistently benefit from their teachers' promotion of SRL. This study aims to address this issue by examining (1)how teachers promote SRL, (2)the relationship between teachers' professional competences and their promotion of SRL, and (3)the association between teachers' promotion of SRL and students' SRL. Data from N = 54teachers and their N = 823 lower secondary school students were analysed using online questionnaires, knowledge tests, and video recordings. The analysed video data reveals that teachers foster SRL predominantly implicitly, invest most of the time in promoting metacognitive strategies and primarily design learning environments that foster student support. Overall, only afew significant correlations were found between teachers' professional competences and their promotion of SRL. Further, the results indicate no clear correlation pattern between teachers' promotion and students' skills in SRL. Further research should shed more light on the relationship between teachers' promotion of SRL and students' SRL to better understand whether and how they might be related.

Exploring perspectives of personal learning plans in a residency programme.

Personal learning plans (PLPs) have gained traction in postgraduate medical education as an avenue for enhancing resident learning. However, implementing PLPs in real-world education settings presents unique challenges. To realise the potential of PLPs, we must understand the factors that influence the quality of PLP implementation. The purpose of this study was to explore the use and implementation of PLPs during residency training from the residents' and academic advisors' perspectives within a competency-based residency programme. We conducted semi-structured interviews with residents (n = 18) and academic advisors (n = 9) in an Internal Medicine residency programme at a Canadian academic centre. Interviews were audio recorded, transcribed verbatim and analysed using open coding. Three higher order themes were developed to represent the participants' perceptions of implementing PLPs in a competency-based residency programme: (a) setting the stage for learning, (b) fostering meaningful engagement and (c) learning through reflection. Results indicated that implementing PLPs requires collaboration between residents and academic advisors and supports from the broader programme and institution. PLP implementation is an iterative process that can provide a salient avenue for reflection and the development of self-regulation skills. PLPs can be a useful tool to foster self-regulated learning skills in residency education. It is imperative to consider how social and environmental supports can be enacted to facilitate engagement with, and implementation of, PLPs.

Formative Use of Assessment to Foster Self-Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices

AbstractThis study investigates the pivotal role of self-regulated learning in higher education and explores to what extent teachers’ conceptions of formative assessment influence the development of students’ self-regulated learning skills. Despite the recognised significance of self-regulated learning, many students in higher education lack effective self-regulation strategies. Therefore, the teachers’ role is paramount. We investigated teachers’ beliefs and practices concerning assessment and the influence on self-regulated learning development through qualitative interviews with 16 teachers from different programmes. Findings reveal that teachers, influenced by their conceptions, strive to provide feedback primarily at the task and process levels, not adequately addressing the self-regulation level. While teachers acknowledge the importance of fostering self-regulated learning when inquired, their classroom practices lack a focus on the self-regulation level, often assuming students acquired the necessary skills from previous education. The study underscores a misalignment between teachers’ recognition of the importance of self-regulation learning and their actual practices. Recommendations emphasise the necessity of raising awareness among teachers about the important role of feedback in enhancing students’ self-regulation, addressing the current gap in educational support. Future research should explore how to bridge this awareness-practice gap and create an environment conducive to the development of self-regulated learning.

Fostering Learner Autonomy in Higher Education through Coaching and Mentoring for Non-Traditional Learners

This article considers the potential ways for coaching and mentoring practices in higher education to support the development of learner autonomy, a key espoused aim of university education. I argue that coaching and mentoring can foster self-regulated learning, critical thinking, and goal-setting among students, empowering them to take greater responsibility for their learning, and that higher education institutions should make greater use of coaching and mentoring practises, particularly for non-traditional learners[what in the UK are identified as ‘widening participation’ students]. The aim is to stimulate reflection and discussion among higher education practitioners.

UNLEASHING THE POWER OF COMPUTER-MEDIATED ANONYMOUS PEER FEEDBACK IN ENHANCING SELF-REGULATED LEARNING

Students were expected to employ self-regulated learning (SRL) skills to take control of their learning in computer-mediated learning environments during emergency remote teaching (ERT). Considering its importance, it is a must to foster SRL through various practices in English writing classes. Peer feedback is practical in that it enables students to monitor their writing, foster SRL skills, and facilitate learning. Therefore, the study aimed to explore the impact of computer-mediated anonymous peer feedback on students’ SRL skills and find out students’ experiences of giving and receiving feedback. Employing a quasi-experimental design, the study used an online SRL scale and reflective journals for data collection from preparatory school students. The data were analyzed using paired samples t-test and coding of the reflective journals. Results demonstrated that computer-mediated anonymous peer feedback significantly improved the SRL skills of students. Moreover, students stated that reviewing peers’ papers and making self-evaluations helped them improve their linguistic performance. However, it was found challenging to trust the provided feedback. Students also felt anxious about offending classmates or giving inaccurate feedback, embarrassed of making mistakes, and exhausted from reviewing papers. Along with these negative feelings, they also reported positive emotions such as self-confidence and enthusiasm. The results emphasize that computer-mediated anonymous peer feedback can be incorporated into English writing courses, especially in online settings. Future studies should investigate how computer-mediated anonymous peer feedback affects students’ writing performance and SRL skills in different modes of instruction among different student populations.

Self-Regulated Learning on Santri: The Personality Type, Spiritual Intelligence, and Social Support

In learning, students should possess the capability to manage their learning effectively to achieve optimal outcomes. Consequently, self-regulated learning becomes crucial for students, encompassing not only general subjects but also religious studies. This research investigates the influence of Personality Type, Spiritual Intelligence, and Social Support on Self-Regulated Learning at Al-Nahdlah Islamic Boarding School. Employing a quantitative method, this study adopts a correlation approach. The sampling technique utilized is probability sampling, specifically stratified random sampling. From 116 students at Al-Nahdlah Islamic Boarding School, a sample of 56 was chosen. For validation, this research employs Confirmatory Factor Analysis (CFA) using the Lisrel 8.7 software. Subsequent data analysis was conducted using multiple regression analysis in the SPSS software. Findings indicate a significant influence of Personality Type, Spiritual Intelligence, and Social Support on Self-Regulated Learning among Al-Nahdlah Islamic Boarding School students. The combined contribution of these independent variables to Self-Regulated Learning is 29.0%, leaving 71.0% influenced by other factors. Thus, Personality Type, Spiritual Intelligence, and Social Support significantly impact students' self-regulated learning capabilities. By enhancing students' spiritual intelligence, understanding their personality types, and strengthening their social support networks, institutions can better foster self-regulated learning capabilities, leading to improved academic outcomes and holistic student development.

Fostering self-regulated learning in an online writing course: Challenges and solutions

In this day and age, self-regulated learning (SRL), as a predictor of students’ academic success, has been dedicatedly fostered through online classrooms since virtual learning situationally dominated in the wake of the global pandemic. Given the prominence of implementing instructional practices to foster SRL and the possible challenges that emerged during its adaptation to the online learning platforms, the study aims to shed light on the hindrance in promoting SRL during online writing classes at Van Lang University. With the participation of 35 experienced EFL teachers at Van Lang University, quantitative data was collected from a questionnaire, and qualitative one was collected from a semi-structured interview. Quantitative results showed that developing a critical learner, a learning community, and promoting self–peer evaluation presented the most challenges to teachers. In addition, the practical suggestions gained from qualitative findings were useful for those aspiring to lay the groundwork for SRL during an online writing class. In essence, online learning could offer a chance to instill SRL in EFL learners with the right touch on appropriate instructional practices.

A Philosophical Discussion of the Support of Self-Regulated Learning in Medical Education: The Treasure Hunt Approach Versus the (Dutch) “Dropping” Approach

Issue: Many current educational approaches are intended to cultivate learners’ full (learning) potential by fostering self-regulated learning (SRL), as it is expected that those learners with a high degree of SRL learn more effectively than those with a low degree of SRL. However, these attempts to foster SRL are not always successful. Evidence: We considered complexities related to fostering self-regulated learning by use of an analogy. This analogy was based on two (Dutch) children’s games: the treasure hunt (children can find a “treasure” by following directions, completing assignments and/or answering questions) and the dropping (pre-teens are dropped in the woods at nighttime with the assignment to find their way back home). We formulated four interrelated philosophical questions. These questions were not formulated with the intention to provide clear-cut answers, but were instead meant to evoke contemplation about the SRL concept. During this contemplation, the implications of definitional issues regarding SRL were discussed by use of the first question: What are the consequences of the difficulties to explicate what is (not) SRL? The second question (How does SRL relate to autonomy?) touched upon the intricate relationship between SRL and autonomy, by discussing the role of social interaction and varying degrees of instruction when fostering SRL. Next, a related topic was addressed by the third question: How much risk are we willing and able to take when fostering SRL? And finally, the importance of and possibilities to assess SRL were discussed by the fourth question (Should SRL be assessed?). Implications: From our contemplations it has become clear that approaches to foster SRL are often insufficiently aligned with the experience and needs of learners. Instead these approaches are commonly defined by contextual factors, such as misconceptions about SRL and lack of leeway for learners. Consequently, we have used principles that apply to both treasure hunts and droppings, to provide guidelines on how to align one’s approach to foster SRL with the educational context and experience and needs of learners.

NURTURING SELF-REGULATED AND PEER COLLABORATIVE LEARNING SKILLS IN STUDENTS WITHIN ONLINE MODE: EXPLORING A TEACHERS’ PERSPECTIVE

The prevalence of online education with the help of advanced digital tools invites universities to foster self-regulated and peer-collaborative learning skills (SRL & PCL) among students. The main objectives of the study were; exploring the insights of teachers for fostering (SRL & PCL) in online learning, tracing difficulties for teachers to stimulate (SRL & PCL), and examining current online teaching practices of teachers that facilitate (SRL & PCL). In-depth interviews were conducted with 20 teachers of public sector universities in Punjab. The suitability & trustworthiness of the interview protocol was confirmed by seeking expert opinion. The qualitative data were analyzed with the help of N-Vivo. The Study concluded that teachers believed (SRL & PCL) skills are immensely needed to nurture SRL and PCL in students in the online teaching[1]learning process. Some challenging factors for teachers were found to be high in intensity like being un-motivated, having low self-efficacy, peer conflicts, the environment of educational institutions, lack of planning skills, support facilities, unsuitable educational equipment, and lack of orientation towards (ICT) skills. The practices of teachers to facilitate (SRL & PCL) included; the use of motivation and emotional drive, promoting the use of collaborative tools, improving self-talk & feedback, promoting reflective dialogues, and promoting peer sharing and active learning. The study also recommended the ways for teachers to nurture SRL and PCL skills in students within online mode.

Influence of primary students' self-regulated learning profiles on their rating of a technology-enhanced learning environment for mathematics.

The importance of learning technologies for mathematics education is increasing as new opportunities arise for mathematics education for all students, in school and at home. These so-called technology-enhanced learning environments (TELEs) incorporating technology with mathematical content are useful for developing mathematical knowledge and can simultaneously foster self-regulated learning (SRL) and motivational learning in mathematics. However, how do primary students' differences in their SRL and motivation affect their rating of the quality of mathematical TELEs? To answer this research question, we asked third and fourth-grade primary students (n = 115) to evaluate both their SRL, including metacognition and motivation, and the quality characteristics of the ANTON application, a frequently and intensively used TELE in Germany. Using a person-centered research approach by conducting a cluster analysis, we identified three SRL profiles of primary students-motivated self-learners, non-motivated self-learners, and average motivated non-self-learners-who differ in their ratings of the quality characteristics of the TELE (output variables). Our results highlight that motivated self-learners and non-motivated self-learners vary significantly in their rating of the adequacy of the TELE to their mathematical learning and highly but not significantly concerning the TELE's reward system. Moreover, differences existed between the motivated self-learners and the average motivated non-self-learners regarding their rating of the characteristic differentiation. Based on these findings, we assume that technical elements associated with adequacy, differentiation, and rewards of mathematical TELEs should be tailorable to the needs of individuals and groups of primary schoolchildren.

Improving Students Argumentation Learning with Adaptive Self-Evaluation Nudging

Recent advantages from computational linguists can be leveraged to nudge students with adaptive self-evaluation based on their argumentation skill level. To investigate how individual argumentation self-evaluation will help students write more convincing texts, we designed an intelligent argumentation writing support system called ArgumentFeedback based on nudging theory and evaluated it in a series of three qualitative and quantitative studies with a total of 83 students. We found that students who received a self-evaluation nudge wrote more convincing texts with a better quality of formal and perceived argumentation compared to the control group. The measured self-efficacy and the technology acceptance provide promising results for embedding adaptive argumentation writing support tools in combination with digital nudging in traditional learning settings to foster self-regulated learning. Our results indicate that the design of nudging-based learning applications for self-regulated learning combined with computational methods for argumentation self-evaluation has a beneficial use to foster better writing skills of students.

Evolutionary Clustering of Apprentices' Self- Regulated Learning Behavior in Learning Journals

Learning journals are increasingly used in vocational education to foster self-regulated learning and reflective learning practices. However, for many apprentices, documenting working experiences is a difficult task. In this article, we profile apprentices' learning behavior in an online learning journal. Based on a pedagogical framework, we propose a novel multistep clustering pipeline that integrates different learning dimensions into a combined profile. Specifically, the profiles are described in terms of effort, consistency, regularity, help-seeking behavior, and quality of the written entries. Our results on two populations of chef apprentices (183 apprentices) interacting with an online learning journal (over 121K entries) show that our pipeline captures changes in learning patterns over time and yields interpretable profiles that can be related to academic performance. The obtained profiles can be used as a basis for personalized interventions, with the ultimate goal of improving the apprentices' learning experience.

In the need of self-regulated learning interventions in undergraduate medical education

Medical knowledge keeps growing and education doesn’t end with college, on the contrary, we need lifelong learners. Our future doctors require new tools to develop goal-outcome behaviors, select strategies to achieve better care to patients and to become lifelong learners. Thus self-regulated learning (SRL) emerge as a promise land. Our objective in this review is to describe the research conducted on interventions and training programs to promote self-regulated learning skills in medical students. A literature search was conducted following Garcia Peñalvo model for systematic reviews and the PRISMA statement, the search includes Web Of Science (WOS), EBSCO, ProQuest, Scopus, PubMed and Scielo from 2009 to 2022. We identified 362 articles, 7 were eligible for evaluation. Seven (100%) studies were longitudinal, three were randomized clinical trials. The country that contributed the most literature was the United States, no articles were found in Latin America; the most used instrument to measure SRL was the Motivated Strategies for Learning Questionnaire (MSLQ), most of the interventions teach SRL skills in implicit manners, two of them teach SRL skills in explicit manners. There is a large field to explore regarding interventions and training programs to foster SRL in medical students.

Enhancing trainee clinical scientists' self‐regulated learning in the workplace

BackgroundTrainee health professionals must be competent self‐regulated learners, particularly when learning in busy, unpredictable clinical settings. Whilst research indicates self‐regulated learning (SRL) is influenced both by learners' individual actions and their interactions with others, how these combine to foster SRL requires further exploration. We have used Zimmerman's learner‐focused SRL model and the situative perspective of communities of practice (CoPs) to investigate how UK trainee clinical scientists regulate their learning. Our aims were to develop a holistic understanding of SRL in the clinical workplace incorporating both individual and social aspects and to suggest ways of maximising learning for trainee clinical scientists and other health professionals.MethodsSemi‐structured interviews were conducted with 13 trainees on the Scientist Training Programme. Transcripts were analysed both inductively and deductively (abductively) using Zimmerman's model and CoPs to explore how trainees regulate their learning.ResultsThematic analysis yielded four themes: approach to learning, engagement and execution of tasks in practice; self‐reflection and reaction; and autonomy and role construction. Themes linked concepts from Zimmerman's model and CoPs, as illustrated by our trainee–workplace congruence model. Our model suggests optimal conditions for SRL, and we highlight the importance of trainers in supporting trainee development.ConclusionsOur trainee–workplace congruence model links concepts from Zimmerman's model and CoPs to provide a framework for understanding how trainee clinical scientists regulate their learning and navigate its social aspects. Whilst trainees must take responsibility for their learning, trainers can facilitate SRL through attention to trainee‐workplace ‘fit’ and encouraging trainee participation in communities of practice.

Lessons Learned and Future Directions of MetaTutor: Leveraging Multichannel Data to Scaffold Self-Regulated Learning With an Intelligent Tutoring System.

Self-regulated learning (SRL) is critical for learning across tasks, domains, and contexts. Despite its importance, research shows that not all learners are equally skilled at accurately and dynamically monitoring and regulating their self-regulatory processes. Therefore, learning technologies, such as intelligent tutoring systems (ITSs), have been designed to measure and foster SRL. This paper presents an overview of over 10 years of research on SRL with MetaTutor, a hypermedia-based ITS designed to scaffold college students’ SRL while they learn about the human circulatory system. MetaTutor’s architecture and instructional features are designed based on models of SRL, empirical evidence on human and computerized tutoring principles of multimedia learning, Artificial Intelligence (AI) in educational systems for metacognition and SRL, and research on SRL from our team and that of other researchers. We present MetaTutor followed by a synthesis of key research findings on the effectiveness of various versions of the system (e.g., adaptive scaffolding vs. no scaffolding of self-regulatory behavior) on learning outcomes. First, we focus on findings from self-reports, learning outcomes, and multimodal data (e.g., log files, eye tracking, facial expressions of emotion, screen recordings) and their contributions to our understanding of SRL with an ITS. Second, we elaborate on the role of embedded pedagogical agents (PAs) as external regulators designed to scaffold learners’ cognitive and metacognitive SRL strategy use. Third, we highlight and elaborate on the contributions of multimodal data in measuring and understanding the role of cognitive, affective, metacognitive, and motivational (CAMM) processes. Additionally, we unpack some of the challenges these data pose for designing real-time instructional interventions that scaffold SRL. Fourth, we present existing theoretical, methodological, and analytical challenges and briefly discuss lessons learned and open challenges.