Level Of Self-regulated Learning Research Articles

The Effect Of Discovery Learning In Mathematics Learning On Computational Thinking In Terms Of Self-Regulated Learning (Srl) In Student

Discovery learning is a learning process aimed at uncovering new knowledge through teaching and learning activities. This study investigates the effect of discovery learning in mathematics on computational thinking, considering students' self-regulated learning levels. Employing a quantitative approach with an experimental method, specifically the Posttest-Only Control Group Design, the research sampled VB class students as the experimental group and VC class students as the control group. Data were collected through computational thinking tests, focusing on decomposition, abstraction, algorithm design, and pattern recognition, and analyzed using a two-way ANOVA with a treatment by level 2 x 2 design. The findings reveal: (1) Computational thinking of students exposed to discovery learning differs from those taught with a scientific approach, (2) There is an interaction effect between learning models and self-regulated learning on computational thinking, (3) Students with high self-regulated learning exhibit higher computational thinking in mathematics through discovery learning compared to those taught with a scientific approach, (4) No significant difference exists in computational thinking outcomes between students with low self-regulated learning regardless of the teaching method. Consequently, discovery learning, combined with high self-regulated learning, leads to better computational thinking outcomes in mathematics.

Mathematical reasoning and self-regulated learning differences by using mathematical literacy-based e-module

This research is motivated by the low level of students' mathematical reasoning abilities related to self-regulated learning. Several aspects that can support it include an e-module and mathematical literacy. Based on this problem, this research aims to describe students' mathematical reasoning abilities reviewed through self-regulated learning, specifically through a mathematical literacy-based e-module. The method used in this research is descriptive with a qualitative approach. The research participants were 32 8th-graders in one of the junior high schools in Palembang. Meanwhile, the research sample consisted of 4 students, consisting of 2 students with a high level of self-regulated learning and 2 students with a moderate level of self-regulated learning. Data collection techniques used were tests, questionnaires, and interviews. The research results showed that students with high levels of self-regulated learning also have a high level of mathematical reasoning ability by showing 3 out of 3 mathematical reasoning ability indicators. Meanwhile, students with moderate levels of self-regulated learning also have moderate mathematical reasoning ability, as shown by two of the 3 mathematical reasoning ability indicators.

Exploring SRL Differences: Science vs. Social Science Students in Soe, NTT

This study examines the differences in Self-Regulated Learning (SRL) skills between 3rd-grade science and social studies students at SMA X Soe City, South Central Timor Regency. The total population for this study was 386 students, with a sample of 196 students from SMA X Kota Soe, South Central Timor Regency, determined using the Slovin formula. The sample was further divided into 94 science class students and 104 social studies class students. The Self-Regulated Learning questionnaire comprises 39 question items that have undergone validity testing and have been deemed valid. The questionnaire has a high reliability coefficient of 0.955. Science students exhibit a mean value of 116.4255 for Self-Regulated Learning skills, which is higher than the mean value of social studies students, which is only 107.9510. The data analysis technique employed was Independent Sample T-Test. The results per aspect of Self-Regulated Learning (Motivation, Metacognition, Behavior) suggest that science students outperformed social studies students, indicating a difference in Self-Regulated Learning between the two classes. It can be concluded that the level of Self-Regulated Learning is higher in the science class than in the social studies class.

Self-Regulated Learning, Online Learning Self-Efficacy, and Satisfaction Among Accounting Matriculation Students in Flipped Learning Environment

This study aims to identify the levels of Self-Regulated Learning (SRL), Online Learning Self-Efficacy (OLSE), and student satisfaction in the Flipped learning environment among Accounting matriculation program students. A total of 415 students participated as respondents in this study. The data were analysed using descriptive statistics and t-tests with the SPSS software. The overall analysis indicated that the average minimum scores for SRL among Accounting matriculation students were at a high level. The level of OLSE among Accounting matriculation students was also at a high level. Additionally, the level of student satisfaction among Accounting matriculation students in the Flipped learning environment was high. The t-test results revealed significant differences in the levels of SRL skills and OLSE among Accounting matriculation students in the Flipped learning environment based on students' gender, but no significant differences were found in the level of student satisfaction. Furthermore, the study revealed higher levels of SRL and self-efficacy among male students. Overall, this study emphasizes the need to enhance technology usage and flexibility while recognizing the importance of fostering effective SRL skills and online learning self-efficacy. The findings of this study are expected to provide valuable information, particularly in improving the implementation of Accounting learning in matriculation programs.

Exploring Self-Regulated Learning Strategies in Reading Comprehension for English Majors: A Post-Pandemic Perspective

ABSTRACT Incorporating effective reading strategies is vital to language learning, as reading is considered to be among the most fundamental skills in acquiring knowledge and achieving success. Research has shown that good readers are often high achievers, and with the support of technology and Self-Regulated Learning (SRL) strategies, students can further enhance their reading abilities to become more independent and successful learners. This study dives into the topic of SRL strategies use in reading comprehension for English majors, especially after the recent impact of the Corona pandemic. Through a comprehensive survey of 198 students from two Moroccan universities, this study uncovers significant perspectives on the correlation between SRL strategies and reading achievement. The results reveal that while Moroccan English majors reported a medium level of SRL in reading, female students outscored male students, whereas third year students outscored first and second year students. Meanwhile, a positive correlation was found between SRL strategies’ use and reading achievement. These findings suggest that learners, and male learners in particular, would benefit from being encouraged to use SRL strategies in reading. Furthermore, this study highlights the need for greater attention to time management strategies and peer learning, rehearsal, self-talk about efficiency, and elaboration. This research represents a valuable contribution to the literature on SRL strategies use in the context of EFL learning offering new directions for future research and implications for professors and students alike.

Signaling feedback mechanisms to promoting self-regulated learning and motivation in virtual reality transferred to real-world hands-on tasks

ABSTRACT Virtual reality (VR) provides a unique platform for interactive learning experiences, enhancing learning, particularly in hands-on courses. However, the visual load of VR and the lack of guidance and interaction from physical teachers or peers can pose challenges for learners in self-regulated learning (SRL) and learning motivation. This study designed feedback in the VR learning environment based on the signaling principles of Cognitive Theory of Multimedia Learning (CTML) to investigate learners’ SRL, learning motivation, cognitive levels, and their abilities to handle real-world scenarios. We developed a VR hands-on learning course on the Artificial Intelligence of Things (AIoT) and conducted two real-world AIoT hands-on tasks, implementing a quasi-experimental study with 71 university students. Participants were randomly assigned to either the experimental group or the control group. The experimental group received three types of feedback signals (gaze, progress, and decision) designed based on signaling principles, while the control group received no feedback. The results showed that the experimental group exhibited significantly higher levels of SRL and learning motivation compared to the control group after VR learning. The feedback group also performed better in terms of cognitive levels and real-world hands-on tasks.

Analyzing the students’ mathematical creative thinking ability in terms of self-regulated learning: How do we find what we are looking for?

This study aims to analyze the mathematical creative thinking ability of grade VIII students at a State Junior High School in Riau, Indonesia, in terms of self-regulated learning. A qualitative design was employed, utilizing descriptive methods through a case study approach, and the participants included 28 students of grade VIII-C. To ensure data accuracy, a data triangulation technique was employed, which included a test for mathematical creative thinking skills, self-regulated learning questionnaires, introductory questionnaires, and interview guidelines. The validity of the data was measured using the Miles and Huberman technique, which involved data reduction, data presentation, and drawing conclusions. The results showed that the mathematical creative thinking skills of students were relatively low. Furthermore, it was discovered that self-regulated learning was significantly correlated with creative thinking ability. Specifically, students who exhibited high levels of self-regulated learning demonstrated higher creative thinking abilities than their peers with moderate or low levels. Similarly, participants with moderate self-regulated learning displayed sufficient abilities, while those with low self-regulated learning exhibited poor creative thinking abilities.

The Effect of the Multiliteracy Learning Model on Critical Thinking Skills in Terms of College Students’ Self-Regulated Learning

As a teacher candidate, a college student should master 21st-century skills. Critical thinking is one of the directions of 21st-century education. As prospective educators, college students also need to master critical thinking skills supported by good self-regulated learning as a provision so that they can carry out meaningful learning in class later. This study aims to analyze the effect of applying the multiliteracy learning model on college students' critical thinking skills in terms of their self-regulated learning. The research method used was a quantitative experiment with a 2 x 3 factorial design. The test instrument employed a two-tier essay with a total of six items, which had been declared valid and reliable. Data analysis was performed after all data from respondents had been collected then continuing hypotheses. Based on the results of testing the hypothesis employing a two-way ANOVA test with different cells, the results obtained were Fobs > Fα, with details of Fa > Fα (18.03901 > 3.986269479), Fb > Fα (27.5862 > 3.135917934), and Fab > Fα (139.2992 > 3.135917934). These results reveal that the multiliteracy learning model affected college students' critical thinking skills, self-regulated learning influenced college students' critical thinking skills, and the multiliteracy learning model interacted with the level of self-regulated learning on critical thinking skills.

SELF-EFFICACY AND SELF-REGULATED LEARNING AMONG UNDERGRADUATE IN LEARNING ARABIC AS A FOREIGN LANGUAGE VIA ONLINE

As online learning becomes a major development in the recent years and escalates due the COVID-19 pandemic, it helps to have a high self-efficacy and self-regulated learning (SRL) to succeed in such learning context. This study explored the undergraduates’ levels of self-efficacy and SRL, and provides a comparative analysis of these variables while learning Arabic as a Foreign language via online. The data was collected from 77 undergraduates in a public university in Malaysia through an online survey. The findings showed that both self-efficacy and SRL mean scores were high, and that there was a statistically strong positive relationship between SE and SRL. Students appeared to adapt to online learning by managing their time, organising their schedule, interacting with classmates and instructors, and selecting the best spot to maximise their online learning experience. It is therefore important for lecturers or language instructors to create an interesting and inspiring lesson plans in an online environment so that they experience satisfaction inside and outside of learning simultaneously facilitate them for their success in language learning.

SELF-REGULATED LEARNING AND ACADEMIC STRESS IN MEDICAL SCHOOL: ARE THEY RELATED?

Background: During the transition to higher education, many students experience stress due to the process of adapting to a new educational and social environment. Excessive or negative stress may lead to physical and psychological reactions, such as persistent lack of energy, loss of appetite, headaches, gastrointestinal problems or signs of emotional distress. It may be theorized that students who are more proficient at self-regulated learning would display problem solving coping strategies when dealing with academic demands, therefore reducing perceived levels of academic stress. This study aims to explore any statistically significant relationship between the levels of self-regulated learning and academic stress. Methods: The study is a cross-sectional, observational analytic study with a sample size of 222 respondents obtained from medical students at Tarumanagara University. Results: The majority of respondents (80.6%) experienced moderate academic stress, although statistical analysis shows no statistically significant relationship between self-regulated learning and academic stress. Conclusions: Further research should be done on the cross-cultural applicability of the concepts of self-regulated learning. Medical educational institutions should implement learning and lecture strategies that promote emotional and mental wellness among students as an approach to reduce the levels of academic stress.

Influence of Self-Regulated Learning on the Academic Performance of Engineering Students in a Blended-Learning Environment

The pandemic environment experienced for more than two years strongly accelerated the use of technological resources to support learning. Using these resources made it evident that higher education students expecting to succeed academically must master digital strategies. The combination of learning experiences and autonomous work required students to selfregulate their learning well to attain the expected performance levels for competitive work that characterizes the engineering profession. So, we designed an exploratory study to evaluate the effect of self-regulated learning on mechanical design students in a Blended Learning (BL) environment using Flipped Learning/Classroom didactics (FPC). Fifty-one students studying under two different educational-model curricula participated. The research employed a mixed methodology. For the quantitative part, the students’ academic grades and results of the Motivation and Learning Strategies Questionnaire (MSLQ SF) applied in its short Spanish version were employed. A questionnaire for self-study management and a competency observation rubric based on the Marzano & Kendall New Taxonomy were used for the qualitative part. The results showed that the students with the best levels of self-regulated learning in BL and FPC contexts obtained the best results in cognitive, organizational, and motivational resource management strategies. They also improved their disciplinary skills and had a higher academic performance.

Self-Regulated Learning and Listening Achievement of Turkish EFL Learners: Does Flipped Classroom Matter After Post Pandemic Recovery

Flipped classroom model has been an important pedagogical tool that has been widely incorporated and researched in recent years. Current studies have scrutinized the effect of the model on the achievement of language learners. The purpose of the present study is two-fold: (i) to examine whether the flipped classroom model has an impact on B1 level Turkish students attending English preparatory program at school of Foreign Languages in a state university, and (ii) to investigate if the flipped classroom model yields different results on the self-regulated learning levels of the participants. The participants of the study consist of 60 B1 level prep-class students attending B1 level Listening course, with 2 classes each including 30 students. Firstly, the students in one class were classified as control group (CG) and the ones in the other class as experimental group (EG). During the 8-week B1 module process, the listening lesson was taught with the traditional method in the CG and with the flipped classroom model (FCM) in the EG. The data were gathered through pre and post-tests of listening skills achievement exam and self-regulated learning scale. As for data analysis, mixed ANOVA analysis was used. The findings showed no significant difference on self-regulated learning levels but on listening skills achievement scores. Suggestions were discussed accordingly.

Achievement Goal Orientations and Self-regulated Learning Levels among Pre-service Music Teachers: A Comparative Study

This study examines how 2×2 Achievement Goal Orientations (AGO) relate to Self-Regulated Learning (SRL) levels in pre-service music teachers, considering variables that influence these orientations. The research found that female pre-service music teachers showed higher achievement orientations than males, especially in Learning-Approach and Learning-Avoidance Orientations. Different grade levels and study habits also impacted these orientations. Students who studied more displayed greater Learning-Approach Orientation and SRL. Females had higher SRL scores, particularly in Planning, Goal Setting, and Strategy Use. Academic achievers showed more positive orientations and lower Learning Dependency. These insights can guide interventions and support systems for pre-service music teachers, enhancing learning outcomes and teacher education programs.

Differences in the Improvement of Statistical Reasoning Ability Based on Students' Self-Regulated Learning Level in Online Learning Using LMS

In the literature, studies on technology-supported learning, especially using LMS, have been widely carried out during a pandemic. However, little is known about LMS, which is interesting and helps to develop students' statistical reasoning abilities for online learning by considering the students' Self-Regulated Learning (SRL) levels (High, medium and low). This study aims to examine and analyze the differences in statistical reasoning abilities of students who study using LMS in terms of SRL levels (high, medium and low). This study uses a quantitative method with the type of One-group pre-test post-test design. What took sampled randomly at the University of Pasundan Bandung, totalling 54 third-level students of Pasundan University Bandung, Indonesia. Research data related to statistical reasoning abilities were collected through a test consisting of six questions. In contrast, SRL level data were collected using a questionnaire consisting of 46 question items. Paired t-test and One-way ANOVA analysis were applied to answer the research hypothesis. The results of the study concluded that students studying with LMS with High SRL obtained a higher increase in statistical reasoning ability than students studying with LMS with Medium and low SRL categories, with the criteria for improvement in the three categories being in the high and medium improvement categories. Research findings related to learning using LMS can be used as an alternative learning model in online learning situations.

Self-Regulated Learning of Statistics and Tics Integration in University Students

The objective of the research was to determine the level of relationship between self-regulated learning of statistics and tics integration in university students. The methodology was non-experimental, quantitative, correlational, and cross-sectional, at a single point in time. A non-probabilistic, non-random, convenience sampling was used. Then, using the snowball technique, the instrument was applied to a total of 433 students, to whom a questionnaire validated with Cronbach’s alpha was applied as an instrument, with 39 questions on a Likert scale measuring the variables self-regulated learning and integration of information and communication technologies, with the dimensions: planning, self-regulation, self-assessment and proactive incorporation, motivation, and competences, respectively. It is concluded of the total inferential analysis, that there are significant differences in the average values of the analysis since planning is among the moderately high levels while in the other dimensions the values do not reach the total high value determined in the measurement scale, which indicates the need to instruct in this phase to improve the integration of self-regulated learning. Spearman’s correlation coefficient at a significance level of 0.01 shows a value of 0.828. These results allowed concluding that there is a positive and statistically significant relationship for the level of self-regulated learning and integration of information and communication technologies as variables. In addition, when analyzing the percentage levels as a result, it was obtained that in the self-planning dimension there is 82% in the advanced level, in the variable integration of information and communication technologies and its dimension proactive incorporation it was also reached in an advanced level 81.1%, likewise it can be mentioned that in the results it was obtained in the integration of information and communication technologies an advanced level of 81.1% which are the results of the virtual classes taken as a strategy in education and bringing strengths in the new approach to education.

Parenting and teaching styles in relation to student characteristics and self-regulated learning

Parents and teachers play a key role in developing students' self-regulated learning (SRL), which is closely linked to academic achievement and acts as a protective factor for students from low socioeconomic backgrounds. Research has shown that authoritative parenting style, parental responsiveness, emotional warmth, behavioural control, and autonomy support are associated with better academic performance. In addition, studies have shown that the quality of the teacher-student relationship plays an important role in the development of SRL. However, there is limited research on the relationship between school and home environmental factors, student characteristics, and SRL, especially in primary school. The present study examined the relationship between parenting styles, teaching styles, student characteristics, and SRL. The sample included 328 ninth-grade students in Slovenian primary schools. SRL, parenting styles, and teaching styles were assessed using student self-reports. Using latent profile analysis, three subtypes of parenting styles (discipline-oriented parenting, democratic parenting, and responsive parenting) and three subtypes of teaching styles (autonomy-supportive teaching, diverse teaching, and directive teaching) were identified. Results indicate that students who perceive autonomy-supportive teaching and responsive parenting styles exhibit higher levels of SRL. Autonomy-supportive teaching was positively associated with student achievement. This study highlights the importance of an authoritative parenting and teaching style for the development of SRL in primary school.

Exploring the impact of chat-based collaborative activities and SRL-focused interventions on students’ self-regulation profiles, participation in collaborative activities, retention, and learning in MOOCs

AbstractDespite their potential to deliver a high-quality learning experience, massive open online courses (MOOCs) pose several issues, such as high dropout rates, difficulties in collaboration between students, low teaching involvement, and limited teacher–student interaction. Most of these issues can be attributed to the large number, diversity, and variation in self-regulated learning (SRL) skills of participants in MOOCs. Many instructional designers try to overcome these issues by incorporating collaborative activities. Others try to scaffold students’ SRL levels by making SRL-focused interventions. However, limited research combines the study of SRL-focused interventions with students’ engagement in collaborative activities, course retention, and learning outcomes of MOOC environments. We deployed a programming-oriented MOOC in which we incorporated chat-based collaborative activities, supported by a learning analytics dashboard. Students were asked to complete SRL-focused questionnaires at the beginning and the end of the course. Based on their score, we calculated an average score that forms their SRL level, creating three groups: (a) control, (b) general intervention, and (c) personalized intervention in which we provided personalized interventions. We compared the students’ learning outcomes, participation in collaborative activities, and retention in the MOOC. These comparisons provided evidence regarding the positive impact of different intervention modes on students’ engagement in collaborative activities and their learning outcomes, with respect to their various SRL profiles. Students allocated to the general and personalized intervention groups displayed increased participation in the collaborative activities and learning outcomes, as compared to students assigned to the control group. We also documented that the SRL interventions positively affected students’ course retention.

Hubungan Self Regulated Learning dengan Perilaku Menyontek Siswa pada Saat Ujian

Nowadays, cheating behavior occurs a lot among students, both from elementary to tertiary level. Cheating occurs because students tend to be lazy to think complexly and do not know how to use effective learning strategies including self regulated learning strategies. Self regulated learning is indicated by a person's ability to control and supervise himself, being able to make his own study schedule so that students have good learning management, where these things are expected to reduce students' desire to cheat. This study aims to describe the description of self-regulated learning and the description of students' cheating behavior during exams and to examine the relationship between students' self-regulated learning and students' cheating behavior during exams at SMP Negeri 36 Kerinci. This type of research is descriptive correlational. The population in this study were 106 students enrolled in the 2022/2023 academic year with a research sample of 84 students selected using the Stratified Random Sampling technique. Data collection uses a self-regulated learning questionnaire and a cheating behavior questionnaire with a Likert scale model. Data were processed using descriptive statistical analysis techniques and Pearson Product Moment correlational analysis techniques. The results of this study indicate that (1) the level of self-regulated learning of students at SMP Negeri 36 Kerinci is in the medium category, namely 72.6%, (2) the level of students' cheating behavior during exams at SMP Negeri 36 Kerinci is in the low category, namely 54.8% , (3) there is a negative and significant relationship between self-regulated learning and students' cheating behavior during exams at SMP Negeri 36 Kerinci with a correlation of -0.350 and a significance value of 0.001.

Hubungan Antara Self-Regulated Learning dengan Kecemasan Akademik Pada Peserta Didik

<p><span lang="EN-US">This study aims to identify the level of self-regulated learning, the level of academic anxiety, and to analyze the relationship between self-regulated learning and academic anxiety in class X students at vocational high school. This study uses a correlational quantitative approach. The subjects of this study amounted to 44 students. Data collection techniques used self-regulated learning scale instruments and academic anxiety scales. This study used descriptive statistical analysis and parametric inferential statistics with the support of the IBM SPSS version 25 Pearson Product Moment formula. The results of the descriptive analysis of this study show that the level of self-regulated learning and the level of academic anxiety are in the medium category. Meanwhile, the Pearson Product Moment analysis results obtained a significance value of 0.000 <0.05, then Ha is accepted which means there is a correlation between variable (X) and variable (Y) and the correlation coefficient value between self-regulated learning variables and academic anxiety is -0.742 which shows a negative relationship, meaning that the higher the self-regulated learning, the lower the academic anxiety of students, and vice versa, the lower the self-regulated learning, the higher the academic anxiety of students.</span></p>

Self-regulated and externally regulated learning in adolescence: Developmental trajectories and relations with teacher behavior, parent behavior, and academic achievement.

Both self-regulation and external regulation are key to understanding adolescents' learning and positive development at school. However, evidence on the joint development of self-regulated learning and externally regulated learning during adolescence is lacking. In addition, the current knowledge on interrelations between the development of adolescents' self-regulated learning, externally regulated learning, behaviors of teachers and parents in terms of autonomy support and achievement pressure, and academic achievement is very limited. The present multilevel longitudinal analysis focusing on the domain of mathematics (N = 1,542 German adolescents; annual assessments from Grades 5 to 9; mean age at Grade 5 = 11.79 years, SD = 0.71, 51.75% female) addressed these gaps. Results from multilevel latent basic growth curve models showed that self- and externally regulated learning decreased over the 5 years at both the individual student and the class level. Changes in self- and externally regulated learning were linked: Classes with higher levels of self-regulated learning at Grade 5 showed a stronger decrease in externally regulated learning over time. Initial levels of and changes in student-reported teacher and parental autonomy support and achievement pressure were associated with self- and externally regulated learning at the individual student level; student-reported teacher autonomy support and self-regulated learning were also linked at the class level. Self-regulated learning related positively to standardized achievement test scores but not to adolescents' grades. This study adds to the scarce evidence base on different regulatory forms of adolescents' learning and can inform future research on adolescents' positive development and educational practice. (PsycInfo Database Record (c) 2023 APA, all rights reserved).