Low Self-regulated Learning Research Articles

The Influence of Project-based Learning Strategy and Self-regulated Learning on Academic Procrastination of Junior High School Students’ Mathematics Learning

The objective of this study is to obtain conclusions concerning different levels of junior high school students’ academic procrastination in learning mathematics by applying a project-based learning strategy and a conventional learning strategy. The different levels of junior high school students’ academic procrastination depend on high or low self-regulated learning and the interaction effects of project-based learning strategies and self-regulated learning in accordance with academic procrastination of junior high school students in learning mathematics. Experimental research design was used in this quasi-experimental research, along with its cluster random sampling technique. The data collection instrument was self-regulated learning and academic procrastination scales. The data analysis techniques to test hypotheses was a two-way Anava track. The result shows (1) differences in the levels of academic procrastination in learning mathematics for junior high school students who got the project-based learning strategy and conventional learning strategy, (2) differences in the levels of academic procrastination for junior high school students who had low self-regulated learning, and (3) an interaction effect of project-based learning and self-regulated learning strategies on academic procrastination of junior high school students in learning mathematics.

Developing the self-regulated learner - a study in year 9 science

This study investigated self-regulated learning (SRL) as a relationship between metacognitive self-regulation, motivational self-regulation and behavioural self-regulation and focussed on whether year 9 science students were able to develop SRL strategies. The teacher/researcher, through a PEEL lens, designed an intervention which embedded opportunities for student reflection on learning and understandings a usual classroom setting. Scheduled sessions were used to develop a common learning language which students used to reflect on learning and metacognition that was taking place from week to week. These sessions also provided a forum for the teacher to share her pedagogical reasoning (PR), develop an understanding of student/teacher roles during learning events, and of the value of formative assessment and effective feedback. Of course, the main intention was to introduce students to a greater repertoire of SRL strategies which they learned to activate and reflect on through the use of detailed achievement score graphs. Qualitative data were collected via classroom observations, use of student learning journals, the teacher/researcher's own teaching journal, collection of artefacts and responses from semi-structured interviews. From these observed data, students were categorised as High self-regulated learners (HSRL), Average self-regulated learnings (AvSRL) or Low self-regulated learners (LSRL) during the baseline stage and were re-categorised at the end of the intervention stage. It was found that the HSRL students flourished and fact, migrated towards each other and away from LSRL students; this had a greater effect on the learning of LSRL students who floundered as a result. The AvSRL students bifurcated forming two new groups known as AvSRL-A (demonstrating SRL behaviours closely related to those of HSRL students) and AvSRL-B (demonstrating SRL behaviours closely related to those of LSRL students); students made a choice to either opt in or opt out of science lessons and this had a direct effect on student learning. Quantitative data were collected via a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) and was triangulated with the qualitative data described above. It confirmed that, despite all students demonstrating developing SRL skills, the spread of the class had widened. That is, this research found that although year nine science students were able to develop SRL strategies, the extent to which this occurred and the ways which this manifested itself, varied within the class and fact, increased the spread between those who could and those who could not.

Higher education students’ learning challenges and regulatory skills in different learning situations / Desafíos de aprendizaje y habilidades de regulación en distintas situaciones de aprendizaje en estudiantes de educación superior

First-year higher education (HE) students experience different challenges during their studies. These challenging learning situations can trigger self-regulated learning (SRL) skills, which students use to handle these situations. Thus, the aim of this study is to investigate (a) first-year HE students’ cognitive, motivational and emotional challenges experienced in both individual and collaborative learning situations and (b) the relationship between SRL skills and experienced learning challenges. Participants included 107 first-year pre-service teachers. Data consisted of students’ self-reports via (a) open-ended answers on a challenge questionnaire and (b) Likert-scale items from MSLQ and MRS questionnaires. Based on students’ SRL profiles, differential effects on the challenging experiences were investigated. The results show that different aspects related to students’ cognition, motivation, emotions and well-being were challenging for students. Also, connections were found between students’ SRL skills and the types of experienced learning challenges. Students with high SRL reported fewer learning challenges related to motivational aspects and more challenges related to cognitive aspects than students with low SRL.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF MURDER RME DAN MURDER PADA MATERI STATISTIKA DITINJAU DARI KEMANDIRIAN BELAJAR MATEMATIKA SISWA KELAS XI SMA

Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the student self-regulated learning. The learning models compared were MURDER (Mood Understand Recall Detect Elaborate Review) using RME (Realistic Mathematics Education) approach, MURDER, and direct learning. This study was a quasi-experimental research. The population of this study was students in grade XI science of Senior High School in Ponorogo on academic year 2015/2016. Instruments used were mathematics achievement test and questionnaire. Two ways anova with 3x3 of factorial design and significance level 0,05 are used for hypothesis test. The conclusions of the research were as follows. (1) MURDER RME gives better achievement than MURDER and direct learning, and MURDER gives the same achievement as direct learning, (2) students with high self-regulated learning has the same achievement as those who has middle self-regulated learning. Students who have high and middle self-regulated learning have better achievement than low self-regulated learning, (3) in the MURDER RME and MURDER, students who have high, middle, and low self-regulated learning have the same achievement. In the direct learning, students who have high self-regulated learning have the same achievement as those who have high and low self-regulated learning, and students who have high self-regulated learning have better achievement than those students who have low self-regulated learning, (4) for high self-regulated learning, MURDER RME produces better achievement than MURDER; MURDER RME and MURDER produce the same achievement as direct learning. For middle and lowself-regulated learning, MURDER RME, MURDER, and direct learning produce the same achievement which is categorized as good. Keywords: MURDER, RME, Self-Regulated Learning

Self-regulated learning profiles in college students: Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning

Self-regulated learning (SRL) is highly relevant for postsecondary academic success. Nevertheless, individual differences in SRL are found and can influence SRL training results. Conducting latent profile analyses with n=337 college students, we found four SRL profiles that differed quantitatively and with regard to motivational subcomponents. Achievement was significantly higher for students with high SRL and high motivation. Moreover, the profiles differed with regard to personality as more skilled self-regulators showed lower test anxiety, lower neuroticism, and higher values in extraversion, conscientiousness, agreeableness, and openness to experiences. Using a sample of n=55 students who participated in an eight-week SRL training, we investigated differential effects of the SRL profiles. Students with moderate and motivated SRL profiles benefited from the intervention, whereas students with low and high SRL profiles did not. The results speak in favor of developing adaptive training programs depending on SRL profiles.

Learning in MOOCs: Motivations and self-regulated learning in MOOCs

Massive open online courses (MOOCs) require individual learners to be able to self-regulate their learning, determining when and how they engage. However, MOOCs attract a diverse range of learners, each with different motivations and prior experience. This study investigates the self-regulated learning (SRL) learners apply in a MOOC, in particular focusing on how learners' motivations for taking a MOOC influence their behaviour and employment of SRL strategies. Following a quantitative investigation of the learning behaviours of 788 MOOC participants, follow-up interviews were conducted with 32 learners. The study compares the narrative descriptions of behaviour between learners with self-reported high and low SRL scores. Substantial differences were detected between the self-described learning behaviours of these two groups in five of the sub-processes examined. Learners' motivations and goals were found to shape how they conceptualised the purpose of the MOOC, which in turn affected their perception of the learning process.

The Effects of Multimedia with Different Modes of Presentation on Recitation Skills Among Students with Different Self-regulated Learning Level

One of the requirements in reading al-Quran is to read with proper recitation (tajweed). This study attempts to investigate the impact of multimedia on student’ recitation skills using three presentation modes (MSM – a separate mode with the text placed separately from the video on recitation by a qari, MIM – an integration mode in which text / words are combined in the video using subtitling concept, or MVRM - voice recognition mode whereby students can record their recitation). This quasi-experimental study involves the multimedia mode as the independent variable, the students’ recitation as the dependent variable, and their self-regulated learning (SRL) level as the moderator variable. A total of 140 secondary school students were randomly selected for this study. Three courseware have been developed, with each courseware applies a multimedia mode. During the learning process, the students worked in pair. The findings show a significant difference in recitation between the three groups, and the post hoc analysis indicates that MVRM scored significantly better compared to MIM and MSM. In addition, students with high SRL scored higher as compared to those with low SRL level in all treatment groups. MVRM allows students to record and play back their recitation recording to their learning partner to be immediately assessed and corrected. MIM also helps their recitation skills when subtitles were used in the video and the words that changed colours when read, in which the students were able to identify the phonics of the letters and sounds of the combined letters. Also, the self-paced and self-assessment learning material helps the students with high SRL level, although pairing activity assists those with low SRL level.

Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms

This paper has 2 aims: (a) identify pedagogical practices and classroom arrangements that foster self-regulated learning (SRL) on the basis of extant research and (b) illustrate, through the description of 2 intervention studies conducted in the United Kingdom, how those SRL promoting features can be used to design educational interventions appropriate for young students. Through a purposive sample of primary schools, both studies investigated the effects of collaborative problem solving, play, and dialogue on children’s SRL and academic achievement, following quasi-experimental pre- and post-test designs, comprising concurrent (Study 1) and retrospective (Study 2) comparison groups. Assessment and intervention data was video recorded and coded. In Study 1 the intervention group (57 1st grade students) participated in 8 collaborative problem-solving activities. ANOVAs analysis revealed improvements in declarative and monitoring aspects of SRL with enhanced improvements for initially low SRL students. In Study 2 (ongoing; 108 1st, 3rd, and 5th grade students) participants engage in 12 episodes of pretence and constructional play involving LEGO©, used to stimulate the generation of different genres of texts. Preliminary findings indicate positive uptake of the programme by students and teachers.

Problem Decomposition and Cooperative Learning: an Exploratory Study in Enhancing Software Engineering Projects

Completing workable software within stipulated timeframe has always been a challenge for computing students. College educators teaching programming courses are facing difficulties to guide and monitor the students from the start of the software development cycle until the completion stage. Likewise, students find the software development process much more tedious, complicated and frustrating. Problem decomposition as chunking technique is used as abstract concept to break the programming scenarios into smaller manageable chunk in relation to fulfilling the system requirements. This paper presents an overview of the difficulties encountered, and a study on decomposition technique with cooperative learning to resolve such affliction. A total of 44 second year computing students were randomly assigned either to a group that received a combination of decomposition and cooperative learning (DCL), or to another group which received cooperative learning method (CL) in this 28-week treatment. The participants worked in a group of four, with a mix of students with high and low self-regulated learning levels. The post-assessment was administered to measure their software development performance that was based on self-programming appraisal, project performance and number of proposal revision. The results revealed that students in the DCL group performed significantly better than those in the CL group in both the self-programming performance and software project development. Also, the DCL group made fewer amendments to the project proposal than their counterparts. Thus, the decomposition technique incorporated into the problem and analysis stages within the system development cycle should be considered as an alternative strategy for effective way of teaching, learning and completing software engineering project.

Self-regulated learning and self-directed study in a pre-college sample

Self-regulated learning (SRL) is a multi-dimensional construct that has been difficult to operationalize using traditional, variable-centered methodologies. The current paper takes a person-centered approach to the study of SRL in a sample of 205 high-school students. Using latent profile analysis on self-reports of seven aspects of SRL, three groups were identified: high SRL, low SRL, and average SRL. Student self-reports of goal orientation were used as validation for the profile solution, with the high academic self-regulation group reporting the highest levels of mastery orientation while the low self-regulation group reported highest levels of avoidant orientation. Profiles were also compared on independently collected, behavioral measures of study behaviors, with the highly self-regulated group tending to study more material and for a longer time than less self-regulated individuals.

Does concept‐mapping strategy work for everyone? The levels of generativity and learners' self‐regulated learning skills

AbstractThe purpose of this study was to examine the effect of concept‐mapping strategies with three different generativity levels (expert‐generated concept map, partially learner‐generated concept map, fully learner‐generated concept map) on knowledge acquisition. Interaction between learners' self‐regulated learning (SRL) skills and different levels of generativity was also tested. One hundred twenty‐four undergraduate students, randomly assigned to three different concept‐mapping groups, were differentiated by high and low levels of SRL skills. The findings suggest that the participants in the fully learner‐generated map group significantly outperformed the participants in the expert‐generated map group, and participants with high SRL skills significantly outperformed those with low SRL skills across all treatment levels.

Cyber “Pokes”: Motivational Antidote for Developmental College Readers

Difficulties characterizing developmental college students are reviewed within the context of motivational theories of learning. The author highlights problems of low self-efficacy and inadequate self-regulated learning for developmental college students. The author argues that the use of Facebook, a widely-used social networking technology, may be helpful in improving low self-efficacy and self-regulated learning by increasing connection with the instructor, increasing social contact with classmates, and providing an opportunity to guide students in their responsible use of Facebook technology. The author outlines instructional techniques that may be utilized with Facebook, such as the instructor creating a profile and facilitating student contact via chat rooms.

Exploring Teachers’ Actions to Promote Self-Regulated Learning Practices in Primary School

AbstractResearch highlights the importance of designing primary school classroom environments that promote self-regulated learning (SRL). Teachers play a crucial part as learning process facilitators in the development of pupils’ self-regulated learning competence and skills. The aim of this study was to explore teachers’ actions towards the development of self-regulated learning practices in primary school. The results of a survey of 399 primary school teachers in Brussels and the surrounding area (Belgium, Europe) are presented. Findings appeared to be consistent with theoretical assumptions about the development of self-regulated learning suggesting that teachers gradually introduce SRL over primary school grades. When comparing both groups of teachers scoring high and low in stimulating pupils’ self-regulated learning, similar patterns of SRL encouragement were recorded. Furthermore, teachers were found to promote self-regulated learning as a total concept with a comparable emphasis on all phases of the self-regulated learning process. The adjustment of the teaching environment was found to be similar in all grades and for both high and low self-regulated learning practices.