Metacognitive Self-regulation Strategies Research Articles

THE INFLUENCE OF METACOGNITIVE SELF-REGULATION ON LEARNING STRATEGIES IN MANDARIN LEARNING

Due to China’s rapid economic development, there has been an increased demand for Chinese language education in Malaysia. The utilization of appropriate language learning strategies plays a crucial role in ensuring successful learning outcomes. Therefore, the objective of this research is to investigate learners’ perception regarding their use of learning strategies in acquiring Mandarin as a foreign language. A quantitative survey was conducted among 148 students enrolled in an Introductory Mandarin course in a public university. The survey employed a 5 Likert-scale and consisted of four sessions which are demographic profile, cognitive components, metacognitive self-regulation and resource management. The collected data were analyzed using SPSS. The findings indicate that the resource management components “environment management” and “help-seeking” received a highest mean scores (M=4.14, 4.15), followed by the cognitive component “rehearsal” (M=4). Conversely, metacognitive self-regulation strategies had the lowest mean score (M=3.78). Furthermore, the research also reveals a strong positive correlation between metacognitive self-regulation, cognitive strategies and resource management strategies in foreign language learning. It is hoped that this study can provide insights for instructors to enhance their teaching approach to facilitate students' learning.

SELF-REGULATED LEARNING STRATEGY DEVELOPMENT ON ENHANCING STUDENTS READING COMPREHENSION SKILLS

This conceptual paper explores the importance of self-regulated learning strategy development in enhancing students' reading comprehension skills. It presents an overview of empirical research conducted in this area, emphasizing the impact of metacognitive self-regulated strategies on students' comprehension, engagement, and overall academic success. The paper discusses the Self-Regulated Strategy Development (SRSD) model as a framework for implementing self-regulated learning strategies in reading instruction. The six stages of SRSD, including developing background knowledge, discussing, and modeling the strategy, memorizing it, supporting its use, and establishing independent practice, are outlined as a comprehensive approach to fostering metacognitive awareness and self-regulation in reading. This paper underscores the importance of incorporating self-regulated learning strategies into reading comprehension to empower students as independent, metacognitive readers. By equipping students with cognitive and metacognitive tools, educators can foster a lifelong love for reading and enhance students' comprehension abilities, leading to academic success and continued growth as self-regulated learners.

An Investigation of Direct and Indirect Learning Strategies in Learning Foreign Languages

Learning strategies are one of the multiple factors in accomplishing learners' objectives in acquiring a new language. Hence, the aim of this research is to investigate the strategies that language learners use during their language-learning process. The instrument for this quantitative research is a survey. It has three sections. The first section consists of 2 items on demographic profile, while the second section has 19 items on direct learning strategies. The last section has 22 items on indirect learning strategies. The respondents are 132 undergraduate students taking French as a third language at one of the public universities in Malaysia. The data collected from the respondents were then analyzed using SPSS. The findings show that rehearsal has the highest mean (3.8), but critical thinking has the lowest (3.5). The research also reveals that the help-seeking strategy has the highest mean (4.1), whereas the metacognitive self-regulation strategy has the lowest mean (3.5). From the correlation analysis, the research also indicates a significant association between direct and indirect strategies (r=.779**) and (p=.000). In other words, this research proves that there is a strong relationship between direct strategies (which consist of rehearsal, organization, elaboration and critical thinking strategies); and indirect strategies (metacognitive self-regulation and resource management strategies) in foreign language learning. For future research, it is beneficial to determine if the gender of the learners influences the choice of learning strategies, as this would allow instructors to refine and alter their teaching approaches according to their audience.

Motivation and learning strategies among university students in Serbia

In this study, the understanding of self-regulated learning as one of the key competences in contemporary education was based on Pintrich?s model of self-regulated learning. The goal was to examine the links between different motivational orientations and learning strategies among university students in Serbia and explore the relations between these variables on the one hand and academic achievement, gender, field of study, and year of study on the other. A total of 520 students enrolled in art, science, and social science studies at universities in Belgrade, Novi Sad, Nis, and Kragujevac filled out the Motivated Strategies for Learning Questionnaire (MSLQ). The obtained data were processed via a factor analysis, correlations, and non-parametric tests. We isolated six factors, including Self-Confidence and Orientation Towards Understanding, Elaboration and Metacognitive Self-Regulation Strategies, Critical Thinking and Orientation Towards Expanding Knowledge, Orientation Towards External Criteria Accompanied by Self- Discipline, Anxiety, and High Learning Motivation and Dedication to Achieving the Set Goals. The application of metacognitive self-regulation strategies could be linked to both intrinsic and extrinsic motivation. Students oriented towards external criteria exhibited higher levels of academic achievement. We identified gender differences in the application of elaboration and metacognitive self-regulation strategies in terms of learning motivation and anxiety levels. Art students were more prone to the use of the critical thinking strategy compared to science and social science students. In this paper, we highlight practical implications related to designing self-regulated learning courses for university teachers and students, along with recommendations for future research.

Predicting students’ critical thinking dispositions in science through their perceptions of constructivist learning environments and metacognitive self-regulation strategies: a mediation analysis

ABSTRACT This study investigated the mediator role of metacognitive self-regulation strategies in the relationship between students’ perceptions of constructivist learning environments and critical thinking dispositions in science. The data were collected through self-report questionnaires from 678 Turkish seventh-grade students. Path analysis showed that students’ perceptions of constructivist learning environments and use of metacognitive self-regulation strategies positively predicted their critical thinking dispositions. Moreover, students who reported high levels of constructivist learning environment perceptions also reported using more metacognitive self-regulation strategies. Mediation analysis indicated that metacognitive self-regulation strategies mediated the relationship between constructivist learning environment perceptions and critical thinking dispositions. Findings of the study highlight the importance of constructivist features of the learning environment and metacognitive self-regulation strategies in students’ critical thinking dispositions in science.

Investigating self-regulated learning and academic achievement in an eLearning environment: The case of K-12 flipped classroom

This study aimed to investigate the impact of a flipped classroom on the self-regulated learning (SRL) and academic achievement of seventh-grade junior high school students. A quantitative approach was used to compare the traditional and flipped classroom approaches. The data were obtained using the Motivated Strategies for Learning Questionnaire (MSLQ) along with students achievement scores. Cognitive learning strategies and metacognitive self-regulation strategies were investigated as indicators of students SRL strategies. The results indicated that 64 seventh-grade participants demonstrated a good-to-high level of practicing SRL within the flipped classroom environment. Moreover, the student participants appeared to self-regulate their metacognitive learning strategies in the flipped classroom environment more than those in the traditional learning environment. In terms of their academic achievement, no statistically significant difference was detected between the traditional and flipped classrooms. Associations between the students SRL and academic achievement were identified, and several implications and recommendations were derived.

Self-regulated Learning and English Proficiency of Korean EFL College Students

The current study explores the relationship between self-regulated learning strategies and English proficiency in L2 settings, focusing on Korean college students. 170 participants were assigned to low-, medium-, and high-proficiency groups based on their English performance. In the study, a background questionnaire, a questionnaire for self-regulated learning strategies, and a TOEIC subtest was employed. The findings revealed that there were significant differences among groups on the motivation and learning strategy scales. The learners in the high-proficiency group were aware of the importance of intrinsic goal and metacognitive self-regulation strategies while both the intermediate and advanced learners indicated significantly larger outcomes than lower proficiency learners in terms of task-value, self-efficacy for learning performance, rehearsal, elaboration, critical thinking, and peer evaluation. Pedagogical implications for L2 acquisition have been suggested based on the results. (Gwangju University · Chonnam National University)

Teacher Candidates’ Learning Strategies and Academic Self-Efficacy Levels: Is There a Relation Between the Two?

The current study aimed to identify teacher candidates’ learning strategies and academic self-efficacy levels. Furthermore, the correlations between these variables and gender and departments were looked into. The study was mainly descriptive and correlational. The sample of the study consisted of 256 teacher candidates enrolled at a faculty of education. To collect data, The Motivated Strategies for Learning Questionnaire (MSLQ) and Academic Self-Efficacy Scale were used. During the analysis phase of the study besides descriptive statistics, bivariate correlation and multivariate analysis of variance were carried out. The findings revealed that there was a significant correlation between the learning strategies rehearsal, organization, metacognitive self-regulation, association, time/study environmental, and peer learning and help seeking. The results MANOVA revealed significant relations between rehearsal, organization, metacognitive self-regulation strategies and departments and gender. Furthermore, the findings indicated that the teacher candidates had an overall high academic self-efficacy levels.

Developing a Structural Model on the Relationship among Motivational Beliefs, Self-Regulated Learning Strategies, and Achievement in Mathematics

This study examines the interrelationships among students’ motivational beliefs (i.e. achievement goal orientations, perception of classroom goal structure, and self-efficacy), use of self-regulated learning strategies (i.e. elaboration, organization, and metacognitive self-regulation strategies), and achievement in mathematics, by proposing and testing a structural model. Participants were 1,019 seventh grade students, enrolled in public elementary schools in Ankara, Turkey. Self-report questionnaires and a mathematics test were administered to participants during their regular class periods. Results revealed that students’ perception of classroom goal structure was significantly related to their adoption of achievement goals. Among achievement goals, only mastery goal orientation was significantly related to use of self-regulated learning strategies and mathematics achievement. Among self-regulated learning strategies, only elaboration was significantly related to mathematics achievement. In addition, self-efficacy was associated with achievement goals, use of self-regulated learning strategies, and mathematics achievement. These results supported many of the hypothesized relationships, and offered additional clarification for the literature. Possible explanations are discussed regarding both the expected and unexpected outcomes.

Case Study of How Turkish University Students Improve Their Biochemistry Achievement

Biochemistry courses have an important place as a common subject in faculties of medicine, food engineering, biology and chemistry. MSLQ, Metacognitive Awareness Inventory and Learning Approach Questionnaire were used. The study also involves repeated observations of the same instructor in a biochemistry class over eight weeks to describe students’ academic performance, instructor practice, teaching methods and generally, learning environment in the biochemistry class. Students achieving the two highest scores, two average scores and the two lowest scores from biochemistry exams were selected for in-depth interviews and results demonstrated that self-efficacy, intrinsic goal orientation, task-value, cognitive strategies such as critical thinking ability and elaboration, metacognitive self-regulated strategies and effort regulation may have a considerable importance in students’ biochemistry achievement. Results of the study also revealed that levels of students’ awareness of what and how they monitor in their biochemistry learning process has an important effect on their biochemistry success.

Trichotomous Goals of Elementary School Students Learning English as a Foreign Language: A Structural Equation Model

This study applied structural equation modeling (SEM) techniques to define the relations among trichotomous goals (mastery goals, performance-approach goals, and performance-avoidance goals), self-efficacy, use of metacognitive self-regulation strategies, positive belief in seeking help, and help-avoidance behavior. Elementary school students (N = 105), who were learning English as a foreign language, were surveyed using five self-report scales. The structural equation model showed that self-efficacy led to the adoption of mastery goals but discouraged the adoption of performance-approach goals and performance-avoidance goals. Furthermore, mastery goals increased the use of metacognitive self-regulation strategies, whereas performance-approach goals and performance-avoidance goals reduced their use. Mastery goals encouraged positive belief in help-seeking, but performance-avoidance goals decreased such belief. Finally, performance-avoidance goals directly led to help-avoidance behavior, whereas positive belief assumed a critical role in reducing help-avoidance. The established structural equation model illuminated the potential causal relations among these variables for the young learners in this study.