Model Of Self-regulated Learning Research Articles

Examining Chinese EFL learners’ online self-regulated learning: A mixed-methods approach

This mixed-methods study examined Chinese English-as-foreign-language (EFL) learners' online self-regulated learning (SRL) within Zimmerman and Moylan's (2009) SRL Model. It first investigated the learners' online SRL through validating the Chinese version of the Online Self-regulated Learning Questionnaire (COSLQ) via confirmatory factor analysis and descriptive analysis with a sample of 422 participants. Then with the assistance of ChatGPT in coding the learners' responses to semi-structured interviews with a deductive thematic analysis approach, it explored factors impacting the learners' online SRL. Results show that the Chinese EFL learners did not actively engage in online SRL. Their lack of competence in using the SRL strategies under investigation and the negative influence of the online learning setting were the two main factors affecting their online SRL. The study adds empirical evidence in support of Zimmerman and Moylan's (2009) SRL Model and enhances our understanding of SRL in the context of foreign language education. Pedagogical and methodological implications of the study for improving EFL teaching, learning and researching are also discussed.

Development of a causal model of self-regulated learning by students at Loei Rajabhat University

IntroductionSelf-regulated learning is an active process in which learners employ self-directed behaviors, thoughts, and actions to attain learning objectives. It is essential for students as it can result in improved academic achievement, task completion, and the acquisition of life skills. The objectives of this research were to examine the congruence between a causal model of self-regulated learning and empirical data and to investigate the direct and indirect effects of the model on a sample of 660 students from Loei Rajabhat University.MethodsThe data were analyzed using structural equation modeling. The results indicate that the causal model of self-regulated learning aligns with the empirical data.ResultsThe study showed that self-efficacy, achievement motive, and learning by imitation variables had a favorable impact on self-regulated learning. The achievement motive and learning by imitation have indirect impacts on self-regulated learning through the self-efficacy variable. The findings suggest an increase in self-efficacy, achievement motive, and learning by imitation. Increasing self-efficacy, achievement motive, and learning by imitation among students may be an effective strategy for enhancing the efficiency of self-regulated learning.DiscussionThis research suggests that teachers should organize teaching and learning activities that promote achievement motivation and develop self-efficacy, and they should be good role models for students. All parties, including administrators, should implement policies that promote and develop activities to create incentives for achievement. Self-efficacy and learning by imitation are necessary for students to practice self-regulated learning in the future.

Classic and modern models of self-regulated learning: integrative and componential analysis.

Self-regulated learning (SRL) is considered a construct of great heuristic value and has attracted the attention of numerous researchers and inspired influential theoretical models. The objective of the present study was to provide an up-to-date, comparative and integrated description of the theoretical models of SRL used in current empirical research. For this purpose, we conducted a critical review of the scientific literature referring explicitly to any SRL model and we described, compared and integrated the processes and personal and situational dimensions considered in each model. The models have clearly evolved from focusing on cold self-regulation, conscious activity and individual functioning, to emphasising hot self-regulation and considering implicit activity and interindividual functioning. Among empirical research lines based on the most recent models, the following stand out: detailed analysis of SRL during its progress, the manifestation of SRL in diverse instructional formats and the role of affective/motivational self-regulation.

An integrated model of socially shared regulation of learning: The role of metacognition, affect, and motivation

The purpose of this paper is to present an integrated theoretical model of socially shared regulation of learning (SSRL), which is an elaboration of Efklides’ Motivation and Affect in Self-Regulated Learning model that situates metacognition, affect, and motivation at the socially shared level. Building from existing theoretical and empirical work, the role of metacognition, affect and motivation in socially shared regulation of learning is described along with how these facets may facilitate or constrain regulatory phases and processes in relation to the individual and the group, and in consideration of the learning task. Educational implications are discussed including increasing focus on the social and cognitive processes involved in SSRL in pre-service teaching programs and advocating for the development of learning situations where students practice SSRL strategies.

Development and validation of a self‐regulated learning teaching scale for preschool teachers

AbstractThe present study developed and validated a self‐regulated learning (SRL) teaching scale with a total sample of 966 preschool teachers. A pool of items was generated from literature reviews, teacher interviews, and expert reviews using Zimmerman's cyclical model of SRL. An exploratory factor analysis (N = 333) in study 1, and a confirmatory factor analysis (N = 334), discriminant, and convergent validity (N = 667) in study 2 were performed to support a six‐factor construct, including task analysis, self‐motivation beliefs, self‐control, self‐observation, self‐judgement, and self‐reaction, with a satisfactory fit. In study 3, the T‐SRL was found significantly correlated with teacher self‐efficacy, validating the scale's concurrent validity with another sample of 299 teachers. Overall, the findings collectively support the further development of the T‐SRL to assess teaching practice while emphasizing the need for more empirical research on promoting children's SRL.

МЕТОДОЛОГІЧНІ АСПЕКТИ ДОСЛІДЖЕННЯ МЕТАКОГНІТИВНОГО КОНТРОЛЮ СТУДЕНТІВ НАЦІОНАЛЬНОЇ БЕЗПЕКИ В КОНТЕКСТІ САМОРЕГУЛЬОВАНОГО НАВЧАННЯ

This article presents an analysis of the main theoretical and methodological foundations for researching metacognitive control among students specializing in National Security within the context of self-regulated learning. It highlights the growing interest in psychological science regarding the problem of self-regulated learning effectiveness and the researchers' desire to develop functioning tools for assessing learning strategies. Based on classical postulates about methodology as a system of principles and methods for organizing and constructing theoretical and practical activities, the article analyzes theoretical models, characteristics, and components of self-regulated learning and the place of metacognitive control within this system. It considers Pintrich's theoretical model of self-regulated learning, which studies self-regulation of learning, particularly metacognitive control, across four spheres: cognitive, motivational-emotional, behavioral, and contextual. The latter distinguishes this model from others, as it includes the contextual area as a subject of self-regulation. Special attention is given to analyzing key elements of metacognitive control – learning strategies that can significantly enhance the chances of successful and effective learning. It is found that learning strategies relate to the effective selection and organization of information, efficient repetition of material with subsequent assimilation, establishing connections between new information and information already stored in memory, understanding, monitoring, and continuously enhancing the meaningfulness of the material. It is noted that an important aspect of the interconnection between learning strategies and metacognitive abilities is the effective management of resources, not necessarily related to cognitive activity – time management, managing the learning environment, group learning, and seeking feedback. The third level of methodology discusses a set of specific techniques and technical research approaches for investigating metacognitive control in students of higher education institutions specializing in “National Security”: LASSI, Weinstein, Schulte, Palmer, 1987. The conclusion is drawn that self-regulated learning (and thus, the ability to apply metacognitive control) characterizes students as actively engaged in the learning process: they maintain their motivation, are aware of their thinking processes, and know how to use a wide range of strategies to achieve desired academic outcomes. The article identifies the main methodological problems associated with the empirical study of the effectiveness of self-regulated learning: using different tools to study cognitive, metacognitive, and motivational aspects of self-regulated learning, which separately does not consider its regulatory nature; the need to increase students' awareness of the characteristics of self-regulated learning and the use of learning strategies for accurate self-reports and self-assessment of these processes; since SRL is a specific, not a general process, differences in research results can be observed depending on the context or situation.

Resilience and self-regulated learning as predictors of student competence gain in times of the COVID 19 pandemic – evidence from a binational sample

Emergency Remote Teaching (ERT) was introduced around the globe during the COVID-19 pandemic to ensure that students could continue with their studies during social distancing. Subsequent studies found considerable individual differences in the adjustment to ERT and identified resilience as a critical factor for coping with the challenges of independent studying. The growing evidence led to calls for resilience training in preparation for emergency situations. Against the backdrop of a three-phase model of self-regulated learning, this study examines self-regulated learning activities as an additional protective resource and a predictor for academic performance in ERT. Results from a survey of resilience, self-regulated learning strategies, and competence gain completed by students from universities in the US and Germany (N = 333) found self-regulated learning strategies to be more predictive of student competence gain than resilience. As a consequence, in addition to fostering resilience, institutions should also include self-regulation strategies in student training and support programs to better prepare students for academic success.

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.

Validating a scale to measure self-regulated learning strategies for independent listening beyond the EFL classroom

The present study aimed to validate a self-report questionnaire created and used in Yabukoshi (2023) to assess learners’ perceived use of self-regulated learning (SRL) strategies for practicing listening skills to improve the TOEIC® listening scores outside the classroom in an English as a foreign language (EFL) context. The instrument comprised 14 items on metacognitive SRL strategies used for out-of-class listening practice, which were divided into three subscales: strategies used in the forethought, performance, and self-reflection phases, drawing on Zimmerman's SRL model. The questionnaire was administered to 135 EFL undergraduates in Japan and subjected to a psychometric evaluation to determine its structural aspect of validity through reliability tests and confirmatory factor analysis (CFA), as well as to assess its convergent and discriminant validity and its external aspect of validity (i.e., predictive validity). The instrument had sufficient internal consistency based on reliability tests (Cronbach's alpha). The CFA results indicated a relatively good and reasonable model fit, and the convergent validity was found to be adequate. The discriminant validity was not satisfactory, which was discussed based on SRL theory and previous empirical evidence. Multiple regression analysis revealed that the three strategy factors as a whole were a strong predictor of learners’ listening proficiency. The empirical evidence provides preliminary support for the application of SRL theory to the field of EFL listening. The results of this study contribute to the limited research on the assessment of SRL strategy use for listening practice outside EFL classrooms.

Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college

Self-regulated learning (SRL) is pivotal in second language (L2) learning but is often inadequately addressed in classroom instruction. This qualitative study examines the SRL-promoting strategies employed by English for Specific Purposes (ESP) teachers at a university and a vocational college in China, both of which offer English-medium instruction (EMI) programmes. Grounded in Zimmerman's SRL model, this study employs multiple data sources, including interviews, classroom observations, and teaching materials. Findings reveal that teachers from both settings use a blend of explicit and implicit strategy instruction to foster both cognitive and metacognitive facets of SRL. University teachers integrate strong self-assessment methods, such as peer and teacher feedback, in their teaching. However, gaps in the teachers' conceptual understanding of SRL lead to inconsistent emphasis on various components and phases of SRL. Furthermore, our study identifies several factors, such as student characteristics, teacher knowledge and beliefs, and institutional constraints, that influence these instructional practices. The research stands out for its focus on ESP instruction within a Chinese educational context by juxtaposing two different educational settings. It underscores the need for specialized SRL-focused professional development, especially for vocational teachers, and underscores the importance of bolstering SRL in ESP to facilitate a seamless EMI transition.

混合式教学环境下大学生自我调节能力的培养

This research, on the basis of Winne and Hadwin’s 4-phase model of self-regulated learning, intends to explore whether learners can promote their self-regulating capacity under the teacher’s guidance on metacognitive monitoring. Structured self-report is adopted as an intervention method to guide learners to implement pre-learning task analysis and goal setting as well as post-learning self-monitoring and retrospection. It has been discovered that this method may promote learners’ self-regulating capacity, but the stability of the effects calls for further validation through longer-term experiments. And strategy training is also suggested for the steady promotion of learners’ self-regulating capacity in a long run.

Role of Theory in Analysing the dynamic of Self-regulated Learning process based on students’ event logs data: A scoping review

Students' capability to metacognitively regulate themselves—cognitively or behaviourally—in their learning plays a pivotal role in determining their academic performance. The dynamic aspect of Self-Regulated Learning (SRL) will be challenging to capture if it relies on perceptual data obtained from students through questionnaires and interviews and only at specific points in time. One potential alternative is to use an approach that captures student activity data in real-time throughout the learning period. Given the context-sensitivity involved in measuring SRL via event data, a solid theoretical foundation is essential in analysing patterns of SRL behaviour using event log data. This scoping review paper aims to identify and map how the empirical studies in this area consider SRL theory or models, not only when interpreting analytical results but also when designing instruction and interpreting SRL indicators from raw data. A thorough literature search was performed on various online databases, including Scopus, IEEExplorer, ProQuest, and Web of Science, to identify relevant studies. Following the PRISMA scoping review (PRISMA-ScR) as a protocol for the review, 39 studies published between 2012 and 2023 were included. This study found limited studies incorporating SRL theory in every analysis stage, from designing instruction to preprocessing event data and interpreting analytical models. This study also highlighted the importance of including contextual and theoretical factors when assessing self-regulatory behavioural patterns.

To survive or to thrive? Synthesizing the narrative trajectories of students’ self-regulated listening practice in an EMI transnational higher education context

English-medium instruction (EMI) has burgeoned alongside two decades of L2 self-regulated learning research. In both areas, listening remains under-researched, longitudinal designs are under-employed, and in-depth studies are necessary to unpack learner development. In a context believed to initiate self-regulated learning, the current study employed a longitudinal qualitative design to explore the out-of-class, self-regulated listening practice of 34 Chinese students across their first term transitioning from Chinese-medium high schools to an EMI transnational university in China. Guided by Zimmerman’s social-cognitive model of self-regulated learning, 102 transcripts generated from interviewing students at the beginning, middle, and end of their transition term were analyzed using thematic analysis and narrative analysis. The findings are presented chronologically as a synthesis of the students’ narrative trajectories. They highlight the students’ initial enthusiasm for self-regulated listening practice to ‘survive’ EMI lectures and a watershed moment at the midterm, when many ‘dropouts’ stopped practicing as they perceived their proficiency had reached an abstract threshold. The ‘continuers’ developed sustainable practices informed by the pursuit of long-term, future-oriented goals that outreached the immediate EMI context, guided by metacognitive awareness and emotion regulation strategies. Pedagogical implications to support future cohorts of students to thrive during transition and beyond are provided.

Flipped classroom approach in EFL context: Implementing self-regulated learning to improve students’ performance in use of grammar

The Flipped Classroom has gained popularity in various fields, including the field of English as a Foreign Language (EFL) learning, offering new possibilities for improving students' grammar skills. This study aimed to investigate the implementation of self-regulated learning (SRL) strategies within the Flipped Classroom to enhance students' performance in the use of grammar. The sample comprised 50 high school students in a Saudi Arabian school. Using the quantitative research paradigm, the study employed a pretest and posttest control group design within the domain of quasi-experimental research. The experimental group was given instruction using multiple SRL strategies while the control group was given instruction without SRL strategies in a Flipped Classroom. The results indicated a significant difference in the post-test scores between the experimental (which utilized SRL strategies) and the control group (which was taught without SRL strategies). The findings suggest that SRL strategies in Flipped Classroom positively impacted students' grammar skills. Additionally, the study categorized students into different proficiency levels and found significant differences in grammar skills based on proficiency levels. The study also aligned with the social cognitive model of SRL, which emphasizes the importance of performance control, and self-reflection phases in the learning process. The study recommends the integration of SRL strategies in Flipped Classrooms to enhance students' grammar skills and calls for further research to explore the impact of SRL strategies on other language skills in EFL contexts. Overall, the study contributes to the understanding of how SRL strategies can be used to improve language learning outcomes within the Flipped Classroom Approach.

Utilizing the Delphi Technique to Develop a Self-Regulated Learning Model

Utilizing the Delphi Technique to Develop a Self-Regulated Learning Model

Students’ Voices: A Qualitative Study on Contextual, Motivational, and Self-Regulatory Factors Underpinning Language Achievement

A lack of qualitative studies examining adolescent students’ voices regarding the contextual, relational, and self-regulatory factors that drive their language achievement has been observed. Therefore, the present study aimed to address this issue. Sixteen face-to-face semi-structured interviews were conducted with secondary school students in Greece to document and analyse their perceptions of the factors that influence language achievement. The study was guided by social-cognitive theory and models of self-regulated learning. Computer-assisted thematic analysis was performed using abductive open coding followed by refinement of codes. Three overarching global themes were identified in line with theoretical expectations, namely personal factors (motivation and self-regulatory strategies), relational factors (teachers’ practices, parental achievement expectations, peer influences), and structural factors (the educational system). Afterwards, an abductive thematic network analysis was conducted to explore and theorise about potential relationships between the emergent themes in the data. It was found that parental expectations for higher performance and the teachers’ behaviours were associated with students’ language achievement. Task-related characteristics and peers influenced students’ regulation of effort in learning. The students believed that they were not objectively graded and frequent summative assessments created test anxiety. The findings are discussed in light of existing empirical evidence and in terms of educational implications.

Domain-specific self-regulated learning interventions for elementary school students

BackgroundSelf-regulated learning has been deemed an essential skill that must be explicitly learned and repeatedly practiced for young students. The need for research on teacher-led self-regulated learning interventions embedded in regular classroom instructions has escalated steadily. AimsWe aimed to investigate self-regulated learning interventions' effectiveness led by teachers applicable to three primary subjects (i.e., writing, mathematics, reading) based on Zimmerman's cyclical model of self-regulated learning. Samples214 Korean upper elementary school students participated in a series of three intervention studies (nStudy1 = 70, nStudy2 = 69, nStudy3 = 75). MethodsTrained homeroom teachers implemented the interventions—incorporating explicit instructions about domain-specific strategies in writing (Study 1), mathematics (Study 2), and reading (Study 3)—in Korean elementary school classrooms. Participants were assigned to one of the three groups: regular classroom instruction (REG), domain-specific strategy instruction (STR), and strategy instruction within the framework of eight-phase self-regulated learning instruction (STR + SRL). ResultsSynthesized results revealed that the STR + SRL group used more self-regulated strategies, performed better in achievement tests, and was less distracted by task-irrelevant thoughts than the STR and REG groups. ConclusionsOur interventions are compatible with domain-specific instructions in multiple subjects and can guide and prompt self-regulatory learning processes in elementary classrooms. Current findings also reiterate the importance of the teachers’ role in research-based interventions to increase ecological validity and applicability. We shed light on the potential mechanism that underlies the relationship between enhanced self-regulated learning and motivational and cognitive outcomes.

A multi-study examination of intra-individual feedback loops between competence and value beliefs, procrastination, and goal achievement

In the present study, we tested intra-individual feedback loops between competence beliefs, value beliefs, and goal achievement (virtuous circles), and intra-individual feedback loops between goal failure and procrastination (vicious circle). We analyzed data from five independent intensive longitudinal studies with university students (N = 841, k = 23,448 observations). Pre-registered hypotheses were tested across the five studies and aggregated using meta-analytic methods. Results provided support for virtuous circles in self-regulated learning: Students who reported higher competence and value beliefs in one study session reported higher goal achievement, and higher goal achievement predicted higher competence and value beliefs in the subsequent study session. Results provided only partial support for a vicious circle: Procrastination was associated with lower goal achievement but goal achievement did not predict subsequent procrastination. The results have theoretical implications for models of self-regulated learning and methodological implications for the design of experience sampling studies.

A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China

Listening to academic content in English medium instruction (EMI) classrooms at university can be a demanding task for students who transition from first language (L1) instructed secondary schools. This longitudinal mixed methods study analyzes data from 316 students collected at the beginning, midterm, and the end of their first semester after entering an EMI transnational university in southeast China. The analysis of questionnaire responses revealed significant variations in students’ listening strategies over time, with a significant decrease in deep processing cognitive strategies at the midterm when content difficulty increased. Conversely, two types of metacognitive strategies (problem solving, plan evaluation) increased significantly during the second half of the semester. Informed by Zimmerman’s (2000) social cognitive self-regulated learning (SRL) model, thematic analysis of semi-structured interviews with 34 participants revealed that students generally developed a more top-down listening approach focusing on content learning over the semester and became more selective in their strategic and self-regulatory processes after the midterm “watershed” moment. Results highlight the importance of structured topic knowledge in EMI curriculum design and the necessity of strategy training in language support programs.

The Self-Regulation and Smartphone Usage Model: A Framework to Help Athletes Manage Smartphone Usage

Self-regulation is essential for optimal development, performance, and well-being in sport, and smartphones may support and hinder this self-regulation. The relationship between smartphones and self-regulation has seldom been investigated in sport. Thus, the purpose of this study was to examine self-regulatory processes, conditions, and outcomes related to athletes’ smartphone usage. Twenty-four competitive and high-performance athletes from eight sports participated in individual interviews informed by the models of self-regulated learning and self-regulatory strength. Themes created from a directed content analysis aligned with components of both models and were integrated with new themes to form the “Self-regulation and Smartphone Usage Model” (SSUM). The SSUM illustrates a cyclical model of self-regulation and smartphone usage across five components: self-regulation capacity, processes, conditions, outcomes, and competencies. While self-regulation demands can be increased because of smartphones and lead to depletion, smartphones can be powerful vehicles to strengthen self-regulation competencies.