Self-regulated Learning Perspective Research Articles

The influences of cognitive abilities on self-regulated learning in online learning environment among Chinese university students with learning disabilities

Students with learning disabilities meet difficulties in cognitive abilities that are likely to affect their learning, especially online learning. Online learning usually lacks efficient face-to-face monitoring and leads to poor learning outcomes; in this case, students' self-regulated learning in an online environment matter. However, Self-Regulated Learning (SRL) status remains unclear for those with learning disabilities and how their working memory and processing speed affect self-regulated learning. A total of 147 undergraduate students were recruited from three public and four private universities in Taiwan to join this study, and they completed a self-reported questionnaire and several psychological measures. Our results revealed significant differences in SRL features between typically developing Chinese undergraduates and those with learning disabilities in an online environment. Compared to the students with learning disabilities, typically developing students outperformed in metacognitive skills, time management, environmental structuring, and persistence. Help-seeking was comparable between both groups. Working memory significantly contributed to SRL in all students, whereas processing speed only significantly influenced SRL in students with learning disabilities. The findings of this study have important implications for educators, researchers, and instructional designers aiming to optimize online learning experiences and support, especially from the perspective of SRL, for all students, particularly those with learning disabilities.

Developing Intercultural Competence of Educators: Self-Regulated Learning Perspective

With the increase in globalization, intercultural competence is considered a key proficiency for educators. While many theoretical frameworks of intercultural competence exist, none have explained the development of this competence from the perspective of a self-regulated learner. The self-regulated intercultural learning process capitalizes on the advantages of self-assessment, self-directed learning, and reflection on unique experience. In alignment with a research-based self-regulated learning model, a series of evidence based interconnected activities was developed to guide and assess the intercultural learning for educators. Each phase within the sequential self-regulated learning process is facilitated by purposefully selected readings and media and originally designed semi-structured activities that are subsequently augmented by guided reflections and self-evaluations. The adaptability and cost-consciousness of the series allows for integrating it as an efficient and effective component of intercultural pre-service coursework and/or in-service professional development, for both individuals and teams.

Brief report: noise reduction in preschool from a self-regulated learning perspective-implementation of a game-based voice regulation training program.

An 8-week voice regulation training program (VRTP) incorporating everyday activities was implemented in an experimental preschool classroom (EG; n = 34), which was compared with a control preschool classroom (CG; n = 31). The VRTP includes songs, games, and conversations aiming to raise children's awareness of noise levels and teach voice modulation skills. Grounded in the theoretical framework of self-regulated learning, the study's objectives were to evaluate the impact of the VRTP on noise levels, children's self-regulation, and pre-literacy skills. Noise levels were assessed weekly using an electronic noise meter before and during the program. The EG preschoolers demonstrated modest but significant improvements over their pre-VRTP levels of voice modulation, behavioral and emotional self-regulated learning, and pre-literacy skills, in contrast with the CG children. The findings provide evidence that young children's self-regulation may be enhanced in preschool, challenging the field of developmental-educational psychology to consider self-regulated learning during early childhood.

Self-regulation and student engagement with feedback: The case of Chinese EFL student writers

Despite the role of feedback in facilitating self-regulation, learners' under-engagement with feedback in second language (L2) writing has been little researched. The multifaceted nature of feedback makes it challenging for L2 writers to engage with, and benefit from, teacher feedback. From the perspective of self-regulated learning, this qualitative case study examined how skilled and less-skilled self-regulators engaged with teacher written feedback in a Chinese EFL context. Data from multiple sources, including student texts, teacher on-script feedback, error logs, reflective journal entries, and interviews, revealed that the relationship between feedback and subsequent outcomes is mediated by students' engagement with the feedback process. It was found that skilled and less-skilled self-regulators displayed different degrees of engagement across cognitive, behavioural and affective dimensions. The findings may be attributed partly to students’ awareness of, and ability to interpret, feedback, agency of translating feedback into action, and willingness to scrutinise feedback and respond with appropriate strategies to use it. We conclude by highlighting the interaction among cognitive, behavioural, and affective engagement and offering some important pedagogical implications.

Development and validation of a questionnaire to assess classroom assessment from the self-regulated learning perspective

ABSTRACT This paper reports on the development and validation of the classroom assessment (CA) for self-regulated learning (SRL) Questionnaire (CASRLQ), a questionnaire intended to measure to what extent CA practices are SRL supportive. The original CASRLQ, consisting of 32 items to represent five SRL-supportive CA dimensions, was constructed and administered to a sample of 469 Grade 11 students. However, the preconceived structure was not supported. We then used the same dataset (split into two) to explore and verify a new factor structure employing exploratory and confirmatory factor analyses. The questionnaire was then revised. A new sample of 630 Grade 11 students were surveyed to confirm the structure of the revised questionnaire. The final form of the CASRLQ consisted of 28 items and addressed seven CA features: assessment tasks, student choice, self-assessment, peer-assessment, instruction, teacher feedback, and CA environment. The CASRLQ proved to be a reasonably reliable and valid instrument suitable for use in quantitative investigations on CA-SRL-related topics. It could also offer some guidance for teachers’ CA practice.

Teacher Candidates’ Self-Determined Motivation to Develop and Implement Self-Regulated Learning Practices

Teaching towards self-regulated learning (SRL) is complex and involves the development of skills and sustained motivation. This study examined teacher candidates’ (TCs’) identification of supports and constraints for their self-determined motivation to develop SRL practices. Findings from one case within a qualitative, longitudinal study of four teacher candidates enrolled in a teacher education program (TEP) focused on SRL in Canada are presented. Supports and constraints for this TC’s self-determined motivation in relation to her development and implementation of self-regulated promoting practices are identified and discussed from the perspective of SRL and self-determination theory. The data analyzed included: a questionnaire, interviews, documents, and in-class observations. The finding reveals detailed descriptive codes and categories for SRL and management practices, as well as codes related to TCs’ motivational constraints and affordances for their development of SRL practices.

A Comparative Study of English Writing Strategies Used by English Majors and Non-English Majors from the Perspective of Self-regulated Learning

A Comparative Study of English Writing Strategies Used by English Majors and Non-English Majors from the Perspective of Self-regulated Learning

Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment

Recent studies have pinpointed the critical and optimal role of self-regulated learning (SRL) in strategy instruction in second/foreign language (L2) research. To provide empirical grounding for developing self-regulated, strategic learners, this study developed an integrated model of SRL strategy instruction which was integrated with formative assessment and a process-genre approach and then examined its effects on L2 writing quality and motivational beliefs. This was a quasi-experimental research design, in which the experimental group received a 16-week SRL strategy instruction while the comparison group received a regular writing course over the same time period. Pretest, posttest, and delayed posttest of writing performance were conducted to examine students’ changes in writing quality in terms of content, organization, vocabulary, language, and mechanics. A self-report questionnaire was administered to both groups in the pretest and the posttest to investigate the development of motivational beliefs (i.e., task value, intrinsic goal orientation, extrinsic goal orientation, control of learning beliefs, and self-efficacy of learning and performance). Results of mixed factorial ANOVAs revealed the experimental group outperformed the comparison group in the overall writing scores and the subscores (e.g., content, organization, vocabulary, and language) in the posttest and the delayed posttest. In addition, the intervention helped students develop a higher level of task value, extrinsic goal orientation, control of learning beliefs, and self-efficacy of learning and performance. Data collected from reflective journals showed that EFL students reported increased levels of self-regulated, strategic behavior as a results of engaging in classroom formative assessment activities. • Formative assessment promotes effects of self-regulation instruction. • Self-regulation strategy intervention improved L2 writing quality. • The intervention improved students’ task value and extrinsic goal orientation. • The intervention helped students develop active control of their learning beliefs. • The intervention helped students become more self-efficacious in learning to write.

Individual differences matter in the effect of teaching presence on perceived learning: From the social cognitive perspective of self-regulated learning

With the popularity of various video-centric asynchronous online courses, there is a trend of self-regulated online learning. Teaching presence is very important in such courses, and has a positive effect on learners' perceived learning. However, the association between teaching presence and perceived learning could be moderated by other factors, and little is known about how individual factors moderate the association. From the social cognitive perspective of self-regulated learning, the study examined the moderating effects of self-efficacy to complete an online course and online vigilance, which reflects individuals' permanent cognitive orientation to online-related stimuli and the disposition to be preoccupied with them constantly, on the relationship, and whether these moderating effects were moderated by inhibitory control. A cross-sectional design was adopted. Results found self-efficacy to complete an online course could significantly promote the positive association between teaching presence and perceived learning, and the moderating effect would be stronger with higher inhibitory control; online vigilance generally could not influence the relationship between teaching presence and perceived learning, except when inhibitory control was very high, in which case online vigilance could prominently intensify the relationship. The findings contribute to a better understanding of the association between teaching presence and perceived learning. Practical implications for educators to train students to be better self-regulated learners in asynchronous online courses, as well as teachers to improve course quality are also discussed.

Discussões decorrentes da aplicação parcial do Protocolo de Microanálise da Prática Musical no formato remoto

In this article, I discuss the elaboration process of the Music Practice Microanalysis Protocol (PMPM) — resulting from the conciliation and adaptation of the instruments proposed by McPherson and colleagues (2015; 2017/2019), Miksza and colleagues (2018) and Osborne and colleagues (2020) — and the discussions arising from the partial application of the protocol in the remote format — due to the social distancing related to the COVID-19 pandemic. I em-phasize that the discussion about the possibility of using digital/online tools and platforms to carry out the microanalytical experiments was productive and promising and that the par-tial application of the protocol demonstrated the procedural viability of the remote applica-tion of all stages of the protocol, with different degrees of effectiveness depending on the pro-file and character of each methodological instrument — oral and/or practical — and the technological conditions — for capturing and transmitting data — related to the use of digi-tal/online platforms. By proposing the implementation of a microanalytical protocol aimed at evaluating the self-regulated learning of undergraduate music students, this study has the potential to contribute to the progressive discussion — still embryonic in the literature — about the inclusion of the perspective of self-regulated learning as an indicator and bench-mark for the process of re-elaboration and revision of curricula and programs of training courses for instrumentalist musicians at the undergraduate level.

Motivation From a Self-Regulated Learning Perspective: Application to School Psychology

Self-regulation of learning involves developing metacognitive awareness (planning, monitoring, and evaluating) of (a) cognition—motivational beliefs, (b) behaviors—persistence, effort, engagement, and (c) affect—enjoyment, interest, and other emotions. Metacognitive awareness creates opportunities to exert metacognitive control as needed, which may involve sustaining or manipulating motivational cognition, behavior, and affect. By adopting a self-regulation perspective, this paper discusses the ways motivation develops within and across academic tasks and situations, as well as the ways learners can be supported to take control of their motivation in those contexts. Applying self-regulation principles in the practice of School Psychology means to consider the role of situation, context, and learners’ socio-historical experiences while empowering learners to focus attention on things they can control.

Why college students procrastinate in online courses: A self-regulated learning perspective

The purpose of this study was to examine why college students procrastinated in online courses from a self-regulated learning perspective. A sample of 207 college students participated in this study. Using path modeling, the results showed that students' perceived content relevance and technology usability indirectly predicted academic procrastination through the roles of task value and emotional cost. Conscientiousness was also an important predictor of academic procrastination. Perceived instructor engagement and peer interaction did not predict academic procrastination. These findings revealed that academic procrastination in online courses was a complex phenomenon and stemmed from the interrelationships between college students' perceptions of learning context, personal characteristics, and motivational beliefs. Practical implications for addressing academic procrastination in online courses are discussed in this paper.

From entrepreneurial experience to expertise: A self-regulated learning perspective

ABSTRACT Entrepreneurial experience alone may not necessarily guarantee venture success. Some entrepreneurs develop into experts through learning from their experiences, whereas others fail to do so. To explain the missing link between experience and expertise, we introduce a social-cognitive model of self-regulated entrepreneurial learning (SREL) to demonstrate how entrepreneurial expertise can be systematically developed to increase the probability of entrepreneurial success. We identify key self-regulatory learning processes essential to entrepreneurial learning by developing propositions and related practice-oriented applications of the SREL model for entrepreneurs.

The What, Why, and How of Distractions from a Self-Regulated Learning Perspective

ABSTRACT College students do not study in isolated environments; rather, they encounter obstacles as they complete academic tasks. Using a qualitative approach, the present study explored the distractions and underlying causes students face as well as the strategies they use to control these distractions. Our findings suggested that students’ distractions, underlying causes, and strategies can be categorized into five themes. Four of these themes – cognition, motivation/affect, behavior, and context – have been well represented in prior self-regulated learning literature. The fifth theme, physiology, has not been well represented. We also identified the most common distractions (i.e., contextual), causes (i.e., motivational/affective), and strategies (i.e., contextual). Overall, our findings highlight the highly contextual nature of the obstacles college students encounter as they work toward their academic goals.

SELF-REGULATION IN QUR’AN LEARNING

Purpose – The emergence of academic anxiety and poor learning outcomes among Indonesian first-year students at higher education institutions emphasized the need to measure the level of self-regulated learning (SRL). This study was part of a larger SRL research project in the area of ​​learning Qur’an recitation, where we attempted to explore further on how students applied SRL. By using a new perspective of SRL as a social process that emphasized interaction, we investigated how the situated environment influenced learning. Method – Quantitative and qualitative approaches were applied. A set of questionnaires generated from the adaptation process was successfully validated through rigorous psychometric testing. A total of 420 first-year students responded to the questionnaire. Then semi-structured observations and interviews were conducted among eight students. Finally, data obtained from observation checklists and interviews were triangulated. Findings – The SRL level for first-year students in learning Qur’an recitation was insufficient, with a score of 3.37 out of 5.00. The highest score on the Meta-Affective dimension was M = 3.64, and the lowest score on the Sociocultural-Interactive dimension was M = 2.98. These results indicated that although anxiety was not a serious problem, yet it was still an obstacle for some students with low SRL to achieve targeted learning goals. Furthermore, these students did not have the awareness to seek help for their learning difficulties. This situation was further aggravated by the lack of assistance from instructors in creating conducive learning environments for students to interact with each other. Significance – The standard deviations on all SRL dimensions identified in this study were high, showing a large gap between students who had high and low SRL. This condition requires instructors to provide significant assistance. We suggest heterogeneous grouping to enable more intensive interactions between students to increase the sociocultural-interactive dimension. We believe that seamless interaction is the most tangible support for promoting SRL.

Conceptualizing self-regulated reading-to-write in ESL/EFL writing and investigating its relationships to motivation and writing competence

Self-regulated reading-to-write (R2W) can be portrayed as learners’ proactive learning of useful elements (e.g. content, rhetorical features, and conventions) from reading by using strategies, which is an effective mechanism connecting reading and writing, to improve their writing competence. In the present study, six major types of self-regulated R2W strategies, i.e. mining reading, writerly reading, cognitive strategies, purposive reading, recalling while writing, and peer revision reading that can contribute to writing competence were included in the proposed self-regulated R2W framework. Importantly, a self-regulated R2W scale was established to understand the impacts of four types of strategies. Participants were 458 primary students (9 to 13 years old, M = 10.12, SD = .62) in Hong Kong. They completed the self-regulated R2W questionnaire along with motivational variables and a writing competence test. The motivational variables (i.e. self-efficacy and perceived task values) were positively related to self-regulated R2W strategy use. Important differences in self-regulated R2W strategy use among the high, average, and low achievers were identified. Results indicated that self-regulated R2W strategy use had positive impacts on writing competence. This is the first time that reading-to-write is proposed from a self-regulated learning perspective in ESL/EFL school contexts. The self-regulated R2W framework, scale and positive impacts of strategy use on writing have important implications for future research and practices.

College Students’ Time Management: a Self-Regulated Learning Perspective

Despite its recognized importance for academic success, much of the research investigating time management has proceeded without regard to a comprehensive theoretical model for understanding its connections to students’ engagement, learning, or achievement. Our central argument is that self-regulated learning provides the rich conceptual framework necessary for understanding college students’ time management and for guiding research examining its relationship to their academic success. We advance this larger purpose through four major sections. We begin by describing work supporting the significance of time management within post-secondary contexts. Next, we review the limited empirical findings linking time management and the motivational and strategic processes viewed as central to self-regulated learning. We then evaluate conceptual ties between time management and processes critical to the forethought, performance, and post-performance phases of self-regulated learning. Finally, we discuss commonalities in the antecedents and contextual determinants of self-regulated learning and time management. Throughout these sections, we identify avenues of research that would contribute to a greater understanding of time management and its fit within the framework of self-regulated learning. Together, these efforts demonstrate that time management is a significant self-regulatory process through which students actively manage when and for how long they engage in the activities deemed necessary for reaching their academic goals.

An intervention study for the development of self-regulated learning skills

The present study is based on the social-cognitive perspective of self-regulated learning and focuses on its development in academic settings. This study examined the impact of an intervention on the development of self-regulated learning strategies at a course-specific level. The transferability of the trained strategies on different learning context and the possibility that the training lead to the improvement of learning motivation and behavioural strategies, although they were not explicitly trained were also examined. In addition, the effects of a prolongment of the intervention in the second semester were investigated. The improvement of the learning skills was also assessed through the content analysis of the learning journals competed by the students during the intervention program. We used a mixed method design to examine the changes in students’ self-regulated learning produced before and after the intervention. The participants were first year Psychology and Education Sciences students. During an academic year, the students were trained to use techniques combining cognitive and metacognitive skills. All the strategies were implemented through implicit training, being included as course tasks, and practiced in a domain specific context. The study revealed that the intervention had positive effects on self-regulated learning skills, the students in the intervention group differed significantly at the end of the intervention from the students in the control group. Another finding was the transferability of the trained strategies to different learning contexts. Even if self-regulated learning skills are practiced implicitly in a context, their practice could lead to generalization and increase the transfer opportunities.

A Systematic Review of Empirical Studies on Learning Analytics Dashboards: A Self-Regulated Learning Perspective

This paper presents a systematic literature review of learning analytics dashboards (LADs) research that reports empirical findings to assess the impact on learning and teaching. Several previous literature reviews identified self-regulated learning as a primary focus of LADs. However, there has been much less understanding how learning analytics are grounded in the literature on self-regulated learning and how self-regulated learning is supported. To address this limitation, this review analyzed the existing empirical studies on LADs based on the well-known model of self-regulated learning proposed by Winne and Hadwin. The results show that existing LADs are rarely grounded in learning theory, cannot be suggested to support metacognition, do not offer any information about effective learning tactics and strategies, and have significant limitations in how their evaluation is conducted and reported. Based on the findings of the study and through the synthesis of the literature, the paper proposes that future research and development should not make any a priori design decisions about representation of data and analytic results in learning analytics systems such as LADs. To formalize this proposal, the paper defines the model for user-centered learning analytics systems (MULAS). The MULAS consists of the four dimensions that are cyclically and recursively interconnected including: theory, design, feedback, and evaluation.

University students’ online learning attitudes and continuous intention to undertake online courses: a self-regulated learning perspective

Studies have been conducted on university students’ continuous intention to learn online from the perspectives of learning motivation and capability, perceptions or attitudes, and online learning experiences. However, few have examined how the above factors will relate to each other and contribute to students’ online learning intention. This research explored 94 university students’ online learning attitudes and experiences in a blended course. The researchers investigated the changes in the participants’ attitudes toward online learning and the relationships between their self-regulated learning capability, online interactions, attitudes, and online learning intention. These students participated in a pre- and post-survey at the beginning and end of the course. They also completed six weekly reports commenting on their learning activities of the week. At the end of the course, interviews were administered to eight participants to gather detailed information about their online learning experiences. It was found that (a) the participants’ online learning attitudes were generally positive and increased when completing the course; and (b) the participants’ continuous intention to learn online was significantly predicted by four self-regulatory factors and attitudes, mediated through perceived online social interactions. The analysis of the interviewees’ further comments provided more insights about the potential factors contributing to their online learning attitude changes. The strategies for future online course design with a view of improving students’ self-regulated learning skills are discussed in this paper.