Self-regulated Learning Perspective Research Articles

A Qualitative Examination of Classroom Assessment in Chinese High Schools from the Perspective of Self-Regulated Learning

The present study is set in the context of ongoing educational reform that advocates fostering self-regulated learners and using assessment to improve learning. Drawing on existent research on classroom assessment (CA) and self-regulated learning (SRL), the authors have formulated a conceptual framework outlining the CA features that promote SRL among students. Guided by this framework, the 12 high school teachers’ CA practice was scrutinized to find out to what extent their CA was pro-SRL. Based on interview data and classroom observation, gaps were found in Chinese high school teachers’ CA. First, CA tasks are primarily low-level closed-end problems, with rare exceptions. Second, students are not allowed much autonomy in CA. Third, self-assessment practice is mostly self-grading. Fourth, peer-assessment is uncommon and mainly involves simply marking peers’ work. Fifth, teacher feedback is focused on task and process levels; regulation-level feedback is less common. Sixth, despite teachers’ encouragement, most students feel threatened by CA.

Enhanced monitoring accuracy and test performance: Incremental effects of judgment training over and above repeated testing

From a self-regulated learning perspective, adequate monitoring of own learning processes and outcomes is crucial to regulate one's own learning effectively. Research on metacognitive judgments, however, clearly indicates that students frequently overestimate their actual performance. Therefore, the present study with N = 209 undergraduate students aimed to support students in developing accurate judgments in order to improve learning processes and, eventually, performance. A quasi-experimental design with three conditions (metacognitive training, testing, and control) and five testing sessions was implemented. In addition to repeated testing plus individual feedback in the testing group, students in the metacognitive training group received psychoeducation, made item-specific judgments, and were given feedback. Over and above the positive effects of repeated testing, metacognitive training positively influenced several monitoring accuracy scores (bias, absolute accuracy, and specificity) and students' performance. Moreover, the metacognitive training group exhibited a nonlinear interindividual decrease in overconfidence. Overall, the study provided considerable evidence that monitoring accuracy and performance can be improved by means of judgment training.

The Use of Classmates as a Self-Motivation Strategy From the Perspective of Self-Regulated Learning.

It can be stated that self-regulated learning (SRL) brings broad benefits to the process of students’ learning and studying. However, research has yet to be undertaken in relation to one of its components, namely self-regulation of motivation and affectivity. The main objectives of this study are to examine the use of self-motivation strategies that involve classmates and to obtain models on the influence of academic goals and self-efficacy on such self-motivation strategies. To this end, was conducted a study using two different samples of students in the compulsory secondary education or baccalaureate stages in Spain (N = 613 and N = 910). The results obtained indicate that, with regard to gender, differences only exist in the use of the strategy of deception (t = 5.450, p < 0.001, d = 0.364). That the two pairs of strategies positively and significantly correlated with one another (r = 0.239, p < 0.01 and r = 0.355, p < 0.01). That only the strategy of annulation of others correlates with a more adaptive type of motivation. Thus, the group of students that reported the greatest level in its use also did so in relation to task and ego self-enhancing goals, to self-efficacy, and being negatively associated with the goal of work avoidance. Finally, were offered models on relationships between academic goals, self-efficacy and enhancement and annulation strategies [χ2(8) = 5.204, p = 0.736] and deception and annulation strategies [χ2(4) = 3.228, p = 0.520].

The roles of collective task value and collaborative behaviors in collaborative performance through collaborative creation in CSCL

Research has suggested that self or co-regulated learning is very helpful for the development of students’ autonomy, and is particularly important in online learning environments, because such non-linear environments tend to lack focus and teachers’ monitoring. The social cognitive research suggests that highly self-regulated learners have higher motivation and more control of their learning behaviors, and thus generate better outcomes on an individual basis rather on a group basis. This study thus attempts to extend the social cognitive perspective of self-regulated learning to collective regulated learning, and to investigate the relationships among collective beliefs (i.e., collective task value, a newly developed group motivation), collaborative behaviors (i.e., group cohesion, cognitive quality of collaborative interactions), and collaborative performance through collaborative creation in the CSCL environment. A total of 96 college students participated in this study. Both quantitative and qualitative analyses were applied. The results indicate that collective task value is a reliable and valid construct. The results also show that collective task value significantly predicts students’ group cohesion and collaborative performance, although it does not predict students’ cognitive quality of collaborative interactions. Students’ group cohesion and higher level of cognitive quality in collaborative interactions also both significantly predict their collaborative performance through collaborative creation in the CSCL environment.

Ways of using musical knowledge to think about one's piano repertoire learning: three case studies

ABSTRACTInstrumental music practice has been conceived and investigated from the perspective of self-regulated learning (SRL), i.e. how students acquire the tools necessary to take control of their own learning. SRL processes depend on variables such as ways of studying (method), time invested in practice and behavioural and social/cultural factors. Thus, this paper examines ways of thinking throughout the piano repertoire learning of three undergraduate students at different academic levels in a Brazilian academic context. Using a phenomenological approach, four research techniques were employed: a semi-structured interview, observation of the recorded performances, a non-structured interview about the repertoire being prepared, and a recall-stimulated interview to follow the repertoire learning process during an academic semester. The data analysis demonstrated that the degree, nature, and quality of the interaction between each undergraduate student and his respective repertoire learning were distinct and dependent on their personal disposition for coping with his repertoire learning. The nature of this musical thinking was creative or involved learned actions. In this study, the actions were shown to be related to previous experience, including prior academic training. On the other hand, activities that are independent of the students’ academic level seem to result from individual dispositions for solving problems faced during repertoire learning. This result helps argue in favour of the need to promote a student's awareness of the role of activities that promote problem-solving thinking, in combination with learned actions, during the musical practice. Through this combination, students may be able to better prepare their musical repertoire according to principles of excellence in artistic expression.

Relations of perceived parental autonomy support and control with adolescents' academic time management and procrastination

We investigated adolescent students' academic time management and procrastination from a self-regulated learning perspective. Parental autonomy support and control were examined as predictors of academic time management and procrastination. In addition, we tested self-efficacy for self-regulated learning as a motivational mediator. The factor structure of academic time management and procrastination was first evaluated. Three factors emerged from the exploratory factor analysis: planning time, monitoring time, and procrastination. In the path model, perceived parental autonomy support positively predicted planning time and monitoring time and negatively predicted procrastination. In comparison, perceived parental control positively predicted procrastination only. In the mediation model, self-efficacy for self-regulated learning served as a motivational pathway that linked perceived parental autonomy support and control to students' academic time management and procrastination. It appears that parents play a pivotal role in helping their children feel efficacious enough to manage their time effectively and avoid putting off their academic tasks.

ジェネリックスキル育成に向けた評価システムの開発 : 自己調整学習とメタ認知の観点から( 情報教育の新展開)

ジェネリックスキル育成に向けた評価システムの開発 : 自己調整学習とメタ認知の観点から( 情報教育の新展開)

Intercultural Competence Development Among University Students From a Self-Regulated Learning Perspective

Abstract. Intercultural competence is defined as a lifelong learning task that can be developed in any intergroup situation. A self-regulated learning model is applied to better understand the intercultural learning process that is initiated during the forethought phase, monitored during the performance phase, and evaluated during the self-reflection phase. In each phase, particular psychological constructs are important to initiate, monitor, and evaluate the learning process. The empirical goals of the present study were (1) to develop a self-report questionnaire capturing the three learning phases, (2) to test the theoretical structure of the proposed intercultural learning process, and (3) to examine two theoretically meaningful learning cycles. Data were collected from 188 women and 48 men aged 18–47 years (M = 26.41, SD = 6.19). Structural equation models (SEMs) demonstrated that intercultural learning goals, intercultural self-efficacy, and intercultural intrinsic interest form the latent factor forethought phase. In line with composite models of intercultural competence, the intercultural learning goals had a three-factor structure (knowledge domain, attitude domain, communication domain). Self-monitoring, self-recording, and self-experimentation form the latent factor performance phase. Mediation analyses provided initial evidence of the existence of two distinct learning cycles: (1) The forethought phase precedes the performance phase which precedes both self-evaluation and success attribution on intercultural competence (constructs of the self-reflection phase). (2) The performance phase precedes optimizing future learning (construct of the self-reflection phase) which precedes the forethought phase indicating the emergence of a future learning action. The theoretical and practical value of the newly developed self-assessment of intercultural competence is discussed.

Individual Differences and Learning Contexts: A Self-Regulated Learning Perspective

This article examines how individual differences (giftedness) interact with learning contexts (favorite versus least favorite courses) to influence learning processes and outcomes. The findings show that gifted and typically developing students differ solely in their expectancies for success and grades among a large variety of measures, including motivation (goal orientations, expectancies, and values) and self-regulated learning (self-regulated emotions, behaviors, and cognitions). These results imply that the learning context can override individual differences. Through the lens of the integrated self-regulated learning model (iSRL; Ben-Eliyahu &amp; Bernacki, 2015), the article discusses why there are contextual differences in learning. By bridging the literature on mastery goal structure and self-determination theory, it is proposed that learning contexts focused on development and self-progress (i.e., mastery goal structured contexts) lead to adaptive achievement outcomes because competing basic needs are satisfied, competition decreases, and resources for learning are freed. Given the importance of self-regulated learning, students should be encouraged to develop learning habits and strategies based on self-regulation, which should be considered a 21st-century skill that can be scaffolded by educators in formal and informal learning settings.

Development and Validation of the Self-Regulated Learning Test Anxiety Scale

Four studies report the development and psychometric properties of the new Self-Regulated Learning Test Anxiety Scale (SRLTAS). The measure assesses aspects of test anxiety (TA) from a Self-Regulated Learning (SRL) perspective and provides evidence regarding areas of TA that may be targeted for subsequent learning strategy interventions. Study 1 provided descriptive information, explored the factor structure, and addressed variance in TA across test item formats and student characteristics. Study 2 examined the stability of the SRLTAS and explored initial relations between the SRLTAS and other known TA measures. Study 3 provided confirmatory validity evidence and tested the factor structure in a new sample. Study 4 provided extended validity evidence as SRLTAS scores were examined with other representative SRL scores.

"Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective"

Entrepreneurial contexts are characterized by uncertainty, often requiring entrepreneurs to adapt in order to tackle the corresponding challenges and succeed. While entrepreneurial success may be e...

Posttraumatic stress, effort regulation, and academic outcomes among college students: A longitudinal study.

Entering college with posttraumatic stress disorder (PTSD) symptomatology has been linked to poor academic performance and increased risk for dropping out of college; however, little is known regarding the mechanisms by which PTSD symptoms have deleterious effects on college outcomes. Drawing from a self-regulated learning (SRL) perspective, which suggests that students' learning behaviors and outcomes can be influenced by contextual and developmental factors, we hypothesized that students who enter college with high PTSD symptomatology may experience difficulties in effort regulation, which in turn, may have deleterious effects on their academic performance and college persistence. These hypothesized relationships, as well as the potential gender differences in these relationships were examined using a longitudinal study design and a multigroup structural equation modeling approach. Of the 928 1st-year students who participated in the study, 484 (52.2%) students who reported lifetime exposure to traumatic events constituted the final sample of the study. The prevalence of PTSD among the trauma-exposed participants was 12.4%. After controlling for participation in on-campus activities and American College Testing (ACT) assessment scores, the relationship between PTSD symptomatology in the 1st semester of college and 2nd-year enrollment was mediated by effort regulation and 1st-year cumulative grade-point average (GPA). Specifically, participants who started college with higher levels of PTSD symptomatology also reported lower levels of effort regulation, which in turn, had a significant indirect effect on 2nd-year enrollment through 1st-year GPA. Results also indicated that the paths in the hypothesized model were not significantly different for men and women. (PsycINFO Database Record

The struggling student: a thematic analysis from the self-regulated learning perspective.

Students who engage in self-regulated learning (SRL) are more likely to achieve academic success compared with students who have deficits in SRL and tend to struggle with academic performance. Understanding how poor SRL affects the response to failure at assessment will inform the development of better remediation. Semi-structured interviews were conducted with 55 students who had failed the final re-sit assessment at two medical schools in the UK to explore their use of SRL processes. A thematic analysis approach was used to identify the factors, from an SRL perspective, that prevented students from appropriately and adaptively overcoming failure, and confined them to a cycle of recurrent failure. Struggling students did not utilise key SRL processes, which caused them to make inappropriate choices of learning strategies for written and clinical formats of assessment, and to use maladaptive strategies for coping with failure. Their normalisation of the experience and external attribution of failure represented barriers to their taking up of formal support and seeking informal help from peers. This study identified that struggling students had problems with SRL, which caused them to enter a cycle of failure as a result of their limited attempts to access formal and informal support. Implications for how medical schools can create a culture that supports the seeking of help and the development of SRL, and improves remediation for struggling students, are discussed.

High and Low Computer Self-Efficacy Groups and Their Learning Behavior from Self-Regulated Learning Perspective While Engaged in Interactive Learning Modules

The purpose of this research was to investigate high school students’ computer self-efficacy (CSE) and learning behavior in a selfregulated learning (SRL) framework while utilizing an interactive learning module. The researcher hypothesizes that CSE is reflected on cognitive actions and metacognitive strategies while the students are engaged with interactive learning modules. Two research questions guided this research: (1) how is students’ CSE while engaged in interactive learning modules? and (2) how do high and low CSE groups plan and monitor their cognitive action, and regulate their monitoring strategies based on their CSE level? The research used a mixedmethods approach to answer the research questions.

Moderator Effect of Time Orientation Patterns in Achieving Self- Regulated Learning // El efecto modulador de los patrones temporales sobre el logro en el aprendizaje autorregulado

In the present study we explore time perspective patterns and their moderation effects on a causal model of academic achievement based on self-regulated learning. Participants were 697 students from Spanish universities. A battery of instruments was used to collect the data. The results of a cluster analysis showed three time perspective patterns: proactive, balanced and interrupted. A multi-group analysis tested the moderation effect of each time pattern in a path analysis that explained GPA based on relevant variables within the self-regulated learning perspective. The results indicate that the explanatory model of academic achievement based on self-regulated learning is more appropriate for the proactive time pattern, while in the other time patterns, academic achievement is explained by external regulation to a greater degree. Therefore, we suggest that the time pattern can be an explanatory factor, or at least related, in the qualitative change from externally regulated learning to self-regulated learning.

Emotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspective

This study examined undergraduate students’ reports of emotions and emotion regulation during studying from a self-regulated learning (SRL) perspective. Participants were 111 university students enrolled in a first-year course designed to teach skills in SRL. Students reflected on their emotional experiences during goal-directed studying episodes at three times over the semester. Measures included self-evaluations of goal attainment, emotion intensity ratings and open-ended descriptions of emotion regulation strategies. Findings generally revealed that positive emotions were positive predictors and negative emotions were negative predictors of self-evaluations of goal attainment, although positive emotions were associated with larger changes in self-evaluations. Boredom was analysed separately and was found to be a positive predictor at the between-person level but not a predictor at the within-person level. Finally, students reported (a) enacting a variety of strategies to regulate their emotions and (b) using a different strategy more often than the same strategy from one study session to the next.

Remediation for struggling learners: putting an end to ‘more of the same’

Comment on The following popper user interface control may not be accessible. Tab to the next button to revert the control to an accessible version. Destroy user interface controlWorkplace-based assessments in Foundation Programme training: do trainees in difficulty use them differently? [Med Educ. 2013] The following popper user interface control may not be accessible. Tab to the next button to revert the control to an accessible version. Destroy user interface controlThe remediation challenge: theoretical and methodological insights from a systematic review. [Med Educ. 2013]

Perception of reading instruction and self-regulated learning: A comparison between Chinese students in Hong Kong and Beijing

Based on the theoretical framework of self-regulated learning (SRL), the study aimed to examine whether the proposed relationship between classroom environment and students’ SRL was applicable in the case of Chinese readers. In this study, a questionnaire measuring students’ perception of reading instruction, strategy use, and reading motivation was completed by 1,654 Hong Kong and 2,006 Beijing students from grade 10. By comparing students from two different Chinese cities, the study also attempted to understand the learning attitudes and behaviors of students who share the same Confucian cultural backgrounds but experience different educational environments. The findings of this study indicated that the positive effects of perceived reading instruction on Chinese students’ SRL mainly came from strategy and metacognitive-based instruction, teacher support, and the nature of task. While both Hong Kong and Beijing students demonstrated a positive attitude towards their reading instruction as well as a positive degree of strategy use and reading motivation, significant area differences were found in nearly all measured variables. These findings have been discussed in the light of the contextual environments of the two Chinese cities. The study provides useful insights for understanding Chinese learners and Chinese classrooms from the perspective of SRL.

Teacher’s Assessment for Students’ Learning in Classroom Using Lesson Study and Open Approach

Previous procrastination research has provided considerable support for procrastination as a failure of self-regulation. However, procrastination has rarely been examined in relation to models of self-regulated learning. The purpose of this study was to understand the motives and reasons for academic procrastination from a self-regulated learning perspective. The current study employed a mixed-methods design in which participants completed several survey instruments of academic procrastination, self-regulation, and academic motivation and participated in semi-structured interviews. Findings indicated that academic procrastination was related to poor self-regulatory skills and defensive behaviors including self-handicapping strategies. Only limited support for students’ demonstration of procrastination as an adaptive behavior (or, active procrastination) was also indicated. Limitations and implications for future research are discussed.

Examining ‘active’ procrastination from a self-regulated learning perspective

This study examined the notion that active procrastinators are a positive type of procrastinators who possess desirable characteristics similar to non-procrastinators, but different from the traditional passive procrastinators. A two-step procedure was followed to categorise university students (N = 125) as active procrastinators, passive procrastinators and non-procrastinators. The results show that active procrastination was related mostly with the maladaptive motivational and behavioural characteristics described in the self-regulated learning literature. Active procrastinators reported low mastery-approach goal, high performance-avoidance and work-avoidance goal, and low intrinsic motivation and task value. They selected less effective strategies and performed the lowest on tests among the three groups. The results challenged the notion that active procrastination is conducive to learning. Future research directions and implications to teaching and learning are discussed.