Regulated Learning Strategies Research Articles

Enhancing collaboration: Exploring regulated learning strategies in the co-regulatory processes of collaborative L2 writing

Collaborative writing (CW) is a pedagogical practice that requires active engagement from all participants to create more L2 learning opportunities, which help to develop metacognitive awareness and writing autonomy. In self-regulated learning research, learners apply various regulated learning (RL) strategies to monitor their individual process within a task. These same RL strategies can be applied to the co-regulatory processes of CW, but to regulate themselves, their partners and/or social group at different co-construction stages (Hadwin & Miller, 2017). While current CW research highlights L2 development benefits, less is known about how pairs with collaborative orientations use RL strategies during co-regulatory processes. To fill this gap, this study aims to identify the RL strategies that students with collaborative orientations use to maintain their collaborative patterns of interaction. Through a Sociocultural Theory perspective, the transcribed audio recordings of six international postgraduate students during two CW activities were examined using languaging episodes as the basic unit of analysis before coding each episode for RL strategies and three regulatory agents. The findings revealed how pairs used varied RL strategies when addressing local and/or global issues to maintain collaborative patterns. They were able to appropriate some knowledge from the first CW activity to the second by applying various RL strategies to improve on time management and writing efficiency. Understanding the dynamic co-regulatory process sheds additional light on how RL strategies can be appropriated as conceptual knowledge to co-writing collaboratively.

Understanding the interplay of self-regulated learning strategies in medical education: A cross-sectional structural equation modeling study.

Although previous studies have investigated self-regulated learning strategies, a holistic study has not been conducted on note-taking, environmental structuring, self-evaluation, and self-consequence strategies among medical students. The current study focused on the relationships between these four self-regulated learning strategies in a medical context. A conceptual model of the four strategies was developed, supported by the relevant literature. This cross-sectional study used an electronic structured questionnaire. The sample consisted of 557 medical undergraduates. The data were analysed using confirmatory factor analysis and structural equation modeling to investigate the hypothetical model. The conceptual model fits the data well. All relationships between the strategies were significantly positive, except for a regression between environmental structuring and self-evaluation, which was nonsignificant. Self-evaluation strategies represented the highest mean, whereas self-consequence strategies represented the lowest. The findings of this study have implications for medical students, their teachers, and their universities regarding ways to enhance learners' regulated learning strategies. Future research should be conducted to develop additional statistical and comparison models for use in experimental studies and longitudinal investigations.

Hubungan Self Regulated Learning dengan Perilaku Menyontek Siswa pada Saat Ujian

Nowadays, cheating behavior occurs a lot among students, both from elementary to tertiary level. Cheating occurs because students tend to be lazy to think complexly and do not know how to use effective learning strategies including self regulated learning strategies. Self regulated learning is indicated by a person's ability to control and supervise himself, being able to make his own study schedule so that students have good learning management, where these things are expected to reduce students' desire to cheat. This study aims to describe the description of self-regulated learning and the description of students' cheating behavior during exams and to examine the relationship between students' self-regulated learning and students' cheating behavior during exams at SMP Negeri 36 Kerinci. This type of research is descriptive correlational. The population in this study were 106 students enrolled in the 2022/2023 academic year with a research sample of 84 students selected using the Stratified Random Sampling technique. Data collection uses a self-regulated learning questionnaire and a cheating behavior questionnaire with a Likert scale model. Data were processed using descriptive statistical analysis techniques and Pearson Product Moment correlational analysis techniques. The results of this study indicate that (1) the level of self-regulated learning of students at SMP Negeri 36 Kerinci is in the medium category, namely 72.6%, (2) the level of students' cheating behavior during exams at SMP Negeri 36 Kerinci is in the low category, namely 54.8% , (3) there is a negative and significant relationship between self-regulated learning and students' cheating behavior during exams at SMP Negeri 36 Kerinci with a correlation of -0.350 and a significance value of 0.001.

Self-regulation among state university students in an online learning environment

A state university in the Philippines participated in the resumption of limited face-to-face classes after two years of closure due to the COVID-19 pandemic, thereby allowing for online learning. This study assessed the online self-regulated learning strategies of college students using descriptive-correlational research design. Mean, standard deviation, Mann-Whitney U-test, and Kruskal-Walli’s test were used for analyzing data gathered from one hundred sixty-three students. Results show that students had a high level of online self-regulated learning strategies when they were taken as a whole and grouped according to sex and year level, excluding the second-year students whose level was average. Moreover, significant differences did not exist in their online self- regulated learning strategies when grouped according to year level, but a significant difference did in environment structuring when they were grouped according to sex. Overall, the students succeeded in dealing with the challenges of online learning because they employed self-regulated strategies.

The Influence of Self-Regulated Learning Strategies Towards Academic Performance of College Students

This research endeavor is conducted to determine the significant influence of self- regulated learning strategies towards academic performance of college students. This study utilized non-experimental quantitative research design employing descriptive correlational technique to find out the significant relationship of the variables. The data were analyzed coming from 290 participating first year students enrolled in a sectarian school in Davao City. Mean, pearson r and linear regression analysis were used to treat the gathered data. The findings of this study led to the following conclusions: The level of self-regulated learning strategies and academic performance were both assessed high. This means that the two variables were oftentimes observed by the college students. Moreover, there is a significant relationship between self regulated learning strategies and academic performance of college student. Further, self-regulated learning strategies significant influence the academic performance of college students.

Online Self-Regulated Learning Strategies in the Process of Writing Undergraduate Thesis: A Survey Study

This survey study aims to identify EFL undergraduate students’ online self-regulated learning strategies in the process of writing their undergraduate theses during COVID-19 pandemic. 97 senior students agreed to participate in this study. This study used a 24-item questionnaire adapted from Barnard et al. (2009) Online Self- Regulated Learning Questionnaire (OSLQ). The results revealed that the participants’ online self-regulated learning strategies in the process of writing their undergraduate theses from the highest to lowest mean score were: environment structuring, help-seeking, self-evaluation, goal setting, time management, and task strategies. Environment structuring had the highest average score, indicating that undergraduate English Education students were able to choose and arrange places for online learning to minimize distractions so that their learning could run optimally. However, the ability of self- regulated learning strategies in the task strategy domain had the lowest average score. The results displays that in the process of writing undergraduate theses, participants’ ability in task strategies needed to be improved. For further research, the researchers recommend further investigation on the relationship between undergraduate students’ motivation and ability in implementing their self-regulated online learning strategies in writing undergraduate thesis. Future research should also include metacognitive learning strategies and re-examine the relationship of undergraduate students’ online self-regulated learning strategies to their online learning performance in writing undergraduate theses.

Improving EFL Preparatory Stage Pupils’ Reading Comprehension Skills through a Web-Based Self Regulated Learning Strategies Program

The research aimed at investigating the effect of a web-based self regulated learning strategies program to improve EFL preparatory stage pupils’ reading skills. The participants of the research were sixty (60) second year preparatory pupils from Riyadh Elsalheen Private School, Mansoura, Al Dakahlia Governorate, Egypt. The study adopted the quasi-experimental research design. So, there were two groups: an experimental group (n= 30) taught through the suggested program and a control (n= 30) taught through the regular method. To collect data, the researcher used multiple instruments: an EFL reading skills test and self-regulated learning strategies inventory. The results of the research revealed that the experimental group outperformed the control group in the reading skills. The research recommends using web-based self-regulated learning strategies as a technique in teaching EFL skills and as a training approach in professional development programs of EFL teachers.

A Web-Based Self Regulated Learning Strategies Program to Improve EFL Preparatory Stage Pupils’ Speaking Skills

The research aimed at investigating the effect of a web-based self regulated learning strategies program to improve EFL preparatory stage pupils’ speaking skills. The participants of the research were sixty (60) second year preparatory pupils from Riyadh Elsalheen Private School, Mansoura, Al Dakahlia Governorate, Egypt. The study adopted the quasi-experimental research design. So, there were two groups: an experimental group (n= 30) taught through the suggested program and a control (n= 30) taught through the regular method. To collect data, the researcher used multiple instruments: an EFL speaking skills test, a speaking skills rubric and self-regulated learning strategies inventory. The results of the research revealed that the experimental group outperformed the control group in the speaking skills. The research recommends using web-based self-regulated learning strategies as a technique in teaching EFL skills and as a training approach in professional development programs of EFL teachers.

Student Self Regulated Learning Strategy In Online Arabic Learning

This study aims to describe the self-regulated learning strategy of students of the Arabic Language Education Program at UIN Antasari Banjarmasin in online Arabic lectures during the pandemic. This study used a qualitative method with an exploratory investigative approach to identify 100 students' self-regulated learning strategies to support learning Arabic from a distance. This study examines 4 (four) indicators in self-regulated learning strategies, namely Goal Setting, Environment Structuring, Task Strategies, and Time Management. The results showed that one of the goal-setting strategies, where students hope to master the elements of Arabic and have Arabic language skills, got the highest average score of 5.68 out of 6. While the time management, in which students benefitted from online learning as it is flexible in determining additional study time, got the lowest average score of 3.95 out of a scale of 6. This value still shows a positive trend which can be interpreted that those students have carried out self-regulated learning strategies well in online Arabic lectures

"Students with Academic Difficulties: Benefits of a Study Skills Group Compared to an Emotional Skills Group"

"Students can encounter difficulties in their academic careers, regarding their studying skills, for instance, or experiencing negative emotions. Both are amenable to training and related to one another. This study aimed to examine the efficacy of two interventions focusing on studying skills or emotional skills. Two groups of students with academic difficulties participated: 30 worked on study-related aspects (Study skills group); and the other 30 attended lessons on emotions in everyday life (Emotional skills group). They were tested before and after the training on measures of their motivation to learn, self–regulated learning strategies, and emotions (positive and negative emotions). The results showed that both groups benefited from the training. The Study skills group improved specifically in incremental theory of intelligence (d=0.94, p<0.001), self–regulated learning strategies (organization: d=0.74, p<0.001; elaboration: d=0.58, p<0.001; preparing for exams: d=0.78, p<0.001, specific effects), and more positive emotions about their academic performance (d=0.64, p<0.001, transfer effect). The Emotional skills group showed smaller effects on study-related aspects (0.10≤d≤0.49), with a large effect on negative emotions about the self (d=– .87). These results offer insight on how to approach students’ academic difficulties."

Effectiveness of blended learning in pharmacy education: An experimental study using clinical research modules.

Though there are studies to evaluate the effectiveness of blended learning in pharmacy education, most of them originate from USA and have used previous year students' scores as control. Also there is less research in comparing use of self -regulated learning strategies between blended and other learning strategies. Primary aim was to evaluate the effectiveness of blended learning on knowledge score using clinical research modules. Secondary objective was designed to compare the use of self-regulated learning strategies between blended learning, web-based e-learning and didactic teaching. A prospective cluster randomized trial was conducted with didactic teaching as control and web-based e-learning and blended learning as interventions. The target population was final year Pharm D students. Outcome was assessed using a validated knowledge questionnaire, a motivated strategies for learning questionnaire and a feedback form. All statistical analyses were carried out using Statistical Package for Social Science (SPSS) Version 20. A total of 241 students from 12 colleges completed the study. Mean knowledge score of students in blended learning group was higher than those in the didactic teaching and web- based e- learning program (64.26±18.19 Vs 56.65±8.73 Vs 52.11±22.06,p<0.001).Frequency of use of learning strategies namely rehearsal, elaboration, organization and critical thinking was statistically significantly higher in the blended learning group compared to those of didactic and web-based e-learning group (p<0.05) But there were no statistically significant difference of motivational orientations between didactic and blended learning group except strategies of extrinsic goal orientation and self-efficacy. Students preferred blended learning (86.5%) over didactic and web-based e-learning. Blended learning approach is an effective way to teach clinical research module. Students of blended learning group employed all motivational and learning strategies more often than students of the didactic and web- based e-learning groups except strategies of intrinsic goal orientation, task value, control of learning belief and help seeking.

A Study on Opinion Spamming: Fake Consumer Review Detection

Online audits are the most important wellsprings of data about client feelings and are considered the columns on which the standing of an association is assembled. From a client's viewpoint, audit data is vital to settle on an appropriate choice with respect to an online buy. Surveys are for the most part thought to be a fair-minded assessment of a person's very own involvement in an item, however, the fundamental truth about these audits recounts an alternate story. Spammers abuse these audit stages unlawfully on account of impetuses engaged with composing counterfeit surveys, subsequently attempting to acquire a bit of leeway over contenders bringing about an unstable development of assessment spamming. This training is known as Opinion (Review) Spam, where spammers control and toxic substance surveys (i.e., making phony, untruthful, or misleading audits) for benefit or gain. It has become a typical practice for individuals to discover and to understand assessments/surveys on the Web for some reason. For instance, in the event that one needs to purchase an item, one commonly goes to a vendor or audit site (e.g., amazon.com) to peruse a few surveys of existing clients of the item. In the event that one sees numerous positive audits of the item, one is probably going to purchase the item. Notwithstanding, in the event that one sees many negative surveys, he/she will in all probability pick another item. Positive suppositions can bring about huge monetary benefits and additionally popularities for associations and people. This, sadly, offers great motivating forces for input spam. Most of the momentum research has zeroed in on regulated learning strategies, which require named information, a shortage with regards to online survey spam. Examination of techniques for Big Data is of revenue, since there are a huge number of online audits, with a lot seriously being produced every day. Until now, we have not discovered any papers that review the impacts of Big Data examination for survey spam identification. The essential objective of this paper is to give a solid and far-reaching similar investigation of flow research on identifying audit spam utilizing different AI procedures and to devise a strategy for directing further examination.

Self regulated learning strategies in groups of learners

The technological revolution gives the opportunity to upgrade the quality in education, through new ways of learning. Self-regulated learning is an active and constructive process where self regulated learning proposes learning strategies in monitoring regulations. The aim of this study was to investigate the process and the benefits of the application of self-regulated learning to groups of learners. Findings of this study, demonstrated that self regulated learning in groups of students effectively regulated the learning process of all participants in the study. KEYWORDS: self regulated learning, nearest neighbour learning, learning model, collaborative learning, ICT. DOI: http://dx.doi.org/ 10.15181/tbb.v66i1.785

PENGARUH STRATEGI PEMBELAJARAN BERBASIS SELF REGULATED LEARNING DAN PENGETAHUAN AWAL TERHADAP HASIL BELAJAR

Abstrack: This study aims to analyze the effect of self-regulated learning-based learning and initial knowledge on learning outcomes for the second semester of Christian Religious Education students. The research subjects were 96 people who were divided into two groups, namely the experimental and control groups. Data obtained by using tests to measure learning outcomes. Data analysis used two-way ANOVA. The results show that there are differences in learning outcomes between self-regulated learning and teacherregulated learning-based learning strategies with high and low initial knowledge levels, and there is an interaction between learning strategies and initial knowledge on learning outcomes. This means that selfregulated learning-based learning and prior knowledge have a better effect on the results of the Learning Theory Key Words: Self Regulated Learning Strategy, Initial Knowledge, Learning Outcomes

Self Regulated Learning Strategy and Goal Orientation towards Academic Procrastination in Practical Work Undergraduate Students of Civil Engineering Department

Goal orientation and self-regulated learning strategies are said to reduce academic procrastination behavior carried out by students. The purpose of this study was to find out the factors that led to academic procrastination in Civil Engineering students who were in practical work and how to overcome them. This study involved 50 Civil Engineering students who were in practical work. Multiple regression analysis is used to test the hypothesis in this study. The results showed that the goal orientation and self-regulated learning had a positive relationship with academic procrastination in students. This means that if the goal orientation and self-regulated are high, academic procrastination will also be high.

초등학생의 CSCL에서 학습용 에이전트의 조절전략 유형에 따른 협력과정의 의미연결망 분석

초등학생의 CSCL에서 학습용 에이전트의 조절전략 유형에 따른 협력과정의 의미연결망 분석

Enhancing Biology Students' Academic Achievement and Attitude Through Self-Regulated Learning Strategy in Senior Secondary Schools in Delta Central Senatorial District

This study focused on enhancing biology students' achievement and attitude through Self-Regulated Learning Strategy in secondary schools in Delta Central Senatorial District. The study adopted the quasi-experimental pre-test, post-test control group design. Four research questions and four research hypotheses were formulated and raised to guide the study. The population of the study was all the biology students in senior secondary school II (SS II) in all the government-owned public secondary schools in Delta Central Senatorial District with an estimation of six thousand, four hundred and twenty-one students (6,421). A sample of two hundred and forty-five (245) senior secondary schools II students randomly selected from four (4) public mixed secondary schools was used for the study. The Simple Random Sampling Technique was adopted to draw the sample. The instruments used for data collection were the Biology Achievement Test (BAT) and Biology Attitude Questionnaire (BAQ). BAT and BAQ were validated by I Measurement and Evaluation and Biology teachers that have taught biology for more than ten (10) years. The reliability of BAT and BAQ were established using Kuder-Richardson formula 21 and Cronbach Alpha which yielded a coefficient of internal consistencies of 0.75 for BAT and 0.80 for BAQ respectively. Data were collected by administering the biology achievement test (BAT) and biology attitude questionnaire (BAQ) as pre-test and post-test. The data obtained were analysed using mean, standard deviation Analysis of Variation (ANOVA) and Analysis of Covariance (ANCOVA). The result shows that self-regulated regulated learning strategy significantly enhanced students' achievement in biology compared to the lecture method; there was no significant difference between the mean achievement score of male and female students taught biology using self-regulated learning strategy; there was a significant difference between the mean attitude score of students taught using self-regulated learning strategy compared with those taught with lecture method in favour of students taught using the self-regulated learning strategy and there was no significant difference between the mean attitude score of male and female students taught biology using self-regulated learning strategy. Based on the findings it was concluded that self-regulated learning strategy significantly enhances students' achievements and attitudes in biology. It was therefore recommended that biology teachers should adopt the strategy in teaching biology at the secondary school level and that biology teachers should be trained on how to use the skills of self-regulated learning strategy effectively.

Enhancing Biology Students' Academic Achievement and Attitude Through Self-Regulated Learning Strategy in Senior Secondary Schools in Delta Central Senatorial District

Abstract This study focused on enhancing biology students' achievement and attitude through Self-Regulated Learning Strategy in secondary schools in Delta Central Senatorial District. The study adopted the quasi-experimental pre-test, post-test control group design. Four research questions and four research hypotheses were formulated and raised to guide the study. The population of the study was all the biology students in senior secondary school II (SS II) in all the government-owned public secondary schools in Delta Central Senatorial District with an estimation of six thousand, four hundred and twenty-one students (6,421). A sample of two hundred and forty-five (245) senior secondary schools II students randomly selected from four (4) public mixed secondary schools was used for the study. The Simple Random Sampling Technique was adopted to draw the sample. The instruments used for data collection were the Biology Achievement Test (BAT) and Biology Attitude Questionnaire (BAQ). BAT and BAQ were validated by I Measurement and Evaluation and Biology teachers that have taught biology for more than ten (10) years. The reliability of BAT and BAQ were established using Kuder-Richardson formula 21 and Cronbach Alpha which yielded a coefficient of internal consistencies of 0.75 for BAT and 0.80 for BAQ respectively. Data were collected by administering the biology achievement test (BAT) and biology attitude questionnaire (BAQ) as pre-test and post-test. The data obtained were analysed using mean, standard deviation Analysis of Variation (ANOVA) and Analysis of Covariance (ANCOVA). The result shows that self-regulated regulated learning strategy significantly enhanced students' achievement in biology compared to the lecture method; there was no significant difference between the mean achievement score of male and female students taught biology using self-regulated learning strategy; there was a significant difference between the mean attitude score of students taught using self-regulated learning strategy compared with those taught with lecture method in favour of students taught using the self-regulated learning strategy and there was no significant difference between the mean attitude score of male and female students taught biology using self-regulated learning strategy. Based on the findings it was concluded that self-regulated learning strategy significantly enhances students' achievements and attitudes in biology. It was therefore recommended that biology teachers should adopt the strategy in teaching biology at the secondary school level and that biology teachers should be trained on how to use the skills of self-regulated learning strategy effectively.

Merging of Metacognitive Regulation Strategies and Activity Based Learning through Best Seller Mathematical Learning Activities to Enhance Student's Mastery of Mathematics

Metacognitive Regulation Strategies (MRS) and Activity Based-Learning (ABL) is a learning strategy that is significant and have proven to effect student’s mastery. The student’s ability to plan, monitor and evaluate the learning process and their thinking process, known as metacognitive regulation, can strengthen the understanding. ABL also has significant positive effects on students’ level of interest, engagement and performance. Through the activity, students developed their communication skills, self-regulation and the learned knowledge has positive effects on retention due to learning by doing and having fun while learning. In fact, Best Seller Mathematical Learning Activities (Apm-BS) merges principles and strategies from the activity during learning and metacognitive regulation skills. This conceptual paper tries to discuss the potential of merging activity based learning and metacognitive regulation learning strategies as an intervention to the problem of mastering the mathematical concept of students. This activity was designed and created based on the basic of the concept of entrepreneurship, which involves buying and selling activities among students during the learning process. Students communicate and interact with peer to practice the metacognitive behavior and improve metacognitive skills in order to enhance their understanding.

Correlation of Learning Motivation with Self Regulated Learning at SMA Negeri 1 Tasikmalaya City

Self regulated learning is a constructive process that is active in setting learning goals. This ability should be owned by every individual to become a successful learner. Another thing students must have in order to be successful in the process and learning outcomes is motivation. This research was conducted to investigate the correlation between motivational of biology learning with self regulated learning (SRL) in grade X MIPA 9 SMA Negeri 1 Kota Tasikmalaya. The research was carried out in April 2019. The research method used was correlation. The population of this research was all students of X MIPA 9 as many as 30 people. Samples were taken using saturated sampling techniques so that the entire population was sampled. The research instrument used in this study was Motivated Strategies for Learning Questionnaire (MSLQ) consists of 2 parts namely motivational belief and self regulated learning strategies. The data analysis technique used was bivariate correlation regression test. Based on the results of the study can be concluded that there is a significant simultaneous correlation between motivational of biology learning and with self regulated learning (R= 0,761; R2 = 0,580). It means that the contribution from motivational of biology learning towards SRL is 58%.