Self-regulated Learning Research Research Articles

Self-regulated learning processes of advanced musicians: A PRISMA review

This systematic review aimed to provide a comprehensive and up-to-date understanding of the current state of empirical research in self-regulated learning (SRL) and music, investigating learning strategies planned and employed by advanced musicians and evidence to support the benefits of SRL training for this population. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, we initially identified 3323 records related to our search, spanning the period from 2001 to 2023. Inclusion criteria consisted of peer-reviewed empirical articles reporting studies involving the participation of advanced (i.e., undergraduate and postgraduate student and professional) musicians using Zimmerman’s cyclical model of SRL and published in English, Spanish, Portuguese, or French. Forty-eight articles met all the inclusion criteria and were included in the review. We divided them into three types: reports of observational studies, descriptive-correlational, and intervention studies. We discuss the findings according to the three phases of Zimmerman’s cyclical model: forethought, performance/volitional control, and self-reflection, including the processes of goal setting, selection and adaptation of learning strategies, help seeking, time management, and self-evaluation and adaptation. Our analysis identified trends in the behavior of advanced musicians, particularly regarding practice quantity and musical achievement. Suggestions for future research indicate the need to invest in the training of instrumental and vocal teachers, so that they become familiar with SRL learning strategies that they can pass on to their students.

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.

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.

A Bibliometric Analysis of Research on Self-Regulated Learning: From the Beginning To 2021

The present study explores the self-regulated learning (SRL) research published in English or Turkish language journals included in the Web of Science database from the beginning to 2021 via bibliometric analysis. The 2197 articles that met the eligibility criteria were included in the study. The results reveal that the research on SRL has been carried out mostly by scholars from the USA and has gained increased attention since the 2000s. The three most influential scholars of self-regulated research are Chia-Wen Tsai, Philip H. Winne, and Roger Azevedo; however, the two top documents by local citations belong to Barry J. Zimmerman (2008) and Paul R. Pintrich (2004) in the study. The analyzed studies cited the Journal of Educational Psychology and Contemporary Educational Psychology most. The results reveal that motivation, metacognition, self-efficacy, and learning strategies are the keywords that most frequently occur and co-occur in the analyzed studies along with SRL. The trend topics of SRL research have been learning analytics, flipped classrooms, and MOOCs since 2018.

Emerging Trends of Self-regulated Learning: A Comprehensive Bibliometric Analysis

Barry J Zimmerman considered that self-regulated learning is an active learning process including strategy use, metacognition, and motivation. Self-regulation failure is the core problem of academic procrastination, which seriously threatens academic success. The present research aims to provide a complete outline of SRL and catch the trends and current hotspots. VOSviewer and Bibliometric software was used to analyze the data from the Web of Science core collection database. The results showed that there are a considerable number of publications of articles on self-regulated learning every year; the USA is the most influential country, and Maastricht University is the most productive institution; it is clear that most authors do not like to cooperate with others, which leads to major groups of writers like Azevedo Roger and Gasevic Dragan. The Frontiers in Psychology is an influential journal that received much more articles and citations. The main hotspots of self-regulated learning were: (a) self-regulated learning; (b) self-regulation; (c) metacognition; (d) motivation; (e) learning analytics. In a word, this study is useful for practitioners and scholars to comprehensively understand the trend of self-regulated learning research.

A Bibliometric Analysis: Trend of Studies in Self-Regulated Learning Over The Past Three Decades

Many studies measure self-regulated learning in some fields but still a few studies in the education field or related fields. This study aimed to analyze performance analysis and science mapping related to the research trend in self-regulated learning over the past three decades. Therefore, it was conducted using the bibliometric analysis method on 2106 documents related to self-regulated learning published in the period 1990-2022 from the Scopus database. Those documents are limited in the final stage, English, journal source type, and article document type. The chosen subject areas were art and humanities, psychology, and social sciences which have a relation with the education field. The data analysis process was assisted by Publish or Perish and VOSviewer software to examine the publication and citation-related metric, publication, and citation trend analysis, citation analysis, co-authorship analysis, and co-word analysis. The results of this study are the trend and development of research regarding self-regulated learning over the past three decades presented that: 1) the publication-and-related metric in this study showed that there were 2,106 papers related to self-regulated learning which distributed in range 1990-2022 that has 20,752 citations and the h-index value is lower than g-index value, 2) the publication-and-citation trend analysis showed relatively fluctuative in periods and constant in particular year, 3) the citation analysis showed that the most influential document is written by B. J. Zimmerman in 2008 that has been cited around 1664 times, 4) the author who has collaborated the most with other authors is Järvelä, S., 5) the United Stated is the most productive and influential country who make studies in self-regulated learning, 6) the most productive organization is University of Oulu, Finland and the the most influential organization is the Department of Educational Psychology, Graduate Center, City University of New York, and 7) the ‘self-regulated learning’ keyword has the most occurrence amount 1766 times. These findings provide an overview of the evolution of self-regulated learning research papers during the last three decades. This study examines a period of time that was longer than previous studies. As a consequence, its resulting contribution is also larger, providing an overview of the field's evolution over the last 30 years and providing other researchers with a comprehensive resource for performing self-regulated learning research.

Visualization Analysis of Global Self-Regulated Learning Status, Hotspots, and Future Trends Based on Knowledge Graph

Self-regulated learning (SRL) has been an important topic in the field of global educational psychology research since the last century, and its emergence is related to researchers’ reflections on several educational reforms. To better study the research history and developmental trend of SRL, in this work, the Web of Science core collection database was used as a sample source, “self-regulated learning” was searched as the theme, and 1218 SSCI documents were collected from 30 September 1986, to 2022. We used CiteSpace software to visualize and analyze the number of publications, countries, institutions, researchers, keywords, highly cited literature, authors’ co-citations, keyword clustering, and timeline in the field of self-regulated learning research, and to draw related maps. It was found that the articles related to self-regulated learning were first published in the American Journal of Educational Research in 1986, and that self-regulated learning-related research has received increasing attention in recent decades, wherein research on self-regulated learning is roughly divided into three periods: the budding period from 1986 to 2002, the flat development period from 2003 to 2009, and the rapid development period from 2010 to 2022. The number of papers published in the United States, China, Australia, and Germany is relatively high, and the number of papers published in Spain is low compared with that in the United States. During this period, the University of North Carolina in the United States and McGill University in Canada were the institutions with the most publications; Azevedo Roger and Lajoie Susanne P were the most-published scholars in the field of self-regulated learning research; the journal publication with the highest impact factor was Computers Education; and the primary research interests in self-regulated learning mainly focused on Performance, Strategy, Students, Achievement, Motivation, and Metacognition. Furthermore, the most-cited study related to SRL research was Formative assessment and self-regulated learning: a model and seven principles of good feedback practice.

Incorporating Learners’ Digital Trace Data into Self-Regulated Learning Research

ABSTRACT Being able to self-regulate is critical for students to succeed in online learning due to the isolated nature of online learning. With the development of technology and online education, learners’ digital trace data can be collected and used to improve teaching and learning. Based on a comprehensive literature review of existing self-regulated learning models and measurements and related research, this paper proposed a comprehensive theoretical framework for self-regulated learning research in online learning environments by incorporating learners’ digital trace data from learning management systems. The theoretical framework provides a fundamental understanding for interpreting and the use of digital trace data for educational research.

A Narrative Review of Eye-tracking Research on Self-regulated Learning from Multimedia Learning Materials in Higher Education

This study provides a narrative review of current eye-tracking research on self-regulated learning from multimedia learning materials in higher education. The main aim of the review is to explore how eye tracking is used in self-regulated learning research when learning from multimedia materials in university students. Other specific aims were established: 1) to identify what self-regulated learning processes are explored with eye tracking while learning from multimedia materials, 2) to determine what methods are used to explore self-regulated learning processes with eye tracking, 3) to find what structures and stimuli are used in eye-tracking experiments when studying self-regulated learning processes, and 4) to investigate what eye-tracking metrics are used to study self-regulated learning processes in learning from multimedia materials. To accomplish these aims, we analyzed 11 empirical studies published between 2012 and 2021. The results show that 1) current studies focus on self-regulated learning processes, such as judgments of learning, metacognitive monitoring, meta-comprehension, and learning strategies, 2) studies are quantitative and use experimental designs, specific stimuli, and distinct structures, and 4) studies are mainly focused on the fixations, saccades, and transitions between selected areas of interest in the data analyses. The results of this narrative review can indicate new directions for future research in this field.

Measuring self-regulated learning and the role of AI: Five years of research using multimodal multichannel data

Learning sciences are embracing the significant role technologies can play to better detect, diagnose, and act upon self-regulated learning (SRL). The field of SRL is challenged with the measurement of SRL processes to advance our understanding of how multimodal data can unobtrusively capture learners' cognitive, metacognitive, affective, and motivational states over time, tasks, domains, and contexts. This paper introduces a self-regulated learning processes, multimodal data, and analysis (SMA) grid and maps joint and individual research of the authors (63 papers) over the last five years onto the grid. This shows how multimodal data streams were used to investigate SRL processes. The two-dimensional space on the SMA grid is helpful for visualizing the relations and possible combinations between the data streams and how the measurement of SRL processes. This overview serves as an analytical introduction to the current special issue “Advancing SRL Research with Artificial Intelligence (AI)” and we encourage to position new research and unexplored frontiers. We emphasize the need for intensive and strategic collaboration to accelerate progress using new interdisciplinary methods to develop accurate measurement of SRL in educational technologies.

Exploring achievement-level differences in implementing self-regulated learning instruction in a classical Chinese reading intervention program

Research on self-regulated learning (SRL) instruction typically treats students as a homogeneous group, without considering the possible effects of students’ prior level of SRL competence on the implementation and effectiveness of SRL instruction. To fill this research gap, this study explored the differences in learning outcomes among students with different achievement levels who received an SRL-based classical Chinese reading instruction program. Sixty seven ninth graders from two classes, one with high achievers and the other with moderate achievers, from one secondary school in Hong Kong participated in an intervention program designed by this study’s researchers. The study adopted qualitative methods, including classroom observations, teacher and student interviews, along with supplementary quantitative methods, including reading test and questionnaire, to explore the differences between the two achiever-groups when the intervention program was implemented. The results showed that the two classes differed on students’ SRL performance, the degree of teacher support and student autonomy, and students’ perceptions of SRL instruction. Implications of the findings for SRL research and intervention design are discussed.

Online Learning and Self-Regulation Strategies: Learning Guides Matter

For master’s degree students, self-regulated learning research is limited, even though the number of online learners has exploded in recent years, especially after the international COVID-19 pandemic. This study investigated the effect of a self-regulated learning guide to help students act somewhat more autonomously. To collect the data, a self-regulated learning guide along with a questionnaire and an achievement test was used. Forty master’s degree students (20 students in each group) participated in this study; they were distributed into two groups (A and B). Group A attended online classes with their instructor, while Group B students attended online classes and received the learning guide to help them pinpoint specific strategies in the given learning context. This paper presents the results obtained from the questionnaire distributed to the students and their end-of-course test results by comparing estimated with the actual performance scores. The study concluded that providing students with a learning guide helps them regulate their learning effectively.

A Curation Activity-Based Self-Regulated Learning Promotion Approach as Scaffolding to Improving Learners’ Performance in STEM Courses

Self-regulated learning (SRL) is an important method in STEM courses that can help learners acquire knowledge by discovering, organizing, and integrating materials. However, learners may not perform well without scaffolding, which results in purely participation in tasks without solid knowledge acquisition. To guarantee SRL effectiveness, scaffolding that can support learners’ knowledge discovery, organization and integration is needed when curation is introduced to support high-level cognition in STEM courses focusing on these facets. The researchers analyzed the advantages and procedures of curation and developed a curation tool and a curation activity-based SRL mode. To verify the effects of the proposed tool and mode, 64 Grade 7 students were involved and assigned to the experimental and control groups and learned with specific tasks. The results revealed that the experimental group showed interest in the mode and achieved better learning outcomes. Learners in the experimental group also submitted higher-quality practical work that demonstrated the effectiveness of the mode. Moreover, this approach promoted deep thinking without increasing the learners’ cognitive load. Finally, this study provided an innovative scaffolding tool and mode for SRL that leveraged learners’ knowledge acquisition and task completion. This idea has positive implications for future SRL research.

Mixed-methods approaches to learning strategies and self-regulation in Physical Education: a literature review

ABSTRACT Introduction Students’ learning strategies and self-regulation processes are considered highly important in academic and Physical Education contexts. Educational researchers have called for mixed-method designs to investigate how students learn and not only what they learn. The aim of this literature review was to analyze the use of mixed-method designs in self-regulated learning research in a physical education setting. Methods The following databases were searched for relevant articles: ERIC, Persee, PsycInfo and Scopus. No date range was specified and keywords for the search included learning strategies, self-regulated learning, Physical Education, mixed-method, qualitative and quantitative analysis. Thirteen articles were selected and classified according to their theoretical framework. The last stage of selection extended the literature review in each theoretical framework. Results The results show that mixed-method design is relevant when researchers need findings on how students learn, and not only on what they learn. The use of mixed methods is well suited to the Information Processing, Self-Regulated Learning and Student Approaches of Learning theoretical traditions.

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.

Self-regulated learning: Overview and potential future directions in geoscience

Self-regulated learning (SRL) models provide a framework for understanding the observed variance of student performance in geoscience learning contexts. Instructors can potentially use a SRL framework to support students in self-identifying the specific approaches to learning they use when engaging in geoscience learning situations (coursework, field experiences, visualization and abstraction tasks, etc.) and guide them in adopting more effective learning strategies and tactics, ultimately improving their performance and learning. Presented here is a summary of a SRL theoretical framework from the educational psychology community, an overview of recent research in science learning at the college-level using SRL frameworks, and recommendations for future SRL research directions in geoscience to promote SRL in teaching and learning practices.

Designing for impact: a conceptual framework for learning analytics as self-assessment tools

Although it is frequently claimed that learning analytics can improve self-evaluation and self-regulated learning by students, most learning analytics tools appear to have been developed as a response to existing data rather than with a clear pedagogical model. As a result there is little evidence of impact on learning. Even fewer learning analytics tools seem to be informed by an understanding of the social context and social practices within which they would be used. As a result, there is very little evidence that learning analytics tools are actually impacting on practice. This paper draws on research in self-regulated learning and in the social practices of learning and assessment to clarify a series of design issues which should be considered by those seeking to develop learning analytics tools which are intended to improve student self-evaluation and self-regulation. It presents a case study of how these design issues influenced the development of a particular tool: the Learning Companion.

Matching self-reports with electrodermal activity data: Investigating temporal changes in self-regulated learning

This study investigated the interplay of temporal changes in self-regulated learning processes (i.e., behavioral, cognitive, motivational and emotional) and their relationship with academic achievement in computer-supported collaborative learning. The study employed electrodermal activity and self-report data to capture the dynamicity of self-regulated learning processes during 15 sessions of collaborative learning activities. Our findings revealed that the changes in motivational regulation was related to academic achievement. However, academic achievement was not related to behavioral regulation, cognitive regulation or emotional regulation. Physiological synchrony among the collaborating students was found to be related only to cognitive regulation. The results also showed that the concordance of self-report data among the collaborating students was related to higher physiological synchrony among them in the behavioral, cognitive, and motivational dimensions of self-regulated learning. The findings reflect the complexity of the relationships between self-regulated learning constructs and demonstrates the potential value of physiological measures in self-regulated learning research.

The roles of motivation and metacognition in producing self-regulated learners of college physical science: a review of empirical studies

ABSTRACTThe goal of this review is to identify studies of self-regulated learning of students taking introductory physical science (chemistry, physics, and engineering) courses in college. This study analysed research in self-regulated learning published between the years of 2008–2018 with a focus on undergraduate learners in chemistry, physics, and engineering classrooms. It was found that there is a high degree of agreement in defining self-regulated learning, yet differences are present in the proposed factors that are most influential in creating a self-regulated learner. A majority of the studies report correlations between variables of motivation and metacognition. Additionally, less than half of the research studies included a measure of achievement and even less had an experimental design. This review proposes a need for more studies which include teaching of self-regulated skills for undergraduates in the physical sciences and investigating the relationship of the development of self-regulated learners as an integral facet of education in physical science classrooms.

Self-regulated learning strategies and achievement goals among preservice physical education teachers

Self-regulated learning is critical to student academic success as well as healthy lifestyles. Although widely conducted among students from various disciplines, self-regulated learning research seems not to have paid much attention to preservice physical education teachers. Attempting to amend this literature gap as well as inform the current status of self-regulated learning among preservice physical education (PE) teachers, this study focused on two essential components: learning strategies and motivation. Participants included 419 preservice PE teachers from five teacher preparation programmes in the USA. They responded to two questionnaires that assessed self-regulated learning strategies use and achievement goals. Each item on the questionnaires was on a seven-point Likert scale. Results showed that this group of preservice teachers’ use of cognitive and metacognitive strategies was at a medium level. Their mastery-approach goals demonstrated a predominant effect on general cognitive strategies and elaboration. Performance-approach and performance-avoidance goals also had a positive association with general cognitive strategies and critical thinking. Based on these results, we recommend PE teacher educators integrate self-regulated learning into instructions and focus preservice teachers on endorsing mastery-oriented goals for their learning.