Role Of Self-regulated Learning Research Articles

Its Role In Self Regulated Learning Case Study On Junior High School Students Of It Madani Islamic School

Adolescence is a critical period for student education, where students are in the transition period of childhood to adulthood that undergoes changes in their biological, cognitive and socio-emotional conditions. Based on the stage of development, junior high school students should be able to have responsibility in learning, students are able to manage themselves in their way of learning. The focus of this study aims to examine the role of personality type (based on the STIFIn method) and school climate on the self-regulated learning of SMP IT Madani Islamic School students. Sampling in this study used a total sampling involving 300 students. Data collection uses personality type data (based on the STFIn method), school climate scale and self-regulated learning scale. The data analysis technique used in this study is multiple regression analysis. The results showed that STIFIn personality type and school climate played a significant role in self-regulated learning with a value of F = 44,707 and a value of p<.05. Personality type and school climate made an effective contribution of 26.2% to self-regulated learning.

Promoting Learner Autonomy in English Language Classrooms in Pakistan: The Role of Self-Regulated Learning and Technology Integration

The present study investigates the development of learner autonomy and technology-enhanced language learning (TELL) practices in English classrooms at Shaikh Ayaz University Shikarpur (SAUS) highlighting both self-regulated learning strategies/behaviors. Learner autonomy is a key concept in contemporary language teaching, as it requires our learners to be responsible for their learning. However, in Pakistan teacher centered and traditional approaches are generally dominant that hinder students to become an efficient controller of their own learning. Taking SAUS as a case study, this research seeks to investigate how SRL strategies that are supported by digital tools can foster learner-autonomy in an elite academic institution of Pakistan. In particular, this study looks at the impact of digital platforms and mobile applications on online learning. Study design involves gathering data through classroom observations, student and teacher interviews, surveys. The research highlights the major challenges and opportunities for promoting learner autonomy in university, suggesting that these strategies could be applied to similar processes of change at other institutions around Pakistan. The results reveal that the role of technology is quite supportive in SRL but without institutional support, teacher training and student motivation, self-directed learning may not highly function within ELT context.

Automatic Detection of Metacognitive Language and Student Achievement in an Online STEM College Course

Metacognition is a valuable tool for learning, due to its role in self-regulated learning. However, online learning settings bring new challenges for engaging in metacognition​​ given the unique opportunities and challenges presented by the online space, especially for diverse populations and students underrepresented in STEM (UR-STEM). Thus, we investigated whether a relation existed between college STEM students’ metacognition—measured by their spontaneously produced metacognitive phrases in online course discussions forums—and their success in an online STEM college course—measured by their final course grade. Using Bayesian generalized linear models, we examined whether this relation differed for UR-STEM compared to non-UR-STEM students and whether related course behaviors (i.e., engagement and verbosity) and prior knowledge predicted variance in course grade. Metacognition plausibly predicted course grade and we found no plausible differences between UR- and non-UR-STEM students, suggesting that the online space could afford students from diverse groups the capacity to engage equally in a critical aspect of self-regulated learning: metacognition. Implications of the results for teaching and learning STEM content in the online space are discussed.

The Influence of Augmented Reality Mobile App on Electronics Engineering Students' Self-Competence

Augmented reality (AR) is currently becoming educational trend by offering visualization of learning and making abstract concepts more concrete. Therefore, this research aimed to investigate the effect of AR technology based on mobile application on self-competence of electronics engineering students. It also considered the role of self-regulated learning, intrinsic learning motivation, and perceived usefulness as moderating factors. A cross-sectional survey with quantitative method was conducted on 848 electronics engineering education students at Universitas Negeri Padang, Indonesia. The data were obtained through questionnaires, and Structural Equation Model (SEM) analysis was conducted using SmartPLS 3. Furthermore, a fuzzy C-means clustering analysis was carried out using JASP software. The results showed that perceived usefulness had a significant positive effect on students' self-competence and moderated the significant positive relationship between self-regulated learning and self-competence. These empirical results showed that an improved level of self-regulated learning and beneficial application of technology could increase self-competence.

Autonomous or controlled interpreters? Model of Werktreue internalization for classical musicians.

Self-regulated learning-a cyclical process in which a learner sets a goal, monitors, and self-reflects on one's learning to set the next goal-is vital in instrumental learning. However, many conservatory students fail to initiate self-regulated learning; they take lessons passively, practice ineffectively, and fail to give satisfactory performance. These learning experiences could harm students' well-being, and physical and mental health problems are widespread among students. Nevertheless, factors contributing to self-regulated learning remain unknown. We hypothesized that musicians' autonomy in musical interpretation, which we refer to as interpretive autonomy, plays a pivotal role in self-regulated learning. Without developing interpretation, musicians fail to set personal goals, monitor, and self-evaluate their performances in terms of musicality. Although previous studies imply that interpretation plays a significant role in self-regulated learning, this has not been clearly demonstrated. Studies on interpretive autonomy are scarce due to a complicated discourse surrounding performers' freedom in interpretation. The ideology of Werktreue underpins the classical music field, and classical music performances are evaluated based on how faithfully a performer interpreted the composer's intention. Yet musicians hold various beliefs regarding the meaning of faithful interpretation, thus the degree of interpretive autonomy cannot be assessed unless its clear definition is provided. In addition, the mechanisms that promote or hinder interpretive autonomy in learning remain unexplained. To address these issues, we proposed a model of Werktreue internalization by applying self-determination theory. The model defines interpretive autonomy based on internalization types, identifies its effects on musicians' learning behavior and well-being, and reveals the mechanisms that promote or hinder interpretive autonomy in learning experiences. This model allows researchers and educators to assess the degree of interpretive autonomy, attribute impaired learning behavior and well-being to a lack of interpretive autonomy, and promote interpretive autonomy by supporting students' psychological needs in interpretation.

The impact of family social support on academic resilience in Indonesian and Turkish students: the mediating role of self-regulated learning

ABSTRACT This study examines the influence of family social support on student resilience and self-regulated learning (SRL), as well as the role of SRL as a mediator for Indonesian and Turkish students. This quantitative method used three research scales to answer the research questions: resilience, family social support, and self-regulated learning. The study included 606 Indonesian respondents and 504 Turkish respondents. In this study, the researchers used a structural equation model based on partial least squares to perform data analysis. The results showed that Indonesian students had a higher average academic resilience score than Turkish students. Turkish students’ family social support scores were higher than Indonesian students. The bootstrapping method demonstrated a positive indirect effect of SRL on the relationship between family social support and academic resilience. Hence, SRL is a good variable that connects family social support with academic resilience.

Does it make a difference? COVID-19 and its effect on a factor structure of SRL in an EFL online context

Self-regulated learning (SRL) is considered an important skill for not only academic achievement, but also second language (L2) development. Proficient L2 speakers often display more developed SRL skills than novices, and it has been shown that SRL instruction can improve L2 learning results. In Japan, the context of this paper, little research had been done on SRL in online L2 learning environments prior to the emergency remote teaching (ERT) period during COVID-19, and the effects of that period are still forthcoming. This study aims to fill the gap by conducting a factor analysis of the SRL of 498 EFL learners across 12 Japanese universities at the end of the first year of ERT in 2021. The results from exploratory factor analysis (EFA) indicated that four factors (goal setting, task strategies, environmental structuring, and classmate communication) were important with classmate communication being a new combined factor of help seeking and self-evaluation. Additional analysis based on prior online learning experience indicated that experience played a role in SRL in online L2 learning contexts. These findings suggest that instruction of SRL and carefully cultivated classroom environments could be beneficial for online L2 learning success.

Self-Regulated Learning, Grit, and Learning Motivation in Developing Learning Achievement: A Review

This article discusses the internal factors that role student learning achievement, including self-regulated learning, Grit, and learning motivation. This scientific article aims to build a research hypothesis of the influence between variables that will be used in further research. This Literature Review article is written using a library research method sourced from online media such as Google Scholar, Mendeley, and other academic online media. The results of this literature review article are 1) the role of self-regulated learning in improve learning achievement, 2) the role of Grit in improving learning achievement, and 3) the role of learning motivation in improving learning achievement.

HOW’S YOUR MEMORY? CONVERGENCE OF AMBULATORY COGNITIVE PERFORMANCE AND RETROSPECTIVE PERFORMANCE REPORTS

Abstract Calibration accuracy, the agreement between individuals’ perceived performance and actual performance, plays a critical role in self-regulated learning, knowledge monitoring, and goal maintenance. However, it is unclear how calibration accuracy operates at the micro-level timescales, especially among individuals approaching midlife. We investigated the convergence between perceived cognitive performance and the trajectory of momentary assessments collected repeatedly over 14 days. We analyzed the data of 440 participants (Mage = 35.78, %Female = 57.7%) from the Colorado Adoption/Twin Study of Lifespan Behavioral Development and Cognitive Aging (CATSLife1), who completed spatial working memory tasks administered via smartphones up to three times a day. On average, participants’ working memory improved across the 14-day period (β=-.014, SE=.001, p<.001), with lower scores indicating more accurate placement and better performance. Moreover, we observed less day-to-day variability in working memory performance (β=-.010, SE=.001, p<.001). The trajectory of working memory performance was consistent with participants’ evaluations of cognitive performance after completing the study: those perceiving improvement in their performance tended to perform better overtime (r = .25, SE = .046) and showed less variability in momentary assessments (r = -.28, SE = .046). Participants’ self-reported performance was also positively correlated with their working memory intercept at the start of the study (r = .34, SE=.045). Exploratory analyses then examined the associations between momentary calibration accuracy and other personality characteristics (e.g., openness). Our findings suggest that understanding the dynamic interplay between calibration accuracy and cognitive performance could shed light on individual differences during periods of cognitive maintenance versus decline.

The Role of Self-Regulated Learning in Safe Behavior: Constructing a Model of Safe Behavior Incorporating Self-Regulated Learning

In recent years, efforts have been made to improve organizational safety in various industrial sectors such as construction, nuclear, aviation, and medicine. In these industries, learning is necessary to maintain high-quality safety management. Thus, there is a growing interest in learning in various industries, with a variety of training programs being implemented in practice as a safety management strategy. However, few studies have examined the relationship between learning abilities and safety management. In this study, in the occupational safety behavior intention model, the factor of the ingenuity of skills was replaced with the factor of self-regulated learning ability, and a safety behavior intention model adapted to self-regulated learning was constructed and validated using a structural equation model. The results indicated that the model of safety actions with built-in self-regulated learning was valid. These results suggest that self-regulated learning enhances safe behavior because of the high degree of congruence between self-regulated learning related to motivation and work motivation related to safe behavior.

The Role of Self-Regulated Learning and Gender in Determining Student Academic Achievement: A Comparative Analysis

AbstractAcademic achievement is the level of success in studying the learning material. It can be seen from the GPA, which is a number that describes the success of studies cumulatively (Saputro, 2022). Academic achievement factors (Arofah et al., 2020) include internal factors (physiology and psychology) and external factors (social and non-social environment). The study aimed to determine the differences in student academic achievement in terms of Self-Regulated Learning (SRL) and gender. The research sample was 160 students of the Faculty of General Medicine class of 2022 at Malahayati University, determined by random sampling technique. The data was collected using the MSLQ (Motivated Strategies for Learning Questionnaire) scale, 2021/2022 academic year GPA, and students’ gender. The correlation test results were 0.562 (p = 0.000), where the p-value was lower than 0.05. Therefore, the proposed research hypothesis proved differences in academic achievement in terms of SRL and gender in the Faculty of General Medicine students at Malahayati University. The SRL contributed to academic achievement by 32%.

Finding Balance through Connected Learning Designs: Disentangling Self-Regulated and Co-Regulated Learning in Online Postgraduate Education

The paradigm of lifelong learning has changed our understanding of the possibilities of online postgraduate education for fostering self-regulated learning. Recent research attention has been placed on the role of self-regulated learning in higher education in hybrid, blended or fully online environments. Although the fields of EdTech and online higher education have a significant research agenda in both scale and scope, rigorous research and substantive findings about how students experience the balance across a continuum from self-regulated learning to guided instruction have been limited. The purpose of the current study is to examine and expose learning strategies and practices that support and shape connected forms of lifelong learning in online postgraduate education across contexts. Results are presented from the qualitative component of a broader mixed methods study aiming to explore the phenomenon of interest from the participants’ perspective. The findings present three key areas of interest to further the conversation on how to best support lifelong learning in online HE and promote changes in our understanding of self-regulated learning. The article concludes with a discussion of the identified learning strategies and practices used to support learning across contexts to provide more nuanced insights into the factors that support or hinder efforts to foster lifelong, self-regulated and co-regulated learning.

Self-Regulated Learning in the IB Diploma Programme: A qualitative comparison of strategy use by IB Diploma students with learning difficulties and those with a history of high achievement

This investigation set out to explore the self-regulated learning strategies implemented by high-achieving International Baccalaureate (IB) Diploma Programme (DP) students and those with learning difficulties in a context in which teachers were developing their practice to better align with IB philosophy. Specifically, I aimed to determine whether the strategies used by students in the two categories differed and, if so, what accounted for these differences. The sample included four DP students with diagnosed learning difficulties and six high-achieving DP students. Methods included collecting samples of independent work that reflected their strategy use; accompanying written reflections; and semi-structured interviews utilising a combination of stimulated recall and open-ended questions. Results suggest that only slight differences existed in the number and type of strategies used by participants in each category, but there were some important differences in strategy quality. These differences appeared to be related to the epistemic awareness students demonstrated, rather than their categorisation as having learning difficulties or being high-achieving. Although the IB Diploma Programme is widely considered an appropriate secondary programme for high-achieving students, its potential to enhance self-regulated learning suggests this programme may also be an appropriate option for some university-bound students with learning difficulties. As the literature review for this investigation uncovered only one previous study pertaining to IB Diploma Programme students with learning difficulties, this is a significant contribution to knowledge with implications for admissions as well as teaching and learning in IB schools. The investigation also indicates that epistemic awareness may play a more significant role in self-regulated learning than contemporary theories suggest.

Preservice Science Teachers’ Perspectives on and Practices Related to Self-Regulated Learning after a Brief Learning Opportunity

Teacher education programs are a critical site for preparing teachers’ self-regulated learning (SRL) knowledge and capacity to foster students’ SRL skills. The present study describes preservice science teachers’ (PSTs) perspectives and practices regarding SRL after a brief learning opportunity. The participants were 12 PSTs in a certification program for teaching secondary science. The data came from course assignments, lesson plans, and semi-structured interviews. The findings showed the PSTs appreciated the role of SRL and tried to integrate SRL processes into their science lessons. However, they needed further support to systematically implement SRL processes in classrooms. Findings from this study are relevant for science teacher educators who are interested in improving science teaching because the link between SRL and science teaching is discussed. They may also support teacher educators in making more informed decisions about course design and instruction regarding SRL. Finally, since suggestions for future studies are discussed, this research is relevant for science education researchers who study teachers’ perspectives on and practices related to SRL.

Online self-regulated learning, academic performance, and well-being of Senior High School Students in the NCR: A mediation analysis

Online self-regulated learning, academic performance, and well-being of Senior High School Students in the NCR: A mediation analysis

The role of learning strategies for performance in mathematics courses for engineers

We analyse the predictive power of learning strategies for engineering students’ performance in mathematics. Learning strategies play an important role in self-regulated learning. Based on a new learning strategy questionnaire that takes into account the specifics of mathematical learning at universities, we investigated what were the strategies that correlate with performance and predict future performance. We present data of a longitudinal study with N = 361 engineering students regressing their performance on students’ use of their learning strategies as well as their prior performance. The results indicate that practicing but not repeating the content and resisting frustration predict students’ performance. We discuss the findings with a specific view on what is tested and why some elaboration strategies might not be rewarded in exams.

Online Self-Regulated Learning Profiles: A Study of Chinese as a Foreign Language Learners.

The role of self-regulated learning (SRL) in achieving academic success has been widely investigated for campus-based college students. However, research on online learners’ SRL is limited, while the number of online learners has been increasing tremendously in recent years, especially after the COVID-19 pandemic worldwide. As SRL is context-bound, differences caused by classroom and home environments may be expected. This study investigated the factor structures of online learners’ SRL in Chinese as a foreign language education and the existence of SRL profiles in online learners. Data were collected from 378 international students enrolled in online Chinese language courses in 2020. Ten latent factors were revealed by exploratory factor analysis with motivation and learning strategies scales of the Motivated Strategies for Learning Questionnaire (MSLQ). A follow-up latent profile analysis showed three profiles of low, moderate, and high self-regulated learners. The study supports the context-bound nature of SRL and calls for developing adaptive training programs according to SRL profiles of Chinese language learners.

The Online Learning Academic Achievement of Chinese Students during the COVID-19 Pandemic: the Role of Self-Regulated Learning and Academic Entitlement

In the spring semester of 2020, all Chinese higher education institutions delivered courses online across the nation in response to the COVID-19. This study explores Chinese college students’ self-regulated learning, academic entitlement, and academic achievement during the transitioning from face-to-face to online learning environments during this special time. Structure equation modeling was conducted, and results indicate that academic entitlement associates with students’ online learning academic achievement. Whereas self-regulated learning does not relate to academic achievement in the online learning setting. Additionally, academic entitlement is marginally associated with academic achievement only among male students, while self-regulated learning is not a significant predictor for both genders. However, self-regulated learning is marginally linked with higher academic achievement among students who do not have previous online learning experiences but not among those who took online courses before.

Student success prediction using student exam behaviour

The Faculty of Mechanical Engineering, Czech Technical University in Prague (FME) faces a significant student drop-out in the first-year bachelor programme, which is an actual problem for many higher education institutions. Metacognitive processes play a vital role in self-regulated learning. Students become active participants in their learning, and one critical aspect of higher education studies is planning and time management. The exam taking behaviour is in the context of the FME manifestation of the time management skills of each student; thus, the exam-taking patterns may help identify at-risk students. To evaluate the importance of exam behaviour patterns, we conducted three experiments. Identification of students passing or failing the first study year has been conducted using four different machine learning models. The exam taking behaviour patterns increase the prediction F-measure significantly for the class of failing students (approximately 0.3 increase). Moreover, the approach based on student behaviour enabled us to identify the critical exam-taking patterns, which further helps the lecturers identify at-risk students and improve their time management skills and chances to pass the first academic year.

Students' basic needs and well-being during the COVID-19 pandemic: A two-country study of basic psychological need satisfaction, intrinsic learning motivation, positive emotion and the moderating role of self-regulated learning.

COVID‐19 and its containment measures have uniquely challenged adolescent well‐being. Following self‐determination theory (SDT), the present research seeks to identify characteristics that relate to well‐being in terms of positive emotion and intrinsic learning motivation under distance schooling conditions and whether SDT's core postulates hold true in this exceptional situation. Feeling competent and autonomous concerning schoolwork, and socially related to others were hypothesised to relate to positive emotion and intrinsic learning motivation. The role of self‐regulated learning (SRL) as a moderator was considered. Self‐reports were collected from 19,967 secondary school students in Austria (Study 1) and Germany (Study 2). In both studies, structural equation modelling revealed that all basic needs were associated with positive emotion, and that competence and autonomy were associated with intrinsic learning motivation. Moderation effects of SRL were identified in Study 1 only: The association of autonomy and both outcomes and the association of competence and intrinsic learning motivation varied with the level of SRL. The results highlight the relevance of basic psychological need satisfaction and SRL in a situation in which adolescents are confronted with a sudden loss of daily routines.