Self-regulated Learning Research Articles

Technophobia and the manager’s intention to adopt generative AI: the impact of self-regulated learning and open organisational culture

PurposeUsing the cognitive-affective-normative (CAN) model, this study highlights the role of self-regulated learning (SRL) and organisational culture and delves into the link between technophobia and a manager’s intention to adopt generative artificial intelligence (AI) in management practices.Design/methodology/approachAn empirical study was conducted through a survey of 528 business managers from China.FindingsThe study reveals that technophobia is negatively related to a manager’s intention to adopt generative AI, while SRL is positively related to the intention to adopt generative AI. Moreover, SRL reduces the negative impact of technophobia on AI adoption. Open organisational cultures reduce the need for SRL.Originality/valueThis study goes beyond a purely technical perspective towards a “human-side” view on understanding managers’ adoption of generative AI. This study is an early attempt to apply the CAN model to analysing the connection between technophobia, SRL, organisational culture and the intention to adopt generative AI.

Self-efficacy in Online Learning: A Bibliometric Analysis

Whether synchronous or asynchronous, online learning utilizes various digital tools that significantly differentiate it from conventional offline learning. One critical factor influencing students' success in this environment is self-efficacy, which reflects their belief in their ability to perform learning tasks effectively. Despite increasing research on online learning self-efficacy, a comprehensive overview of its development and trends is needed. This study aims to analyze the research landscape related to online learning self-efficacy over the last five years, identifying key contributors, collaboration networks, and thematic research focuses. This study employs descriptive bibliometric analysis to systematically examine the growth, distribution, and impact of research in this field. Data was collected from major academic databases, focusing on publications between 2018 and 2023. Key parameters analyzed include publication trends, country-wise research output, institutional contributions, collaboration networks, keyword co-occurrence, and citation impact. Findings indicate a growing interest in online learning self-efficacy studies, particularly between 2018 and 2021. The United Kingdom leads in publications, while United States researchers engage in the most international collaborations. The Hong Kong Polytechnic University emerges as the top institution in this field. Most studies appear in education and technology journals, with commonly associated keywords including motivation, e-learning, self-concept, and self-regulated learning. Quantitative research dominates, as 84 of the 100 most-cited publications employ quantitative methodologies, with students as the most frequently studied sample group. These findings provide insights into scholarly trends, highlighting key contributors and research directions for future studies.

Enhancing L2 Learners’ Self-Regulated Speaking Through Digital Oral Dialogue Journaling: An EFL Classroom-based Study

Two decades of L2 self-regulated learning (SRL) research has focused heavily on reading and writing, leaving speaking an under-explored area. While speaking is an important yet difficult communicative skill to master that often generates high anxiety for English learners, EFL contexts seldom provide enough practice opportunities beyond the classroom. The study introduces an innovative pedagogy – digital oral dialogue journaling (DODJ) – and investigates its effectiveness in cultivating SRL speaking strategy use in a Hong Kong secondary school. A total of 95 recorded journal videos were created by a class of 19 students and uploaded to the digital platform Flipgrid over five weeks to receive dialogic feedback from the teacher on a weekly basis. Students’ speaking strategy use was conceptualized from a social cognitive SRL framework, and changes were measured using a pre- and post-intervention questionnaire as well as through two semi-structured interviews. Results of repeated measures MANOVA and ANOVA tests reveal significant increases in multiple cognitive and metacognitive strategies such as rehearsing, memorizing, and evaluating. Interview findings further show that certain DODJ design features facilitated the changes, including flexible topic selection and scheduling, unlimited video submission and review, and emoticon masking and dialogic teacher feedback. Pedagogical suggestions are offered on how to design effective DODJ practice to cultivate L2 learners to become strategic, self-regulated speakers.

Student Motivation in the Classroom: Practical Techniques and Strategies

The main objective of this study is to find out the practical techniques and strategies for student motivation in the classroom. This study is based on literatures review and presented in descriptive way. This article discusses numerous motivational techniques and strategies aimed to improve student's learning. It is found that supporting student motivation in the classroom is a challenging yet essential task for teachers. Enhancing classroom motivation is vital for creating a productive learning environment. Effective and practical techniques and strategies can significantly enhance students’ motivation and academic performance. It gives teachers the useful resources they need to motivate and inspire their students. It is argued that encouraging students to perform in the classroom should come from both intrinsic and extrinsic sources, but that encouraging students to learn and achieve will ultimately come from an intrinsic source will be extremely important. It is important that motivated students should work toward being autonomous learners, using self-regulated learning techniques, and accepting accountability for their own education. This article provides insights into practical strategies that help maximize student motivation and encourage academic accomplishment, from creating an optimal learning environment to putting new methods of instruction into practice.

Effects of preschool staff professional development in physical activity on self-regulation, executive function and early academic learning in 3–5-year-old children: The active learning Norwegian preschool(er)s (ACTNOW) cluster-randomized controlled trial

ABSTRACT We aimed to investigate the effects of preschool staff physical activity (PA) professional development on self-regulation, executive function and early academic learning in 3–5-year-old children. A total of 1265 children from 46 preschools in Norway were randomized to a 7-month intervention or control. Main analyses included 816 3–4-year-olds who provided data at baseline, 7- and 18-month follow-ups. We measured children’s self-regulation (Head-Toes-Knees-Shoulders task), inhibition, cognitive flexibility, working memory, early expressive vocabulary, early mathematical skills (Early Years Toolbox) and physical activity (accelerometry). Linear mixed models were used to analyze the data. Results showed no effect of the intervention on cognitive or learning outcomes in the primary analyses. We found small positive effects on sedentary time (standardized effect size (ES)=-0.17, p = 0.014) and moderate to vigorous-intensity PA (ES = 0.15, p = 0.048) at 7 months, and a negative effect on low-intensity PA at 18 months (EF = −0.15, p = 0.021). Boys had a small positive effect on vocabulary at 7 months (ES = 0.23, p = 0.006), and girls a small negative effect at 18 months (ES = −0.23, p = 0.004). This cluster RCT in preschoolers supports the notion that pragmatic trials within educational settings have difficulties in providing changes to the PA practice and to impact young children’s cognitive development and learning.

Grit and self-regulated learning: evaluating achievement goals as mediators

Grit and self-regulated learning: evaluating achievement goals as mediators

Analysis of student interpreters’ self-assessment from the perspective of self-regulated learning

Abstract This study aims to examine the significance of self-assessment in interpreter training from the perspective of self-regulated learning. To this end, this study first explores the three cyclical stages of self-regulated learning as conceptualized by Zimmerman, while also examining the significance of self-evaluation in interpreter training. Based on this theoretical framework, the study analyzes self-evaluations from both high-performing and low-performing students at a graduate school of translation and interpretation. The findings of the study reveal three key points: first, the effective use of self-assessment enhances learning effectiveness in interpreter training; second, significant differences exist between high-performing and low-performing students in their self-assessment practices; third, these differences highlight the need for incorporating self-assessment into interpreter training programs. Finally, the study suggests that enhancing self-regulated learning capabilities by actively incorporating self-evaluation into interpreter training can improve educational outcomes in interpreter training, leveraging the cyclical and positive impact of self-regulated learning processes.

Artificial Intelligence in Higher Education: The Impact of Need Satisfaction on Artificial Intelligence Literacy Mediated by Self-Regulated Learning Strategies

Artificial intelligence (AI) technologies have profoundly influenced both professional environments and personal lives. In the rapidly developing sector of AI education, fostering essential AI literacy among university students has become vital. Nevertheless, the factors that determine AI literacy remain insufficiently defined. This research, grounded in self-determination theory (SDT), seeks to investigate the relationships among three components: the fulfillment of university students’ three psychological needs, self-regulated learning strategies (SRLSs), and AI literacy. The aim is to enhance human capital efficiency and prepare students to tackle future workplace challenges effectively. To examine these connections, a cross-sectional survey was administered to 1056 university students. The findings reveal that satisfying the three psychological needs—perceived autonomy, competence, and relatedness—plays a pivotal role in advancing AI literacy among university students. Additionally, four SRLSs—cognitive engagement, metacognitive knowledge, resource management, and motivational beliefs—acted as mediators between these psychological needs and AI literacy. Consequently, this study not only enhances our understanding of the psychological and behavioral development of university students during their engagement with AI education but also provides theoretical support and practical guidance for fostering their AI literacy.

Evaluating the Impact of Creative Teaching on Students' Self-Regulated Learning (SRL)

Creative teaching represents a novel approach that can be used to enhance higher education students' Self-Regulated Learning (SRL). At present, research on how creative teaching affects SRL is relatively limited. Based on the Hierarchy of Effects (HoE) model and commitment-involvement theory, the study aims to investigate the comprehensive influence of creative teaching on SRL. Data were collected in China. Four novel findings were identified. First, creative teaching significantly influences cognitive involvement, subsequently impacting emotional involvement. Second, among humanities and social sciences majors, creative teaching directly influences emotional involvement. However, among science and engineering majors, creative teaching does not have a direct impact on emotional involvement. Third, emotional engagement can influence SRL both directly and indirectly through teacher-student interactions. Finally, the impact of creative teaching on SRL does not differ significantly between male and female students.

Senior year nursing students' self-regulated learning in complex simulation-based palliative education: A qualitative study

Senior year nursing students' self-regulated learning in complex simulation-based palliative education: A qualitative study

Instructional intervention effects on interleaving preference and distance during self-regulated inductive learning.

Instructional intervention effects on interleaving preference and distance during self-regulated inductive learning.

Using multimodal learning analytics to validate digital traces of self-regulated learning in a laboratory study and predict performance in undergraduate courses.

Using multimodal learning analytics to validate digital traces of self-regulated learning in a laboratory study and predict performance in undergraduate courses.

The Correlation between Self-Regulated Learning and Learning Motivation toward Speaking Skill

This study aims to determine the correlation between self-regulated learning and learning motivation, which one has more influence on speaking skills. The research sample consisted of 52 students of twelfth grade (XII) at SMA N 1 Mantup in the academic year 2024/2025. The researcher used a quantitative approach, and applies a multipale correlational research design. The research employed speaking tests and questionnaires, to test student’s SRL and learning motivation by using questionnaires and to test students speaking skills by using a speaking test. The result found that learning motivation shows a more significant influence on speaking skills than SRL. Learning motivation more directly influences key behaviors in language learning, such as active participation in speaking activities and the desire for further practice, which promotes effective language development. Motivation becomes the prime mover that triggers participation and perseverance in learning efforts. The research findings indicate that learning motivation has a more dominant role in improving students’ speaking ability.

Birds of a Feather Self-Regulate Together: The Intersection of Peer Networks and Self-Regulated Learning in Biomedical Engineering

Birds of a Feather Self-Regulate Together: The Intersection of Peer Networks and Self-Regulated Learning in Biomedical Engineering

EXPLORING THE UNIVERSITY STUDENTS’ PERFORMANCE ON IELTS SPEAKING PREDICTION TEST: A CASE STUDY

This study investigates the students’ performance on the IELTS Speaking Prediction Test among fifth-semester students of the English Education program at Universitas Bina Bangsa Getsempena. This study applied a quantitative approach, in which students participated in an IELTS Speaking Prediction Test, assessing key aspects of speaking skills, including fluency and coherence, lexical resource, grammatical range and accuracy, pronunciation, the ability to deal with questions and body language. The findings reveal that students generally performed well in fluency, pronunciation, ability to deal with questions, and body language, but show variability in lexical resource and grammatical range. The study emphasizes the importance of interaction and feedback in enhancing speaking proficiency. Additionally, the study identifies areas for improvement in vocabulary diversity and grammatical consistency, highlighting the need for targeted intensive practice and valuable feedback. The study concludes that while students possess a strong foundation in basic speaking skills, ongoing and intensive practices and the integration of self-regulated learning strategies are essential for achieving higher performance in the IELTS Speaking test

Designing a classroom-level teacher dashboard to foster primary school teachers’ direct instruction of self-regulated learning strategies

Designing a classroom-level teacher dashboard to foster primary school teachers’ direct instruction of self-regulated learning strategies

초·중등학교용 적응형 학습 플랫폼의 자기조절학습 지원 기능 분석

Objectives This study analyzed the application of features that support learners' self-regulated learning within AI-enabled adaptive learning platforms for K-12 schools and provided implications for the design of features that support self-regulated learning in AI digital textbooks. Methods We identified key components of self-regulated learning in adaptive learning environments through a literature review and evaluated the features implemented in eight adaptive learning platforms selected for this study according to Zimmerman's self-regulated learning cycle model. Results We found that the adaptive learning platforms we analyzed do not support learners' self-regulated learn ing in a theory-based manner and are inconsistent in their application, and identified the need for improvements across the forethought, performance, and reflection phases. Conclusions We proposed key recommendations for improvements, including expanding the use of features such as goal setting, time and effort management in the forethought phase; enhancing features such as visualization, environment structuring, self-record, and self-results and leveraging AI tutor technology for help-seeking in the performance phase; measuring learners’ self-satisfaction/affect to inform the next phase of SRL.

라이프로깅 유형에 따른 학습경험 차이분석: 스터디윗미와 공스타를 중심으로

Objectives This study categorized the learning strategies using lifelogging in StudywithMe and Gongstar accord ing to the type of SNS, and analyzed the similarities and differences in their learning experiences. Methods Interviews were conducted with seven university students who used the learning strategies for six weeks and showed excellent learning outcomes. Their learning experiences were analyzed in terms of character istics, learning process, and learning outcomes based on the analytical framework proposed by reviewing previous studies. Results This study categorized the learning strategies using lifelogging in StudywithMe and Gongstar according to the type of SNS, and analyzed the similarities and differences in their learning experiences. In particular, in addi tion to environmental management in self-regulated learning, time management and metacognition changed de pending on the type of SNS. They felt a sense of belonging and were motivated to continue learning by interacting with other learners through comments and emoticons. Second, there were differences in the learning process de pending on the type of SNS. StudywithMe students studied at home on their PCs and spent an average of more than 4 hours per day studying. While StudywithMe focused on sharing the learning process through live video, students who used Gongstar uploaded mobile-based live, stories and feeds (posts) in libraries and study cafes in their free time. They also used concept maps and summaries, and had more opportunities to reflect on their learn ing through feed uploads. Conclusions In addition to the commonality of using lifelogging to support self-regulated learning, learners' learn ing experiences differed depending on the type of SNS. These differences suggest that the support needed should vary depending on the characteristics of the learner, SNS, etc. The results of this study can be used to de velop system development and learning process for sophisticated individualized support, and provides a basis for stimulating related research areas.

Emerging Trends in Self-Regulated Learning: A Bibliometric Analysis of MOOCs and AI-Enhanced Online Learning (2014–2024)

Emerging Trends in Self-Regulated Learning: A Bibliometric Analysis of MOOCs and AI-Enhanced Online Learning (2014–2024)

A case study of Chinese master’s students’ perceptions of supervisors’ use of evaluative language in feedback

PurposeThis study intended to bridge the gap by investigating Chinese master’s students’ perceptions of their supervisors’ use of evaluative language in feedback, from both cognitive and affective perspectives, at a Sino-foreign university in mainland China.Design/methodology/approachEmploying a qualitative research design, 12 participants from the Faculty of Humanities and Social Sciences and the Faculty of Economics and Finance were included. Data were collected through individual semi-structured interviews and analyzed using thematic analysis.FindingsThe findings show that students perceive directive and actionable evaluative language, as well as evaluative language aligned with assessment criteria as effective, facilitating improvement and self-regulated learning. However, the use of evaluative language can evoke mixed emotions, with linguistic devices and inadequate follow-up explanations reinforcing negative feelings. Additionally, power imbalances between supervisors and students influence feedback perceptions, hindering students’ active participation in feedback processes.Originality/valueThis study addresses a gap in the literature on master’s students’ perceptions of evaluative language in supervisory feedback and provides practical recommendations for both thesis supervisors and master’s students to facilitate the acceptance and application of feedback.