Self-regulated Learning Research Articles

Effect of a Self-Regulated Vocabulary Learning Mobile Application on EFL Students' Vocabulary Learning Achievement and Motivation

The purpose of this study was to develop and evaluate the effectiveness of a self-regulated vocabulary learning mobile application (SRVL-MAPP) to improve English as a foreign language (EFL) students’ English vocabulary learning achievement and motivation. To evaluate the effectiveness of SRVL-MAPP, an experiment was conducted with 60 fourth-grade students from a primary school in Henan Province, China. These students were divided into two classes and randomly assigned to either the experimental group, which used SRVL-MAPP, or the control group, which used a mobile vocabulary learning application (NSRVL-MAPP) without the SRL mechanism, with 30 students in each group. The experiment lasted for three weeks. The results revealed that students in the experimental group outperformed those in the control group in both vocabularies learning achievement and motivation. In addition, the results also indicated that SRVL-MAPP significantly improved the English vocabulary learning achievement and motivation of field-dependent learners, while no such effect was observed for field-independent learners.

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.

Students' Self-Regulated Learning in Physics: Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA)

This study aims to develop and validate an instrument that measures students' self-regulated learning in Physics. The pilot study involved 400 randomly selected Form 4 students taking Physics. Exploratory Factor Analysis (EFA) was conducted to assess the suitability of the measurement items and to identify the construct dimensions. Three main components were identified through the EFA procedure, namely self-motivation (DP), metacognitive planning (PM), and metacognitive monitoring (PK). The field study involved 435 Form 4 students taking Physics from daily secondary schools. The study population consisted of Form 4 students from daily secondary schools across Peninsular Malaysia. The sample was selected using stratified random sampling and simple random sampling from four states: Perak, Kedah, Negeri Sembilan, and Kelantan. Data from the field study were used to confirm the validity and reliability of the instrument through the Confirmatory Factor Analysis (CFA) procedure. CFA results indicated that the developed instrument is valid and reliable for measuring students' self-regulated learning. Once the measurement model was confirmed through CFA, the researchers structured these constructs into a structural model and estimated the necessary parameters using the Structural Equation Modelling (SEM) procedure. This study makes a significant contribution by producing a valid and reliable instrument for measuring self-regulated learning among Form 4 Physics students. This instrument can be used in future research to enhance the understanding of factors influencing students' self-regulated learning in the context of Physics education.

Enhancing Self-Regulated Learning through Flipped Classroom and Gamification in Applied Computer for Business Courses

This study examined the impact of a flipped classroom with gamification on students' self-regulated learning (SRL) among students in the Applied Computer for Business course. Research questions addressed: (1) How does this approach affect students' SRL? (2) What are students' perceptions of this method? A mixed-methods approach was employed, using pre- and post-implementation questionnaires, open-ended questions, and interviews. Results indicated a significant increase in SRL across all dimensions, with the mean SRL score improving significantly (p < 0.05). The content analysis results showed that 85% of students were satisfied with the instruction, and 78% believed the approach enhanced their learning management skills. The findings suggested that the success of the flipped classroom with gamification depends on providing adaptation support, ensuring internet access, selecting suitable content and activities, and addressing individual differences. Instructors are advised to offer clear explanations, precise gamification planning, and utilize online platforms for real-time updates to enhance the effectiveness of this approach.

Influence of learning strategies and motivation on anatomy test performance of undergraduate medical students

To learn and comprehend the large amount of information in gross anatomy, undergraduate students must self-regulate their learning to be properly prepared for the exams within the available time. Even though there are many studies on learning strategies and their influence on test results and motivation, the aim of this study is to investigate characteristics of learning strategies in detail and in relation to the anatomy course of first semester students and how their use is related to anatomy test performance. For assessing the learning strategies, we used the short version of the questionnaire “Learning Strategies of University Students” (LIST-K) (Klingsieck, 2018). Further, we investigated potential influences of motivation and resources used during the self-regulated learning process. The participants in this study (N = 108) filled in the above-mentioned questionnaire LIST-K and a written multiple-choice anatomy test. A k-means cluster analysis revealed three groups of students differing in their self-reported use of learning strategies. Students used either (1) predominantly metacognitive and resource-related strategies, (2) predominantly cognitive strategies, or (3) no specific learning strategies at all. We found no significant overall relationships between the use of learning strategies and test performance. A stepwise linear regression identified the use of cognitive learning strategies (β =.269) as a significant predictor for test performance (R² =.149, p =.003), possibly as these specific learning strategies help with a systematic and effective approach while studying anatomy and retrieving large amount of memorized information. Further, motivation was identified as a negative predictor (β = −.277), which might be a result of the short time periods students have to study for exams. Overall findings underline the importance of self-regulated learning as a positive predictor for academic performance. By understanding these factors, a more student-centered approach could be adopted by educators to improve medical education and equip students with valuable approaches for their continuous education, even beyond university.

Impact of Artificial Intelligence on Learning Management Systems: A Bibliometric Review

The field of artificial intelligence is drastically advancing. This study aims to provide an overview of the integration of artificial intelligence into learning management systems. This study followed a bibliometric review approach. Specifically, following the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement, 256 documents from the Scopus and Web of Science (WoS) databases over the period of 2004–2023 were identified and examined. Besides an analysis of the documents within the existing literature, emerging themes and topics were identified, and directions and recommendations for future research are provided. Based on the outcomes, the use of artificial intelligence within learning management systems offers adaptive and personalized learning experiences, promotes active learning, and supports self-regulated learning in face-to-face, hybrid, and online learning environments. Additionally, learning management systems enriched with artificial intelligence can improve students’ learning outcomes, engagement, and motivation. Their ability to increase accessibility and ensure equal access to education by supporting open educational resources was evident. However, the need to develop effective design approaches, evaluation methods, and methodologies to successfully integrate them within classrooms emerged as an issue to be solved. Finally, the need to further explore education stakeholders’ artificial intelligence literacy also arose.

Challenges in Promoting Self-Regulated Learning in Technology Supported Learning Environments: An Umbrella Review of Systematic Reviews and Meta-Analyses

Challenges in Promoting Self-Regulated Learning in Technology Supported Learning Environments: An Umbrella Review of Systematic Reviews and Meta-Analyses

Corrigendum to: Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners

Corrigendum to: Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners

Beyond goal setting and planning: An examination of college students’ self-regulated learning forethought processes

Beyond goal setting and planning: An examination of college students’ self-regulated learning forethought processes

Task-irrelevant visual distractions and mindful self-regulated learning in a low-stakes computer-based assessment

Task-irrelevant visual distractions and mindful self-regulated learning in a low-stakes computer-based assessment

The Contribution of Problem-Solving Ability To Self-Regulated Learning of Khairul Imam Medan Middle School Students

The purpose of this study is to ascertain the contribution of mathematical problem-solving abilities to self-regulated learning. This research is ex post facto research. The sample taken in this study using the cluster random sampling technique was taken randomly from two classes with a total of 51 students. Data on problem-solving abilities and self-regulated learning were collected using instruments in the form of problem-solving ability tests and self-regulated learning attitude scales. Path analysis techniques were used to analyze the data. The results of the research show that problem-solving abilities contribute significantly to students' self-regulated learning, and the large contribution of problem-solving abilities to students' self-regulated learning is 94.47%. Based on these findings, it can be concluded that to increase student self-regulated learning, problem-solving abilities must be improved. Apart from that, problem-solving abilities contribute significantly to self-regulated learning, both directly and indirectly, and these two variables have a very strong influence.

Differences in the influence of self-regulated learning levels on enhancing students’ mathematical reasoning abilities

Self-regulated learning allows students to organize, monitor, and evaluate their learning process, which has a positive impact on mathematical reasoning abilities. This research aims to analyze and describe the differences in the influence of the level of self-regulated learning on students' mathematical reasoning abilities. The research method used is quantitative, which allows the collection and analysis of numerical data to identify patterns and relationships. The method's goal is to measure variables, test hypotheses, and make generalizations from a sample to a broader population. The sample for this research was eighth-grade students in Bandung. The research instrument is in the form of 30 questionnaire statements about students' self-regulated learning. The research hypothesis, there are differences in the influence of self-regulated learning levels on enhancing students’ mathematical reasoning abilities. The research results show that there are differences in the influence of the level of self-regulated learning on students' mathematical reasoning abilities. In addition, variations were found in the influence of the level of self-regulated learning on enhancing students' mathematical reasoning abilities. This research concludes that the level of self-regulated learning plays an important role in enhancing students' mathematical reasoning abilities.

Metacognitive Skills in Learning and Pedagogy: a Systematic Review and Analysis

Abstract Educational frameworks aim to empower students to become self-regulated and empowered learners. They also contribute to a robust learning community through the amalgamation of metacognitive strategies in their educational system. To shed the light on the same, we conducted a systematic review of research published between 2010 and 2022 in Web of Science, PsycINFO, and Scopus databases. The review focused on two key areas: a) the application of metacognition in teaching and learning, and b) the relationship between metacognitive strategies and pedagogical approaches. Our findings highlight metacognition’s promising role in developing self-awareness, critical thinking, and cognitive facilitation within the learning environment. Additionally, the review emphasizes self-regulated learning and cognitive instruction strategies as key pathways to metacognitive regulation. We conclude by advocating for the integration of metacognitive skills development within educational systems to promote holistic learner development.

Effects of self-regulated learning on cognitive engagement and learning achievement in online discussions

Effects of self-regulated learning on cognitive engagement and learning achievement in online discussions

Self-regulated learning strategies, self-efficacy, and learning engagement of EFL students in smart classrooms: A structural equation modeling analysis

Smart classrooms have become increasingly prevalent in the domain of foreign language education. However, students' EFL learning in smart classrooms, especially their self-regulated learning (SRL) strategies, self-efficacy, and learning engagement during the process, remains understudied. Given the significant impact of these factors on students' academic achievement, this study applied a quantitative method to first clarify their respective factor structures, on the basis of which the links between the three were examined via structural equation modeling (SEM). Participants were 1107 undergraduates from different universities in China who had engaged in EFL learning in smart classrooms. The factor analysis revealed a two-facet structure of students’ SRL strategies (goal-planning strategies and help-seeking and self-evaluation strategies), a similar dual-component structure of their self-efficacy (self-efficacy of communicating with instructors and self-efficacy of task completion), and a four-dimensional structure of their engagement (cognitive engagement, behavioral engagement, social engagement, and emotional engagement) during EFL learning in smart classrooms. Moreover, the SEM results showed that SRL strategies did not directly predict learning engagement, while self-efficacy fully mediated the relationship between SRL strategies and learning engagement. The implications and limitations of these findings were also discussed.

Teacher supports and technology needs to develop students’ self-regulated learning at U.S. K-12 online schools

Teacher supports and technology needs to develop students’ self-regulated learning at U.S. K-12 online schools

A design layer to support self and social regulation processes of learning in MOOC

Open, social and networked approaches to learning pose challenges for learners, who must assume the role of actively directing their own learning, in interaction and collaboration with others, in an increasingly complex environment. In this context, concepts such as self-direction and self-regulation of learning have attracted renewed interest as umbrella terms for a skill set and provisions that allow subjects to independently guide their own learning process and assume responsibility for it. Moreover, many authors have pointed out various problems regarding MOOC design and quality from a pedagogical perspective. This raises the need for a greater and more holistic understanding of learning regulatory processes and for developing models and instruments to support learners in this regard. This research aims to analyse how to support learning regulation processes as a whole in MOOC environments. This means paying attention to both social and individual dimensions of regulation, by studying how processes of self-regulation, co-regulation and socially shared regulation can be supported and promoted in this type of learning contexts. To this end, we apply the methodology of design-based research in order to intervene directly in the pedagogical practice through an iterative cycle based on stages of design, intervention, reflection and redesign of a design layer to support learning regulation in a MOOC. In this paper we present the design of the regulation support layer proposed in the first research iteration. We begin by presenting its theoretical foundations and then describe the support layer that has been designed as well as the empirical case of an xMOOC were it has been implemented. Finally, some conclusions and recommendations for the design and practice of learning regulation in MOOC are drawn from the results obtained in the first research iteration.

Leaving No One Behind- Teacher Peer Mentoring Before and After the Pandemics: A Mixed-Methods Systematic Review of Spanish and English Literature

<p style="text-align:justify">This paper examines how peer mentoring strengthens teaching practices in Regular Basic Education considering the changes undertaken since the COVID-19 pandemics. Peer mentoring is an in-service teacher training strategy that includes mutual collaboration, learning and monitoring. In this systematic review, we retrieved 24 articles since 2020 from Scopus (8), Web of Science (8), Dialnet (5), Google Scholar (2) and SciELO (1) to find out about the benefits of peer mentoring. Our review was guided by the PRISMA criteria. We found that educational companionship has a positive impact on reducing knowledge gaps regarding new technologies through the exchange of experiences, promotes openness to criticism, as well as the interest in learning and unlearning, supporting learning self-regulation, and guarantees consultation, reflection, and agreement between members of the teaching communities. We conclude that peer mentoring fulfilled, to a large extent, its purpose of improving teacher performance as one of the keys to educational quality.</p>

A Review of Research on Self-regulated Learning Interventions for Different Types of Students

This review examines self-regulated learning (SRL) interventions across education levels, highlighting four key approaches: ALAD, N=me, extended training, and classroom scenarios. It reveals tech tools impact in higher education and teaching-based interventions in earlier stages. The article calls for future research on adaptability, technology, cross-cultural studies, teacher training, and policy integration in SRL.

Technology-Supported Self-Regulated Language Learning: A Systematic Review

Technology-Supported Self-Regulated Language Learning: A Systematic Review