Self-regulated Learning Ability Research Articles

Impact of Recommended Resources in a Mobile Learning Environment on Self-Regulated Learning Abilities among Higher Education Students

With the rapid development of mobile technology, mobile learning has increasingly become a significant trend in higher education. Offering flexibility in time and space, online learning introduces new opportunities and challenges for student education. Particularly, the potential of mobile learning to foster students’ self-regulated learning (SRL) abilities remains largely untapped. SRL abilities refer to students’ capacity to proactively set goals, manage resources, monitor progress, and evaluate outcomes during the learning process, which is crucial for learning effectiveness. Although existing research has started to examine the impact of mobile learning on students’ self-regulation abilities, there is still a significant lack of quantitative analysis of students’ learning resource preferences and the development of personalized recommendation methods based on the preferences. This study aims to quantitatively analyze the learning resource preferences of higher education students and propose a novel, preference- based equitable recommendation method for mobile learning to support their SRL. The anticipated results are expected to provide theoretical and methodological support for higher education practices, enhance students’ SRL abilities, and offer new strategies for the effective utilization of mobile learning resources.

Teachers’ motivating styles and students’ agentic engagement in online learning

Facing the growing popularity of autonomous online learning, students require more agentic engagement (AE) to construct a supportive learning environment for themselves. Existing studies based on self-determination theory (SDT) state that teachers’ motivating style can predict students’ engagement, and students’ competence beliefs can moderate the predicting effect. However, few studies have discussed the correlation between teaching motivating styles and AE in middle- and high-school online courses, considering the students’ self-regulated learning (SRL) ability as a moderator. To address this gap, this study examined the effect of autonomy-supportive motivating style (ASMS) and controlling motivating style (CMS) on AE, taking into account students’ SRL ability as a potential moderator. A total of 425 valid questionnaires were collected to evaluate the model. The results revealed that teachers’ ASMS positively predicted students’ AE; CMS positively predicted students’ AE; and SRL ability positively predicted AE. However, SRL ability did not significantly moderate the correlation between teachers’ motivating styles and AE. These findings provide educators with insights into how to improve students’ AE, and suggest that teachers should be involved as much as possible in online teaching interactions, and explore strategies to enhance the effectiveness of students’ AE.

Navigating the Online Learning Journey by Self-Regulation: Teachers as Learners

Self-regulated learning (SRL) can be defined as the ability of learners to act independently and actively manage their own learning process. This skill becomes especially important in online environments, which allow learners to decide where and how to study. Most research on SRL has focused on students; few studies have addressed teachers’ SRL as learners, and only a handful has done so in the context of online learning. A better understanding of teachers’ SRL is essential since teachers are expected to support the development of their students’ SRL abilities. This study contributes to bridging this gap by examining how online learning patterns reflect the self-regulated learning of teachers as learners in an online professional development (PD) course on nanotechnology. The study applies a mixed methods approach that combines the qualitative analysis of interviews with teacher learners and a personal summary of their learning process represented in four vignettes as well as quantitative log-file analysis to identify teachers’ learning patterns. The patterns identified are interval learning, on-track learning, skipping difficult parts, concentrated learning toward the end of the course (i.e., “bingeing”), and watching together. These patterns indirectly shed light on teachers’ SRL skills, especially their time management and task strategies, demonstrating that there is no one-size-fits-all approach to learning. The study highlights the need for a holistic approach, provides deeper insights into teachers’ learning experiences, and helps design future online PD courses.

유아의 마음이론이 자아탄력성 및 자기조절학습능력에 미치는 영향

Objectives The purpose of this study was to examine the correlation between early childhood mind theory and self-resilience and self-regulated learning ability, and to investigate the effect of early childhood mind theory on self-resilience and self-regulated learning ability.
 Methods The subjects of the study were 307 children aged 3 to 5 who were enrolled in kindergartens in Gyeonggi-do, collected data through questionnaires, and conducted descriptive statistics, correlation analysis, and regression analysis to analyze the collected data.
 Results First, there was a significant positive correlation between early childhood mind theory, self-resilience, and self-regulated learning ability, indicating that the higher the early childhood mind theory, the higher the self-resilience and self-regulated learning ability. Second, early childhood mind theory was found to have a significant effect on self-resilience, and among the sub-factors of mind theory, wind and emotion had a positive effect and belief had a negative effect. In addition, early childhood mind theory has been shown to have a significant effect on self-regulated learning ability, and among the sub-factors of mind theory, belief has a positive effect on self-regulated learning ability and perception has a negative effect on pro-social regulation.
 Conclusions This study confirmed the importance of developing mind theory to enhance early childhood self-resilience and self-regulated learning ability, and suggested that teachers and parents need to make efforts to help early childhood develop mind theory.

The Enhancement of Undergraduates' Self-Regulated English Writing Ability from the Perspective of Metacognition

Metacognition and self-regulated learning ability are important research areas in the field of education. This paper summarizes the current research status of metacognition and self-regulated learning ability, mainly focuses on the influence of metacognition on undergraduates' self-regulated learning ability in English writing and explores the intrinsic connection between the two and their important role in individual learning. This paper shows that metacognitive awareness generally occurs in conjunction with metacognitive regulation as learners complete English writing tasks. Metacognitive regulation has also been shown to have a very important role in English writing. Learners who use metacognitive strategies can have some awareness and control over their cognitive process. Learners' greater involvement in the control of writing behavior may be a source of metacognitive regulation effectiveness. It is recommended that college students use more metacognitive strategies in performing English writing tasks, which will have a positive impact on self-regulation of English writing skills.

Scaffolding Self-Regulated Learning in Operative Dentistry Through Self-Assessment Training.

This study aimed to investigate how effective self-assessment training is in improving the self-regulated learning (SRL) ability of operative dentistry students. The secondary aim was to explore students' attitudes towards self-assessment in clinical settings. Self-assessment has been the focus of dental education research for decades and has been claimed to be cornerstone in the SRL process. This is quasi-experimental study conducted at Damascus University Faculty of Dental Medicine, Syria. A modified direct observation of procedural skills (DOPS) assessment protocol with a self-assessment component was applied to a convenience sample of students across five clinical encounters in 2022. Data were collected during clinical training on the DOPS form and at the end of the experiment using a structured questionnaire with a single open-ended question. The qualitative part of the study followed a deductive theory-informed content analysis approach, relying on Zimmerman SRL theory. A total number of 32 students participated in the study, eight of whom were male. During the experiment assessment, participants showed overwhelming positive attitudes towards the utility of self-assessment (m ≥ 3.5; max:4) and the overall assessment method (3.3 ≥ m ≥ 3.5; max:4). Cronbach's alpha for the post-experiment questionnaire was 0.888. A total of 84.4% of the participants strongly agreed that self-assessment is useful in clinical training. Data collected (qualitative and quantitative) from participants revealed the positive effects of self-assessment on all three phases of SRL, especially the reflection phase. Self-assessment practice and training showed positive results in terms of improving SRL and performance in a clinical context; SRL appeared to be affected by self-assessment in all phases (forethought, performance, and reflection). Participants' perceptions of self-assessment were generally very positive. These findings imply the potential benefits of applying self-assessment training interventions to foster the SRL ability of learners within the clinical context.

Study on the Influence of Self-Awareness on Self-Regulated Learning Ability of Nursing Undergraduates in a Private University

Study on the Influence of Self-Awareness on Self-Regulated Learning Ability of Nursing Undergraduates in a Private University

Preparedness of Students for Self-regulated Learning of Mathematics

This work aims to examine the relationship between general self-regulated learning abilities and students' general intellectual abilities, mathematical learning abilities, and academic achievement. A study was conducted with a sample of eighth-grade students (N=325). The research employed a survey and descriptive method, and the instruments used included a test of general intellectual abilities, a test of self-regulated learning abilities, a test to measure mathematical learning abilities, and a standardized math knowledge test. Based on the obtained results, we indicate those factors with high or moderately high correlations. Among the results obtained, there is a high correlation between general intellectual abilities and general self-regulated learning abilities (subtests for interpreting graphs and interpreting geographic maps). The results show a high correlation between the total score on the self-regulated learning abilities test and math achievement. A moderately high correlation was achieved between the test of general intellectual abilities and self-regulated learning abilities (subtests for finding necessary information, exploring new material, and the index of developed abilities and techniques for self-regulated learning). On the math learning ability test, various abilities are differentiated, including formalization of mathematical content, spatial abilities, imagination, flexibility, and critical thinking. Based on the research results, it is considered significant to investigate the effects of different innovative teaching systems and teaching methods on students' self-regulated learning abilities and mathematical learning abilities.

대학생들의 영어학습에서 자기조절학습(SRL)능력과 ChatGPT에 대한 인식 및 활용 목적 간의 관계 연구

The aim of this study is to investigate the self-regulated learning (SRL) abilities and attitudes of learners towards ChatGPT, exploring potential connections between various aspects of SRL (metacognitive, cognitive, behavioral, and motivational) and the use of ChatGPT. To achieve this, we conducted a questionnaire survey with 111 undergraduate students, and the data was analyzed using SPSS Version 27. The key findings from the study are as follows: Participants generally demonstrated moderately developed SRL abilities shown as 3.02. ChatGPT was found to be beneficial, particularly for tasks such as information retrieval, idea generation, providing support for structuring written work, and offering feedback to enhance writing skills. However, they expressed doubts about its effectiveness for improving their English language skills. Examining the correlations between SRL abilities and the use of ChatGPT revealed a negative impact. Students with stronger metacognitive, cognitive, and motivational strategies tend to use ChatGPT less for generating ideas. Implications include the observation that students with robust SRL skills approach ChatGPT critically, using it as a support for independent learning rather than a direct answer source. Additionally, the study suggests that EFL instructors could integrate technology to encourage critical thinking and employ AI platforms as tools for promoting academic integrity.

학문 목적 한국어 교육에서 듣기 전략 효과에 대한 연구

The purpose of this study was to investigate whether strategy use, which is considered to be an important factor in second language listening success, is also significant in academic listening. Therefore, a structural equation model was used to investigate how Korean listening ability, metacognitive strategies, self-regulated learning ability, use of top-down strategies, and use of bottom-up strategies, which have been found to be effective in previous research on second language listening, affect Korean Language Education for Academic Purpose. The results showed that metacognitive strategies and top-down strategies had significant effects, but self-regulated learning ability and bottom-up strategies had relatively less significant effects.

전문대학교 물리치료과 학생의 대면수업과 비대면 수업의 수업태도, 수업 만족도 및 자기조절학습능력의 비교

전문대학교 물리치료과 학생의 대면수업과 비대면 수업의 수업태도, 수업 만족도 및 자기조절학습능력의 비교

Exploring the influence of teachers’ motivating styles on college students’ agentic engagement in online learning: The mediating and suppressing effects of self-regulated learning ability

Online learning has gradually become the new mainstream learning norm during the post-epidemic era. To ensure college students’ online learning effectiveness, they need to be proactively engaged in their online learning, which means that they need to maintain a high level of agentic engagement. However, it is not clear what factors influence college students’ agentic engagement in online learning environments. According to self-determination theory (SDT), the teacher, as an important external factor, can influence students’ learning engagement and learning effectiveness. Meanwhile, self-regulated learning (SRL) ability is important for college students in online learning. Based on existing theoretical foundations, therefore, the current study attempts to explore the following research questions: Are there relationships between teachers’ motivating styles (including autonomy-supportive style and controlling style), college students’ online SRL ability, and college students’ online learning agentic engagement? If yes, how does the former influence college students’ online learning agentic engagement? To respond to these research questions, random sampling was used to collect a total of 681 valid data from college students with experience in online learning. Then, a pilot test, exploratory factor analysis, and confirmatory factor analysis were first conducted to confirm the reliability and validity of the data. Correlational and mediating analyses were then conducted using SPSS 21.0. According to the results, firstly, teachers’ motivating styles (autonomy-supportive style and controlling style) and college students’ online SRL ability were positively correlated with college students’ online agentic engagement. Secondly, teachers’ autonomy-supportive style was positively correlated with college students’ online SRL ability, but the controlling style was negatively correlated with their online SRL ability. What’s more, college students’ online SRL ability, as a mediating factor, acted as a partial mediation between autonomy-supportive style and college students’ online agentic engagement, and there was a suppressing effect of college students’ SRL ability between teachers’ controlling style and college students’ agentic engagement. The results imply that teachers should choose motivating styles appropriately based on students’ online learning characteristics and content, and college students should develop online SRL ability to improve their agentic engagement and ultimately achieve good online learning effectiveness.

The Effect of Self-regulated Learning Ability on Learning Commitment and Learning Satisfaction : Focused on Student Majoring in Airline Service

The Effect of Self-regulated Learning Ability on Learning Commitment and Learning Satisfaction : Focused on Student Majoring in Airline Service

Effects of Learning Portfolios in General Education Courses on Undergraduates' Self-Regulated Learning Abilities, Ego-Resilience, and Self-Directed Learning Readiness

Learning portfolios have garnered attention in education since the mid-1990s. Despite this, there is a lack of comprehensive research on their effect, particularly regarding their affective factors. This study aims to design a course using learning portfolios in general education and to verify its effects on self-regulated learning, ego-resilience, and self-directed learning readiness. The research involved a total of 226 Korean and Chinese international students from one Korean university. They were surveyed before and after participating in the learning portfolio course. The self-regulated learning abilities, ego-resilience, and self-directed learning readiness of both participating and non-participating groups were measured and analyzed. The findings indicated that learning portfolios significantly enhanced self-regulated learning abilities, ego-resilience, and self-directed learning readiness among Korean undergraduates. Conversely, these activities had no notable impact on the self-regulated learning abilities, ego-resilience, and self-directed learning readiness of Chinese international students. Based on these results, implications were suggested for integrating learning portfolio activities into general education.

Medical education environment perception and learning engagement in undergraduate nursing students: The mediating effect of self-regulated learning ability

AimTo investigate the interrelationships of medical education environment perception, learning engagement and self-regulated learning ability among Chinese undergraduate nursing students. BackgroundAfter the outbreak of COVID-19, great changes have taken place in the medical education environment, many offline teaching and academic activities have been replaced by online activities. Students’ learning engagement influences the efficiency of online learning. However, the mediating effect of self-regulated learning (SRL) ability between medical education environment perception and learning engagement is unclear. DesignThis study involved a cross-sectional descriptive correlational research. MethodsA total of 228 undergraduatenursing students who were attending online learning were included in this study.This investigation adopted Dundee Ready Educational Environment Measure scale (DREEM), Motivated Strategies for Learning Questionnaire (MSLQ) and Utrecht Work Engagement Scale-Student scale (UWES-S) to respectively know about the levels of medical education environment perception, self-regulating and learning engagement. The structural equation model and bootstrap method were used to clarify the association and interaction among the three variables. ResultsThe scores of nursing students' medical education environment perception, SRL ability and learning engagement were 135.64 ± 15.12, 161.39 ± 22.57 and 68.01 ± 11.77, respectively. Perception of medical education environment directly affects learning engagement (β = 0.556, P < 0.001). SRL ability partially mediated the effect of medical environment perception on learning engagement (x2/df = 1.427, RMSEA = 0.043, GFI = 0.962, NFI = 0.954, TLI = 0.980, CFI = 0.986), and the variance was 30.8 %. ConclusionSRL ability plays a mediating role between medical education environment perception and learning engagement. Nursing educators should continuously optimize the online education environment, such as designing intelligent teaching platform or software, adopting interactive teaching methods, strengthening professional value education and encouraging peer learning, so as to meet the requirements of nursing students' learning engagement in the new medical education environment.

Analysis of Students’ Self-Regulated Learning on Prospective Elementary School Teachers’ Gender Differences

Eliminating gender in education is one of the SDGs’ (Sustainable Development Goals) targets in which previous research has examined gender in its correlation to achievement, learning outcomes, learning processes, and learning styles. One thing that is necessary but has not been investigated by previous researchers is the factor causing the differences in the correlation significance in the form of ways of learning and self-awareness as part of Self-Regulated Learning. This research was conducted to investigate the causal relationship between the Self-Regulated Learning of the students of the Department of Primary School Teacher Education of a state university in Surakarta in the 2022/2023 academic year and their genders. This research used a quantitative approach with a comparative research type. The population in this study were all the students of the Department of Primary School Teacher Education in the 2022/2023 academic year using Cluster Random Sampling as a sampling technique. Data collection techniques used closed and direct questionnaires. The data analysis technique used was descriptive statistical analysis and inferential statistical analysis. Based on the calculation results of the Independent Sample T-Test, a significant value of 0.267 0.05 was obtained, and the t count was 1.125 F table of 1.717. The results showed that the Self-Regulated Learning ability of the students of the Department of Primary School Teacher Education in the 2022/2023 academic year has the same average, so the ability of Self-Regulated Learning cannot be differentiated according to gender.

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.

디퍼러닝 연계 교양교육튜터링 효과성 분석

Deeper learning has been used to describe the set of competencies or goals that students need to cultivate or achieve. It refers to the characteristics of learning methods (or learning processes) aimed at reaching such objectives. The goal of deeper learning is to enhance the ability to “clearly understand the content of the curriculum and apply it in the classroom and professional settings,” and related studies consider it essential for success in future college life, career life, and civic life. The D University has been continuously operating a liberal arts tutoring program since the first semester of 2020. It shares many values and aspects pursued by deeper learning, as the key factors of deeper learning, such as self-regulated learning, communication skills, and problem-solving abilities, align with the purpose of the program. From this perspective, this study aims to measure the program participants’ level of deeper learning and quantitatively assess its effectiveness. Participants in the program revealed significant improvement in the overall level of deeper learning and some subscales compared to non-participants. In relation to the findings of the data analysis, the discussion on the educational effectiveness of specific programs in the higher education is provided.

The Influence of Cognitive Style on Self-Regulated Learning Ability of College Students

This study examined the relationship between cognitive style and self-regulated learning ability among 232 college students from colleges and universities in Hebei Province, China. The analysis revealed a significant positive correlation (r = 0.735, p &lt; 0.01) between cognitive style and self-regulated learning ability. The finding supports previous research emphasizing the influence of cognitive style on learning outcomes. Educators can utilize this knowledge to design instructional strategies that cater to individual cognitive styles, enhancing students' self-regulated learning.

Self-regulated learning and intercultural competence: examining the role of self-regulation in supporting preservice teachers’ intercultural learning outcomes

ABSTRACT This mixed-methods study examines how 15 preservice teachers’ self-regulated learning (SRL) skills relate to their ICC development in a teacher education course. ICC was assessed using a standardised exam and an open-ended cultural dilemma. Participants’ SRL was assessed along 7 dimensions: planning, goal orientation, task strategies, self-efficacy, self-monitoring, self-evaluation, and adaptiveness. Quantitative analyses demonstrate that participants’ SRL abilities were significantly associated with higher ICC outcomes on the exam (r = .69, p < .01) and dilemma assignment (r = .87, p < .01). Higher performance on the exam was associated with the planning, self-monitoring, and self-evaluation processes, whereas higher performance on the cultural dilemma was associated with planning, goal orientation, strategy use, self-monitoring, self-evaluation, and adaptiveness. To compare ICC development across participants at varying levels of SRL abilities, we conducted a content analysis of participants’ dilemma responses. Only participants with the highest self-regulation skills demonstrated proficiency in all four cognitive intercultural competencies. Participants who were less adept at self-regulation were more likely to make ethnocentric statements in their responses, suggesting minimal evidence of ICC development. Overall, the findings supported our hypothesis that more skilled self-regulators would be further developed along the cognitive dimension of ICC.