Self-regulated Learning Ability Research Articles

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

Navigating Academic Challenges: Self-Regulated Learning Analysis of Academic Procrastination Students

The study aims to understand the correlation between self-regulated learning and academic procrastination. By examining responses from 104 students through comprehensive questionnaires, it provides insights into how students manage their learning and delay tasks. The use of simple regression analysis underscores the statistical significance of the findings, highlighting that improving self-regulated learning skills can directly reduce academic procrastination. This research not only contributes to the academic understanding of these concepts but also offers practical guidance for educators and policymakers. By focusing on enhancing self-regulated learning abilities, educational strategies can be developed to address and mitigate procrastination, ultimately improving the overall quality of student learning experiences.

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.

Exploring the Effect of Learning Motivation and Self-Regulated Learning Climate on Undergraduates’ Self-Regulated Learning in Higher Education

Self-regulated learning (SRL) has numerous benefits for students. For this reason, it is necessary to understand what factors can affect SRL. The literature has indicated that many factors can influence SRL as a whole. However, few studies have investigated the relationship between factors that can affect SRL and different phases of SRL. This research aims to investigate the influence of learning motivation and self-regulated learning climate on three phases of SRL (forethought, performance, and self-reflection) in higher education context. Thirteen Chinese undergraduates participated in semi-structured interviews. The results reveal that both learning motivation and self-regulated learning climate have significant impact on forethought, performance, and self-reflection. This study also demonstrates that personality may play a role of mediator in the effect of learning motivation on SRL. The influence of self-regulated learning climate on SRL is related to the level of interaction between teachers and students. These findings can help to further develop undergraduates’ SRL ability.

What affects self-regulated learning ability in undergraduate nursing students: A structural equation modelling approach.

To examine how the effects of hardiness, self-efficacy and positive academic emotion related to the SRL ability of undergraduate nursing students. A cross-sectional survey was designed. A total of 395 Chinese undergraduate nursing students from two undergraduate colleges filled out the questionnaires from May to June 2019. The relationships between hardiness, self-efficacy, positive academic emotion and SRL ability were analysed by structural equation modelling. The response rate was 94.05%. SRL ability was significantly positive correlated with hardiness, self-efficacy and positive academic emotion in undergraduate nursing students. Self-efficacy (β = 0.417, p < 0.001) and positive academic emotion (β = 0.232, p < 0.001) showed a direct effect on the SRL ability. Although hardiness showed no direct effect on the SRL ability, it affected SRL ability through three indirect ways: self-efficacy (77.778%), positive academic emotion (14.184%) and the chain mediating effect from self-efficacy to positive academic emotion (8.038%). Nursing students with a higher level of hardiness would have higher self-efficacy, and more positive and stable academic emotions to obtain the better SRL ability. The produced model provides insights into several factors associated with SRL ability of nursing students. Hardiness, self-efficacy and positive academic emotion should be emphasized in the education of nursing students because these factors could improve their SRL ability and promote their life-long learning.

실시간 온라인 하브루타 토론이 자기조절학습능력에 미치는 영향

Objectives This study verified the effect of real-time online Havruta discussion on self-regulated learning ability by designing a program that is applied to Havruta by structuring sympathetic questions.&#x0D; Methods 25 pre-service teachers in K University in Seoul were randomly selected for experiment. As for the self-regulation ability measurement tool, Il-Seon Choi and Yoon-Joo Cho (2010) adapted and modified it and used it after confirming the validity of the expert's content, and analyzed the sample through a pre- and post-test of the resident group. Differences in pre-post scores between experimental groups were analyzed by t-test. Subcomponents of self-regulated learning ability that were verified included implicit goal orientation, intrinsic value, metacognition, and cognitive strategy. The experiment consisted of a total of 12 sessions: two sessions of Habuta theory, one session of pre-test, eight sessions of experimental treatment, and one session of post-test. The empathic questioning consisted of perspective understanding questioning, imaginative questioning, interest questioning, and sympathetic questioning.&#x0D; Results Real-time online Havruta discussions based on empathetic interrogation showed significant differences in self-efficacy, intrinsic goal orientation, intrinsic value, upper cognitive, and cognitive strategies, which are sub- elements of self-regulated learning ability.&#x0D; Conclusions This study is meaningful in that it presented a specific strategy to conduct effective and in-depth discussions in a real-time online education environment and specific alternatives to improve self-regulated learning ability, which is significantly required in online learning environment.

Effects of the Self-regulated Learning Ability of Remote Classes Perceived by Hair Major College Students on their Learning Outcomes

This study aims to analyze the relationship between self-regulated learning ability and learning performance in remote classes perceived by hair major college students, thereby finding methods that can accumulate empirical data on hair major, provide quality education, and contribute to the development of education. To this end, 301 copies of self-written questionnaires by hair major college students were used as data for final analysis. The study examined the effect of self-regulated learning ability on learning performance, which proved that the factors of social, physical, and cognitive domains partially influenced self-regulated learning ability significantly. This means it is essential to provide information and motivate college students to improve their desired knowledge and professional skills, so they accept the limitations of the virtual era and do not lose interest in learning in each space and location. Moreover, for practical classes where communication is slow, setting an exact deadline, presenting practice results for students to check their learning levels, and individual classes according to each stage will maximize students’ satisfaction and the practical efficiency of remote classes. Further, introducing a manpower pool system and inducing continuous interaction will help improve poor communication, maintain a network between instructors and classmates, and raise voluntary learning ability and interest in studying and self-planned learning, thereby enhancing learning outcomes. Follow-up studies will produce more objective results by subdividing and expanding the subjects of analysis. In addition, it is hoped that more competitive professionals are nurtured, and that the hair major department develops by providing high-quality classes.

Professional Identity and Self-Regulated Learning: The Mediating Role of Intrinsic Motivation and the Moderating Role of Sense of School Belonging

The aim of college education is not only to teach students professional knowledge and skills but also to develop their self-regulated learning (SRL) ability, which has great significance for their lifelong development. This study aims to investigate the roles played by professional identity, intrinsic motivation, and sense of school belonging in improving SRL ability among college students. Mediation and moderated mediation analyses were employed to analyze a sample of 619 college students. The findings suggest that intrinsic motivation mediates the relationship between professional identity and SRL ability, and that sense of school belonging moderates not only a direct link between professional identity and SRL ability but also an indirect association between intrinsic motivation and SRL ability. Students with a high sense of school belonging show a stronger influence of professional identity and intrinsic motivation on improving SRL ability than those with a low sense of school belonging. Therefore, promoting professional identity and intrinsic motivation can be particularly beneficial for students with a strong sense of school belonging in improving SRL ability.

The relationship between self-regulated learning, mindful agency, and psychological resilience in Chinese master of nursing specialists: A cross-sectional study.

Self-regulated learning helps to improve academic performance and is an important strategy for the sustainable development of Master of Nursing Specialists. Consequently, it is relevant to identify the factors that affect self-regulated learning and analyze the correlation between them. This study examined the status quo of self-regulated learning, the relationship between self-regulated learning, mindful agency, and psychological resilience, and explored whether mindful agency and psychological resilience influence self-regulation learning. Chinese Master of Nursing Specialists were recruited to participate in an online survey from March to November 2022. Self-regulated learning, mindful agency, and psychological resilience were measured using three questionnaires, including the Self-Regulated Learning Scale for Clinical Nursing Practice Scale (SRLS-CNP), the Mindful Agency Scale, and the 10-item Connor-Davidson Resilience Scale (CD-RISC-10). The data were processed and analyzed using SPSS26.0. The statistical methods included descriptive statistics, Pearson's correlation analyses, and multiple linear regression. Self-regulated learning of Chinese Master of Nursing Specialists was medium level (59.24 ± 9.33 scores). Mindful agency and psychological resilience were positively correlated with self-regulated learning (p < 0.01) and important predictors of self-regulated learning of Master of Nursing Specialists, explaining 44.6% of the variation. Mindful agency and psychological resilience affected the self-regulated learning level of Master of Nursing Specialists in clinical practice. These results will enable clinical educators to pay more attention to the personal psychological factors of Master of Nursing Specialists to improve their self-regulated learning ability through mindful agency and psychological resilience.

Understanding academic transition and self-regulation: a case study of English majors in China

This qualitative study explores how English-as-a-foreign-language (EFL) learners (i.e., English majors in China) develop their self-regulated learning (SRL) abilities during their academic transition to university. The reflections and interview responses of four Chinese university EFL majors collected over one year were qualitatively analyzed. The results show that the English major students’ use of SRL was externally driven by their negative experiences with learning during their academic transition. Over the year, the students also continued to harness their self-agency to refine their transition strategies constantly and dynamically by developing clear goals and effective tactics. The study concludes that during their academic transition, the EFL students’ self-regulation processes were complicated rather than linear. The results of this study can aid academically transitioning students in overcoming potential obstacles during their transition to university.

Effects of Teaching Presence, Learning Presence, and Self-Regulated Learning Ability on Learning Immersion in LMS Classroom Environment

Effects of Teaching Presence, Learning Presence, and Self-Regulated Learning Ability on Learning Immersion in LMS Classroom Environment