Self-regulated Learning Behaviors Research Articles

The Promotion of Self-regulated Learning by Kindergarten Teachers: Differential Effects of an Indirect Intervention

The early promotion of self-regulated learning (SRL) has aroused increased interest since it has been highlighted as the key competence for lifelong learning. To meet the demand for early support, an intervention for kindergarten teachers to foster SRL in five- to six-year old children was developed. In the present study, different SRL promotion strategy profiles of kindergarten teachers were investigated by using latent profile analyses and the effectiveness of the developed intervention was evaluated under consideration of the found profiles. The results of latent profile analysis (n= 134 kindergarten teachers) displayed specific profiles that differ regarding the degree of self-reported knowledge concerning strategies to promote SRL in children. Using a sample of n = 76 kindergarten teachers who participated on a three-week training which was focused on the reflection of the own SRL as well as the promotion of SRL, differential effects of the found profiles were investigated. The results indicate that an adaption of the intervention according to the different SRL promotion strategy profiles would be meaningful, because kindergarten teachers with high and low SRL promotion strategy profiles differed significantly concerning their repertoire of supportive strategies and their SRL behavior.

Examining the interplay of affect and self regulation in the context of clinical reasoning

There is an active strand of research on how affect and self-regulatory activities influence performance and learning outcomes, but the mechanisms through which they interact during learning remain poorly understood. Additionally, these constructs have been under-researched in medical education. Using multimodal data in the context of a clinical reasoning task for medical students learning case diagnosis, we explored the temporal nature of cognition, affect, motivation, and self-regulation. With a sample of n = 10 medical students, we collected data on self-regulated learning (SRL) processes through think-aloud analyses; emotion data through facial expressions; and achievement goal orientations and habitual emotion regulation strategies through self-report questionnaires. Results from our sequential data mining techniques and quantitative analyses suggested that high-performing medical students (who arrived at an accurate diagnosis) differed from low-performing students (who did not arrive at correct diagnosis): Low performers reported higher performance goal orientation, and expressed more emotions overall, than high performers. High performers exhibited marginally more monitoring SRL behaviours, while low performers tended to orient and reorient throughout the task. High and low performers also differed on the co-occurrences of, and sequential transitions between, emotions and SRL behaviours. The implications of these findings with respect to research and medical education are discussed.

Effect of Metacognitive Prompts on Undergraduate Pharmacy Students’ Self-regulated Learning Behavior

Objective. To elucidate the ability of pharmacy students to self-regulate their learning, and to determine the impact of their self-regulatory behaviors on their learning outcomes. Methods. This study took a mixed methods approach that used "meta-learning" assessment tasks to identify the learning strategies chosen and relied on by 139 second-year pharmacy students, and to determine the relationships between the quality of strategies and academic achievement. Results. Although students had previously tried a wide range of learning strategies, they only consistently rely on a few of them. When prompted to use more advanced strategies, the quality of strategies reported were significantly related to academic achievement, with significant relationships between achievement and goal setting, self-efficacy, self-satisfaction, self-evaluation, and adaptive reactions. Conclusion. These findings suggest that high-achieving students use higher-quality forethought and self-reflective strategies than do poor-achieving students. Potentially, prompting students to engage in higher-quality strategies may increase students' awareness of their own learning and improve student learning outcomes.

Improving young children’s self-regulated learning using a combination of direct and indirect interventions

ABSTRACT The aim of the reported study is to evaluate the effectiveness of different intervention approaches to promote the self-regulated learning behaviour of preschoolers. The conception of an intervention for younger children requires special attention (Phillips & Shonkoff, 2000) because self-regulated learning in this age range is still in an early stage of development (Bronson, 2000) and is strongly influenced by the social environment (Bodrova & Leong, 2001). For this, various training conditions were designed and systematically combined: a direct, age-appropriate training for preschoolers and an indirect training for preschool teachers who represent important caregivers for this age group. The main question here is whether the combination of the interventions with the simultaneous training for children and preschool teachers is particularly conducive to the self-regulated learning of preschoolers and a child-appropriate performance achievement. This assumption could be partly confirmed for the performance achievement, but not for the self-regulated learning of preschoolers.

Teacher Feedback and Students’ Self-regulated Learning in Mathematics: A Study of Chinese Secondary Students

This study comprehensively investigated how different types of teacher feedback may influence students’ self-regulated learning (SRL) in mathematics. A total of 584 Chinese secondary students participated in this study. Findings showed that teachers provided verification feedback and scaffolding feedback with a high frequency, and provided directive feedback, praise, and criticism with a moderate frequency. Students reported a generally moderate level of SRL in mathematics learning. Male students reported generally higher levels of motivation and more use of cognitive strategies than female students. Results of structural equation modelling indicated that scaffolding feedback and praise predicted students’ improved SRL behaviours. By contrast, verification feedback and directive feedback predicted a reduction in students’ use of organizational strategies but a slight increase in their metacognitive awareness. Criticism predicted students’ increased test anxiety but, unexpectedly, had no predicative power of other presumably possible negative effects on students’ SRL behaviours. Implications for mathematics teachers to develop students’ SRL via feedback are provided and suggestions for future research are discussed.

MOOC learners’ demographics, self-regulated learning strategy, perceived learning and satisfaction: A structural equation modeling approach

Massive Open Online Courses (MOOCs) provide a great platform to study individual and group differences of learners in perceptions, motivations, and behaviors under self-directed learning context. This study examined the relationships, in particular, influential relationships, among MOOC learners' demographics, their self-regulated learning (SRL) strategy usage, perceived learning, and satisfaction. Participants were 4503 learners from 17 Coursera courses who responded to an online survey in 2018. Structural equation modeling showed that participants' age, gender, highest degree, and the number of online courses previously taken significantly predicted both goal setting and environment structuring usage. Previous experience with the course topics only predicted goal setting, not environment structuring. Gender, goal setting and environment structuring strategy usage predicted participants' perceived affective learning. Highest degree, the number of online courses previously took, goal setting, environment structuring strategy usage and perceived affective learning predicted participants' satisfaction with the course. Participants identified themselves with a Latin America culture had better environment structuring strategy usage than any other cultural group and higher perceived affective learning than the other cultural groups except for Other. The results provided implications for researchers studying self-directed learning environments, differences in learning of learners with diverse backgrounds, and SRL behaviors, as well as for educators dealing with increasing SRL strategy usage, improving online learners’ satisfaction and teaching cross-culturally.

Past and Present of Self-Regulated Learning (SRL) in Digital Learning Environment (DLE): A Meta-Empirical Review

Taking into consideration all the work that has been done in the field of regulating the learning processes that happen in one's own mind, there arises a thirst to review all the existing models of self-regulated learning that have been discovered and implemented until now. A considerable number of researchers and their research have long recognized the potential and benefits of the instructional tools available in digital learning environments (DLEs) which are particularly helpful for learners to develop self-regulated learning (SRL) behaviors. This has led to the discussion of a comprehensive analysis and zooming in to novel features in sheer volume of available literature, which is covered in this paper. A comprehensive analysis over models in chronological order is conducted under following aspects: model evaluation, measuring instruments for learning strategy and supported empirical results. Accumulating all this knowledge into this paper will rather be beneficial to researchers as they will obtain the required theoretical insights gained from the provided meta-analytic evidence. This will enable those people who work with digital learning environments to think about and explicitly take note of the degree to which learners have gained this novel capacity of self-learning.

The effect of scenario-based interactive videos on English learning

ABSTRACT The purpose of the present study was to examine the effect of scenario-based interactive videos, on students’ achievement and their development of self-regulated learning behaviors, when used in an English grammar course. Scenario-based interactive videos can present an experience-centered learning environment that enables students to be more active in the learning process. A true experimental research design was used. The sample consisted of 84 seventh-grade non-native speakers from an elementary school. The students were divided into two groups. The experimental group used scenario-based interactive videos, while the control group used non-scenario-based interactive videos. Pre and post-tests were conducted to measure achievements of the students in each group. Moreover, screen log data were examined to evaluate their self-regulated learning behaviors. Finally, the results showed that the students in the experimental group were more successful than those in control group with regard to their achievement level on the posttest. The experimental group showed self-regulated learning behaviors more than the control group did.

Waves: Scaffolding Self-regulated Learning to Teach Science in a Whole-Body Educational Game

This study employed mixed methods to investigate the efficacy of scaffolding self-regulated learning prompts within a whole-body educational game, Waves. This game was designed to teach middle school–aged children basic concepts of waves by moving their bodies to mimic the motions of waves, physically experiencing different velocities and wavelengths. Textual prompts intended to scaffold self-regulated learning behaviors respond to learner actions (or non-actions) within Waves. The adult facilitator reinforced the in-game prompts by speaking them aloud. This study is framed around the research questions: (1) How does a whole-body educational game effectively teach players about STEM concepts? (2) How can self-regulated learning be effectively scaffolded in a whole-body educational game? and (3) Are self-regulated learning scaffolds utilized the same way by all players? A quantitative pre-post assessment of learning and self-regulation skills was further elucidated by a case study analyzing the recorded discourse of two partners while participating in the larger study.

Academic Achievement and Gender Peer Effects on Social Comparisons and Self-Regulated Learning Behaviors in A Taiwanese EFL Context

The main purpose of the present article is to estimate academic achievement and gender peer effects on social comparisons and self-regulated learning behaviors in a Taiwanese EFL context. The participating students were 50 non-English-major freshmen studying in Central Taiwan. Analyses of the data reveal the following findings. First, female students preferred or felt more comfortable making social comparisons with other female students, and they applied more self-regulated learning strategies. Second, male students had a stronger drive to make social comparisons, and they would prepare harder over time for the tests. Third, students with relatively low ability tended toward upward comparison and tended to give up or only study the easy parts.

Systematic literature review: Self-Regulated Learning strategies using e-learning tools for Computer Science

In 1986, Barry Zimmerman and Manuel Martinez-Pons presented a taxonomy containing 14 categories on Self-Regulated Learning (SRL) strategies performed by high school students when studying. Since this study, researchers have used the taxonomy as a framework for their research on students' SRL strategies and behaviours. When the taxonomy was constructed in the mid-1980s, these categories did not consider students’ SRL behaviours while using digital technologies to study. The goals of this systematic literature review are to understand if the original SRL strategies are addressed in modern Computer Science e-learning tools and to determine if tools have emerged that support SRL strategies not captured by the original taxonomy. This review organises the e-learning tools within the SRL categories. It shows that a preponderance of research has been done on certain SRL skills, with limited focus on other categories. The systematic literature review concludes with suggestions for future research opportunities pertaining to tools that support the original categories, as well as tools that support SRL strategies.

Translating Theory Into Practice: Implementing a Program of Assessment.

A program of assessment addresses challenges in learner assessment using a centrally planned, coordinated approach that emphasizes assessment for learning. This report describes the steps taken to implement a program of assessment framework within a medical school. A literature review on best practices in assessment highlighted six principles that guided implementation of the program of assessment in 2016-2017: (1) a centrally coordinated plan for assessment aligns with and supports a curricular vision; (2) multiple assessment tools used longitudinally generate multiple data points; (3) learners require ready access to information-rich feedback to promote reflection and informed self-assessment; (4) mentoring is essential to facilitate effective data use for reflection and learning planning; (5) the program of assessment fosters self-regulated learning behaviors; and (6) expert groups make summative decisions about grades and readiness for advancement. Implementation incorporated stakeholder engagement, use of multiple assessment tools, design of a coaching program, and creation of a learner performance dashboard. The assessment team monitors adherence to principles defining the program of assessment and gathers and responds to regular feedback from key stakeholders, including faculty, staff, and students. Next steps include systematically collecting evidence for validity of individual assessments and the program overall. Iterative review of student performance data informs curricular improvements. The program of assessment also highlights technology needs that will be addressed with information technology experts. The outcome ultimately will entail showing evidence of validity that the program produces physicians who engage in lifelong learning and provide high-quality patient care.

Adaptive Robotic Tutors that Support Self-Regulated Learning: A Longer-Term Investigation with Primary School Children

Robots are increasingly being used to provide motivating, engaging and personalised support to learners. These robotic tutors have been able to increase student learning gain by providing personalised hints or problem selection. However, they have never been used to assist children in developing self regulated learning (SRL) skills. SRL skills allow a learner to more effectively self-assess and guide their own learning; learners that engage these skills have been shown to perform better academically. This paper explores how personalised tutoring by a robot achieved using an open learner model (OLM) promotes SRL processes and how this can impact learning and SRL skills compared to personalised domain support alone. An OLM allows the learner to view the model that the system holds about them. We present a longer-term study where participants take part in a geography-based task on a touch screen with adaptive feedback provided by the robot. In addition to domain support the robotic tutor uses an OLM to prompt the learner to monitor their developing skills, set goals, and use appropriate tools. Results show that, when a robotic tutor personalises and adaptively scaffolds SRL behaviour based upon an OLM, greater indication of SRL behaviour can be observed over the control condition where the robotic tutor only provides domain support and not SRL scaffolding.

\u201cI Know That Now, I\u2019m Going to Learn This Next\u201d Promoting Self-regulated Learning with a Robotic Tutor

Robots are increasingly being used to provide motivating, engaging and personalised support to learners. Robotic tutors have been able to increase student learning gain by providing personalised hints or problem selection. However, they have never been used to assist children in developing self regulated learning (SRL) skills. SRL skills allow a learner to more effectively self-assess and guide their own learning; learners that engage these skills have been shown to perform better academically. This paper explores how personalised tutoring by a robot achieved using an open learner model (OLM) promotes SRL processes and how this can impact learning. It presents a study where a robotic tutor supports reflection and SRL processes with an OLM. An OLM allows the learner to view the model that the system holds about them. In this study, participants take part in a geography-based task on a touch screen with different levels of adaptive feedback provided by the robot. The robotic tutor uses an OLM to prompt the learner to monitor their developing skills, set goals, and use appropriate tools. Results show that, when a robotic tutor personalises and adaptively scaffolds SRL behaviour based upon an OLM, greater indication of SRL behaviour and increased learning gain can be observed over control conditions where the robotic tutor does not provide SRL scaffolding. We also find that pressure and tension in the activity increases and perception of the robot is less favourable in conditions where the robotic tutor makes the learner aware that there are issues but does not provide specific help to address these issues.

Using learning analytics to explore self‐regulated learning in flipped blended learning music teacher education

AbstractBlended learning (BL) is a popular e‐Learning model in higher education that has the potential to take advantage of learning analytics (LA) to support student learning. This study utilized LA to investigate fourth‐year undergraduates' (n = 157) use of self‐regulated learning (SRL) within the online components of a previously unexamined BL discipline, Music Teacher Education. SRL behaviors were captured unobtrusively in real time through students' interaction with course materials in Moodle. Categorized by function: (1) activating—online access location, day‐of‐the‐week, time‐of‐day; (2) sustaining—online frequency; and (3) structuring—online regularity and exam review patterns, all six SRL behaviors were revealed to have weak to moderate significant relationships with academic achievement. Results indicated access day‐of‐the‐week and access frequency as the strongest predictors for student success. Findings regarding access regularity when viewed through results from previous SRL‐LA research may suggest the importance of this SRL behavior for successful students within several BL discipline areas. In addition, the role of learning design (eg, flipped instruction) in potentially scaffolding students' choices toward specific SRL behaviors, was revealed as an important context for future researchers' consideration.

Messages From the Milieu: Classroom Instruction and Context Influences on Elementary School Students’ Self-Regulated Learning Behaviors

ABSTRACTThis study addressed questions about the relations among teacher instructional interactions, classroom environmental contexts, and students’ subsequent self-regulated learning behaviors in upper elementary school. One hundred and six 4th- and 5th-grade students from five classrooms in two schools in two communities (one urban and one rural) in the southern United States participated in the study. Each student was observed in ongoing classroom learning activities during teacher-directed and student-centered academic tasks throughout the school year. A structured observational protocol was used to record information about instruction and feedback provided to students by teachers, classroom and environmental contextual features, as well as students’ self-regulated learning behaviors. Findings revealed that teachers’ instructional information and feedback content both directly and indirectly predicted students’ self-regulation behaviors in the classroom. However, features of the classroom environment and structure influenced how the students made use of the available information and mediated the effects of classroom social interaction.

Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performance

This research aims to investigate the relationship between self-regulated learning awareness, learning behaviors, and learning performance in ubiquitous learning environments. In order to conduct this research, psychometric data about self-regulated learning and log data, such as slide pages that learners read, marker, and annotate, was collected. The accessing activity of device types that stored the learning management system was collected and analyzed by applying path analysis and correlation analysis using data divided into high and low performers. The results indicated that the slide pages which learners read for a duration of between 240 and 299 s had positive effects on the promotion of annotation and the learning performance directly, and albeit indirectly, the enhancement of self-efficacy was affected by other self-regulated learning factors. The results of the correlation analysis indicated that self-efficacy and test anxiety are a key factor that has different effects on the number of the read slide pages in both high and low performers.

Motivational intermediaries of self-regulation among university students

PurposeThe concept of self-regulated learning (SRL) has become increasingly important in higher educational institutes seeking to provide students with a holistic education. It is important for students entering, and faculty within higher education, to understand whether future time perspective (FTP) or self-efficacy is more predictive of self-regulation. The paper aims to discuss these issues.Design/methodology/approachThrough the use convenience sampling, data were collected via an online survey from 130 undergraduate students attending universities in the United Arab Emirates (UAE). Data were analysed using regression analysis and inferential measures identifying themes in participants study habits in order to examine whether it is FTP or self-efficacy that more strongly predicts SRL behaviours.FindingsResults suggest that self-efficacy is a much stronger predictor of SRL in undergraduate students than goal setting, as measured by FTP. Student’s most deficient SRL behaviours related to reading and comprehension of texts prescribed across modules.Research limitations/implicationsDue to the fact that only an adjusted 33 per cent of self-regulation was predicted by the two variables under consideration, researchers are encouraged to identify further variables that may predict students SRL.Practical implicationsThis paper seeks to support both students and faculty in how to draw on SRL in order to optimize students’ success in higher education.Originality/valueThe current research supports the identification of learning behaviours specific to branch campuses in a Middle-Eastern context.

Relationship between Young Children’s Self-Regulated Learning and Play Behavior

Relationship between Young Children’s Self-Regulated Learning and Play Behavior

Individual Differences and Learning Contexts: A Self-Regulated Learning Perspective

This article examines how individual differences (giftedness) interact with learning contexts (favorite versus least favorite courses) to influence learning processes and outcomes. The findings show that gifted and typically developing students differ solely in their expectancies for success and grades among a large variety of measures, including motivation (goal orientations, expectancies, and values) and self-regulated learning (self-regulated emotions, behaviors, and cognitions). These results imply that the learning context can override individual differences. Through the lens of the integrated self-regulated learning model (iSRL; Ben-Eliyahu & Bernacki, 2015), the article discusses why there are contextual differences in learning. By bridging the literature on mastery goal structure and self-determination theory, it is proposed that learning contexts focused on development and self-progress (i.e., mastery goal structured contexts) lead to adaptive achievement outcomes because competing basic needs are satisfied, competition decreases, and resources for learning are freed. Given the importance of self-regulated learning, students should be encouraged to develop learning habits and strategies based on self-regulation, which should be considered a 21st-century skill that can be scaffolded by educators in formal and informal learning settings.