Self-regulated Learning Competence Research Articles

Teachers matter: linking teachers and students’ self-regulated learning

ABSTRACT Teachers play an essential role in supporting students to become self-regulated learners. It is assumed that teachers’ professional competence in self-regulated learning (SRL) influences their promotion of SRL, which in turn influences students’ acquisition of SRL skills. However, the links between teachers’ SRL competences, SRL promotion, and students’ SRL have not yet been the subject of extensive research. In a multilevel analysis with 167 lower secondary teachers and their 2,785 students, we examined the relationships between teachers’ professional competences (own SRL skills, mindsets, pedagogical content knowledge about SRL, self-efficacy, and attainment values), teachers’ self-reported and students’ perceived SRL promotion, and students’ SRL skills (metacognitive, motivational, and cognitive strategies, and metacognitive strategy knowledge). The results highlight the importance of teachers’ self-efficacy for their self-reported SRL promotion. Furthermore, SRL promotion was positively related to students’ metacognitive, motivational, and cognitive strategies but not to their metacognitive strategy knowledge. The analyses of indirect effects showed that teachers’ own SRL as self-regulated learners and their self-efficacy as agents of SRL were indirectly related to students’ SRL through the promotion of SRL. Focusing on teachers’ SRL competences as both learners and agents could help to understand better why teachers do or do not promote SRL, thereby explaining the development of students’ SRL.

Towards the pivotal factors for the influence of flipped classroom on students’ self-regulated learning and EFL speaking competence

Towards the pivotal factors for the influence of flipped classroom on students’ self-regulated learning and EFL speaking competence

YouTube and English Learning: Transformative Impact on Self-Regulated Learning Competencies

The awareness of learning English has risen not only on students but also general community. However, expecting to master English merely relies on classroom learning or formal setting are considered not sufficient. Therefore, more English learners both students and public figured out how to study by themselves. The emergence of YouTube has changed the way people learn English. The various kinds of videos and their flexibility of access raised their awareness to learn English individually. It is a qualitative study. The data were analysed based on (Miles et al., 2014) theory. The researchers interviewed three participants to collect the data. They were selected based on the criteria managed by the researcher. This study used three competencies of self-regulated learning (SRL): cognitive, motivation and metacognitive. This study found that YouTube positively impacted SRL. The participants proved that YouTube helped them to understand English better, made their learning fun and enabled them to reflect their English competence.

Self-regulated learning competencies: supportive resources, work outcomes and employee-related factors

PurposeThis paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.Design/methodology/approachThis briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.FindingsA positive, direct relationship is found between supportive resources (organizational investments in social capital, supervisor autonomy support and favorable customer feedback) and SLRCs. positive, direct relationship is found between SLRCs and commitment to service quality and job performance. Self-efficacy and goal orientation attenuate the relationship between supportive resources and SLRCs.Originality/valueThe briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

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.

The Co-Regulatory Coaching Interface Model: A Case Study of a Figure Skating Dyad

Very little research has investigated co-regulated learning (CRL; Hadwin et al., 2011) in the context of sport coaching for skill acquisition. Although research indicates self-regulated learning (SRL) helps elite competitive athletes optimize their skill acquisition (McCardle et al., 2019), coaching literature has yet to examine how co-regulated learning experiences in joint work between a coach and athlete are associated with SRL competencies in an athlete. Thus, the objective of this instrumental case study was to describe the nature of joint work between an experienced female coach (aged 53, national level) and a male figure skater (aged 15, provincial level) in a naturalistic environment. Season-long data collection involved analysis of recorded dialogue at 16 practices and three interviews with each participant. Using inductive reflexive thematic analysis, we developed higher-order themes related to macro- and micro-levels of CRL, and implications of the coach’s progression on the development of SRL. The Co-regulatory Coaching Interface Model, representing micro CRL interactions, outlines contributions from each member and dialogue processes facilitating skill acquisition. SRL was both an expected contributor to, and a consequence of interface interactions. We discuss coach-athlete dyadic processes, what they mean for athletes’ self-practice time, and how the model contributes a new perspective on collaborative work between coaches and athletes that has not been emphasized in the coaching science on talent development.

Improving self-regulated learning competencies of service employees: roles of regulatory appraisals and supportive resources

PurposeIn the era of technological advancements such as artificial intelligence and robotics, the working environment of service employees is changing, and the need to self-regulate their learning efforts has reached a pinnacle. The purpose of this study is to investigate how supportive resources (organizational investments in social capital, supervisor support and favorable customer feedback) facilitate service employees' self-regulated learning competencies (SRLCs) and how individual factors (self-efficacy and goal orientation) regulate service employee performance outcomes (commitment to service quality and job performance).Design/methodology/approachDrawing on the social cognitive theory and social capital perspectives, a quantitative survey was implemented with 516 service employees of a corporation operating in Turkey in various service sectors (i.e. retailing, health and technology). The data are analyzed through a covariance-based structural equation model.FindingsResults showed that organizational, supervisory and customer-level supportive resources improved SRLCs and subsequently performance outcomes. Service employees' goal orientation and self-efficacy attenuate the relationship between supportive resources and SRLCs.Originality/valueThis paper enhances the current literature by investigating SRLCs of frontline service employees who need more dynamic and adaptive self-managed self-regulated learning rather than passive training activities. Moreover, the unexpected negative effect of regulatory mechanisms (goal orientation and self-efficacy) on the relationship between supportive resources and SRLCs opens new avenues for managers.

Supporting the Flipped Classroom Approach to Higher Education Through a Computer-Based Learning Environment

This study exemplified two successful implementations of a flipped classroom approach using the computer-based learning environment Toolbox TeacherEducation (TTE) integrated into two separate university courses. We questioned how the TTE can be used in a flipped classroom to teach and learn successfully and how participants’ self-regulated learning and user experience contribute to learning. We analyzed two university courses (N1 = 34, N2 = 73) designed as flipped classrooms. To measure knowledge increase, we developed multiple-choice items to collect knowledge before and after learning. Participants showed a significant learning gain in both courses (average p = .025) with an average effect size of d = 1.02. Since self-regulated learning competencies and user experience affect computer-based learning, we addressed these concepts using different questionnaires. Regarding self-regulated learning, the participants reported above-average skills, but we did not find meaningful correlations with learning. Regarding user experience, the participants rated the TTE as highly usable and well designed. Based thereon, we showed how the TTE could be implemented in a flipped classroom to teach and learn successfully.

Exploring achievement-level differences in implementing self-regulated learning instruction in a classical Chinese reading intervention program

Research on self-regulated learning (SRL) instruction typically treats students as a homogeneous group, without considering the possible effects of students’ prior level of SRL competence on the implementation and effectiveness of SRL instruction. To fill this research gap, this study explored the differences in learning outcomes among students with different achievement levels who received an SRL-based classical Chinese reading instruction program. Sixty seven ninth graders from two classes, one with high achievers and the other with moderate achievers, from one secondary school in Hong Kong participated in an intervention program designed by this study’s researchers. The study adopted qualitative methods, including classroom observations, teacher and student interviews, along with supplementary quantitative methods, including reading test and questionnaire, to explore the differences between the two achiever-groups when the intervention program was implemented. The results showed that the two classes differed on students’ SRL performance, the degree of teacher support and student autonomy, and students’ perceptions of SRL instruction. Implications of the findings for SRL research and intervention design are discussed.

Preservice Teachers’ Online Self-Regulated Learning: Does Digital Readiness Matter?

(1) Background: Teaching in today’s schools asks teachers to foster self-regulated learning and digital competences in children and young people. In order to do so, teachers first need to acquire and use these competences themselves. (2) Methods: Based on a mixed-methods approach, the study investigates self-regulated learning in online courses of N = 129 preservice teachers at a German university. (3) Results and conclusions: Perceiving their digital readiness as generally high, preservice teachers appear to not overly self-regulate their learning in the online environment. Finally, preservice teachers’ digital readiness was related only weakly to their online self-regulated learning. A discussion is offered which shows teacher education as a broader phenomenon and implies the need for professional development for teacher educators. Additionally, it is argued to link research on self-regulated learning more closely to research on online learning environments in teacher education.

Do Self-Regulated Learning Practices and Intervention Mitigate the Impact of Academic Challenges and COVID-19 Distress on Academic Performance During Online Learning?

The COVID-19 pandemic introduced significant disruptions and challenges to the learning environment for many post-secondary students with many shifting entirely to remote online learning. Barriers to academic success already experienced in traditional face-to-face classes may be compounded in the online environment and exacerbated by stressors related to the pandemic. In 2020–2021, post-secondary institutions were faced with the reality of rolling out fully online instruction with limited access to resources for assisting students in this transition. Instructional interventions that target students’ ability to self-regulate their learning have been shown to improve academic performance and self-regulated learning (SRL) competencies have also been found to mediate the effect of SRL interventions on higher education. However, few studies have examined the efficacy of fully online SRL intervention on mitigating the impact of psychological distress and academic challenges on academic success. This study examined the moderating roles of self-regulatory practices and SRL intervention in buffering the influence of COVID-related psychological distress and academic challenges on academic outcomes (self-reported grade point average (GPA) and academic challenges) in a Canadian sample of undergraduate students (n = 496). We found (a) levels of metacognitive and motivational challenges fully mediated the impact of COVID distress on GPA, (b) SRL adapting practices moderated the impact of metacognitive challenges on GPA, and (c) semester-long SRL intervention buffered the impact of COVID distress on academic challenges and resulted in lower levels of social-emotional, cognitive, and metacognitive challenges for first year undergraduate students.

EPortfolios for self-regulated learning

ePortfolios in higher education are assumed to be effective at developing and determining complex student competencies and skills highly correspondent to self-regulated learning (SRL). Research validating this assumption, however, is sparse and of varying quality. Drawing on a recent, systematic review of relevant literature by the presenter’s research team, this Pecha Kucha explores major trends and gaps in the research into relationships between ePortfolios and SRL. Corresponding areas and approaches for further research are identified, as well.&#x0D; Sustained academic success requires autonomy, agency, and motivation from the learner to effectively plan and execute learning activities (Henri, Morrell &amp; Scott, 2017; Pintrich, 2004). Due to the correspondence of SRL to these characteristics, higher education practitioners and researchers are increasingly interested in how best to support and determine students' SRL development.&#x0D; ePortfolios are believed to be a means for accomplishing and evidencing this development. ePortfolios are deliberate, curated collections of work that may provide opportunity for development and demonstration of complex outcomes (Stefani, Mason &amp; Pegler, 2007). This value proposition is based on perceptions that ePortfolios are guided by frameworks for learning rather than predetermined product; centre on active learner engagement and authority; and foster connection and synthesis within and across curricula (Watson, Kuh, Rhodes, Light &amp; Chen, 2016). These criteria strongly overlap with elements of SRL and align with best practices in assessment. ePortfolios are also perceived as a way in which educational technologies may be leveraged to allow students to develop and evidence competencies in innovative ways (Author, 2014).&#x0D; The literature supporting such conclusions, however, has recognised problems. These problems range from methodological limitations to a lack of specificity about which activities comprising ePortfolio engagement are most relevant to SRL competencies (Author, 2013; Author, 2018; Rhodes, Chen, Watson, &amp; Garrison, 2014).&#x0D; This Pecha Kucha presents results from a systematic review of relevant literature on ePortfolios and SRL. The objectives of the review were to identify methodologically sound studies examining ePortfolio use in relation to SRL, systematically review whether, and how ePortfolio use improves or allows evidence of students’ SRL skills, and propose useful directions for future research and practice.&#x0D; A systematic, multi-stage review was conducted of relevant, empirical literature. This yielded only eight studies of sufficient quality and relevance to inform understandings of ePortfolios’ interactions with SRL. Results support the general premise that ePortfolios correlate to SRL development in a higher education context. Limitations within the literature, however, inhibit our ability to establish more specific or causal connections.&#x0D; A subsequent thematic analysis of the broader scope of near-acceptable literature yielded a schema of specific, SRL-relevant ePortfolio learning tasks and activities. These have potential for informing practice but require further robust and contextually relevant research. The Pecha Kucha concludes by offering specific suggestions for conducting this research.

Self-Regulated Learning and Working Memory Determine Problem-Solving Accuracy in Math.

This study aims to understand the role of self-regulated learning (SRL) and its different processes in the relationship between working memory (WM) and problem-solving accuracy in math in primary school children. A sample of 269 primary school children (Mage = 8.84, SD = 0.81, 58% boys) participated in this study. Tasks were used as intervention resources to assess children's WM (i.e., reading and computation span tasks), SRL (i.e., a digital game), and performance (i.e., the performance in the game, as well as a traditional math problem). Through structural equation modeling, results revealed that WM predicted children's SRL and their problem-solving accuracy in math, such that those with higher capability for temporary storage attained better accuracy. Accordingly, children's SRL explained the relationship between WM capacity and problem-solving accuracy in math; such that the indirect effect of WM capacity through SRL was lower on problem-solving accuracy in math. Results indicated that the planning phase was a greater indicator of students' SRL in problem-solving accuracy in math. These results highlight the importance of SRL competencies in explaining children's performance in problem-solving in math.

Is the secret to effective lifelong learning lurking in the views of prospective kindergarten teachers? Comparing German and Hungarian prospective kindergarten teachers’ views on learning

Abstract Lifelong learning (LLL) became a basis for education policies in the 21st century. The GLLI (Global Lifelong Learning Index) ranks countries based on their performance in LLL (Kim, 2016). The present paper aims to compare a successful country (Germany) with a mid-performing country (Hungary) in two ways: (1) by comparing the two countries’ framework strategies and training requirements for lifelong learning, and (2) by comparing prospective views on learning in Hungarian (NH=14) and German (NG=14;) kindergarten student teacher groups using Verges’ association matrices in order to identify the key LLL elements in their views. The target group for the qualitative research was selected based on the pedagogical phenomenon that the views of prospective teachers have a great impact on their later work, including in relation to child development (Ránki, 2002; Dudás, 2005; Takács, 2016). The results show that there are some differences in the interpretation of LLL between the two countries, which can be observed in the regulatory documents and the associations made by student kindergarten teachers. The results reveal differences in the importance of self-regulated learning, learning motivation and social competences, and some common elements, like playfulness or joy, in learning activities.

Mind the gap: smoothing the transition to higher education fostering time management skills

Freshmen in Higher Education are required to exhibit a strong inclination to taking ownership of their own learning. It entails well-developed self-regulated learning competences. This demand is further exacerbated in purely online settings such as open distant learning, MOOCs, or disruptive circumstances like the COVID pandemic. Time management skills are an essential component in this process and the target of this study, wherein 348 students covered a course through two conditions: the control group attended the semester in an unchanged way, while students in the experimental group were weekly invited to estimate and log their workload and time allocations, via “reflection amplifiers” provided on their mobile devices. While no major difference in time management and learning performance was observable, data reveals that perceived time allocation and prescribed study-time differ substantially. These results raise questions, on the students’ side, about the potential of qualitative (self-inputted) learning analytics to raise awareness on where time investments go. On the teachers’ side, the results highlight the need to better plan the curricula workload specifically for first-year students.

Exploring Pedagogical Effect in English Online Classes for Primary Students - Focused on the Self-regulated Learning and Academic Achievement

Amidst COVID 19 pandemic, online learning and blended learning have been conducted at local schools to minimize students’ contact. In order to ensure effective academic learning, this study aims to investigate the relevance between primary students’ self-regulated learning competencies and their academic achievements. The study takes two statistical analyses(Independent t-test and Correlation analysis) along with conducting a survey at the end of the semester to understand how the participants perceive their self-regulated English learning. There are three main findings as follows. First, the general result from the survey shows that the participants aware of their self-regulated learning at a moderately high level(M=3.51). They specifically perceive better in the categories of “confidence, self-awareness, and responsibility”. Second, significant differences were reported in the t-test between the higher group and the lower group in terms of their two performance tests. Third, statistical analysis demonstrates the stronger correlation between performance test 2 and assignment submission which is conducted in the 2nd semester. On the basis of these findings, several pedagogical suggestions are made for effective online English learning to promote primary students’ self-regulated competence.

The long road from teacher professional development to student improvement: A school-wide professionalization on self-regulated learning in primary education

ABSTRACT Notwithstanding the value of self-regulation, different studies evidence that self-regulated learning (SRL) is still insufficiently ingrained in schools and that teachers only rarely promote it among their students. Therefore, the current study reports on a one-year school-wide professional development programme (PDP). A quasi-experimental pre-test-post-test design was used with 10 schools randomly assigned to the experimental group (EG) and 10 schools to the control group (CG). To analyse how far the effects of the PDP reach, the impact on teachers’ SRL beliefs, self-efficacy, their SRL promotion behaviour and students’ SRL competences and achievement scores was investigated. Data were gathered from 40 fifth and sixth grade teachers (nEG = 22, nCG = 18) and their 747 upper primary school students (nEG = 448, nCG = 299). Analyses of covariance were used to study teacher-level effects, while multilevel analyses were adopted to investigate student-level effects. Results indicate that the PDP generated an increase in teachers’ SRL promotion, while no significant effect on their SRL beliefs and SRL self-efficacy could be found. Similarly, results overall indicate the absence of a desired intervention effect at the student level. Different explanations for the present results and recommendations for future research are discussed.

Peer Learning, Self-Regulated Learning and Academic Achievement in Blended Learning Courses: A Structural Equation Modeling Approach

The ability for students to self-regulate their learning and to learn effectively with peers become two distinctive competencies in the era of the 4th Industrial Revolution. These competencies also affect academic achievement, an important variable used to measure attainment of learning outcomes. Therefore, this study was conducted to determine the influence of peer learning and self-regulated learning (SRL) strategies on students’ academic achievement. Of the 409 respondents, only 347 were valid for data analysis, forming a usable case of 84.84%. The instruments used was an online questionnaire, which was adapted from pre-existing reliable multi-item instruments. Structural Equation Model (SEM) analysis was used to examine the relationship between the constructs in the hypothesised model. Given that the structural model exhibited a good fit to the data (χ2/df = 1.697; CFI = 0.916; IFI = 0.917; TFI = 0.912; and RMSEA = 0.045), the results unveiled that students’ ability to learn with peers were found to have a positive and significant effect on academic achievement (β = 0.478, C.R. = 3.628, p = 0.000), and significantly influenced students’ SRL strategies (β = 0.793; C.R. = 6.991; p = 0.000). This study also discusses the practical implications to facilitate the development of students’ self-regulated learning (SRL) and peer learning competencies in blended learning courses.

Investigating the Relationships among College Students’ Online Self-Regulated Learning, Grit and 5C Competences

The competences of communication, collaboration, critical thinking, complex problem solving and creativity (5C) have already been widely emphasized by scholars and educators as important abilities in the 21st century society (Hwang, Lai, Liang, Chu, &amp; Tsai, 2017). This study aims to investigate the effects of grit and self-regulated learning on learners’ 5C competences in an online learning environment and measuring it through a quantitative survey. 103 Higher Education students participated in the study. The results of the study are: (1) communication can also be subdivided into two sub-dimensions: communication ways and communication feeling; (2) students’ consistency of interests is not related to their self-regulated learning and 5C competences; (3) the results of linear regression indicated that students’ perseverance of effort could predictor their 5C competences, and students’ self-regulated learning especially goal setting, environment structuring, task strategies, help seeking and self-evaluation all positive impact their 5C competences. The findings suggested us the important meaning to develop students’ characteristic and quality of grit to help students monitor, reflect and adjust their online learning, and develop their key skills ultimately. Implications of the findings for additional research and instruction are discussed.

From the Hospital Bed to the Laptop at Home: Effects of a Blended Self-Regulated Learning Intervention.

Hospitalization poses diverse challenges to school-aged youth well-being and their educational path. Some inpatients, due to the hospitalization duration, frequency or the needed recovery period at home, may struggle when returning to school. To help youth cope with this challenge, several hospitals have been implementing educational interventions tailored to the school-aged children and adolescents needs. Nevertheless, pediatric inpatients with short stays and/or with a recovery period at home usually do not benefit from these interventions. Therefore, the present study implemented a blended intervention (i.e., face-to-face and online) with the aim of training self-regulated learning competences with hospitalized school-aged adolescents with short hospital stays. The intervention was delivered on a weekly basis for eight individual sessions using a story-tool. Results showed the efficacy of the intervention in promoting adolescent’s use of, perceived instrumentality of, and self-efficacy for self-regulated learning strategies. Overall, there was a differentiated impact according to the participants’ age, grade level, grade retention, and engagement in the intervention. These findings support previous research indicating that hospitals can play an important role as educational contexts even for inpatients with short stays. The blended format used to deliver the self-regulation learning (SRL) training also may be an opportunity to extend these interventions from the hospital to the home context.