Student Self-regulated Learning Research Articles

Parenting styles and teacher interaction on self-regulated learning and academic performance

ABSTRACT The importance of parenting styles and teacher interaction on self-regulated learning (SRL) and academic performance is well documented. This study aimed to identify the correlation between parenting styles and interaction with teachers, with SRL in students and how these predict academic performance. The cross-sectional design research was conducted with 420 students selected using a random cluster sampling method. Data collection was carried out in classrooms through self-administered questionnaires. The study’s results show that the authoritative parenting style and teachers’ cooperative behaviour were positively correlated with SRL strategies. There was a negative correlation between the tolerant parenting style and teachers’ dominance behaviour with SRL strategies. Parenting styles and interaction with teachers accounted for 34.9% of the variance in SRL among adolescents. SRL was positively correlated with academic success. Considering Kosovo students’ low educational outcomes, these findings provide insights for a shift towards more parent-teacher interactive education.

Understanding self-regulation strategies in problem-based learning through dispositional learning analytics

In the ongoing discussion about how learning analytics can effectively support self-regulated student learning and which types of data are most suitable for this purpose, this empirical study aligns with the framework who advocated the inclusion of both behavioral trace data and survey data in learning analytics studies. By incorporating learning dispositions in our learning analytics modeling, this research aims to investigate and understand how students engage with learning tasks, tools, and materials in their academic endeavors. This is achieved by analyzing trace data, which captures digital footprints of students’ interactions with digital tools, along with survey responses from the Study of Learning Questionnaire (SLQ), to comprehensively examine their preferred learning strategies. Additionally, the study explores the relationship between these strategies and students’ learning dispositions measured at the start of the course. An innovative aspect of this investigation lies in its emphasis on understanding how learning dispositions act as antecedents and potentially predict the utilization of specific learning strategies. The data is scrutinized to identify patterns and clusters of such patterns between students’ learning disposition and their preferred strategies. Data is gathered from two cohorts of students, comprising 2,400 first year students. This analytical approach aims to uncover predictive insights, offering potential indicators to predict and understand students’ learning strategy preferences, which holds value for teachers, educational scientists, and educational designers. Understanding students’ regulation of their own learning process holds promise to recognize students with less beneficial learning strategies and target interventions aimed to improve these. A crucial takeaway from our research underscores the significance of flexibility, which entails the ability to adjust preferred learning strategies according to the learning environment. While it is imperative to instruct our students in deep learning strategies and encourage autonomous regulation of learning, this should not come at the expense of acknowledging situations where surface strategies and controlled regulation may prove to be more effective.

Secondary School Teachers’ Use of Formative Assessment Practice to Create Co-regulated Learning

AbstractBy applying formative assessment in the classroom, many teachers want to stimulate students to self-regulate their learning. Co-regulation in formative assessment can stimulate students’ self-regulated learning. However, teachers could apply formative assessment to create co-regulation in the classroom in different ways. This study investigates two research questions: (1) How much teacher and student formative assessment behaviour is planned or unplanned and implemented in the classroom, when formative assessment is implemented to stimulate students’ self-regulated learning? and (2) What do these teacher and student formative assessment behaviours that create co-regulation of learning look like? The formative assessment cycle was used as a framework to describe the formative assessment process in five phases: (1) Clarifying expectations, (2) Eliciting student responses, (3) Analysing and interpreting responses, (4) Communicating about responses and (5) Taking follow-up actions: adapting teaching and learning. Fourteen teachers planned and implemented formative assessment that created co-regulated learning to stimulate students’ self-regulated learning. Teachers’ analysed lesson plans, audio reflections and colleague observations showed that teachers and students used more formative assessment during the lesson than that was planned beforehand. In most of the formative assessment practices, students were stimulated by their teachers to actively engage in, and take responsibility for, formative assessment practice. This resulted in students showing formative assessment behaviour that included self-regulated learning. The results of this study can help teachers and researchers to better recognise and implement formative assessment that creates co-regulated learning to stimulate student self-regulated learning.

Relationship between Self-regulated Learning with Academic Buoyancy: A Case Study among Malaysia FELDA Secondary School Students

Prior studies offer descriptive accounts of empirical evidence on the positive relation between self-regulated learning towards various academic outcomes. However, lack of studies looks into the relation between self-regulated learning specifically with academic buoyancy in secondary school mathematics learning. Therefore, this correlational study aims to assess the relationship between self-regulated learning and academic buoyancy in the context of mathematics learning. Using a sample of 463 secondary school students from FELDA area (southern and east coast area), data were collected from Academic Buoyancy Scale and Self-regulated Learning Questionnaire. Results showed that, overall students self-regulated learning was positively and significantly correlated with academic buoyancy. Besides, all three phases of self-regulated learning namely forethought, performance and reflection phase were also positively correlated with academic buoyancy. The findings of the study offer insights into the importance of having good self-regulated learning skills to be the protective factor in dealing with daily academic challenges in the mathematics learning setting.

Edmodo-based Blended Learning to Improving Mathematical Communication Skills and Self-regulated Learning of High School Students

This study aims to assess the improvement of mathematical communication skills and self-regulated learning in students who engage in Edmodo-based blended learning models. This research employed a quasi-experimental method. The study involved students from the first grade of high school, comprising 32 students from class MIPA 7 and 32 students from class MIPA 8. The instruments used included a test and a questionnaire. The data analysis utilized the t-test through SPSS 25.0 for Windows, specifically the Independent Sample T-test. The results indicated that 1) overall, Edmodo-based blended learning models is effective in improving students mathematical communication skills and self-regulated learning; 2) In the KAM category (high), Edmodo-based blended learning models are effective in improving students self-regulated learning; 3) The effectiveness of Edmodo-based blended learning models for students’ mathematical communication abilities is classified into medium categories. Edmodo-based blended learning has implications for teacher activeness by using technology in education and promotes student self-reliance in the learning process. Keywords: blended learning, emodo, mathematical communication skills, self-regulated learning

A classification tool to foster self-regulated learning with generative artificial intelligence by applying self-determination theory: a case of ChatGPT

AbstractGenerative AI such as ChatGPT provides an instant and individualized learning environment, and may have the potential to motivate student self-regulated learning (SRL), more effectively than other non-AI technologies. However, the impact of ChatGPT on student motivation, SRL, and needs satisfaction is unclear. Motivation and the SRL process can be explained using self-determination theory (SDT) and the three phases of forethought, performance, and self-reflection, respectively. Accordingly, a Delphi design was employed in this study to determine how ChatGPT-based learning activities satisfy students’ each SDT need, and foster each SRL phase from a teacher perspective. We involved 36 SDT school teachers with extensive expertise in technology enhanced learning to develop a classification tool for learning activities that affect student needs satisfaction and SRL phases using ChatGPT. We collaborated with the teachers in three rounds to investigate and identify the activities, and we revised labels, descriptions, and explanations. The major finding is that a classification tool for 20 learning activities using ChatGPT was developed. The tool suggests how ChatGPT better satisfy SDT-based needs, and fosters the three SRL phrases. This classification tool can assist researchers in replicating, implementing, and integrating successful ChatGPT in education research and development projects. The tool can inspire teachers to modify the activities using generative AI for their own teaching, and inform policymakers on how to develop guidelines for AI in education.

The influences of cognitive abilities on self-regulated learning in online learning environment among Chinese university students with learning disabilities

Students with learning disabilities meet difficulties in cognitive abilities that are likely to affect their learning, especially online learning. Online learning usually lacks efficient face-to-face monitoring and leads to poor learning outcomes; in this case, students' self-regulated learning in an online environment matter. However, Self-Regulated Learning (SRL) status remains unclear for those with learning disabilities and how their working memory and processing speed affect self-regulated learning. A total of 147 undergraduate students were recruited from three public and four private universities in Taiwan to join this study, and they completed a self-reported questionnaire and several psychological measures. Our results revealed significant differences in SRL features between typically developing Chinese undergraduates and those with learning disabilities in an online environment. Compared to the students with learning disabilities, typically developing students outperformed in metacognitive skills, time management, environmental structuring, and persistence. Help-seeking was comparable between both groups. Working memory significantly contributed to SRL in all students, whereas processing speed only significantly influenced SRL in students with learning disabilities. The findings of this study have important implications for educators, researchers, and instructional designers aiming to optimize online learning experiences and support, especially from the perspective of SRL, for all students, particularly those with learning disabilities.

Empowering student self‐regulated learning and science education through ChatGPT: A pioneering pilot study

In recent years, AI technologies have been developed to promote students' self‐regulated learning (SRL) and proactive learning in digital learning environments. This paper discusses a comparative study between generative AI‐based (SRLbot) and rule‐based AI chatbots (Nemobot) in a 3‐week science learning experience with 74 Secondary 4 students in Hong Kong. The experimental group used SRLbot to maintain a regular study habit and facilitate their SRL, while the control group utilized rule‐based AI chatbots. Results showed that SRLbot effectively enhanced students' science knowledge, behavioural engagement and motivation. Quantile regression analysis indicated that the number of interactions significantly predicted variations in SRL. Students appreciated the personalized recommendations and flexibility of SRLbot, which adjusted responses based on their specific learning and SRL scenarios. The ChatGPT‐enhanced instructional design reduced learning anxiety and promoted learning performance, motivation and sustained learning habits. Students' feedback on learning challenges, psychological support and self‐regulation behaviours provided insights into their progress and experience with this technology. SRLbot's adaptability and personalized approach distinguished it from rule‐based chatbots. The findings offer valuable evidence for AI developers and educators to consider generative AI settings and chatbot design, facilitating greater success in online science learning. Practitioner notesWhat is already known about this topic AI technologies have been used to support student self‐regulated learning (SRL) across subjects. SRL has been identified as an important aspect of student learning that can be developed through technological support. Generative AI technologies like ChatGPT have shown potential for enhancing student learning by providing personalized guidance and feedback. What this paper adds This paper reports on a case study that specifically examines the effectiveness of ChatGPT in promoting SRL among secondary students. The study provides evidence that ChatGPT can enhance students' science knowledge, motivation and SRL compared to a rule‐based AI chatbot. The study offers insights into how ChatGPT can be used as a tool to facilitate SRL and promote sustained learning habits. Implications for practice and/or policy The findings of this study suggest that educators should consider the potential of ChatGPT and other generative AI technologies to support student learning and SRL. Educators and students should be aware of the limitations of AI technologies and ensure that they are used appropriately to generate desired responses. It is also important to equip teachers and students with AI competencies to enable them to use AI for learning and teaching.

Perceived formative assessment and student motivational beliefs and self-regulation strategies: a multilevel analysis

Based on an integrated theory of formative assessment and self-regulated learning, this study investigated the relationship between students’ perceived formative assessment practices of teachers and their motivational beliefs (self-efficacy and incremental beliefs of ability) and self-regulation strategies (metacognitive self-regulation and adaptive help seeking). Participants were 1,939 secondary school students (nested in 94 classes) from Singapore, who completed an online questionnaire. After controlling for gender, stream, and grade, we conducted a multilevel path analysis to examine the hypothesised relationships at both student and class levels. We found that at the student level, perceived formative assessment was associated positively with self-efficacy, incremental beliefs of ability, metacognitive self-regulation, and adaptive help seeking; at the class level, perceived formative assessment was associated positively with incremental beliefs of ability and adaptive help seeking. The findings highlight the importance of investigating formative assessment as a multilevel construct and its role in developing self-regulated learning of students.

Correlation of Learning Systems with Student Engagement and Learning Outcomes

Ubiquitous Project Based Learning (UPBL) offers learning opportunities that are not limited by time and place, adapts to students' level of mastery, and creates learning communities where students can engage with each other while working on learning projects. UPBL actively contributes to achieving learning goals as best as possible. This research aims to determine the relationship between Ubiquitous Project Based Learning (UPBL) and Self-Regulated Learning (SRL) with student involvement and to choose the relationship with learning outcomes. This research uses a one-group pretest-posttest design. The parametric statistical test analysis technique of Pearson product-moment correlation was used to calculate the research data findings. The output of data calculations using SPSS is correlation data between Ubiquitous Project Based Learning (UPBL) and Self-Regulated Learning (SRL) students with student involvement and learning outcomes which is known to indicate a significant relationship between UPBL and SRL students, with student involvement and learning outcomes. , which is 0.000 and 0.005, which is smaller than the value of 0.05, it can be concluded that there is a significant relationship between UPBL and SRL students with student engagement and learning outcomes. The research results show that UPBL is substantially related to SRL regarding student engagement and learning outcomes.

Impact of Learning Analytics Guidance on Student Self-Regulated Learning Skills, Performance, and Satisfaction: A Mixed Methods Study

Learning analytics (LA) involves collecting, processing, and visualizing big data to help teachers optimize learning conditions. Despite its contributions, LA has not yet been able to meet teachers’ needs because it does not provide sufficient actionable insights that emphasize more on analytics and less on learning. Our work uses specific analytics for student guidance to evaluate an instructional design that focuses on LA agency between teachers and students. The research goal is to investigate whether the minimal and strong guidance provided by the LA learning approach has the same impact on student outcomes. The research questions are as follows “Does the LA-based minimal and strong guidance learning approach have the same impact on student performance and SRL skills? What are the students’ learning perceptions and satisfaction under LA-based guidance?” A mixed methods study was conducted at a university in which LA-based strong guidance was applied to the experimental group and minimal guidance was given to the control group. When strong guidance was applied, the results indicated increased final grades and SRL skills (metacognitive activities, time management, persistence, and help seeking). Furthermore, student satisfaction was high with LA-based guidance. Future research could adapt our study to nonformal education to provide nuanced insights into student outcomes and teachers’ perceptions.

Kemandirian Belajar Mahasiswa melalui Blended Learning Berbasis Literasi Digital pada Mata Kuliah Aljabar Linier dan Matriks

The importance of self-regulated learning in students is able to make them responsible learners, easy to solve problems, have certain strategies in acquiring knowledge, and control themselves in thinking and acting. Blended Learning is a method that combines conventional learning with virtual learning. The various features presented via the internet can make students active and independent in looking for reference sources as literature to develop their knowledge. The aim of this research is to determine the learning independence of students who take lectures using Blended Learning based on digital literacy. The research method used is a qualitative method. Data analysis was carried out by processing student response questionnaire data and calculating the percentage of response scores to the ideal score. The results obtained were that on average respondents gave the option of agreeing with the highest percentage, namely 45%. Meanwhile, the percentage result of the respondent's response score was 83%, which shows that the respondent's response was in good criteria, because it had a range between 68.01–84.00. So it can be concluded that learning through digital literacy-based Blended Learning has a positive impact on student learning independence.

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.

The Relationship Between Self Efficacy and Self Regulated Learning in Students in Bukittinggi

The relationship between self-efficacy and self-regulated learning in students in Bukittinggi. This study aims to see the relationship between self-efficacy and self-regulated learning in students in Bukittinggi. The population in this study was students at 15 universities in Bukittinggi with stratified proportional random sampling technique. The data collection tool used a self-efficacy scale and a self-regulated learning scale. Data analysis technique using product moment correlation test from Karl Pearson using SPSS 16.0 for windows. The results proved that there was a positive relationship, tevident from the results of the hypothesis test obtained a correlation coefficient rxy of 0.841 and p = 0.000 (p < 0.05).

Kontribusi Dukungan Orangtua dan Dukungan Teman terhadap Self Regulated Learning di SLTA A B Yogyakarta

Self-regulated learning is the skill of organizing and directing oneself in the process of learning. Every student should possess self-regulated learning skills in order to achieve high academic performance. Various factors influence a student's self-regulated learning during their educational journey. According to social cognitive theory, these factors are the result of the reciprocal interaction between individual characteristics, behavior, and the environment. This research primarily focuses on environmental factors, namely parental support and peer support. Both parental support and peer support play a role in shaping self-regulated learning. The research aims to empirically examine the contribution of parental support and peer support to self-regulated learning. The research employs a quantitative methodology and takes the form of an ex post facto study. The study population consists of 385 students in the 11 grade from SLTA A and B in Yogyakarta. A random sample of 77 students was chosen independently. Data were collected using instruments, including a self-regulated learning scale, a parental support scale, and a peer support scale. The empirical results of the study reveal that both parental support and peer support significantly contribute to self-regulated learning, with an F value of 36.703 and p-value of 0.000 (p<0.01). When examined separately, parental support significantly and positively contributes to self-regulated learning, with a t-value of 2.032 and a p-value of 0.046 (p<0.05). Peer support also significantly and positively contributes to self-regulated learning, with a t-value of 8.325 and a p-value of 0.000 (p<0.01). Partially, parental support contributed 2.79% and friend support contributed 47.01% to self-regulated learning, and the rest was influenced by other factors.

The interplay between self-regulated learning behavioral factors and students’ performance in English language learning through Moodle

The increasing popularity of online learning environments, such as Moodle LMS, has led to a growing interest in identifying factors contributing to student success in language learning. Self-regulated learning behaviors, such as goal setting, planning, and self-monitoring, have been identified as key predictors of academic achievement. However, limited research on how these behaviors relate to success in online language learning environments is limited. This study aimed to identify self-regulation learning factors and assess behaviors in English language teaching through Moodle LMS by analyzing trace data. The study analyzed trace data from 1523 English language learners in a Moodle course and identified several behavioral factors. The final course point in English language learning is significantly predicted, including the number of completed quizzes, middle course points, engagement with course materials, time spent on tasks, completion score quizzes, access time in total, and pacing. The study found that completing quizzes was the strongest predictor of the final course point, followed by time spent on task, access time in total, and middle course point. The findings suggest that educators can use the identified behavioral factors to promote self-regulated learning online and develop interventions to support students struggling with self-regulated learning. The studies include using trace data to analyze behavioral patterns and focusing on self-regulated learning factors in online language learning. The study provides important insights into self-regulated learning factors and behaviors in English language learning through Moodle LMS, which can inform the development of effective interventions to support students in online language learning environments.

Hubungan self regulated learning dengan keterampilan berpikir kritis mahasiswa PGSD UNS

<em>The purpose of this study was to determine the level of conscientiousness and self-regulated learning of university students in the elementary school teacher education study program at Sebelas Maret University. The sample of this study was students from the class of 2022. The data collection technique used is a test. Data analysis used descriptive statistical analysis. The results of this study the self-regulated learning of the class of 2022 students in the elementary school teacher education study program is mostly in the medium category, which is 35%, and critical thinking is mostly in the low category, which is 35%. Based on the non-parametric with Kendall Tau correlation test there is a relationship between self-regulated learning and critical thinking skills, which is 0,000 < 0,05. The research can be used as a reference to measure the correlation between self-regulated learning and the critical thinking of university students. This research also explains that self-regulated learning in students increases, followed by an increase in critical thinking skills.</em>

Hubungan Intensitas Bermain Game Online Mobile Legend dengan Self Regulated Learning Siswa SMAN 1 Prajekan di Bondowoso

Self Regulated Learning is a process for individuals to regulate their learning patterns independently to gain knowledge, such as goal setting, planning, learning strategies, self-strengthening and self-instruction. Self-regulated learning is really needed by students to regulate themselves in improving their learning abilities. This research aims to determine the relationship between the intensity of playing mobile legend online games and the self-regulated learning of students at SMAN 1 Prajekan in Bondowoso. The type of research used is quantitative research with correlational methods. The population in this study was 168 students of SMAN 1 Prajekan with a sample of 122 students. The sampling technique uses purposive sampling. Data collection uses Google Form and distribution via WhatsApp messages. The scale used is the Online Game Playing Intensity scale which was adapted from Nugroho's (2020) research (18 items; α= 0.920). The Self Regulated Learning Scale was adapted from research by Sari & Linsiya (2022) (14 items; α= 0.698). The results of this study show that there is a significant negative relationship between the intensity variable of playing mobile legend online games (X) and the self-regulated learning variable (Y) of (r = -0.461; p < 0.05). This means that the higher the intensity of playing mobile legend online games, the lower the students' self-regulated learning, and vice versa

Grit as a predictor of self-regulated learning in students at risk of social exclusion

Grit as a predictor of self-regulated learning in students at risk of social exclusion

Implementation of Electronic Module Based Multiple Representation on Buffer Solution Materials to Improve Students’ Self-Regulated Learning and Cognitive Learning Outcomes

This research aims to determine the differences between self-regulated learning (SRL) and cognitive learning outcomes (CLO) of students who use multiple representation-based e-modules with students who use other teaching materials without being based on multiple representations on buffer solution materials and to determine the percentage of effective contribution. The subjects of this study were students of class XI MIPA at one of the high schools in Yogyakarta. The sampling technique carried out is cluster random sampling with a quasi-experiment method by posttest-only control group design. The instruments used are questionnaires on self-regulated learning and cognitive learning outcomes. The data analysis technique used in the field test results used Hotelling's Trace test and the results of effective contribution were obtained from the Partial Eta Squared value. The results showed that the significance value of 0.000 < 0.05 so that H0 was rejected, which means that there are differences in SRL and CLO of students between students who use multiple representation-based e-modules and students who use other teaching materials without multiple representations based on buffer solution materials. The percentage of effective contribution of the use of e-modules to SRL by 16.5%, CLO by 11.8%, and SRL and CLO by 20.3%.