Phases Of Self-regulated Learning Research Articles

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.

Unveiling emotion dynamics in problem-solving: a comprehensive analysis with an intelligent tutoring system using facial expressions and electrodermal activities

Emotions play a crucial role in the learning process, yet there is a scarcity of studies examining emotion dynamics in problem-solving with fine-grained data and advanced tools. This study addresses this gap by investigating the emotional trajectories during self-regulated learning (SRL) phases (i.e., forethought, performance, and self-reflection) among 47 medical students utilizing an intelligent tutoring system. Real-time facial expressions were analyzed through recurrence quantification analysis alongside an examination of electrodermal activities (EDA) across the SRL phases. The findings reveal that emotion stability varied across SRL phases, with students exhibiting more stable emotions during the performance phase. Compared to the forethought and self-reflection phases, students had less frequent and lower intensity of emotional arousal in the performance phase. Moreover, we found that students with better performance demonstrated more stable emotions in the forethought phase, less stable emotions in the self-reflection phase, and a higher level of emotional arousal in the self-reflection phase. These insights highlight the temporal and dynamic nature of emotions in SRL, offering methodological and educational implications for leveraging facial expressions and EDA to monitor and enhance students’ emotional experience during problem-solving.

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

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

Unobtrusive measurement of self-regulated learning: A clickstream-based multi-dimensional scale

AbstractSelf-regulated learning has seen a large increase in research interest due to its importance for online learning of higher education students. Several ways to measure self-regulated learning have been suggested. However, most measurements are either obtrusive, necessitating time and effort from students and potentially influencing the learning process, or only partially portable across courses. In the current study, we develop clickstream-based scales of four self-regulated learning phases that we show are portable across courses. The final scales are based on the COPES model and include two strong and reliable dimensions, enactment and adaptation, one dimension that performs reasonably, task definition, and a weaker one, goal-setting. By considering portability as the main criterion in the scale construction process, we ensured reliable transfer to both similar and dissimilar courses. When considering convergent validity, the created scale has higher bivariate and partial correlations with final student grades than the often-used self-reported MSLQ-SRL scale. We discuss limitations and future research to improve the scale further and facilitate adoption.

Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college

Self-regulated learning (SRL) is pivotal in second language (L2) learning but is often inadequately addressed in classroom instruction. This qualitative study examines the SRL-promoting strategies employed by English for Specific Purposes (ESP) teachers at a university and a vocational college in China, both of which offer English-medium instruction (EMI) programmes. Grounded in Zimmerman's SRL model, this study employs multiple data sources, including interviews, classroom observations, and teaching materials. Findings reveal that teachers from both settings use a blend of explicit and implicit strategy instruction to foster both cognitive and metacognitive facets of SRL. University teachers integrate strong self-assessment methods, such as peer and teacher feedback, in their teaching. However, gaps in the teachers' conceptual understanding of SRL lead to inconsistent emphasis on various components and phases of SRL. Furthermore, our study identifies several factors, such as student characteristics, teacher knowledge and beliefs, and institutional constraints, that influence these instructional practices. The research stands out for its focus on ESP instruction within a Chinese educational context by juxtaposing two different educational settings. It underscores the need for specialized SRL-focused professional development, especially for vocational teachers, and underscores the importance of bolstering SRL in ESP to facilitate a seamless EMI transition.

Self-Regulated Learning Phases in Interpretive Reading Course: How are They Presented in the Lesson Plan?

This paper aims to provide insight on how Self-regulated learning strategy is implemented in a classroom by presenting how three phases of the strategy; Forethought and Planning phase, Monitoring Performance phase, and Reflection on Performance phase; are shown in the lesson plan of Literal Reading Course at university level to support independent learning skill. This is a case study observing the lesson plan of Literal Reading course in a private university in Central Java, Indonesia. It shows the examples on how each phase of the strategy is realized in the lesson plan considering the aim of the phase which is mentioned to be important to help student become familiar with the course and prepare themselves before joining the sessions of the lecture. Integrating the phases in the lesson plan helps students to be more confident and motivated in joining the lecture since they know what they will face in advance instead of getting sudden materials from the lecturer. It can be inferred that the implementation of the strategy is considered complete by arranging a lesson plan that matches the phases of Self-regulated learning strategy to support the process of Literal Reading learning that is expected to guide students during the lecture.

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.

Strategies to support self-regulated learning in integrated, student-centered curricula

Purpose With undergraduate medical education shifting to an integrated, student-centered approach, self-regulated learning (SRL) skills are critical for student success. Educational research holds that learning strategy effectiveness is context dependent. Our study aims to explore what strategies medical students use to support SRL when engaged in the specific context of an integrated, student-centered curriculum. Approach This study took place in two medical schools with integrated, student-centered curricula. Semi-structured interviews were conducted with first-year medical students from both schools, asking them to reflect on the learning strategies they used throughout their first year of medical school. Interview data was analyzed first deductively using the SRL framework and then inductively to understand the specific strategies being used. Findings Students engaged in strategies to support SRL in ways that were unique to the integrated, student-centered context. We found that medical students developed strategies to plan for integration and building connections across material during all three phases of self-regulated learning. Insights By identifying specific tasks and behaviors students utilized during their first year of medical school, this study provides a roadmap that students and educators can use to help students become self-regulated learners.

Investigating students’ performance at self-regulated learning and its effects on learning outcomes in chemistry class at the senior secondary school

ABSTRACT The impact of self-regulated learning (SRL) on students’ performance in various subjects has been extensively studied. However, there has been limited research on how task-specific SRL skills and self-reported SRL skills affect students’ learning outcomes in chemistry classes at senior secondary schools. To address this gap, we examined the task-specific SRL skills, self-reported SRL skills, and learning outcomes of a group of Grade 10 students (n = 170) studying the topic: Changes of Charged Electrolyte Solutions. Data was collected through a self-report SRL skills survey, a task-specific SRL skills survey, and an achievement test, and a path analysis was conducted to explore the relationship and effects between SRL skills and learning outcomes. Our findings revealed a direct relationship between students’ task-specific SRL skills and their chemistry achievement. The clustering analysis showed that a significant number of students had SRL skills at the middle level in chemistry learning. Additionally, students with different SRL levels performed differently at specific SRL phases and strategies. These findings have important implications for teaching strategies aimed at promoting students’ SRL and for the assessment of SRL in science education.

Transition to Medical School: Use of Learning Strategies to Support Self-Regulated Learning in Integrated, Learner-Centered Curricula.

Purpose: Medical education research has demonstrated the importance of supporting students during the transition to medical school, a transition rendered even more complex by many medical schools’ shift toward integrated, learner-centered curricula. 1 Despite prior academic success, many students begin medical school without the learning strategies needed to handle the depth, pace, and structure of the curricula. 2 When students are unable to transition effectively, their academic performance suffers. Self-regulated learning (SRL), a commonly used framework for teaching medical students effective study habits, is a process that students use to acquire academic skills, including setting goals, selecting and developing study strategies, and monitoring effectiveness. 3 Zimmerman proposed 3 phases of SRL: forethought, performance, and self-reflection. 4 While past research shows that successful medical students in a traditional 2 plus 2 curriculum engage in SRL, little is known about which specific strategies first-year medical students use to support SRL when transitioning to an integrated, learner-centered curriculum, and how they employ those strategies. The aim of this study was to document and codify the specific strategies students use in a learner-centered, integrated medical school curriculum to provide a roadmap that future students and educators can use to guide the transition to medical school. Method: Two United States medical schools with integrated, learner-centered curricula collaborated to examine which learning strategies students use to support SRL and how they use them. Thirty-two first-year medical students participated in an interview and were asked to reflect on their approach to SRL at the start and at the end of their first year of medical school. Students were asked to describe what strategies they used to plan (forethought), monitor (performance), and reflect (self-reflection) on their learning. A qualitative analysis of the data was performed using deductive coding that was based on a theoretical framework combining aspects of Zimmerman’s SRL model. Results: The data revealed that most students used a variety of learning strategies during all 3 stages of SRL described by Zimmerman 3 throughout their first year of medical school. Students were able to articulate specific examples of how they used strategies to plan, monitor, and reflect on their learning in an integrated, first-year medical school curriculum. Results indicated that as students progressed through their first year of medical school, they refined their strategy use to better fit the needs of an integrated, learner-centered medical curriculum. Discussion: This work contributes to existing medical education literature by providing concrete examples of strategies that first-year medical students in an integrated, learner-centered curriculum can use when adjusting to medical school. Medical educators recognize that SRL strategies need to be explicitly taught and that the specific SRL strategies used will vary based on the learning environment. The specific strategies, tasks, and behaviors identified in this study represent a bridge between theory and practical steps students can take to engage in SRL. Although students learn about the phases of SRL, they often have difficulty translating each phase into actionable steps as first-year medical students. The specific information provided by this study can aid in diagnosing gaps in learners’ existing processes or serve as concrete suggestions for new strategies, tasks, and behaviors to try when coaching first-year medical students. Significance: This work provides a roadmap of strategies for all stages of SRL that faculty, staff, administrators, and students can use to support learning in first-year, integrated medical school curricula.

Supporting self-regulated learning with learning analytics interventions – a systematic literature review

During the past years scholars have shown an increasing interest in supporting students' self-regulated learning (SRL). Learning analytics (LA) can be applied in various ways to identify a learner’s current state of self-regulation and support SRL processes. It is important to examine how LA has been used to identify the need for support in different phases of SRL cycle, which channels are used to mediate the intervention and how efficient and impactful the intervention is. This will help the learners to achieve the anticipated learning outcomes. The systematic literature review followed PRISMA 2020 statement to examine studies that applied LA interventions to enhance SRL. The search terms used for this research identified 753 papers in May 2021. Of these, 56 studies included the elements of LA, SRL, and intervention. The reviewed studies contained various LA interventions aimed at supporting SRL, but only 46% of them revealed a positive impact of an intervention on learning. Furthermore, only four studies reported positive effects for SRL and covered all three SRL phases (planning, performance, and reflection). Based on the findings of this literature review, the key recommendation is for all phases of SRL to be considered when planning interventions to support learning. In addition, more comparative research on this topic is needed to identify the most effective interventions and to provide further evidence on the effectiveness of interventions supporting SRL.

Progression of students' SRL processes in subsequent programming problem-solving tasks and its association with tasks outcomes

Learning programming is difficult, and many students fail or have poor outcomes. To learn to program means to master steps in the complex problem-solving activity. Previous research uncovered a rich set of domain-specific and generic cognitive and metacognitive strategies students use when they learn to program. The processes that problem-solving experts demonstrate are very similar to those studied by self-regulated learning researchers. This study proposes Self-Regulated Learning (SRL) process types derived from the SRL phases indicators developed from log data captured from students' interaction with the instructional scaffold for programming assignments in LMS. The process types were defined from theoretical and pragmatic perspectives, with the aim to indicate concrete interventions for improving problemsolving skills. We have observed and quantified students' use of the SRL processes of distinct types in the series of five problem-solving assignments. We have also observed the progression of SRL processes used by each student in the assignments. Our modelling showed that students with domain knowledge at the same level achieve higher assignment marks when they demonstrate SRL processes at the higher level; importantly, students with the lowest programming skills benefit the most.

The Frequency of Emotions and Emotion Variability in Self-regulated Learning: What Matters to Task Performance?

Emotion variability and its relationship to performance is an underexplored area of research both inside and outside the realm of medical education. We address this gap by examining the relative importance of the frequency of emotions and emotion variability that occurred in specific phases of self-regulated learning (SRL) in predicting students’ performance. Specifically, 23 medical students were recruited to complete the task of diagnosing a virtual patient in a hospital-simulated environment. Students’ facial expressions were video-recorded and were classified into basic emotions. We calculated the frequency of emotions and emotion variability at each SRL phase: forethought, performance, and self-reflection. Findings revealed that both the frequency of emotions and emotion variability influenced clinical reasoning performance, but they functioned differently in different SRL phases. Moreover, emotion variability negatively predicted performance regardless of which SRL phases it was tied to. This study helps shift the focus of research from the effect of emotions on performance to the joint effect of emotion and emotion variability, which has the potential to address the inconsistency in emotion-related research findings. Although we situate the study in the context of clinical reasoning, findings from this research inform the research of emotion in learning and instruction for other domains. Furthermore, this study lays the foundation for future advances in emotion-related study designs since the introduction of emotion variability leaves many questions unanswered and shows promise for new research directions.

Temporal Assessment of Self-Regulated Learning by Mining Students’ Think-Aloud Protocols

It has been widely theorized and empirically proven that self-regulated learning (SRL) is related to more desired learning outcomes, e.g., higher performance in transfer tests. Research has shifted to understanding the role of SRL during learning, such as the strategies and learning activities, learners employ and engage in the different SRL phases, which contribute to learning achievement. From a methodological perspective, measuring SRL using think-aloud data has been shown to be more insightful than self-report surveys as it helps better in determining the link between SRL activities and learning achievements. Educational process mining on the basis of think-aloud data enables a deeper understanding and more fine-grained analyses of SRL processes. Although students’ SRL is highly contextualized, there are consistent findings of the link between SRL activities and learning outcomes pointing to some consistency of the processes that support learning. However, past studies have utilized differing approaches which make generalization of findings between studies investigating the unfolding of SRL processes during learning a challenge. In the present study with 29 university students, we measured SRL via concurrent think-aloud protocols in a pre-post design using a similar approach from a previous study in an online learning environment during a 45-min learning session, where students learned about three topics and wrote an essay. Results revealed significant learning gain and replication of links between SRL activities and transfer performance, similar to past research. Additionally, temporal structures of successful and less successful students indicated meaningful differences associated with both theoretical assumptions and past research findings. In conclusion, extending prior research by exploring SRL patterns in an online learning setting provides insights to the replicability of previous findings from online learning settings and new findings show that it is important not only to focus on the repertoire of SRL strategies but also on how and when they are used.

Description of Implementation of Self-Regulated Learning on Student at The University of X

This research aims to provide a description regarding the implementation of Self-Regulated Learning on students at the University of X. This research was organized with quantitative methods with types of descriptive. Sampling method on this research using the technique of convenience with the number of participants of 110 students of University consist of 48 males and 62 females. Measurement of Self-Regulated Learning conducted using questionnaires which done by researchers based on 3 phases of Self-Regulated Learning, which are: (1) Forethought, (2) Performance and (3) Self-reflection. The result of this research showed that applying on the first phases which is the stage of Forethought relatively low with the gain of score of 2.62 compared to an average score of 2.82. However, the second phases, which is the stage of performance relatively high with the gain of score above average which is 2.90. the implementation of the third phases which the self-reflection quite high with the score of 2.94. On the research also found the relationship between Grade Point Average (GPA) and the implementation of the 3 phases of Self-Regulated Learning, which is the higher GPA score earned by students, the more optimal the implementation of 3 cycles of Self-Regulated Learning.

What makes practice perfect? How tertiary piano students self-regulate play and non-play strategies for performance success

Self-regulated practice is critical to musicians’ development, but it is unclear what components of practice contribute to performance quality. This study aimed to explore tertiary music students’ practice using performance evaluations as indicators of practice efficacy. Five tertiary piano students prepared a quick study task of two pieces for a mock performance, in 2 hours over 2 days. An expert panel evaluated the mock performances and performers were ranked accordingly. Practice session recordings and interview transcripts were analysed according to the three phases of Self-Regulated Learning (forethought, performance, self-reflection) and linked to the pianists’ final performance evaluations. Successful pianists planned their practice and set interpretative goals, while their less successful peers practiced reactively without planning. The highest-ranked pianist’s self-regulation was facilitated by non-play practice which involved taking long pauses and using strategies such as score study, mark score, and listen to own recording. The lowest-ranked pianist failed to identify problems or self-evaluate effectively. Future studies should explore the use and content of non-play practice strategies, especially self-recording, to empower music students to develop and self-regulate their practice. The quick study task provided an effective practice assessment tool and could be used to diagnose and track practice approaches.

OpenVM MOOCs: a design for self-regulated learning

This paper presents the design of two miniMOOCs (Massive Open Online Courses) Autonomy-driven learning and Self-Regulated Learning (SRL), developed in the Open Virtual Mobility MOOC. The design is based on two concepts: microlearning and SRL. All the MOOC elements were designed to support SRL. From a descriptive and quantitative approach, the research aims to explore participants' satisfaction and their perception on the supporting roles of the miniMOOC for SRL. Data was collected through an online survey through which 375 answers were collected. Results show the general satisfaction of learners with the MOOC design. As for the SRL design gamification and visualization of pathways were more relevant for certain SRL phases such as monitoring learning. OER and related quizzes were useful for all SRL phases. Quizzes especially supported self-reflection. Open Badges supported the forethought phase of SRL. Social elements such as forums and eportfolios obtained the lowest rates in relation to support of SRL. The paper concludes with recommendations for educational research and MOOCs design.

Examining the relationship between emotion variability, self-regulated learning, and task performance in an intelligent tutoring system

Prior research has focused extensively on how emotion tendencies (e.g., duration, frequency, intensity, and valence) affect students’ performance, but little is known about emotion variability (i.e., the fluctuations in emotion states) and how emotion variability affects performance. In this paper, emotion variability was examined among 21 medical students in the context of solving two patient cases of different complexity with BioWorld, a computer-based intelligent tutoring system. Specifically, we examined the influences of task complexity on emotion variability, emotion variability in self-regulated learning (SRL) phases, and the differences in emotion variability between high and low performers. We found that students’ emotion variability varies depending on the SRL phases (i.e., forethought, performance, and self-reflection) and task complexity. High performing students had smaller emotion variability than low performers across the three SRL phases, but the differences in emotion variability were not statistically significant. Moreover, emotion variability in the forethought phase contributed most to high performance when compared to the emotional variability in the performance and self-reflection phases. This study advances theoretical development about emotion variability and provides insights that help explain the mixed results that existed in extant literature.

Time-driven modeling of student self-regulated learning in network-based tutors

ABSTRACT This study applies a time-driven approach to model self-regulated learning (SRL) on the basis of elapsed time metrics in the context of open-ended learning environments (OELEs), specifically, network-based tutors. In doing so, we examine how students allocated attentional resources to distinct phases of SRL as a measure of depth of information processing. Student teachers (N=68) were assigned to two different versions of nBrowser: a static version where the network did not converge on the basis of student interactions and a dynamic version where the network was continually updated by the system. Students designed a lesson plan and completed pre- and post-test self-report measures of knowledge gains. In both the experimental conditions, the results show four distinct SRL profiles that are relatively consistent and can be detected on the basis of behavioral patterns logged by the system across behaviors, namely, planning, requesting hints, studying examples, and monitoring. Although students who allocated more attentional resources to studying examples performed more poorly, their efforts to engage in planning, requesting hints, and monitoring were found to predict knowledge gains and design skills. Furthermore, students assigned to the dynamic version of the system outperformed those assigned to the static version in pedagogical knowledge gains.

Confused, now what? A Cognitive-Emotional Strategy Training (CEST) intervention for elementary students during mathematics problem solving

We developed a cognitive-emotional strategy training (CEST) intervention to teach fifth-grade students (N = 57) self-regulated learning strategies that can be used when confusion is experienced during mathematics problem solving in addition to strategies they can implement during learning to help solve them. Fifth-grade students were randomly assigned to the intervention condition or the control condition. A think-emote-aloud protocol was administered to capture self-regulatory processes and emotions as students solved a complex mathematics problem. Using an explanatory mixed methods design, results revealed that, compared to students in the control condition, students who received the intervention scored significantly higher on the mathematics problem, implemented more cognitive and metacognitive learning strategies across the four phases of self-regulated learning, expressed more positive emotions and fewer negative emotions, and were better able to regulate and resolve their confusion when it occurred. These results extend previous findings from the strategy instruction literature by incorporating consideration of the role of emotions during learning.