Self-regulated Learning Strategies Research Articles

The importance of promoting critical thinking in schools: Examples from Germany

Critical thinking is internationally recognized as an important aspect of school education. Particularly in the United States, Scandinavian, and Asian countries, critical thinking is firmly anchored in school curricula. In this context, critical thinking is often aligned with critical thinking skills, which can be taught in structured programs and are comparable to strategies for self-regulated learning. Unlike in the United States, in German-speaking countries, critical thinking is a buzzword in pedagogical debates and is not firmly embedded in instructional contexts. There are desiderata for the entire educational system (theoretical, empirical, and school-practical). In the context of gifted education, development projects place a particular focus on the possibilities of design and investigation. Two projects will be presented, as well as exemplary implementation possibilities relevant to schools’ diagnostic and didactic processes. The projects will be related to each other, and research perspectives are given.

Investigating the Role of Volitional and Motivational Factors for Postgraduate Students’ Self-Regulated Learning in Academic Reading

Academic readings are meaningful and useful sources for academic writing. Both of them are inextricably intertwined. Postgraduate students need to read a lot of academic reading in order to get new insight and knowledge that will be useful for writing academic journals. In order to be successful in reading academic materials, postgraduate students need to apply metacognitive strategies. One of them is being self-regulated learners. There are many factors that promote good self-regulation. Two of them are motivation and volition. Using a mixed-methods explanatory framework, this research aimed to investigate how postgraduates self-regulate themselves in academic readings and to what extent motivational and volitional factors contribute to postgraduate students’ self-regulation in academic reading. The data was gathered through questionnaires completed by 31 postgraduate students and interviews with four chosen students. The findings found that most postgraduate students have motivational and volitional factors that influence their reading habits. It was shown that postgraduate students attributed self-regulated learning to their academic reading. Additionally, it was revealed that self-regulated learning showed a positive, significant, and moderate correlation with motivation (r=.355) as well as a positive, significant, and moderate correlation with volition (r=.456). The study found that academic reading requires postgraduate students to have strong self-regulated learning, motivation, and volitional strategies. Even though the results of the measurement were relatively positive, help from others was still needed, such as from the universities and master’s program lecturers, especially when it came to encouraging students to establish self-regulated learning habits. This study may be useful to the university and master’s program lecturers.

Gender differences in the relations between EFL students' classroom relationships and English language proficiency: The mediating role of self-regulated learning strategy use

This study aimed to explore English as a foreign language (EFL) students' classroom relationships (i.e., teacher-student relationships and peer relationships) and understand how these relationships contribute to English language proficiency between boys and girls. This paper discussed and highlighted the mediating role of self-regulated learning (SRL) strategy use. Self-report questionnaires with 436 4th-5th graders were adopted in a Chinese cultural context. Results of MANOVA revealed that there were generally no gender differences in teacher-student relationships and peer relationships. However, girls tended to use more SRL strategies (i.e., metacognitive and social strategies) than boys, while boys reported a higher level of English language proficiency than girls. Importantly, results from Multi-Group Structural Equation Modelling (MGSEM) suggested that the mediation effects of SRL strategy use between classroom relationships and English language proficiency were significantly different between boys and girls. Specifically, while boys' teacher-student relationships predicted their English language proficiency through metacognitive SRL strategy use, girls' English language proficiency was influenced by their peer relationships through the mediation of metacognitive SRL strategy use. Implications for classroom instructions and EFL teachers to promote boys' and girls’ English language learning through classroom relationships and SRL strategy use in a Chinese cultural context are discussed.

How teachers support secondary school students to become self-regulated learners in technology-enhanced language learning

Despite evidence indicating the importance of self-regulated learning (SRL) for academic achievement and lifelong learning, there remains a lack of understanding regarding how teachers can effectively support their students in enacting SRL with e-learning tools/resources (SRL e-learning). The purpose of this study is to investigate how teachers can support English as a second/foreign language (ESL/EFL) learners’ SRL e-learning. The participants were 1473 seventh (n = 714, 48.5%, 12–15 years old) and eighth (n = 759, 51.5%, 12–16 years old) grade students in China. The proposed framework of teacher support included five dimensions, namely, SRL strategy instruction, resource support (linking SRL and e-learning practices), capacity support (scaffolding students’ e-learning experience), emotional support (communication of expectations and encouragement), and creating a constructivist learning environment. According to the Multivariate Analyses of Variance (MANOVAs), high, average, and low achievers reported different levels of SRL e-learning, suggesting that SRL e-learning contributes to English learning achievement. The structural equation modeling (SEM) results revealed that teacher support for SRL e-learning plays a crucial role in students’ SRL e-learning in ESL/EFL.

Self-Regulated Learning Strategy in the Learning Instructions of Interpretive Reading Courses

The integration of the SRL strategy into instructional practices is motivated by the desire to nurture students' autonomy in learning, a trait that is increasingly emphasized in contemporary educational discourse. This study investigates the integration of the Self-Regulated Learning (SRL) strategy into the instructional framework of an Interpretive Reading course. Given the emphasis on fostering students' learning independence inherent in the SRL strategy, it becomes crucial to ensure that instructional practices align with this objective, particularly within the context of a course designed for first-semester university students. The study adopts a case study approach within an Interpretive Reading class at a private university in Indonesia. Here, the focus is on evaluating the instructional strategies vis-à-vis the criteria delineated in each phase of the SRL strategy: Forethought and Planning, Monitoring of Performance, and Reflection on Performance. The findings reveal that the instructional interventions implemented by the lecturer predominantly meet the criteria established for each phase of the SRL strategy. These instructions serve as scaffolding mechanisms, guiding students towards developing their autonomy in learning processes. Furthermore, the study underscores the effectiveness of these instructions in enhancing students' interpretive reading skills. Consequently, the outcomes of this study hold implications for the integration of digital texts within the instructional context, suggesting their potential to further support and enhance student learning experiences in Interpretive Reading classrooms.

Associations between Goal Orientation and Self-Regulated Learning Strategies are Stable across Course Types, Underrepresented Minority Status, and Gender

Associations between Goal Orientation and Self-Regulated Learning Strategies are Stable across Course Types, Underrepresented Minority Status, and Gender

Examining Chinese EFL learners’ online self-regulated learning: A mixed-methods approach

This mixed-methods study examined Chinese English-as-foreign-language (EFL) learners' online self-regulated learning (SRL) within Zimmerman and Moylan's (2009) SRL Model. It first investigated the learners' online SRL through validating the Chinese version of the Online Self-regulated Learning Questionnaire (COSLQ) via confirmatory factor analysis and descriptive analysis with a sample of 422 participants. Then with the assistance of ChatGPT in coding the learners' responses to semi-structured interviews with a deductive thematic analysis approach, it explored factors impacting the learners' online SRL. Results show that the Chinese EFL learners did not actively engage in online SRL. Their lack of competence in using the SRL strategies under investigation and the negative influence of the online learning setting were the two main factors affecting their online SRL. The study adds empirical evidence in support of Zimmerman and Moylan's (2009) SRL Model and enhances our understanding of SRL in the context of foreign language education. Pedagogical and methodological implications of the study for improving EFL teaching, learning and researching are also discussed.

중등학생의 인지조절전략과 학업 효능감의 관계

Objectives This study empirically examined how cognitive self-regulated learning strategies influence students' academic self-efficacy, considering variations in family backgrounds.
 Methods To achieve this, data from the 1st, 3rd, 5th, and 7th waves of the Korean Educational Longitudinal Study (KELS) 2013 cohort were used, selecting data based on the inclusion of cognitive self-regulated learning strategies in surveys (2nd, 3rd, 5th, 7th waves), post-middle school time points (3rd, 5th, 7th waves), and parental demographic background surveys (1st wave).
 Results Analyzing three time points of longitudinal data, vulnerable students showed lower academic self-efficacy and cognitive self-regulated learning strategies compared to non-vulnerable students. Using a two-way fixed effects model, an increase in cognitive self-regulated learning strategies had a static effect on changes in academic self-efficacy, with a greater impact observed among vulnerable students.
 Conclusions This study suggests evidence that socioeconomic-based disparities in students' academic self-efficacy can be mitigated. The need for additional cognitive self-regulated learning strategy education for vulnerable students is emphasized.

Effects of game-based learning integrated with the self-regulated learning strategy on nursing students' entrustable professional activities: A quasi-experimental study

BackgroundIn the field of nursing education, the expertise and knowledge required to perform Leopold's Maneuvers are critical, forming an integral part of Entrustable Professional Activities for nursing students. As a result, mastering Leopold's Maneuvers has become a core component of nursing education. Despite this, the prevailing didactic methods in many nursing courses tend to limit interactive and contextual learning experiences, which can hinder students' ability to engage deeply with the subject matter. This lack of engagement may subsequently affect both the effectiveness of students' learning and students' clinical judgment capacity, essential elements in the competencies of Entrustable Professional Activities. MethodsA quasi-experimental design was employed in this study, involving a total of 55 nursing university students, with 28 participants in the experimental group and 27 in the control group. The research incorporated game-based learning integrated with the self-regulated learning strategy, and employed a pretest, posttest, and questionnaires to assess students' learning performance, self-efficacy, and learning motivation. The experimental group participated in game-based learning with the self-regulated learning strategy, whereas the control group experienced game-based learning without the integration of self-regulated learning. Learning performance was analyzed using an independent samples t-test, while Analysis of Covariance was employed to compare the self-efficacy and learning motivation of the two groups. ResultsThe findings showed that the integration of game-based learning with the self-regulated learning strategy can significantly improve students' learning performance, self-efficacy, and learning motivation. ConclusionAs an integral part of Entrustable Professional Activities, Leopold's Maneuvers were integrated into an interactive game-based learning environment, coupled with the self-regulated learning strategy in nursing education. This approach aimed at cultivating core competencies among nursing students. This study has demonstrated its efficacy in engaging students effectively, serving as a dynamic resource for immersive learning in Leopold's Maneuvers, aligning well with the design considerations for promoting Entrustable Professional Activities in nursing education.

Investigating the relationship between metastrategy use and task engagement in an EFL context: a structural equation modeling approach

ABSTRACT Purpose: The significance of self-regulated learning (SRL) strategies has been extensively discussed in second language acquisition (SLA) research. However, their specific influence on EFL students’ task engagement has remained under-explored. To address this gap, this study analyzed the correlation and predictor power of different components of SRL metastrategy use and task engagement. Design/methodology/approach: To do so, two questionnaires were completed by 302 undergraduate university students in Iran. Structural equation modeling (SEM) was utilized to analyze the data. Findings: The results of SEM revealed a positive relationship among the underlying dimensions of SRL metastrategies and task engagement. It was also found that EFL learners’ use of SRL metastrategies could significantly predict their task engagement in different modes. Originality/value: Some conclusions and implications are presented in the study to promote EFL teachers’ and educators’ understanding of the psycho-affective side of SLA. The paper ends with theoretical and pedagogical implications that aim to promote understanding of task engagement in theory and practice.

Empowering Teachers: Self-Regulated Learning Strategies for Sustainable Professional Development in Initial Teacher Education at Higher Education Institutions

Promoting self-regulated learning (SRL) skills among teachers has emerged as a sustainable professional-learning approach, contributing not only to equip teachers with tools for lifelong learning and professional growth but also to the overall quality of the educational system. Recognising teachers as pivotal agents in this endeavour, this study addresses the under-researched area of promoting SRL skills during initial teacher education at higher education institutions. This study examines factors promoting key SRL strategies among 546 Catalan pre-service teachers. Controlling for students’ sociodemographic information, multiple regression analyses are used to make inferential judgments and test the separate effects of the independent variables. The findings emphasise the importance of maintaining a proactive attitude that does not preclude them from seeking help when needed, as well as equipping pre-service teachers with the ability to identify the required academic resources and to maintain their engagement and motivation for self-directed learning. Through rigorous analysis, this study not only provides valuable insights into the factors shaping SRL skills but also highlights the broader sustainability narrative within education. Moreover, the study advocates equipping pre-service teachers with the skills to identify necessary academic resources, promoting resource efficiency, and fostering a culture of continuous learning and adaptation.

Developing students’ self-regulated learning strategies to facilitate vocabulary development in a digital game-based learning environment

This study investigated how a digital game-based learning (DGBL) environment affected low- (LP) and high-proficiency (HP) primary school students’ self-regulated learning strategies and vocabulary development. Data were collected from 62 sixth graders (20 LP and 20 HP students) who learned English as a Foreign Language (EFL). The statistics suggested DGBL benefited both LP and HP students’ self-regulated learning strategies and vocabulary development. DGBL encouraged LP students to develop cognitive, metacognitive, and resource management aspects of self-regulated learning strategies. With self-regulated learning strategies, LP students could benefit more from DGBL than HP students did in vocabulary development, reducing the gaps between LP and HP students. The prediction of the simple regression analysis also showed self-regulated learning strategies in DGBL contributed to students’ progress in vocabulary learning.

Exploring Self-Regulated Learning Strategies in Reading Comprehension for English Majors: A Post-Pandemic Perspective

ABSTRACT Incorporating effective reading strategies is vital to language learning, as reading is considered to be among the most fundamental skills in acquiring knowledge and achieving success. Research has shown that good readers are often high achievers, and with the support of technology and Self-Regulated Learning (SRL) strategies, students can further enhance their reading abilities to become more independent and successful learners. This study dives into the topic of SRL strategies use in reading comprehension for English majors, especially after the recent impact of the Corona pandemic. Through a comprehensive survey of 198 students from two Moroccan universities, this study uncovers significant perspectives on the correlation between SRL strategies and reading achievement. The results reveal that while Moroccan English majors reported a medium level of SRL in reading, female students outscored male students, whereas third year students outscored first and second year students. Meanwhile, a positive correlation was found between SRL strategies’ use and reading achievement. These findings suggest that learners, and male learners in particular, would benefit from being encouraged to use SRL strategies in reading. Furthermore, this study highlights the need for greater attention to time management strategies and peer learning, rehearsal, self-talk about efficiency, and elaboration. This research represents a valuable contribution to the literature on SRL strategies use in the context of EFL learning offering new directions for future research and implications for professors and students alike.

한국어 교육을 위한 온라인 수업만족이 학업성취도에 미치는 영향

This study explored the characteristics of Korean language education at universities in China as well as strategies to overcome the limitations of online education. According to the research findings, satisfaction with online classes positively influences learners’ academic achievement. Therefore, it is important to establish and support online education environments and to explore blended learning methods and educational strategies utilizing AI technology. Additionally, learners’ self-regulated learning strategies were found to moderate the relationship between satisfaction with online classes and academic achievement. Consequently, enhancing monitoring functions related to learning and providing tailored teaching designs and learning checks by educational professionals or instructors are crucial. Through these efforts, it is expected that solutions to overcome the limitations of online education and improve academic achievement can be explored.

Self-Regulated Learning Strategies and Their Relationship to Self-Efficacy Among the Students of Psychology Department at Bordj Bou Arreridj University

The study aimed to identify the relationship between self-regulated learning strategies and self-efficacy among psychology students at the University of Bordj Bou Arreridj and whether there are differences between them in terms of self-regulated learning strategies and self-efficacy according to the university level variable. The study was conducted on a random sample of (126) male and female students where the researcher applied the descriptive approach and the scale of “Pintrich and Others (1991)” of the self-regulated learning strategies and the scale of “Kim & Park (2000)” of self-efficacy. The results of the study showed that there is a correlation between the scores of self-regulated learning strategies and the degrees of self-efficacy among psychology students at the University of Bordj Bou Arreridj. The study also revealed that there were no differences in self-regulated learning strategies and self-efficacy among psychology students at the University of Bordj Bou Arreridj according to the university’ level variable.

Student’s Self-Regulated Learning in Online Class Design Based on Reflective Learning

This study explored the connection between Self-Regulated Learning (SRL) strategies and student learning outcomes, alongside detailing the SRL strategies students employ in reflective learning contexts. Conducted as a quantitative descriptive with 53 student participants, the research utilized correlation analysis to examine the interrelationships between various SRL strategies and employed a three-stage qualitative analysis process: data reduction, data presentation, and conclusion drawing. The findings reveal significant positive correlations among SRL strategies, notably between learning responsibility and environmental structuring (r = 0.706), memory strategy and goal setting (r = 0.717), and goal setting and self-evaluation (r = 0.722). The least positive correlation was found between self-evaluation and organizing (r = 0.437). Additional positive relationships were identified between memory strategy and perceived value (r = 0.668), goal setting and value (r = 0.762), self-evaluation and value (r = 0.669), seeking assistance and value (r = 0.763), environmental structuring and value (r = 0.825), learning responsibility and value (r = 0.795), and organizing and value (r = 0.645). Reflective learning stages—comprising the forethought phase, the performance phase as evidenced by students presenting their experiences, and the self-reflection phase during evaluation—highlight the intricate dynamics of students' SRL strategies. This study underscores the positive impact of SRL strategies on learning outcomes, offering insights into the effective application of reflective learning in educational settings.

Fostering self-regulated learning in preschool through dynamic assessment methodologies.

Self-regulated learning is a transversal competency which plays a central role in acquiring autonomy. This investigation aimed to support approaches that foster self-regulated learning in preschool. We proposed to improve preschoolers' self-regulated learning strategies (i.e., forethought, performance, and self-reflection) through the educational intervention Pipo and Mia, the magic knights, hypothesizing different results when comparing levels of the program intervention. Participants included 115 preschoolers and their nine teachers. Teachers implemented the program to children, and engaged in professional training simultaneously. Aiming to validate the Dynamic Assessment of Self-regulation in Preschool (DASP) method socially, it was used as children's pre and post-measure, and focus groups were conducted with teachers to assess its validity. Results showed improvements in children's use of strategies, and some significant differences between intervention levels. Teachers highlighted the DASP method potentialities. The study's contributions and constraints are discussed considering implications for practice, research, theory, and policy.

Measuring secondary school students’ L2 writing self‐regulated strategies in the Korean EFL context

AbstractThis study examined the evidence for the reliability and validity of the Self‐Regulatory Writing Strategy Questionnaire (SRWSQ) and its suitability for the Korean English as a foreign language (EFL) context. The results indicated that the six dimensions of self‐regulated learning (SRL) strategies (writing planning, goal‐oriented monitoring, goal‐oriented evaluation, emotional control, metacognitive judgment, and memorization strategies) were closely but independently related to each other, falling under the overarching construct of self‐regulation. However, certain items require revision to ensure a more culturally sensitive measurement of SRL strategies in the Korean EFL context. The study observed differences in the use of SRL strategies based on gender and grade level. Furthermore, the use of SRL strategies significantly influenced students’ writing achievement. The study underscores the importance of SRL writing strategies in EFL contexts and discusses implications for teachers and future research.

More is not always better? Vocabulary learning strategies instruction in online environment

ABSTRACT Prior studies have reported positive outcomes of technology-enhanced vocabulary learning and recommended self-regulated learning (SRL) as a design principle for the relevant technologies. However, there has not hitherto been any comprehensive study of the combined use of SRL and specific vocabulary-learning strategies in technology-enhanced learning environments. This study addresses this gap by conducting an experiment on the development of an educational website that promotes self-regulated vocabulary learning. Prior to undergoing a six-week training program, 120 participants were randomly assigned to one of three groups based on two vocabulary-learning strategies: (1) a lexical-inference group; (2) a dictionary-use group; or (3) a dictionary-use with lexical-inference group. Comparisons of the gain scores among the three groups revealed that the lexical-inference group demonstrated the best performance in terms of vocabulary retention, while the dictionary-use group excelled in vocabulary knowledge and reading comprehension. Additionally, simultaneous utilization of these strategies may lead to some adverse effects. These findings highlight the importance of vocabulary learners developing a clear understanding of when to employ a specific strategy, honing their ability to effectively transfer between strategies, and enhancing their proficiency in each strategy. By doing so, learners can potentially maximize the benefits derived from their vocabulary learning endeavors.

Meeting the challenges of continuing education online courses: Can we promote self‐regulated learning strategies with adaptive support?

AbstractOnline courses are particularly attractive in continuing education because they offer a high degree of autonomy and flexibility, although this requires learners to take greater responsibility for self‐regulating their learning. That can be challenging for adult learners as they need to handle other obligations in addition to learning. Thus, self‐regulated learning (SRL) support might be needed. In the present study, we aimed to investigate how the specific SRL challenges that adult learners face in online courses can be supported adaptively. Main challenges for adult learners consist in managing learning resources (e.g., time, attention, learning environment). To address these challenges, we developed an adaptive support intervention comprising several features. To assess the effects of the adaptive support on the self‐reported SRL strategy application of adult learners, we analysed data from five iterations of a continuing education online course comparing iterations with adaptive support (with a total of N = 36 participants) to iterations without (with a total of N = 35 participants). Results indicate that the adaptive support significantly improved environmental structuring but did not significantly affect other SRL strategies. Further analyses revealed that learners who did not use the support deteriorated in managing their learning time and in setting specific learning goals during the course. Practitioner notesWhat is already known about this topic Adult learners are likely to face various challenges in self‐regulated online learning, including managing conflicting responsibilities and maintaining focus. Adult learners' successful application of SRL strategies can be challenging, underlining the need for support. Adaptive support interventions have demonstrated positive effects in various educational contexts, indicating potential effectiveness for adult online learners as well. What this paper adds The study provides insights into the positive effects and potential pitfalls of designing an adaptive support intervention to improve adult learners' self‐reported use of the SRL strategies of effort, attention, time management, environmental structuring, and goal setting. Implications for practice and/or policy The findings suggest that providing adaptive support, namely a structured course overview and adaptive recommendations of learning time and relevant content, can positively influence adult learners' environmental structuring. Our findings also highlight the challenge of achieving optimal support design, as evidenced by low support use. This finding highlights the need to explore additional methods to motivate adult learners to use the support provided while carefully respecting their autonomy.