Self-regulated Learning Strategies Research Articles

Learning Analytics to Determine Profile Dimensions of Students Associated with Their Academic Performance

With the recent advancements of learning analytics techniques, it is possible to build predictive models of student academic performance at an early stage of a course, using student’s self-regulation learning and affective strategies (SRLAS), and their multiple intelligences (MI). This process can be conducted to determine the most important factors that lead to good academic performance. A quasi-experimental study on 618 undergraduate students was performed to determine student profiles based on these two constructs: MI and SRLAS. After calibrating the students’ profiles, learning analytics techniques were used to study the relationships among the dimensions defined by these constructs and student academic performance using principal component analysis, clustering patterns, and regression and correlation analyses. The results indicate that the logical-mathematical intelligence, intrinsic motivation, and self-regulation have a positive impact on academic performance. In contrast, anxiety and dependence on external motivation have a negative effect on academic performance. A priori knowledge of the characteristics of a student sample and its likely behavior predicted by the models may provide both students and teachers with an early-awareness alert that can help the teachers in designing enhanced proactive and strategic decisions aimed to improve academic performance and reduce dropout rates. From the student side, knowledge about their main academic profile will sharpen their metacognition, which may improve their academic performance.

Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications

This study aims to determine the effect of self-regulated learning (SRL) on students' mathematical creativity through the "zoom" mobile e-learning application. SRL is learning that refers to activities to control and regulate the learning process independently of students to find creative ideas. This quantitative research uses a quasi-experiment approach. Participants in this study were 53 students at a secondary school in Malang, Indonesia. Participants were divided into two groups, namely 26 students in the experiment group and 27 students in the control group—grouping based on the purposive random sampling technique. The design of this study used a Nonequivalent Pre-Test and Post-test Control-Group design because the implementation of SRL was only for the experiment group, but both groups carried out pre-test and post-test. The data analysis technique used paired T-test analysis to compare and identify students' creativity from the experiment and control groups. Data analysis using the SPSS 23 application. The results showed that students' creativity in the experiment group was higher than in the control group. In the experiment group, students provided many creative solutions for various shapes of cube nets. This research will provide educators with suggestions to consider implementing SRL strategies to increase students' creativity in “Zoom” e-learning applications.

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.

English as a foreign language learners' strategy awareness across proficiency levels from the perspective of self-regulated learning metafactors.

The previous three decades have seen a growing body of research into language learners’ self-regulated learning (SRL), language learning strategy (LLS) use, and their possible effects on proficiency. This study thus provides insights into the relationship between elementary and low intermediate learners’ perceptions of their self-regulated strategy use in English as a foreign language (EFL) and their attitude to English in relation to their proficiency level. Nine hundred and sixty-six higher proficiency students and 399 lower proficiency students in Year 8 participated in the research. A revised Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ), a version of Oxford’s Strategy Inventory for Language Learning (SILL), was completed by the participants. Our findings shed light on higher proficiency learners’ significantly higher level of strategy use. Learners at higher levels relied more strongly on their metacognitive strategies, such as planning, organizing and monitoring their cognitive processes. Our analysis also showed a high correlation between the different factors of metastrategy use (metacognitive, meta-affective, metasocial, and metamotivational) and cognitive, affective, social, and motivational strategy use in relation to attitude and proficiency. A path analysis also reinforced our assumption that metafactors significantly determine learners’ proficiency across strategy use and attitude in both higher and lower-level students. The positive contribution of the metastrategies on their corresponding regulated strategy fields appeared to be robust, thus underlining recent LLS research that emphasizes the role of metafactors in the language learning process.

Self-regulated learning strategies of Macau English as a foreign language learners: Validity of responses and academic achievements.

Self-regulation is important in enhancing students’ academic performance, yet evidence for the systematic and valid instruments to measure self-regulated learning strategies of college students in an English as a foreign language context is far from robust. This study was situated to develop an evaluation tool to examine the status quo of self-regulated learning strategies employed by college English learners and the associations between the use of these strategies and their academic achievement. A large-scale survey was conducted at a university in Macau to provide evidence of the construct validity of responses to the questionnaire on self-regulated learning strategies. Conceptualized in social cognitive theory, the questionnaire comprised environmental, behavioral and personal self-regulated learning strategies with 48 items weaving into 10 dimensions. Strong evidence for reliability and validity was found. Findings also revealed that students who intrinsically valued and used more self-regulated learning strategies achieved higher academic performance. Students in advanced-level English course reported significantly more frequent use of self-regulated learning strategies than students in medium-level and mixed-level English courses. Our results draw attention to the pedagogical orientation for teachers of English as a foreign/second language in helping students become adaptive learners with self-regulative process.

Investigating Learners’ Changing Expectations on Learning Experience in a MOOC of Professional Translation and Interpreter Training

This study investigates the dynamic pattern of learners’ evaluation of their learning experiences on the MOOC platform at different stages. Data include 364 evaluative comments from the large MOOC in Consecutive Interpreting for a period of 15 weeks. The results of MANOVA test suggest that MOOC learners left significantly more comments on four areas at the later stage compared with those at the early stage: learning resources, learning community, learning opportunity, and student voice. It suggests that MOOC learners at a later stage are looking for a learning environment which supports self-assessment, peer feedback, and coaching to fulfil their personal needs and expectations. Moreover, qualitative thematic analysis suggests that learning resources addresses three areas: the design of the tasks, helpfulness, and diversity of the resources. Learning community largely refers to peer-feedback, co-instructions of peers, and instructors. Learning opportunities refers to the tasks which improve professional knowledge, self-regulated learning strategies, and language proficiency. Last, student voice indicates three types of tensions: the need for pre-existing knowledge to study MOOCs, learners’ diversified personal goals and teaching objectives of MOOCs, preferred learning strategies between MOOC designers and learners.

The efficacy of self-regulated learning strategies on learning english grammar: the mediating role of identity styles

The efficacy of self-regulated learning strategies on learning english grammar: the mediating role of identity styles

Correlation of Self-regulated Learning on Blackboard and Academic Achievement of Islamic Studies Students

Focusing on learners’ active roles has brought Self-regulated Learning (SRL) to attention. Since its introduction in the mid-eighties, research has discussed several models and conceptual frameworks pertaining to SRL. Yet, more studies are required to explain how students achieve SRL and how it associates with academic achievement. Additionally, the potential of modern learning tools such as the Blackboard Learning Management System LMS and their role in promoting SRL are highly valued. To this end, the current study adopted a 27-item questionnaire based on different SRL models. It surveyed a sample of 165 students regarding their use of SRL strategies while they were engaged in online courses through Blackboard. The correlation between students’ use of such strategies and their academic achievement was ultimately calculated. It was found that students with higher academic performance apply a broader range of SRL strategies. Also, a variance can be seen in the type of strategies used. These findings are traced back to the features afforded by Blackboard, which result in SRL if they are appropriately deployed. Accordingly, teachers are called to utilise LMSs to promote SRL strategies and train their students in their use. These results are considered significant as most previous research has focused on the SRL concept rather than its effect on academic achievement. However, further empirical research on LMS features and their impact on developing SRL is recommended.

Self-reliant Learners in Higher Education: Perspectives and Insights

The prime objective of this study was to explore the level of adopted self-regulated learning (SRL) strategies of students studying at higher education. A qualitative research approach was adopted to collect data from the students of one public sector university. A convenient sampling approach was adopted to collect data from sixty participants studying in various undergraduate programs. A semi-structured interview protocol was developed to collect data based on the three key components of self-regulated learning. All the interviews were recorded verbatim for analysis. Content analysis was performed to analyze data. Sub-categories of three phases of SRL model was considered as unit of analysis. Findings were inferring in view of each phase of self-regulated learning. Findings suggested that the adopted level of self-regulated learning of learners at higher education was very weak. As to forethought, learners do not set goals, plan and analyze their tasks. As to performance phase, students mostly reported their working styles. They report certain strategies to perform their tasks which were mostly collaborative. They did not particularly mention about self-control and self-observations in relation to their tasks. Lastly, as to self-reflection phase, no particular finding was identified in relation to this phase, students mostly depend on their teacher to receive feedback on their tasks. They hardly judge their performance and react accordingly.

Study on the Discipline and Regulation of Webtoons

Study on the Discipline and Regulation of Webtoons

In Reply to Yates.

We appreciate Yates’ insights on the need for longitudinal measures of self-regulated learning strategies, metacognition, and critical thinking, and we want to explain why we only longitudinally measured the growth of medical students’ knowledge. We agree that collecting multiple measures of these 3 concepts, serially or only at the beginning and the end of the study period, can provide illuminating results. However, a couple of concerns caused us to drop the idea to simplify the model. One is that modeling the growth of the student performance as the outcome measure was the focus of our study. Including multiple measures of the 3 scales and the growth pattern of each concept may have blurred the focus. The other is the sample size of the study. We had only a moderate sample size available and needed to consider whether the parameter estimate could achieve adequate power (> .80) in the complex model. We are glad that the importance of different students’ growth patterns was pointed out in Yates’ letter. Identifying different types of growth patterns and comparing the evolution of self-regulated learning strategies with the growth patterns in medical knowledge would be illuminating. But this model, the growth mixture model, requires a larger sample size to achieve adequate power. The higher the number of hypothesized growth patterns, the larger the required sample size. Standard practice is to use 10 times the number of measured indicators 1 multiplied by the number of growth patterns as the minimum sample size. Therefore, pooling comparable data from multiple institutions would be needed to make this study plausible. In addition, we would need to have a well-developed scale/instrument to provide comparable scaled scores when measuring growth across different time points. Studies examining the psychometric properties of the 3 scales in longitudinal settings are needed first. We have an unbiased estimate only when we have psychometric evidence to justify and validate that the change scores among repeated measures are not due to memory. As Yates pointed out, whether students change their self-regulated strategies or not, those longitudinal patterns’ relationships with the students’ growth patterns can be enlightening. Longitudinal assessment data provide great potential in facilitating the medical education study over time. We hope this continuing discussion leads to improved quality of assessments and encourages more institutions to work together.

THE INTERACTION BETWEEN SELF-REGULATED LEARNING STRATEGIES AND EFL TEENAGER LEARNERS’ POSTCARD WRITING AT ENGLISH CENTER IN MEKONG DELTA, VIETNAM

The current study aims at investigating the possible interaction of EFL teenage learners’ postcard writing performance (according to A2 level) and their self-regulated learning strategies at an English center. The research also helps to determine the level of interaction between EFL teenagers’ self-regulated learning (SRL) strategies and their postcard writing performance. Thus, it also examined the frequency of use of SRL strategies in writing among those learners. A total of 74 learners completed 32 items in the self-regulated learning strategies questionnaire including six dimensions of three categories namely environmental processes, behavioral processes, and personal processes. Then, three successful writers and three less successful writers were invited into the semi-structured interview. The findings indicated that SRL strategies had a positive impact on EFL teenage learners' postcard writing. The more SRL strategies used in writing, the higher the learners' score. Among these strategies, environmental factors may have a stronger influence than behavioral or personal factors. Specifically, environmental structuring and help-seeking strategies are most frequently used. The findings also showed that EFL teenage learners use SRL strategies to a moderate degree when given writing tasks. Besides, the results of the interview reveal that successful learners self-regulated better than less successful ones. They also self-evaluated their writing more frequently than those who are less successful. Based on the findings of this study, pedagogical implications and recommendations for further study are presented.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0559/a.php" alt="Hit counter" /></p>

Empowering College Students to Decrease Digital Distraction Through the Use of Self-Regulated Learning Strategies

Most college students have grown up using technology and consequently, they are proficient with its many uses and applications. The use of this technology provides many benefits to college students’ learning, both in and out of the classroom. However, despite the numerous benefits of technology, these digital activities can also lead to much digital distraction. Digital distractions may include Internet surfing, watching movies, checking texts, reading, and sending emails, and perusing social media. These digital distractions often result in limited attention and engagement during class, as well as less learning and academic achievement overall. Digital distraction can result from such factors as anxiety and depression, motivational variables, the need to keep up and the fear of missing out, emotional numbing and procrastination as well as an overreliance on multitasking. It is suggested here that the use of self-regulated learning (SRL) strategies may be effective in assisting college students in avoiding digital distractions, both in and out of the classroom. SRL strategies include forethought, planning, activation; monitoring, control and reflection on the learner’s cognition, motivation/affect, and behavior. Through the use of these SRL strategies, college students may be taught to decrease digital distractions and, thus, experience higher levels of learning and academic performance.

Integrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degree

The study investigated the joint contribution of the self-regulated learning (SRL) and individual differences approaches to the prediction of university students’ grade point average (GPA) obtained at three separate time points throughout their degree (3 years). We assessed cognitive (i.e., previous academic performance, cognitive ability, and cognitive SRL strategies) and non-cognitive variables (i.e., personality, trait emotional intelligence, motivation, and non-cognitive SRL strategies) in a sample of Spanish undergraduates. Results showed that GPA correlated with previous academic performance (i.e., combination of high school’s GPA and college admission test score), academic self-efficacy, academic engagement, SRL strategies, and conscientiousness. Hierarchical regression analyses indicated that non-cognitive factors (i.e., academic engagement, academic self-efficacy, regulation of behavior and context, and conscientiousness) alone explained 17–25% of the variance in GPA across three years, and previous academic performance accounted up to an additional 25% of the variance, jointly reaching an explained variance of up to 50% in GPA. Specifically, academic engagement and regulation of behavior and context demonstrated incremental validity over and above cognitive predictors such as previous academic performance, inductive reasoning and regulation of cognition and metacognition. The role of intelligence, whether cognitive or emotional, was not as obvious as a predictor. Two nested structural equation models explained about 27–29% of the variance in a latent GPA factor exclusively from a proxy of a global variable of non-cognitive factors as a latent predictor, which is a novel and promising proof of its robust criterion validity. Implications and recommendations for future studies are discussed.

Self-Regulated Learning and Scientific Research Using Artificial Intelligence for Higher Education Systems

Self-regulated learning (SRL) is a very significant ability for students in the learning process, and SRL strategies are used to assist students in learning efficiently in higher education. Many SRL environments face challenges and barriers, including less immediate feedback and guidance, a high level of self-personalization, environment, and resources from teachers or learner designers. Hence, in this paper, the artificial intelligence framework for self-regulated learning (AIF-SRL) overcame the SRL environment's challenges in higher education. Self-regulated students are active participants in their learning and may select from a strategic portfolio and monitor their progress towards the objective. The proposed artificial intelligence-based solution has been used to monitor student behavior through students' feedback and responses. The experimental results show that the proposed AIF-SRL method improves the student's self-evaluation, self-regulation behavior, self-efficacy, learning gain, and self-satisfaction compared to other existing methods.

The Relationship Between Reflectivity and Self-Regulated Learning in MA Medical Education Students of Shiraz University in 2018 and 2019.

Reflectivity is one of the fundamental methods of education. This study aimed to investigate the relationship between reflectivity and self-regulated learning in MA medical education students of Shiraz University of Medical Sciences in 2018 and 2019. In this descriptive study, 34 full time and virtual MA students of medical education participated, using census method. Data were collected through the Pintrich and DeGroot self-regulated learning and the Kember et al.'s reflectivity questionnaires. Descriptive and inferential statistics were used for data analysis, through SPSS. The results showed that self-regulatory learning strategies in subjects with good reflectivity were significantly higher than those with poor reflectivity; also, the scores of cognitive strategies and motivational beliefs were significantly higher in the participants with good reflectivity. There was no significant relationship between reflectivity and subscales of self-regulated learning strategies and also between reflectivity and self-regulated learning strategies in the full time and virtual courses. It was found that there was a positive and meaningful relationship between reflectivity and self-regulated learning. Therefore, it is recommended that the managers and professors in medical universities should provide training programs in this field in order for the students to benefit from the advantages of reflectivity and self-regulated learning.

SELF-REGULATED LEARNING STRATEGY USE AND LEARNING OUTCOMES ACHIEVEMENT IN AN ONLINE ESP COURSE AT TERTIARY LEVEL DURING THE COVID-19 PANDEMIC

Understanding the benefits of using self-regulated learning (SRL) strategies in online courses may help both EFL teachers and students improve the quality of teaching and learning EFL at tertiary level. The current study aims to investigate students’ use of SRL strategies, their perceived learning outcomes, and the correlation between the use of SRL strategies and perceived learning outcomes in an online ESP course at Ho Chi Minh City University of Technology (HUTECH University) in Vietnam with the participation of 148 fourth-year English-majored students. Both quantitative and qualitative data were gathered via the employment of the questionnaire and interview. Data were analyzed through the use of descriptive statistics, Pearson correlation analysis, and content analysis. The study revealed 3 major findings: (a) all the 6 categories with 24 online SRL strategies were used at a rather high level; (b) most students perceived that they could achieve their learning outcomes; and (c) a positive correlation exists between the use of SRL strategies and the achievement of perceived learning outcomes. Based on the findings of the study, several pedagogical implications for teachers, students and researchers are offered.

Academic achievement and self-regulated learning from parent’s perspective of student with learning difficulties

<span lang="EN-US">The study was designed to realize the association between academic achievement and self-regulated learning of students presenting learning difficulties. Therefore, the study adopted a quantitative approach and distributed the developed questionnaire to over 384 participants. The results reported underscored worsen achievement of students in distance learning compared to face-to-face setting despite the assistance they received during distance settings. The achievement of students differs due to the category of difficulty. Students presenting learning difficulties exhibited medium acquisition level of self-regulated learning. Elementary stage students exhibited a higher level of self-regulated learning, while female students exhibited a higher level of self-efficacy, metacognitive, micro-strategies, and emotional support. There is a strong association combined between students’ achievement and self-regulated learning. Furthermore, the study revealed a difference in self-regulated learning due to students’ gender, difficulty categories, and grade. Future studies can opt for specific self-regulated learning strategies according to subjects' particularism, such as mathematic material or specific age groups using the self-assessment tool.</span>

Self-Regulated Learning: Implementation of Equality Educa-tion During The Covid-19

Covid-19 conditions that have an impact on the education sector, especially on the non-formal education pathway through the equality education program at the Community Learning Activity Center (PKBM) located in the West Bandung Regency Region. Since this pandemic, the government has made a policy that initially face-to-face learning will switch to an online learning environment. This study aims to describe self-regulated learning strategies and learning outcomes in the Package C equivalence education program during the pandemic. The population is 2469 people studying Package C class 12 in West Bandung Regency and the research sample is 304 people. Data was obtained by distributing questionnaires through Google Form for one month. The statistical method used is quantitative descriptive analysis. The research findings show that: The picture of the learning strategy that emerged is Self-regulated learning, where students proactively acquire academic skills, such as setting goals, strategies for sorting and moving the learning process independently by setting study schedules, setting learning targets and seeking required information. independently. Learning Outcomes in the Package C Equivalence Program during the Pandemic Period are shown by the attitude of wanting to learn, willingness to work on new assignments, being cooperative in-class activities, being consistent in doing assignments, and accepting corrections if they are not as desired.

Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies

The aim of this study was to examine how motivation, perceived learning support, learning engagement, and self-regulated learning strategies relate to learners' perceived learning outcomes of massive open online courses (MOOCs). An online survey was administered to 546 participants from four MOOCs. Seven types of reasons for attending MOOCs were identified, ranging from intrinsic to extrinsic motivation. One-way MANOVA revealed that learners with autonomous motivation demonstrate higher scores on perceived learning outcomes than learners with controlled motivation. In addition, multiple regression analysis methods showed that course design, interaction with instructors and peers, engagement in learning activities, and applying cognitive and metacognitive learning strategies significantly explain differences in perceived learning outcomes. Furthermore, mediation analyses demonstrated that cognitive and metacognitive learning strategies significantly mediated the relationships between motivation, perceived learning support, and learning engagement on the one hand and perceived learning outcomes on the other. Finally, practical implications are discussed and future research directions are recommended.