Self-regulated Learning Strategies Research Articles

The Influence of Motivational Beliefs on Self-Regulated Learning Strategies: The Case for ESL Learners

The Influence of Motivational Beliefs on Self-Regulated Learning Strategies: The Case for ESL Learners

The Effect of Perceived Parenting Styles on Self-Regulated Learning Strategies and Motivational Beliefs

The main purpose of this study was to investigate the effect of perceived parenting styles on self-regulated learning strategies and motivational beliefs. The participants were 350 eighth grade students in a primary school. Perceived parenting styles were determined by utilizing the Parenting Styles Scale developed by Lamborn, Mounts, Steinberg and Dornbusch (1991). The students’ self-regulated learning strategies and motivational beliefs were measured using the Motivated Strategies for Learning Questionnaire developed by Pintrich and De Groot (1990). The results revealed that those dimensions of self-regulated learning related to the intrinsic value of study, self efficacy, cognitive and metacognitive self-regulated learning strategies were influenced by parenting styles. Students with authoritative parents were found to use more self-regulated learning strategies than those with authoritarian, indulgent and neglectful parents. However, the students with indulgent parents were found to use more cognitive and metacognitive strategies than those with authoritarian and neglectful parents. This study also indicated that the self-efficacy of students with authoritative parents is higher than that found among the students with indulgent, authoritarian and neglectful parents; and they experience less test anxiety than do the students with authoritarian parents.

Improving strategic learning and self-regulation skills among underrepresented minority students in a summer research education training program

IntroductionThis study examines the effect of educational interventions on strategic learning and self-regulation variables of underrepresented minority students (URMs) who participated in the NIH R25 Research education program.MethodsThe LASSI instrument was administered to 21 URMs who participated in the intervention over 2 years. We collected pre- and post-intervention data before and after the educational intervention.ResultsThere was a significant improvement (p < 0.001) in all strategic learning and self-regulation parameters including attitude, concentration, information processing, motivation, selecting main ideas, self-testing, test strategies, and time management for the pre and post-assessments.ConclusionThe results of this study indicate that self-regulated learning strategies in research education programs are important to help URM’s chances of advancing along scientific and educational pathways.

Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning.

This mixed methods study examines the effects of AI-mediated language instruction on English learning achievement, L2 motivation, and self-regulated learning among English as a Foreign Language (EFL) learners. It addresses the increasing interest in AI-driven educational technologies and their potential to revolutionize language instruction. Two intact classes, consisting of a total of 60 university students, participated in this study. The experimental group received AI-mediated instruction, while the control group received traditional language instruction. Pre-tests and post-tests were administered to evaluate English learning achievement across various domains, including grammar, vocabulary, reading comprehension, and writing skills. Additionally, self-report questionnaires were employed to assess L2 motivation and self-regulated learning. Quantitative analysis revealed that the experimental group achieved significantly higher English learning outcomes in all assessed areas compared to the control group. Furthermore, they exhibited greater L2 motivation and more extensive utilization of self-regulated learning strategies. These results suggest that AI-mediated instruction positively impacts English learning achievement, L2 motivation, and self-regulated learning. Qualitative analysis of semi-structured interviews with 14 students from the experimental group shed light on the transformative effects of the AI platform. It was found to enhance engagement and offer personalized learning experiences, ultimately boosting motivation and fostering self-regulated learning. These findings emphasize the potential of AI-mediated language instruction to improve language learning outcomes, motivate learners, and promote autonomy. This study contributes to evidence-based language pedagogy, offering valuable insights to educators and researchers interested in incorporating AI-powered platforms into language classrooms. The results support the notion that AI-mediated language instruction holds promise in revolutionizing language learning, and it highlights the positive impact of AI-driven educational technologies in the realm of language education.

Understanding the interplay of self-regulated learning strategies in medical education: A cross-sectional structural equation modeling study.

Although previous studies have investigated self-regulated learning strategies, a holistic study has not been conducted on note-taking, environmental structuring, self-evaluation, and self-consequence strategies among medical students. The current study focused on the relationships between these four self-regulated learning strategies in a medical context. A conceptual model of the four strategies was developed, supported by the relevant literature. This cross-sectional study used an electronic structured questionnaire. The sample consisted of 557 medical undergraduates. The data were analysed using confirmatory factor analysis and structural equation modeling to investigate the hypothetical model. The conceptual model fits the data well. All relationships between the strategies were significantly positive, except for a regression between environmental structuring and self-evaluation, which was nonsignificant. Self-evaluation strategies represented the highest mean, whereas self-consequence strategies represented the lowest. The findings of this study have implications for medical students, their teachers, and their universities regarding ways to enhance learners' regulated learning strategies. Future research should be conducted to develop additional statistical and comparison models for use in experimental studies and longitudinal investigations.

Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction

In recent years, an increasing number of students with specific learning disabilities (SLDs) have enrolled in universities. The present exploratory study examined the frequency of use and appreciation of universal (open to every student) and specific services (offered to students with SLDs) and their relation to age, academic achievement, satisfaction, self–efficacy, and use of self–regulated learning (SRL) strategies. Participants were 147 Italian university students with SLD diagnoses (42 males; mean age: 22.49, SD = 3.29). Results showed that, overall, the frequency of use and appreciation of specific services were positively related to academic satisfaction, self–efficacy, and SRL strategies. Furthermore, frequency of use of compensatory tools and dispensatory measures was positively associated with academic achievement. These findings suggest that universities play an important role in supporting students with SLDs during their academic years by providing them with useful services and accommodations.

A Mobile Augmented Reality Application for Undergraduate Medical Students Using A Flipped Classroom Approach

The flipped classroom model enables students to acquire fundamental knowledge outside of class time; thus, include reading materials or video lectures. This will be able to free up class time for knowledge application, student engagement in active learning, and higher-order thinking. The flipped classroom model is increasingly being adopted in competency-based medical education. However, the potential of flipped classrooms for enhancing medical education has not yet been proven and it poses a major challenge to students who have not mastered self-regulated learning strategies. Thus, they may not be able to understand the information presented in the course materials or to strategically use learning resources outside of class. In this project, we have created a mobile augmented reality (AR) application for students studying anatomy to help them grasp the idea of the AR flipped classroom. Students were instructed to use the same three mobile augmented reality (MAR) applications with different design and approach. The three types of MAR applications are — those with markers and notes on printed notebooks (BARA1), those with markers and notes are on a website (BARA2), and those with all notes in the MAR application and the marker are a tangible 3D object (BARA3). From the series of experiment, we found out that most students favour the BARA3, meanwhile the medical lecturers essentially prefer the BARA1. In this research three things have been considered: interface design, the usefulness of Augmented Reality (AR), technical problems with the use of AR applications, and educators training on the use of AR applications. Without a well-designed interface and guidance for the students, AR technology can be too complicated to use, especially for those who are not familiar with the technology.

Developing self-regulated learning as a pedagogy in higher education: An institutional survey and case study in Hong Kong

Self-regulated learning (SRL) is critical to students' academic success and lifelong learning. Although the benefits of SRL have been examined in many studies, few have explored it in a broader educational context. This study presents an eight-month institutional case study that demonstrates how SRL has been developed as a pedagogy through the collective endeavours of teachers, researchers, and experts at a university in Hong Kong. A case study method protocol was followed. Data were obtained from multiple sources, including surveys of teachers (N = 93) and students (N = 215), interviews with teachers (n = 5) and students (n = 19), archived course documents, videos, and project reports. T-tests, coding, and document analysis were applied to analyse the collected data. The results showed that the teachers had good knowledge of SRL strategies but some students struggled to apply them effectively. Our study's findings have various implications for the effective promotion of SRL at the university level, and include the importance of developing a collective approach involving various members of the university, integrating responsive pedagogy, and adapting SRL strategies to students' individual needs. Future research can follow our methodology to replicate the study in different educational contexts.

Exploring the Mediating Role of Students’ Satisfaction towards Personal Record Building in the Influence of Self-regulated Learning Strategies on Employability Skills

Exploring the Mediating Role of Students’ Satisfaction towards Personal Record Building in the Influence of Self-regulated Learning Strategies on Employability Skills

Discovering the Learning Gradient of Students' Preferences for Learning Environment.

The aim of this study was to examine the effects of online learning self-regulation on learning outcomes during the COVID-19 pandemic lockdown among university college students. Quantitative k-means cluster analysis was used to examine the relationship among students in three different clusters based on their preferences toward online learning. The results indicated that online learning self-regulation had a significant positive effect on learning outcomes due to the shift to online learning. Thus, we identified a "learning gradient" among students, showing that cluster 1 students (preferences for 100% online) have the most positive preferences toward online teaching and the highest degree of self-regulation and learning outcome, cluster 2 students (moderate preferences for both physical and online teaching) are mixed (both positive and negative experiences) and moderate self-regulation and learning outcomes while cluster 3 students (preferences for physical classroom teaching) have the most negative preferences and the lowest self-regulation and learning outcome. The results from this study show that students' self-regulated learning strategies during online teaching environments are important for their learning outcomes and that cluster 1 and 2 students especially profited from the more flexible online learning environment with organized and deep learning approaches. Cluster 3 students need more support from their educators to foster their self-regulation skills to enhance their learning outcomes in online teaching environments.

From engagement to performance: the role of effort regulation in higher education online learning

ABSTRACT Online learning democratizes and provides flexibility in accessing education, but it also places greater demands on students’ self-regulated learning strategies. Previous studies have explored the important impact of effort regulation on academic performance. However, there remains more to explore on the dynamics of effort regulation among undergraduates and their group differences. This study investigates how the effort regulation of the learning process varies between achievement categories in an online learning environment using a sample of 240 undergraduates. Findings suggest that students in the high-achieving group had significantly higher effort regulation throughout the semester than their low-achieving counterparts on three dimensions: conversation, navigation, and click-through events. However, there were no significant differences in task time. Further test results also show that the high-performing students had significantly higher levels of engagement in all behaviours compared low-performing students during anaphase. Surprisingly, all students significantly lowered their effort levels near the final exam period. Results herein ultimately provide insight into the design of online learning environments.

Exploring self-regulated vocabulary learning strategies, proficiency, working memory and vocabulary learning through word-focused exercises

ABSTRACT This study first validates a survey on self-regulated vocabulary learning strategies. It then examines the effects on the acquisition of new second language (L2) words from a reading text of three word-focused exercise conditions: reading + marginal glosses, reading + gap-fill and reading + sentence writing. It also evaluates the extent to which any effects can be predicted by three learner variables: self-regulated capacity in vocabulary learning, L2 English proficiency level, and working memory. Data were collected from 270 Chinese EFL students. Results confirmed the validity of the survey on self-regulated vocabulary learning strategies. Learners performed the best at learning new words on the immediate post-test for the condition of reading + sentence writing, followed by reading + gap-fill and reading + marginal glosses conditions. The three learner variables predicted the effectiveness of these three conditions for vocabulary learning. Our research thus confirms the benefits of word-focused exercises, particularly sentence writing with target words, for enhancing vocabulary learning, but also highlights that learner-related variables (self-regulated capacity, L2 proficiency, and working memory) need to be considered in order to maximise the effectiveness of word-focused exercises.

The Correlation Between Cognitive Flexibility and Learning Strategies Adopted by Medical Students.

Background and objective The term cognitive flexibility refers to the ability of the students to adapt to a challenging environment. This quality has been found to enhance creativity and skills for innovation among medical students who are expected to face a taxing environment in clinical settings. Medical students should be competent enough to address the problems on their own and work with autonomy. The practice of self-regulated learning (SRL) can be associated with cognitive flexibility. Hence, this study aimedto determine the correlation between learning strategies and cognitive flexibility. Our primary objective was to correlate the different learning strategies adopted and cognitive flexibility among medical students. Material and methods This descriptive cross-sectional study was conducted at Sri Venkateshwaraa Medical College Hospital and Research Center, Ariyur, Pondicherry after obtaining institutional ethical committee approval. Students from the second year to the final year of the MBBS course who volunteered to participate in the study were selected based on inclusion and exclusion criteria. The Motivated Strategy for Learning Questionnaire (MSLQ), consisting of 50 items in Part B, was employed to assess SRL. Cognitive flexibility was measured using the Stroop Color and Word Test(SCWT)and Trail Making Test(TMT) Part A and Part B. Results The study included a total of 220 medical students. The mean age of the participants was 21.76 ± 1.77 years, and they had a healthy mean BMI of 21.06 ± 1.25 kg/m2. There was no significantdifference in terms of gender in the tested variables. Responses in Card "C" and Card "CW" of the Stroop test showed a significant positive correlation (p<0.001) with subscales of SRL strategies. In the TMT, the latency of Trail A showed a significant negative correlation (p<0.001) with all the subscale scores of the SRL strategies, and the latency of Trail B showed a negative correlation with rehearsal (p=0.03), organization (p=0.03), and effort regulation strategies (p=0.01) of SRL. Conclusion Implementing SRL techniques can ultimately help medical students to act more wisely and judiciously. Hence, we propose that cognitive flexibility among medical students can be enhanced by adopting SRL strategies.

Investigating Pre-University Students’ Motivation to Learn and Their Use of Self-Regulated Learning Strategies

Investigating Pre-University Students’ Motivation to Learn and Their Use of Self-Regulated Learning Strategies

SELF-REGULATED LEARNING STRATEGIES AND THEIR RELATIONSHIP TO GRAMMAR ACHIEVEMENT OF UNDERGRADUATE ENGLISH DEPARTMENT STUDENTS

Self-regulated learning is an educational process that enables students to self-regulate when determining ideas or concepts and evolving their learning strategies to accomplish attainable outcomes. The present study investigated self-regulated learning strategies undergraduate English department students used and examined the significant relationship with students' grammar achievement. The researchers conducted a quantitative correlational design on 70 undergraduate English department students. The researchers collected the data through a self-regulated learning strategies questionnaire and students' grammar scores. The first result showed that the peer learning strategy was the dominant strategy used by students with the highest average score (M= 3.48, SD= 1.14), and the less dominant strategy with the lowest average score is time and study environment (M= 3.03, SD= 0.99). This study applied descriptive statistics using the SPSS program to describe the first research problem. The second result was analyzed using Pearson correlation, indicating a low negative correlation between self-regulated learning strategies and students' grammar achievement. Thus, this study concluded that the higher the grammar achievement students' got, the less self-regulated learning strategies they used, and the less grammar achievement students' got, the more learning strategies they used.

Assessment academic performance in online courses: a multivariate model

Grades and other student academic indicators are the most evaluated parameters in studies about teaching and learning. However, several authors point out that these indexes, alone, are not enough to explain the students' performance. To understand the predictors that facilitate or compromise learning in higher education, it is neces-sary to consider other variables related to students, teachers, and the teaching con-text. Thus, this paper presents a multivariate model for assessing student performance in online courses. The model was tested in the context of the COVID-19 pandemic with undergraduate students in Engineering. The course was Calculus 2. Data were analyzed using multivariate statistical analysis techniques. Among the 10 variables tested in the model. Three variables were significant and showed that the students' performance in Calculus 2 was impacted by: family income, cognitive and self-regulatory learning strategies, and teachers' instructional events. The main con-tribution of the study is the construction of a multivariate model that can be replicate in other contexts. In practices, professors and managers will have inputs to better plan the disciplines and avoid increasing retention and dropout rates.

Technology-Based Strategies Predicated on Self-Regulated Learning in a Flipped Computer Programming Classroom

The lack of self-regulation is believed to be at the centre of learning difficulties experienced by novice programming students. The Flipped Classroom Model (FCM) is a constructivist pedagogical strategy that could be used to engage students in a programming classroom. While the traditional approach to learning remains a passive environment, the FCM enhances active learning, problem solving while facilitating an unlimited access to the learning content. However, the success of the FCM depends extensively on a student’s capability to self-regulate their learning process. As the FCM is a combination of face-to-face and online environments, Self-Regulated Learning (SRL) becomes more germane within the online dimension of the model. This study aims to identify the strategies for SRL that can improve the achievement of learners within a Flipped Programming classroom – specifically to reflect on the design features that should be considered for the adoption of technological tools to support SRL in a Flipped Programming classroom. This involved identifying relevant technological features to facilitate SRL strategies and the self-regulation phases leveraging a systematic review approach. The findings of this study could potentially maximise the student’s self-regulation capacity to learn programming within an FCM.&#x0D; &#x0D;

Exploring differences in self-regulated learning strategy use between high- and low-performing students in introductory programming: An analysis of eye-tracking and retrospective think-aloud data from program comprehension

Previous studies have reported mixed results regarding the relationship between students’ use of self-regulated learning (SRL) strategies and their performance in introductory programming courses. These studies were constrained by their reliance on self-report questionnaires as a means of collecting and analysing data. To address this limitation, this study aimed to employ eye-tracking and retrospective think-aloud techniques to identify differences in SRL strategy use for program comprehension tasks between high-performing students (N = 31) and low-performing students (N = 31) in an undergraduate programming course. All participants attended individual eye-tracking sessions to comprehend two Python program codes with different constructs. Their eye-tracking data and video-recalled retrospective think-aloud data were captured and recorded for analysis. The findings reveal that higher-order cognitive skills, such as elaboration and critical thinking, were mostly adopted by high-performing students, while basic cognitive and resource management strategy, such as rehearsal and help-seeking, were mostly employed by low-performing students when comprehending the program codes. This study not only demonstrates the design of combining eye-tracking and retrospective think-aloud data to explore students’ use of SRL strategies but also provides evidence to support the notion that program comprehension is a complex process that cannot be effectively addressed by employing merely rudimentary strategies, such as repetitively reading the same code segment. In the future, researchers could explore the possibility of using a webcam to monitor and assess students’ online programming processes and provide feedback based on their eye movements. They could also examine the effects of SRL strategies training on students’ motivation, engagement, and performance in various types of programming activities.

A meta-analysis addressing the relationship between self-regulated learning strategies and academic performance in online higher education

A meta-analysis addressing the relationship between self-regulated learning strategies and academic performance in online higher education

Motivated Learners: How do they Use their Self-regulated Learning Strategies?

Motivated Learners: How do they Use their Self-regulated Learning Strategies?