Student Self-regulated Learning Research Articles

Model of self-regulated learning of students – future teachers based on self-assessment of readiness for professional teaching activities

Introduction. The main requirement for a professional is to constantly learn which is put forward by the modern social situation and constant changes. New learning models based on self-regulation of learning are needed in order to create an educational environment where everyone can achieve success. For effective self-regulated learning of a student, it is important to conduct self-assessment of readiness for professional pedagogical activity. The use of self-assessment of readiness for professional activity of students – future teachers will avoid the destructive use of artificial intelligence products as author’s (non-original qualification, control works, abstracts, essays) in diagnostic procedures, increase the level of responsibility of the student himself for the individual educational result. The study was aimed at developing and testing the implementation efficiency of the self-regulated learning model of students – future teachers based on self-assessment of readiness for professional pedagogical activity. Materials and methods. In order to structure the self-assessment, a survey of 428 students of pedagogical training programs (bachelor’s, master’s, postgraduate) was conducted at the Tambov State University named after G.R. Derzhavin and the State University of Education (Russian Federation). The efficiency of the implementation of the model components was assessed by 106 students who took part in the experimental work. The U-Mann- Whitney criterion and the simplified J. Phillips ROI method were used to analyze the results. Results. A model of self-regulated student learning (components: self-assessment → goal; content; means; methods; forms of organization; stages of the cyclic process) and a toolkit for self-assessment of readiness for professional pedagogical activity have been developed, which can also be useful for individual support, tutoring, and mentoring of future and existing teachers. It has been revealed that the model of self-regulated student learning is more effective in comparison with traditional teaching models. When calculating the Mann-Whitney U criterion, a significant difference was determined between the control and experimental groups (according to the cognitive-technological criterion: U EMP = 217.5 (p≤0.05); according to the motivational-value criterion: U EMP = 204 (p≤0.01); according to the reflexive-technological criterion: U EMP = 190.5 (p≤0.01)). Conclusion. The novelty of the study consists in developing a model of self-regulated learning based on self- assessment of students’ readiness for professional pedagogical activity, which contributes to improving the quality of training of future teachers and the efficiency of the educational process. The results obtained can be used in developing models of self-regulated learning for students in other areas of training.

Self-Regulated Learning Mediates the Impact of Word-Problem-Solving Teaching Instruction in Intrinsically Motivated Students: A Moderated Mediation Analysis

Mathematical word problem-solving ability is important for academic success and future career opportunities. While teaching approaches focusing on word problem-solving have shown promise, the mechanisms driving their effectiveness, particularly the roles of self-regulated learning (SRL) and motivation, remain unclear. This study investigates the moderated mediation effects of motivation on word problem-solving abilities through SRL. A quasi-experimental study was conducted with 123 eighth-grade Indonesian students, divided into four classes. Two classes received word problem-solving instruction, while the others followed standard problem-solving instruction. Students' problem-solving abilities, SRL, and motivation were assessed before and after the intervention. Using the PROCESS Macro, we evaluated simple and moderated mediation effects. The findings revealed that the word problem-solving intervention significantly enhanced SRL, which in turn improved problem-solving abilities, particularly among intrinsically motivated students. This effect was not observed in extrinsically motivated students. This study provides a novel exploration of SRL as a mediator and motivation as a moderator in educational interventions, offering a comprehensive understanding of the mechanisms underlying successful problem-solving. It provides valuable insights for educational practitioners, emphasizing the importance of SRL and intrinsic motivation in promoting effective and equitable problem-solving skills.

The role of blended learning in improving medical students' academic performance: evidence from Pakistan.

The study examines the role of blended learning in improving medical students' academic performance through self-regulatory learning and technological competence and identifies the moderating role of perceived institutional support in the relationships between self-regulatory learning, perceived teacher credibility, technological competencies, and academic performance. The study was based on behavioral learning theory as a theoretical framework, and an adapted questionnaire was used to collect the data. In total, 275 medical students participated in the study, and the data was analyzed using structural equation modeling techniques with SmartPLS. The results indicate that self-regulatory learning significantly affects student academic performance and mediates the role of teachers' credibility and technological competencies. Furthermore, perceived institutional support is a significant moderator in the relationship between self-regulated learning, technological competencies, and teacher credibility. The study highlights the importance of self-regulated learning in students' academic achievement. Moreover, it suggests that educational institutions should advance teachers' competence and encourage collaborative learning to enhance students' learning, motivation, and academic performance.

LEARNING MOTIVATION AND SELF-REGULATED LEARNING IN HIGH SCHOOL STUDENT

The formulation of problems in the study include: (1) Students who procrastinate in making assignments and there are students who do not complete assignments on time (2) Students who do not have motivation in themselves (3) Students who do not have life goals and there are students who cannot control themselves. The purpose of the study was to determine the level of learning motivation possessed by students in self-regulated learning and to determine the relationship between the two The type of research used is quantitative with a correlational approach. The research data population amounted to 55 high school students. The results of the study with 55 students were taken through questionnaire distribution techniques using a learning motivation scale and a self regulated learning scale. The results of the learning motivation questionnaire showed a high category (76.36%) with a frequency of 42 students, quite high (23.64%) with a frequency of 13 students. Then the level of self-regulated learning shows a high category (80.00%) with a frequency of 44 students, quite high (14.55%) with a frequency of 8 students, very high (3.63%) with a frequency of 2 students, and low (1.82%) with a frequency of 1 student. Based on the results of the study, it states that there is a significant relationship between learning motivation and self-regulated learning of high school students. This means that the higher the level of learning motivation of students, the higher the self-regulated learning.

Embedded online self-regulated learning activities improve student experience and learning outcomes

Self-regulated learners achieve academic success by employing specific cognitive, metacognitive, behavioural, and resource management strategies. In fully online learning environments, these strategies are critical but are often challenging for first-year undergraduates to develop. This study presents a novel approach to supporting undergraduates' development of Self-Regulated Learning (SRL) skills in a fully online first-year psychology course. Seven SRL activities were embedded as micro-assessments within the summative assessment structure. Qualitative and quantitative data from students across multiple teaching periods were analysed. Results show that embedding content-specific SRL activities improved academic performance, increased engagement, and built a stronger online learning community. The impact of deliberately integrating SRL principles into the course design and assessment structure on student Self-Regulated Learning Online (SRL-O) questionnaire scores at the start and conclusion of the course will also be discussed. Overall, this study demonstrates that purposeful integration of SRL principles into course design and assessment can improve academic outcomes and foster positive learning experiences for first-year undergraduate students who are studying online.

Understanding university English instructors’ assessment literacy: a formative assessment perspective

Formative assessment is a powerful approach to inform, direct, and enhance teaching and learning. To deploy it in classrooms, teachers are expected to be assessment-capable. However, few studies have explored the extent to which teachers are literate in formative assessment applications and their levels of literacy, especially in Chinese tertiary settings. This study examined Chinese university English instructors’ assessment literacy by investigating what three participants knew, thought about, and how they applied formative assessment. A knowledge-conception-practice framework was applied to explore assessment literacy in the four formative assessment processes (i.e., design, use, interpretation, and communication) to engage student learning. Individual interviews, classroom observations, and supplementary documents were adopted as instruments for data collection. Through iterative and comparative thematic analysis, findings revealed that notwithstanding variations, all three instructors possessed basic formative assessment knowledge and were willing to design and conduct formative assessment-related activities for students’ learning engagement and enhancement. However, they held product-oriented rather than process-oriented mindsets when designing, using, interpreting, and communicating formative assessment. They also lacked sufficient assessment knowledge and strategies to effectively engage students in self-regulated learning through learner-centered task design, success criteria, and process-oriented feedback. Lastly, the study discussed theoretical and pedagogical implications regarding how to conceptualize and develop English instructors’ formative assessment literacy in mainland China and beyond.

Autorregulación del aprendizaje en estudiantes chilenos de nivel técnico superior de Odontología: diferencias entre género y semestre de estudio

IntroductionSelf-regulated learning is associated with educational and demographic variables. However, few studies have associated gender with study profiles of self-regulated learning (SRL) in a population of students attending a technical education institute. To address the gaps in previous self-regulated learning profile research, the current study describes the levels of self-regulated learning in students attending odontology courses at a technical education institute. We also analyze the possible relationship between gender and SRL, and we identify the self-regulated learning differences between 2nd and 4th semester students. MethodsA cross-sectional study was conducted on 84 students enrolled in a professional technical institution in Santiago, Chile. The self-regulated learninǵs questionnaire was used for data collection. Statistical analysis of self-regulated learning included central tendency (mean), step-to-step variability (standard deviation), and distribution (skewness and kurtosis). The Mann-Whitney U test and the Student's t-test were calculated to compare groups. ResultsOut of 259 contacted students, 84 students (mean age 23.8±7.4 years, 91.7% female) participated. The self-regulated learning average was high and more positive among males (293.6 SD=64.8) than females (292.4 SD=45.0). There were no significant differences in self-regulated learning between students's genders (U=704). There were not any significant differences in this variable by semester either (t=9993, 95% CI=−20.5-20.3). ConclusionsThe results expand our understanding of self-regulated learning for students enrolled in a Technical Education Institute. In the future, the relationship between the students’ self-regulated learning and gender should be studied further..

The Contribution of Problem-Solving Ability To Self-Regulated Learning of Khairul Imam Medan Middle School Students

The purpose of this study is to ascertain the contribution of mathematical problem-solving abilities to self-regulated learning. This research is ex post facto research. The sample taken in this study using the cluster random sampling technique was taken randomly from two classes with a total of 51 students. Data on problem-solving abilities and self-regulated learning were collected using instruments in the form of problem-solving ability tests and self-regulated learning attitude scales. Path analysis techniques were used to analyze the data. The results of the research show that problem-solving abilities contribute significantly to students' self-regulated learning, and the large contribution of problem-solving abilities to students' self-regulated learning is 94.47%. Based on these findings, it can be concluded that to increase student self-regulated learning, problem-solving abilities must be improved. Apart from that, problem-solving abilities contribute significantly to self-regulated learning, both directly and indirectly, and these two variables have a very strong influence.

MODEL DISCOVERY LEARNING BERBANTUAN GEOGEBRA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS DAN KEMANDIRIAN BELAJAR SISWA

Mathematics, as an important foundation in education, contributes to the advancement of science and technology and teaches students logical, analytical, and creative thinking. This is in accordance with the Merdeka Curriculum which emphasizes the development of 21st century skills and character development, including critical thinking and self-regulated learning. However, the low mathematical critical thinking skills and self-regulated learning in Indonesia is still a challenge. One of the factors that influence this is the use of inappropriate learning models. The Discovery Learning learning model supported by technology such as GeoGebra is a potential solution to improve both capabilities. The purpose of this study was to determine the increase in mathematical critical thinking skills and determine the increase in self-regulated learning of students who obtained the GeoGebra-assisted Discovery Learning model compared to students who obtained conventional learning models. This research method is a quasi-experiment with the nonequivalent pre-test post-test control group design. Sampling is done by purposive sampling technique. This research was carried out in one of the Junior High Schools in Serang City in the 2023/2024 school year, involving two classes of grade VII students as an experimental and control group. The instruments in this study consisted of tests of mathematical critical thinking skills and learning independence scales. The results showed that the improvement of mathematical critical thinking skills and increased self-regulated learning of students who applied the GeoGebra-assisted Discovery Learning model were better than students who applied conventional learning models

Examining Student Characteristics, Self-Regulated Learning Strategies, and Their Perceived Effects on Satisfaction and Academic Performance in MOOCs

The ultimate goals of education and training are the development of learners’ learning outcomes. The prospect of achieving high academic results should function as a driving force for students to be engaged in learning. Recognition of the factors affecting their learning satisfaction should facilitate their learning process, especially in online learning environments such as Massive Open Online Courses (MOOCs). The purpose of this study was to examine the interactions among students’ characteristics, their perceived values of self-regulated learning (SRL) strategies, satisfaction and academic performances. A mixed-methods design was employed to investigate the issue under exploration. The 227 surveyed responses were collected from English majors who had experience in MOOCs and were studying at a private university in Can Tho city in the Mekong Delta, Vietnam. Data from the survey was analysed with the Statistical Package for the Social Sciences (SPSS) 25 for the correlations between their characteristics and the quantitative variables, while Partial Least Squares Structural Equation Modelling (PLS-SEM) was performed to examine the perceived effects of self-regulated learning (SRL) strategies on their satisfaction and academic outcomes. Qualitative data was collected through open-ended survey questions and analysed based on thematic analysis guidelines. The results revealed that SRL strategies such as strategic planning, time management, environment structuring, and help-seeking positively influenced both student satisfaction and academic performance. Notably, the study identified flexible learning time, self-paced learning, and the ability to choose study locations as significant factors enhancing student satisfaction. Conversely, limited social interaction, poor internet connectivity, and low motivation were found to be demotivating factors. Additionally, the study highlighted the importance of gender and prior online learning experience in shaping students' satisfaction and performance in MOOCs. While gender showed no significant correlation with SRL strategies, satisfaction, or academic performance, prior experience in online learning environments, such as the number of completed MOOC courses, was significantly correlated with better academic outcomes. However, a weak negative correlation between students' academic years and their satisfaction was observed, suggesting that more advanced students might face increased academic pressure and higher expectations, leading to lower satisfaction levels. The research underscores the critical role of SRL strategies in facilitating effective learning in MOOCs, especially in the context of English major students who often lack direct interaction with instructors and peers. Training students in SRL strategies can help them better manage their learning processes, overcome challenges, and achieve their academic goals. This study contributes to the understanding of how student characteristics and SRL strategies affect learning in online environments and suggests practical implications for enhancing MOOC experiences. Future research should investigate additional SRL strategies and include a larger, more diverse sample to provide a more comprehensive understanding of their impact on student satisfaction and academic performance in MOOCs. Furthermore, exploring the specific challenges faced by different academic disciplines in MOOCs could offer more tailored solutions to improve online learning experiences.

Penerapan Model Contextual Teaching and Learning dalam Meningkatkan Kemandirian Belajar Kewarganegaraan pada Siswa Kelas IV MIN Thullab Kota Jambi Tahun Ajaran 2023/2024

This research aimed to increase student self-regulated learning using Contextual Teaching and Learning (CTL) in fourth grade students at Madrasah Ibtidaiyah Nahdlatuth Thullab Jambi City. This study was a Classroom Action Research (CAR) consisting of cycles that included planning, implementation, observation, and reflection. The research comprised two cycles, with each cycle containing two meetings. The research subjects were 30 students in fourth grade at MIN Thullab Jambi City. In the Pre-Cycle, the average self-regulated learning based on observation results was 38%, categorized as less. In Cycle 1, the average increased to 50.5%, categorized as self-sufficient. In Cycle 2, the average further increased to 83.5%, categorized as very self-regulated. The results of this study indicate that the application of the CTL can effectively enhance the self-regulated learning of fourth grade students in Civic Education at MIN Thullab Jambi City.

Students’ Self-Regulated Learning on Division Algorithm with a Fair-Share Method

Learning environments should be where constructive and self-regulated learning is fostered. Teachers should transform their mathematics classes into something more challenging and fun while building students’ numeracy skills and learning character. Self-regulated learning is a learning character that students must have to become agentic life-long learners in an unpredictable, dynamic, and ever-changing society. This study aimed to describe students’ self-regulated learning on the division algorithm with a fair-share method. This was descriptive qualitative research using the case study method conducted in six weeks. The subjects of this study are ten students in grade four. The data sources were collected from self-regulated learning scales and students’ learning activity observation sheets. The data was analyzed through data reduction, data presentation, and conclusion. This study unveiled that a teaching division algorithm with a fair-share method could nourish students’ self-regulated learning. Proven that only 20% of students had moderate levels of self-regulated learning; 50% of students had high levels of self-regulated learning; and 30% of students had very high levels of self-regulated learning. Furthermore, the average score of self-regulated dimensions was classified as very good. The fair-share method also impacted students’ behavior to be excited in learning and exposing them to mathematical modeling through the dividing candies activity.

Student self-regulated learning in teacher professional vision: Results from combining student self-reports, teacher ratings, and mobile eye tracking in the high school classroom

Teacher professional vision as a concept is gaining importance in research on teaching, and recently models for studying teacher professional vision and student self-regulated learning (SRL) have been proposed. There are interview and video intervention studies investigating teacher professional vision for SRL, but no real-life classroom research so far. This study investigated the role of student SRL behaviour, as it was reported by students themselves and teachers, in teacher attention distribution as part of teacher professional vision. Ten teachers and their 158 students at high school level in Lithuania took part in the research. The first step of the study resulted in identifying four student SRL-profiles, which differed based on student level of SRL and the extent to which teacher and student assessments coincided: mixed lower-regulated, mixed higher-regulated, systematic lower-regulated, systematic higher-regulated. The profiles demonstrated only a partial overlap in teacher and student judgement of student SRL. The second step of the study explored whether scores of students’ SRL from student and teacher reports were related to teachers’ distribution of visual attention in one lesson. The results showed that only one teacher rating scale of student information-seeking behaviour had a slight correlation with teacher attention. The results imply rather bottom-up trends in teacher attention to students in the classroom when it comes to SRL. Besides, the study results highlight the not directly observable nature of SRL processes and imply a difficulty for teachers to assess student SRL.

Self-Regulated Learning in Students Who Pass the SNBT Using E-Learning as a Learning Media

This study explores the effectiveness of self-regulated learning (SRL) in students who pass the SNBT using e-learning as a learning medium. SRL is a process in which students independently manage and maintain their cognitive, emotional, and motivational aspects to achieve predetermined learning goals. Passing the SNBT is an achievement that requires students' learning independence. This research utilized a qualitative method with 4 students who passed the SNBT using e-learning as respondents, selected through convenience sampling. Data were collected through semi-structured interviews, transcribed, and analyzed using thematic analysis. The results of the study indicate that students who used e-learning in SNBT preparation successfully passed the selection and entered the best state universities due to their ability to self-regulate through three phases of SRL: planning, execution, and reflection. E-learning helped students set learning goals, choose appropriate learning strategies, and manage time effectively. During the execution phase, students were active in the learning process and adjusted methods as needed. In the reflection phase, students evaluated learning outcomes and made improvements based on feedback. Students who applied SRL demonstrated high learning independence and motivation. These findings emphasize the importance of integrating technology in education to enhance students' effectiveness and academic success.

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

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

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

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

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

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

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

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

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

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

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

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