Self-regulated Learning Training Research Articles

Exploring the Influence of Chinese College Students’ Self-regulated Learning Behavior on Academic Achievement in Online Education: A Study on the Mediating Role of Online Course Perceptions

Online education offers students a more diverse learning approach. Students can choose courses that suit their learning pace and schedule, without being limited by time and space. Online education provides a self-regulated learning environment where there is no one to supervise them. Self-regulated learning training, along with prompts, activities and supporting tools, can effectively promote the academic achievement of online learning goals. In online learning environments with low levels of support and guidance, it is worth observing and summarizing university students’ self-regulated learning (SRL) behaviors, and further proposing corresponding key strategies to effectively enhance students’ learning outcomes. This study found that SRL behavior has a positive impact on learning outcomes, indicating that training in self-regulated learning significantly contributes to improved learning effectiveness. These findings offer valuable insights for the instructional design and management of online education.

Self-regulated digital game-based vocabulary learning: motivation, application of self-regulated learning strategies, EFL vocabulary knowledge development, and their interplay

Digital game-based learning has shown usefulness in developing EFL vocabulary knowledge and encouraging learner application of self-regulated learning (SRL) strategies. Previous literature revealed that applying SRL strategies might improve motivation. High motivation, in turn, may promote vocabulary knowledge development – These findings may be generalised in digital game-based learning and explain its effectiveness. However, so far, motivation and its associated interplay have barely been considered in this learning context. To address the gap, we developed a self-regulated digital game-based EFL vocabulary learning (SR-DGBVL) program and conducted mixed-method research on motivation, application of SRL strategies, vocabulary knowledge development, and their interplay therein. One-hundred-and-one Chinese university students (experimental group: 50; control group: 51) engaged in our study and were evaluated through pre-test, immediate post-test, and delayed post-test of vocabulary knowledge, questionnaires, and semi-structured interviews. Results revealed that the SR-DGBVL participants experienced significantly greater improvements in vocabulary knowledge and reported higher levels of motivation compared to those in the conventional vocabulary learning context. We also found motivation to be a full mediator between the use of SRL strategies and vocabulary knowledge development. Interestingly, the application of SRL strategies appeared consistent across different learning methods. From these findings, we suggest long-term SRL training, investigation of SRL strategies with consideration of motivational variables, and longitudinal qualitative studies on learners’ SRL strategy use.

Mapping Difficulties in Problem-Solving Process During Video-Assisted Self-Regulated Learning Training for Students: Introducing the PS-SOS MAP

In the ever-changing landscape of the Information Age, the development of self-regulated learning (SRL) skills has become increasingly important. Problem-solving is a critical SRL skill, and teachers play a vital role in fostering these abilities among their students. However, learners and teachers face challenges during the problem-solving process and in evaluating its incorporated strategies. To address these issues, this study explored students’ difficulties in problem-solving while implementing a video assisted SRL training program. This program was developed based on an integrative framework to facilitate a structured problem-solving process in disciplinary or generic contexts. The program aimed to activate additional SRL skills, such as time management, feedback, elaboration, and critical thinking, through a digital toolkit of learning support materials. This paper focuses on 241 students’ difficulties identified and classified according to the problem-solving framework that reported by teachers in different disciplines and grades (6-11). The analysis revealed that the most significant difficulties arose during the problem identification, followed by time planning and management, problem exploration, solution development, and solution evaluation. Based on this study, a dedicated map was developed called PS-SOS MAP to identify difficulties in different steps and tasks throughout the problem-solving process. The utilization of this mapping can also aid in the creation of feedback systems based on technology, such as chatbots or virtual assistants, that can provide valuable assistance to students during problem-solving training, facilitating the process of overcoming difficulties.

The Effect of Self-Regulated Learning Training on Student Academic Procrastination Behavior

Students have responsibilities as students of knowledge and complete academic tasks. The assignments given can help students to improve their understanding of the material presented. One of the problems that can be experienced by students related to academic assignments is that students often delay doing assignments in an academic context or what is known as academic procrastination. Academic procrastination is thought to be the result of a failure of self-regulation that adversely affects the well-being and academic performance of students. This problem was also found in students of the Psychology Study Program, Faculty of Public Health, Nusa Cendana University class 2017. One thing that can be done to overcome this problem is to provide Self-Regulated Learning training to students who often delay their academic assignments. This research was conducted to see the effect of Self-Regulated Learning training to reduce the level of academic procrastination behavior among students. This type of research is Quasi Experimental research. Participants in this study amounted to 13 students who have met the research requirements. The results of the analysis of research data indicate that Self-Regulated Learning training has an effect on reducing student academic procrastination behavior.

Self-Regulated Learning to Reduce Academic Procrastination of Muhammadiyah Boarding School Students at SMP Muhammadiyah 5 Reinforcement

Academic procrastination is a procrastination behavior characterized by doing unimportant things instead of prioritizing more important tasks or activities. One of the triggers for academic procrastination is low self-regulation in learning. This can be minimized by providing training. The purpose of this research is to look at the effectiveness of self-regulated learning training on student procastination. The training participants were 55 students of SMP Muhammadiyah 5 Reinforcement who took part in the Muhammadiyah Boarding School (MBS) program. Data analysis using paired sample t test. The study used the pre-experimental design method in the form of one group pretest-posttest. The result is that there is a difference between the pretest and posttest of academic procrastination after being given self-regulated learning training, with a large effect of -0.426 which is included in the moderate category. It can be concluded that self-regulated learning training is effective in reducing academic procrastination

Engaging in writing to learn – Increasing the motivation during a long-term self-regulated learning training

IntroductionUniversity students should be able to self-regulate their learning to gain the most from their studies. Extended self-regulated-learning trainings can help students to reach that goal. A frequent problem of such trainings is that students’ motivation decreases over the course of training. To avoid this decrease, we combined a learning-journal-based, self-regulated-learning training with a learning environment teaching conditional knowledge about learning strategies, a guided peer-feedback system, and an optional intervention for students reporting low levels of motivation from the start of the semester.Methods and ResultsFour motivational variables were repeatedly measured over the course of 10 weeks. Students (N = 103) in our training showed an increase in their self-efficacy and intrinsic value, and a decrease in cost associated with learning-journal-writing throughout the semester. The optional intervention led to an increase in the intrinsic value associated with the learning journals for students with low motivation.DiscussionOur study suggests that this expanded self-regulated-learning training can help students maintain their motivation during a long-term training.

Developing low-achieving medical students’ self-regulated learning using a combined learning diary and explicit training intervention

Introduction The development of self-regulated learning (SRL) is an essential educational component of remediation for low-achieving students. The aim of this study was to design, implement, and evaluate a longitudinal SRL intervention combining both a structured learning diary and explicit SRL training in a cohort of low-achieving undergraduate medical students. Materials and methods A mixed methods quasi-experimental study was conducted, with a pretest–posttest study in the intervention group and comparison of the GPA and course grade of the intervention group with a historical comparison group. A questionnaire and focus group explored the participants’ perceptions about the intervention. Results The SRL scores (total and rehearsal, organization, critical thinking, metacognitive regulation, time management and environment management) and course grade of participants were significantly improved in the intervention group. The course grade of participants was significantly higher than the comparison group but the GPA was not significantly different. Overall, the participants were positive about the intervention. Conclusions This study was the first in medical education to evaluate the effectiveness and user acceptability of an SRL intervention that combined a structured learning diary and explicit SRL training in low-achieving medical students. Further research is recommended in different contexts and with larger number of students.

Differential development and trainability of self-regulatory abilities among preschoolers

Self-regulation (SR) as well as self-regulated learning (SRL) show large interindividual variance in preschoolers. This variance may result in differential developmental trajectories. The present study aims to investigate whether a reduction in interindividual differences over time, which could previously be found for preschoolers' SR, is also present for SRL. Furthermore, the present study aims to explore whether preschool SRL training transfers to SR and whether training effects visible in SRL depend on initial performance. A sample of 94 preschoolers participated in this intervention study. Children were assigned to either a training group or to an active control group. Additionally, the sample was divided into high- and low-SRL preschoolers based on pretest SRL performance. Repeated measures ANCOVAs revealed that in the active control group, differences between high- and low-SRL preschoolers decreased over time. The training group showed a greater increase in SRL than the active control group. Training-induced increases did not vary between high- and low-SRL preschoolers. Additionally, increases in SR were identical for training and active control group. Further research on the transferability of preschool SRL training to SR is needed.

Fostering cognitive strategies for learning with 360° videos in history education contexts

Learning settings in and out of school are increasingly relying on the use of virtual reality applications, such as 360° videos, to make learning an exciting and vivid experience for students. This applies especially to history-learning contexts. Learning with immersive representations of history-related contents requires a critical examination and reflective processing of the learning content. Cognitive strategies, such as organizing and elaborating information correspond with competencies which are assumed to be important for students’ critical examination and reflective processing of history-related content. Research on self-regulated learning (SRL) suggests that the use of cognitive strategies can be promoted through respective SRL trainings. Thus, in the present quasi-experimental study (N = 164), we investigated the effectiveness of a SRL training, which adds to regular instruction on processing history-related learning materials, for students’ use of cognitive strategies when examining immersive history-related 360° videos. Our results show that students who practiced analyzing 360° videos within an explicit SRL training used more cognitive strategies than students who received an implicit SRL training on how to analyze these videos. Further findings suggest that the use of these cognitive strategies probably helped students of the training condition (explicit SRL training) to make less imprecise or trivial analyses and to draw more reflective conclusions than students of the control condition (implicit SRL training). By combining research on SRL and history education, our study may provide a new impulse for empirical research on competence-oriented learning with history-related virtual reality media.

Improving Language Learners’ Use of Self-Regulated Writing Strategies Through Screencast Feedback

The study aims to explore the impacts of an online training scheme developed for higher education learners that integrates self-regulated learning (SRL) writing strategies into screencast feedback in line with the cyclical model of SRL (i.e., forethought, performance, and reflection on performance phases). During each phase, cognitive, metacognitive, affective and socio-interactional SRL writing strategies were introduced through screencast feedback given to the learners’ writing assignments. The participants were undergraduate English Language Teaching (ELT) students at two state universities ( n = 135) in Turkey. Following a mixed-method research design, previous to and after the 6-week training sessions, both quantitative and qualitative data was gathered and analyzed statistically. The results regarding the learners’ reported use of SRL writing strategies indicate a significant increase in the use of SRL writing strategy after the training. Also, the learners’ opinions on receiving screencast feedback and on the SRL training were considerably positive. The findings are meant to contribute to both online education and teacher education pedagogy.

Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis

The present meta-analysis tested the effects of extended self-regulated learning training programs on academic performance, self-regulated learning strategies, and motivation of university students. The literature search revealed 49 studies (5,786 participants) that met the inclusion criteria. A three-level meta-analysis based on 251 effect sizes revealed an overall effect size of g = 0.38. The largest effect sizes were obtained for metacognitive strategies (g = 0.40) and resource management strategies (g = 0.39) followed by academic performance (g = 0.37), motivational outcomes (g = 0.35), and cognitive strategies (g = 0.32). Training effects varied for specific self-regulated learning strategies and ranged between 0.23 (rehearsal) and 0.61 (attention and concentration). Moderator analyses revealed differential training effects depending on course design characteristics: Feedback predicted larger training effects for metacognitive and resource management strategies as well as motivation. Cooperative learning arrangements predicted larger training effects for cognitive and metacognitive strategies. The provision of learning protocols predicted larger training effects for resource management strategies. Moreover, training programs based on a metacognitive theoretical background reported higher effects sizes for academic achievement compared to training programs based on cognitive theories. Further, training programs that targeted older students and students with lower prior academic achievement showed larger effect sizes for resource management strategies. To conclude, self-regulated learning training programs enhanced academic performance, self-regulated learning strategies, and motivation of university students.

Do Minimal Interventions Increase Participation Rates in Voluntary Online Training at High School?

In preparation for graduating from high school, students face the challenge of having to learn the subject matter of several school years with little guidance. The ability to self-regulate learning is conducive to this. Research has shown that students’ self-regulated learning can be successfully promoted through training. However, when such training is provided voluntarily, not all students participate and dropout rates tend to be high. Minimal interventions on utility value and implementation intention are promising approaches to increase the use of voluntary training. This study investigates whether short interventions can increase the participation in voluntary self-regulated learning training and whether differences in participation can be explained by motivation profiles. A randomized intervention study was conducted with 269 students assigned to one of four conditions: utility value, implementation intention, a combination of utility value and implementation intention, or a control condition. Regression analyses show the minimal interventions on utility value and implementation intention had no effect on training participation. Positive predictors, however, were expectancy for success and mean grade score. In addition, latent profile analyses showed a three-class model with the profiles “motivated,” “balanced,” and “unmotivated.” Motivated students participated in the training significantly more often than students with other profiles. Implications for theory development and practice are discussed.

Narrowing the Research to Practice Gap: A Primer to Self-Regulated Learning Application in School Psychology

Self-regulated learning (SRL) entails a series of processes, such as goal-setting, planning, using strategies, observing, and reflecting, as well as motivational beliefs. SRL is a prominent academic enabler for the diverse students that school psychologists serve including students in general education, special education, and gifted programming. Although important, research indicates that SRL practices are not regularly and systematically embedded within the practices of school psychologists. This manuscript describes how SRL can be fused to the current roles fulfilled by school psychologists including assessment, intervention, and consultation. To support these goals, we provide a definition of SRL, identify overlaps and contrasts among related constructs, and unpack the research-to-practice gap within SRL. We then turn to identifying feasible and targeted recommendations to translate SRL supportive practices to school psychologist roles. We identify how multiple types of SRL assessments can be integrated into school psychologists’ roles in assessment, how data captured from these assessments could inform intervention, and how school psychologists could consult with teachers to enhance SRL supportive practices in classroom settings. The manuscript concludes with a discussion of SRL training within graduate education, conferences, and professional workshops.

Effectiveness of Self-Regulated Learning Training in order to Enhance Self-Directed Learning Skill of Acceleration Students at MTsN Malang

Objective - The acceleration class is a special education which is formed to facilitate gifted children to accelerate their study. Junior high school students who attend acceleration program need self-directed learning skills. The research is to know the effectiveness of self-regulated learning training to enhance the self-directed learning skill of acceleration junior high school students. Methodology/Technique - The approach of the research is quantitative research with pre-experimental type one-group pretest-post-test design. The subject of the research is the 16 students of 9th grade at acceleration MTsN 1 Malang. The instruments to gather data is scale and interview. To get data on knowledge and skill of training self-regulated learning, it is used test of knowledge, observation, interview, and worksheet. Findings - The result of showed that the student's self-directed learning skill is enhanced after self-regulated learning training. The knowledge and skill of self-regulated learning students also improved. The training has significant impact on the knowledge and skill on self-regulated learning that is a factor in improving self-directed learning skill of the students. As a conclusion, this research showed that self-regulated learning training proved effective in increasing self directed learning skill of acceleration students at MTsN 1 Malang. Novelty - Self regulated learning is one of the effective method to enhance self-directed learning students Type of Paper: Empirical Keywords: Self-Directed Learning Skill; Self-Regulated Learning Training JEL Classification: I21, I25.

Self-regulated learning profiles in college students: Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning

Self-regulated learning (SRL) is highly relevant for postsecondary academic success. Nevertheless, individual differences in SRL are found and can influence SRL training results. Conducting latent profile analyses with n=337 college students, we found four SRL profiles that differed quantitatively and with regard to motivational subcomponents. Achievement was significantly higher for students with high SRL and high motivation. Moreover, the profiles differed with regard to personality as more skilled self-regulators showed lower test anxiety, lower neuroticism, and higher values in extraversion, conscientiousness, agreeableness, and openness to experiences. Using a sample of n=55 students who participated in an eight-week SRL training, we investigated differential effects of the SRL profiles. Students with moderate and motivated SRL profiles benefited from the intervention, whereas students with low and high SRL profiles did not. The results speak in favor of developing adaptive training programs depending on SRL profiles.

How primary school teachers' attitudes towards self-regulated learning (SRL) influence instructional behavior and training implementation in classrooms

In study 1 we showed the influence of primary school teachers' (n = 47) attitudes towards SRL on their assessment of the desirability of implementing SRL during instruction. Their attitudes also influenced their behavior in registering for a 2-day professional development seminar on SRL and their willingness to implement a 7-week daily SRL training program in their classes. In study 2 we showed the influence of teachers' (n = 22) SRL attitudes' on their implementation of a 7-week daily training program for SRL. We also found that teachers' attitudes towards SRL improved over the course of implementing the training program.

More is more? Evaluation of interventions to foster self-regulated learning in college

As self-regulated learning (SRL) is crucial for postsecondary academic success, the present study aimed to investigate how to foster this ability most effectively in college. Based on a 2×2×2 control-group design, we analyzed effects of a content-independent SRL training, a learning diary, and their combination, which was hypothesized to be most effective. Pre-post and process measures of SRL, and an academic transfer measure, were used to evaluate intervention effects in 173 college students. Results indicated that the training positively influenced SRL, whereas the learning diary alone had no effects. The combination of both interventions produced the highest effect. Although effects were stable for eight weeks, no transfer effects were found. Practical implications can be deduced based on the present findings.

Fostering self‐regulated learning in a blended environment using group awareness and peer assistance as external scaffolds

AbstractMost systems for training self‐regulated learning (SRL) behaviour focus on the provision of a learner‐centred environment. Such systems repeat the training process and place learners alone to experience that process iteratively. According to the relevant literature, external scaffolds are more promising for effective SRL training. In this work, group awareness and peer assistance are used as external scaffolds in the process of training SRL behaviour, enhancing opportunities for self‐reflection and stimulating and encouraging learners. This work further develops a system, called self‐regulated learning with group awareness and peer assistance (SRL‐GAPA). Experimental results reveal that SRL‐GAPA provides significantly more participation in online training tasks and learning activities, better SRL behaviour and better learning achievement than the traditional SRL system (i.e,, a learner‐centred environment). The SRL‐GAPA benefited poorly self‐regulated learners more than highly self‐regulated students. Some implications of this finding are discussed.

The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses

ABSTRACTThe effects of training in self-regulation on metacognition and math achievement were investigated. The participants were 116 community college students enrolled in developmental math courses. Students enrolled in 16 classrooms were randomly assigned to the treatment and control groups. Participants in the treatment group completed four self-regulated learning (SRL) exercises based on Zimmerman’s (2002) cyclical model. The exercises were completed weekly and repeated for a total of 3 weeks. During the last week of class, participants completed a final exam to measure math achievement as well as the metacognitive self-regulation and time/study environment management scales on the Motivated Strategies for Learning Questionnaire ([MSLQ], Pintrich, Smith, Garcia, & McKeachie, 1991). There were significant differences between the two groups, indicating that training in SRL improved math achievement and metacognitive skills assessed on both MSLQ scales. The findings suggested that training in SRL improves math achievement, metacognitive self-regulation and time/study environmental management skills of students enrolled in developmental math courses.

Self-regulated learning in simulation-based training: a systematic review and meta-analysis.

Self-regulated learning (SRL) requires an active learner who has developed a set of processes for managing the achievement of learning goals. Simulation-based training is one context in which trainees can safely practise learning how to learn. The purpose of the present study was to evaluate, in the simulation-based training context, the effectiveness of interventions designed to support trainees in SRL activities. We used the social-cognitive model of SRL to guide a systematic review and meta-analysis exploring the links between instructor supervision, supports or scaffolds for SRL, and educational outcomes. We searched databases including MEDLINE and Scopus, and previous reviews, for material published until December 2011. Studies comparing simulation-based SRL interventions with another intervention for teaching health professionals were included. Reviewers worked independently and in duplicate to extract information on learners, study quality and educational outcomes. We used random-effects meta-analysis to compare the effects of supervision (instructor present or absent) and SRL educational supports (e.g. goal-setting study guides present or absent). From 11,064 articles, we included 32 studies enrolling 2482 trainees. Only eight of the 32 studies included educational supports for SRL. Compared with instructor-supervised interventions, unsupervised interventions were associated with poorer immediate post-test outcomes (pooled effect size: -0.34, p = 0.09; n = 19 studies) and negligible effects on delayed (i.e. > 1 week) retention tests (pooled effect size: 0.11, p = 0.63; n = 8 studies). Interventions including SRL supports were associated with small benefits compared with interventions without supports on both immediate post-tests (pooled effect size: 0.23, p = 0.22; n = 5 studies) and delayed retention tests (pooled effect size: 0.44, p = 0.067; n = 3 studies). Few studies in the simulation literature have designed SRL training to explicitly support trainees' capacity to self-regulate their learning. We recommend that educators and researchers shift from thinking about SRL as learning alone to thinking of SRL as comprising a shared responsibility between the trainee and the instructional designer (i.e. learning using designed supports that help prepare individuals for future learning).