Self-regulation Strategies Research Articles

Adapting Self-Regulated Strategy Development Model to Teach Deaf Learners English Writing Skills

Adapting Self-Regulated Strategy Development Model to Teach Deaf Learners English Writing Skills

Self-regulation strategy of influent dissolved oxygen in ANAMMOX unit of domestic wastewater onsite source-separation and synergistic treatment process

An onsite source-separation and synergistic treatment (O3ST) process has been proposed in a previous study. In the study, it was found that toilet wastewater is characterized by spontaneously realizing and stably maintaining a partial nitritation (PN) without dissolved oxygen (DO) control. On this basis, to realize the goal of practical application of ANAMMOX technology following the PN in the O3ST process, this paper carries out the key research on the self-regulation strategy of DO in the effluent of PN unit to reduce the influent DO of ANAMMOX unit. By adding a buffer unit between the PN and ANAMMOX unit with an effective volume of 50.0 % of the PN unit, an interconnecting area of 0.9 % of the coplanar area of the PN and buffer unit, an overflow length of 35.7 % of the width of the PN unit, the automatic control to reduce the amount of DO diffusion and residual in the buffer unit was realized, and the DO concentration of the influent from the buffer to ANAMMOX unit was guaranteed to be less than 1.00 mg/L. Successful application of ANAMMOX technology can increase the TN removal efficiency of the process from a bottleneck value of 66.0 % to 84.0 %, with 44.0 % of the TN removal occurring in the ANAMMOX unit. This study is expected to apply the ANAMMOX technology in a low-maintenance or even no-maintenance form in the O3ST process, which is both an expansion of the application scope of the ANAMMOX technology and a breakthrough in decentralized wastewater treatment technology.

Understanding the varieties in first-year university students’ experience of self-regulated learning during emergency remote teaching

ABSTRACT First-year students often lack basic self-regulated learning skills when transitioning to higher education. The emergency remote teaching period during the COVID-19 pandemic enhanced the importance of skills in self-regulated learning, due to the reduction of face-to-face contact with the teacher. This study focuses on first-year students’ experiences of their challenges related to self-regulated learning as well as how they engage in self-regulated learning during emergency remote teaching in autumn 2020. The data consisted of 67 reflective journals written by first-year students. The journals were analysed using a thematic analysis. The findings show that there were considerable differences between the students in terms of their ability to engage in self-regulated learning, particularly in how they approached the challenges mentally and in terms of study behaviour. However, most of the first-year students adjusted relatively well to emergency remote teaching in terms of their self-regulated learning and were able to utilise self-regulated learning strategies at least to some extent. This study stresses particularly the importance of some components of self-regulated learning: good time management skills and an ability to regulate attention, as well as positive academic emotions and a high level of self-efficacy. Conclusions of the study are also discussed.

Investigating the Role of Self-Regulated Learning Strategies in Online Bachelor’s Degree Completion Rates in Ghana

Purpose: The aim of the study was to investigate the exploring the relationship between digital literacy skills and student success in online science courses in Indonesia. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Recent research on digital literacy skills and student success in online science courses in Indonesia indicates a strong link between proficient digital skills and academic achievement. Students who demonstrate competence in areas like information literacy and online collaboration tend to perform better and show higher levels of engagement in their courses. This highlights the significant impact of digital literacy on enhancing learning outcomes and fostering self-directed learning among Indonesian students in online science education. Unique Contribution to Theory, Practice and Policy: Social cognitive theory, control-value theory of achievement emotions & cognitive load theory may be used to anchor future studies on the exploring the relationship between digital literacy skills and student success in online science courses in Indonesia. Educational institutions should integrate explicit SRL instruction into online curriculum design. Policymakers should develop guidelines and standards that promote the integration of SRL strategies into online education policies.

Exploring the Relationship between Resilience (Personal Strength), Emotional Stability, Emotional Self-Control, Attachment, and Personal Fear of COVID-19

The research examines correlational and predictive relationships between resilience (personal strength), emotional stability, strategies of emotional self-regulation, the style of attachment, and personal fear of Covid-19. At this study took part 130 adults (91 women and 39 men), the average age being 39 years old. The results indicated statistically significant medium and high levels of correlation among most of the analysed variables, the greatest correlation being obtained between emotional stability and emotional regulation strategies. Another significant result is the predictive relationship between emotional stability, attachment style and self-perception (subdimension of personal strength), which in turn proved to be a predictor for personal fear of Covid-19.

In Situ Induced Interface Engineering in Hierarchical Fe3O4 Enhances Performance for Alkaline Solid-State Energy Storage.

Rechargeable aqueous batteries adopting Fe-based materials are attracting widespread attention by virtue of high-safety and low-cost. However, the present Fe-based anodes suffer from low electronic/ionic conductivity and unsatisfactory comprehensive performance, which greatly restrict their practicability. Concerning the principle of physical chemistry, fabricating electrodes that could simultaneously achieve ideal thermodynamics and fast kinetics is a promising issue. Herein, hierarchical Fe3O4@Fe foam electrode with enhanced interface/grain boundary engineering is fabricated through an in situ self-regulated strategy. The electrode achieves ultrahigh areal capacity of 31.45 mA h cm-2 (50 mA cm-2), good scale application potential (742.54 mA h for 25 cm2 electrode), satisfied antifluctuation capability, and excellent cycling stability. In/ex situ characterizations further validate the desired thermodynamic and kinetic properties of the electrode endowed with accurate interface regulation, which accounts for salient electrochemical reversibility in a two-stage phase transition and slight energy loss. This work offers a suitable strategy in designing high-performance Fe-based electrodes with comprehensive inherent characteristics for high-safety large-scale energy storage.

Writing in Elementary Students With Language-Based Learning Disabilities: A Pilot Study to Examine Feasibility and Promise.

Although children with language-based learning disabilities (LLD) demonstrate significant difficulties with writing, empirical evidence to support interventions is sparse. Therefore, the purpose of this pilot study was to examine the feasibility and promise of a writing intervention for fourth- and fifth-grade students with LLD (WILLD: writing in students with LLD). The intervention components included word-, sentence-, and discourse-level writing processes and instructional practices using self-regulation strategies. Participants for this study were 15 students with LLD, recruited from three different schools. Students' writing was assessed using a sentence probe task and obtaining an informative paragraph writing sample as a measure of proximal writing outcomes. Trained speech-language pathologists (SLPs) and special educators delivered the intervention in a small-group format over 12 weeks. Using a within-group pre-post design, we examined changes in writing outcomes before and after the intervention. Results indicated that the intervention helped students improve their informative writing skills; students' writing quality showed a statistically significant increase, and grammatical errors showed a significant decrease. Evidence from this pilot effort indicates that WILLD was feasible and appears to show promise for improving writing outcomes for fourth- and fifth-grade students with LLD when delivered by SLPs and special educators in a small-group format. Implications of the results and directions for future research are discussed. https://doi.org/10.23641/asha.26053132.

Active Methodologies to Enhance Blended Learning: Exploring the Perceptions of Pre-Service Teachers

The perceptions of blended learning teachers on the usefulness of different techniques in different aspects are tested: the technique improves the understanding of content and application of knowledge, to test the perception of learning; the technique facilitates blended learning; and the technique improves autonomy, commitment, and the perception of achievement with respect to the subject, to test aspects related to learning. This is an exploratory study with a pre-experimental design. Thus, for this proposal, a mixed method is used with a scale questionnaire to obtain quantitative measures of mean and standard deviation, in addition to using the ANOVA test to check that the differences are significant, and an interview with some participants to complement with qualitative information and deepen the results obtained. Participants highlighted their combination and considered that self-regulated learning strategies are especially useful for monitoring progress and perception of achievement; flipped classroom to improve autonomy, which in conjunction with self-regulated learning improves understanding; and cooperative projects to improve understanding and application of knowledge when learning among peers. In conclusion, each technique is suitable for different purposes and the combination would be ideal.

Investigating Online Self-Regulated Learning Strategies Among Gifted High School Students in Saudi Arabia: Do Personality Traits Play A Role?

Investigating Online Self-Regulated Learning Strategies Among Gifted High School Students in Saudi Arabia: Do Personality Traits Play A Role?

Examining the relationship between socioeconomic status, self-regulated learning strategies, and writing proficiency in English as a second language learning context.

Examining the relationship between socioeconomic status, self-regulated learning strategies, and writing proficiency in English as a second language learning context.

Empowering Students’ Autonomous Learning through Self-regulation, Metacognitive Strategies, and Collaborative Learning Environments

This article presents the enhancement of autonomous learning among learners using self-regulation strategies, metacognition, and a cooperative learning environment. These elements contribute to higher academic achievement. Promoting learners to enhance their knowledge of self-regulation and developing metacognitive skills in a cooperative learning environment is important for student learning in the 21st century. It helps learners spend time outside of universities to develop their knowledge and understanding. These skills are necessary for lifelong learning. This study shows that to promote students’ autonomy, teachers need to develop new teaching strategies and encourage students to have skills in planning, teamwork, self-reflection, and self-assessment, as well as time management with technology and effective communication. Recognizing the value of self- autonomous learning is essential for students. To transition from being passive recipients of information from lecturers to actively seeking knowledge and continuously learning independently, learners must embrace new learning strategies.

Using Self-regulated strategy of development in Teaching writing for Iraqi EFL University Students

Self-Regulated Strategy of Development (SRSD) is an intervention designed to improve students' academic skills through a six-step process that teaches students specific academic strategies and self-regulation skills (mention them here). When it comes to writing, self-regulation allows students to manage tasks and monitor progress (also called self-monitoring), among other key skills. There are many ways to use strategy instruction to help students improve their writing skills in English.

Effects of using rubrics in self-assessment with instructor feedback on pre-service teachers’ academic performance, self-regulated learning and perceptions of self-assessment

This study aims to explore the effects of pre-service teachers’ use of rubric in self-assessment with instructor feedback on academic achievement and self-regulated learning. Their perceptions and experiences of the self-assessment intervention were also investigated. A total of 79 pre-service teachers participated in the study. A mixed methods approach was used as a blend of experimental and qualitative design. The quasi-experimental research model with pretest/posttest control group design was employed in the quantitative phase of the study. The pre-service teachers (N = 79) were assigned to either use of rubric in self-assessment involving tutor feedback condition or a non-self-assessment condition for their essay assignments. Besides, the pre-service teachers’ perceptions and experiences of using self-assessment with instructor feedback were explored in the qualitative phase of the study. Data were collected using a rubric, an achievement test, a self-regulation in learning subscale and reflective journals. The results indicated that the rubric used in self-assessment with instructor feedback group had higher achievement and use of self-regulated learning strategies than the no-intervention group. The reflective journals also revealed that most of the pre-service teachers found the self-assessment a useful learning tool. They felt that it helped them to improve their learning by guiding them to set their own goals, monitor their progress and reflect on their learning through their own tasks. The implications for educational research and practice are discussed.

Fostering EFL university students’ motivation and self-regulated learning in writing: A socio-constructivist approach

Research acknowledges that learners’ motivation and self-regulation benefit their academic growth, and it applies to writing development. However, limited research has investigated how learners are supported to foster motivation and cultivate self-regulated learning strategies in writing classrooms. Drawing upon data from semi-structured interviews, self-reflections, and developing drafts, this qualitative case study examined how six first-year EFL university students with previous exam-focused writing experience developed motivation and employed self-regulated learning strategies in writing in a year-long English writing course designed based on the socio-constructivist approach. Analysis revealed that the participants experienced positive changes in writing motivation, including enhanced task interest, clarified outcome expectations, refocused goal orientation, and increased self-efficacy in writing, as they engaged in interrelated social and collaborative writing activities. They also used various self-regulated learning strategies, including cognitive strategies, goal setting, self-evaluative standards, self-selected models, and mental imagery, to improve writing skills and navigate writing. The study provides implications for researchers and practitioners in EFL writing within exam-oriented contexts.

Out of the comfort zone, into the learning zone: An exploration of students’ academic buoyancy through the 5-Cs in English-medium instruction

In English-medium instruction (EMI), the learning of academic content in English may present a considerable challenge for students. Therefore, analyzing EMI students' academic buoyancy is crucial to understand how they manage everyday academic obstacles. By employing the 5-Cs Framework (Confidence, Coordination, Control, Composure and Commitment), this study aims to understand how 14 highly buoyant EMI students from a higher education institution in Spain handle daily academic adversity. Qualitative data were generated from four focus groups and one interview and were analyzed employing a person-oriented approach to academic buoyancy. Findings reveal that highly buoyant EMI students: (1) exhibit high self-efficacy and confidence in using English; (2) maintain composure and low academic anxiety; (3) demonstrate sustained commitment by adopting proactive “fight” responses, driven by future-oriented mindsets; (4) display strong coordination skills and effectively employ self-regulated learning strategies; and (5) show a strong sense of control over their academic success, facilitated by a focus on effective communication and content learning. Based on these findings, a framework for the assessment and enhancement of (EMI) students’ academic buoyancy has been developed. Overall, this study highlights the significance of the 5-Cs framework in the study of academic buoyancy while unveiling the multidimensional and interconnected nature of its components.

Exploring the Relationship between Motivational Beliefs on Self-Regulated Learning Strategies among Chemical Engineering Students

Exploring the Relationship between Motivational Beliefs on Self-Regulated Learning Strategies among Chemical Engineering Students

Comparing the Status of Motivation Self-Regulation Strategies in Medical Students Before and After the Beginning of Clinical Education

Abstract Introduction: Self-regulation motivation in medical students in clinical education is a key factor in their academic success. This study aims to compare the status of self-regulation motivation strategies in medical students before and after the beginning of clinical education at Kerman University of Medical Sciences in 2022. Method: This semi-experimental single-group study used the Meta-Motivational Strategies in Medical Students Questionnaire for 80 medical students who were clerkships. Results: The mean of self-regulation motivation strategies in medical students before entering the clinical education phase was 113.43, and at the end of the first semester of clinical education was 116.20. The results showed an increase in the status of self-regulation motivation strategies by medical students in the clinical education phase. The most self-regulation motivation strategy used by students before and after the start of clinical education was "Regulation of value". Conclusion: Medical students use different strategies to regulate their motivation during clinical education. To maintain and increase the motivation of medical students, it is crucial to identify and strengthen self-regulation motivation strategies.

Chronic suicidal ideations: a risk or a protection.

Chronic suicidal ideations can be consistently present as part of the individual's sense of identity and self-regulation or as a reoccurring pattern to control intense feelings and communicate and relate experiences or intentions. While they can be the precursor to self-harm and suicide attempts, requiring a thorough risk assessment, they can also represent a way to control, avoid, or contain intolerable feelings and experiences. In addition, suicidal ideations can be either deeply internalized and hidden or indirectly or directly conveyed to others. This article focuses on understanding and approaching chronic suicidal ideations that specifically relate to self- and interpersonal characterological functioning, i.e., sense of identity, self-regulation, emotion regulation, and interpersonal intentions. Suicidal ideations must be identified and assessed both in terms of intention, i.e., motivation, plans, and means to harm oneself or end one's life, as well as in terms of function, i.e., related to selfregulatory strategies for counterbalancing or protecting against overwhelming, painful, and frightening external, interpersonal, or internal experiences. Therapeutic strategies and challenges will be discussed, including engaging patients in the therapeutic alliance and building consistency, trust, and reliability.

Exploring the Relationship of Cognitive and Motivational Factors to Sonography Student Performance

Objectives: The purpose of this mixed-methods study was to explore the cognitive and motivational challenges sonography students encounter by examining the relationships between sonography students’ levels of self-regulation and self-efficacy and their performance in a 16-week introductory vascular sonography skills laboratory course. Materials and Methods: Measures for the study were designed to yield qualitative and quantitative data related to student goals, strategies, and course performance and were generated by both students and faculty. Qualitative data from the study included student self-reports of self-regulatory strategies and instructor evaluations of student performance, while quantitative data were provided by instructor and student ratings of performance, student self-efficacy ratings, and student reports on their use of deliberate practice. Results: The data showed that many students learning how to perform sonographic examinations encountered motivational challenges that appeared to be tied both to their self-efficacy and their ability to effectively use self-regulatory activities. Conclusion: The findings of this study suggest possibilities for improving sonography’s curricular models and teaching strategies toward the goal of making sonography instruction more efficient and effective.

What are the principal and most effective strategies for motivational self-regulation? A systematic review and meta-analyses

The regulation of motivation is considered a key aspect of self-regulated learning (SRL) as it is presumed that maintaining an adequate level of motivation is essential for engagement, effort and persistence in academic tasks. In this review, we aimed to improve our understanding of motivational regulation strategies, their supposed antecedents and the educational implications. A search was conducted in Web of Science, Scopus, PsycInfo, and ERIC databases. Of 4027 records identified, 64 (75 studies) were deemed eligible after inclusion and exclusion criteria were applied and studies with low methodological quality were discarded. Data on 18 different motivational regulation strategies were available. Extrinsic/controlling types of strategies were reported to be used more frequently than intrinsic/autonomous strategies. Motivational regulation strategies were significantly associated with metamotivational beliefs, academic skills and adjustment. Available evidence supports assumptions of theoretical models on antecedents and academic implications of motivational self-regulation. Educational impact and implications statementThe present study provides a compendium of the different motivational self-regulation strategies studied to date, describes the nature of these and unifies the different denominations used. The available evidence on the frequency of use of the different strategies that has been collected may be useful for educators, enabling them to anticipate and adapt to the status of the different motivational facets in students. Drawing on theoretical models of motivational self-regulation, the interconnections between the use of the strategies and their supposed antecedents and the expected educational implications were explored. This will provide researchers and educators with an interpretive framework to draw upon when adapting to interindividual diversity in strategy use and when assessing the compatibility between educational practices and the efficient use and training of motivational strategies.