Self-regulation Strategies Research Articles

Developing students’ self-regulated learning strategies to facilitate vocabulary development in a digital game-based learning environment

This study investigated how a digital game-based learning (DGBL) environment affected low- (LP) and high-proficiency (HP) primary school students’ self-regulated learning strategies and vocabulary development. Data were collected from 62 sixth graders (20 LP and 20 HP students) who learned English as a Foreign Language (EFL). The statistics suggested DGBL benefited both LP and HP students’ self-regulated learning strategies and vocabulary development. DGBL encouraged LP students to develop cognitive, metacognitive, and resource management aspects of self-regulated learning strategies. With self-regulated learning strategies, LP students could benefit more from DGBL than HP students did in vocabulary development, reducing the gaps between LP and HP students. The prediction of the simple regression analysis also showed self-regulated learning strategies in DGBL contributed to students’ progress in vocabulary learning.

On the relation between oral contraceptive use and self-control.

In two studies we examined the relation between oral contraceptive (OC) use and self-reported levels of self-control in undergraduate women using OCs (Study 1: OC group N = 399, Study 2: OC group N = 288) and naturally cycling women not using any form of hormonal contraceptives (Study 1: Non-OC group N = 964, Study 2: Non-OC group N = 997). We assessed the self-overriding aspect of self-control using the Brief Self-Control Scale (BSCS) and strategies for self-regulation using the Regulatory Mode Scale (RMS), which separately measures the tendency to assess one's progress towards a goal (assessment), and the tendency to engage in activities that move one towards an end goal (locomotion). In Study 1, we found no significant differences between OC and non-OC groups in their levels of self-overriding or self-regulatory assessment. However, we found that those in the OC group reported significantly greater levels of self-regulatory locomotion compared to those in the non-OC group, even after controlling for depression symptoms and the semester of data collection. The findings from Study 2 replicated the findings from Study 1 in a different sample of participants, with the exception that OC use was also related to higher levels of assessment in Study 2. These results indicate that OC use is related to increases in self-regulatory actions in service of goal pursuit and perhaps the tendency to evaluate progress towards goals.

Exploring Self-Regulated Learning Strategies in Reading Comprehension for English Majors: A Post-Pandemic Perspective

ABSTRACT Incorporating effective reading strategies is vital to language learning, as reading is considered to be among the most fundamental skills in acquiring knowledge and achieving success. Research has shown that good readers are often high achievers, and with the support of technology and Self-Regulated Learning (SRL) strategies, students can further enhance their reading abilities to become more independent and successful learners. This study dives into the topic of SRL strategies use in reading comprehension for English majors, especially after the recent impact of the Corona pandemic. Through a comprehensive survey of 198 students from two Moroccan universities, this study uncovers significant perspectives on the correlation between SRL strategies and reading achievement. The results reveal that while Moroccan English majors reported a medium level of SRL in reading, female students outscored male students, whereas third year students outscored first and second year students. Meanwhile, a positive correlation was found between SRL strategies’ use and reading achievement. These findings suggest that learners, and male learners in particular, would benefit from being encouraged to use SRL strategies in reading. Furthermore, this study highlights the need for greater attention to time management strategies and peer learning, rehearsal, self-talk about efficiency, and elaboration. This research represents a valuable contribution to the literature on SRL strategies use in the context of EFL learning offering new directions for future research and implications for professors and students alike.

한국어 교육을 위한 온라인 수업만족이 학업성취도에 미치는 영향

This study explored the characteristics of Korean language education at universities in China as well as strategies to overcome the limitations of online education. According to the research findings, satisfaction with online classes positively influences learners’ academic achievement. Therefore, it is important to establish and support online education environments and to explore blended learning methods and educational strategies utilizing AI technology. Additionally, learners’ self-regulated learning strategies were found to moderate the relationship between satisfaction with online classes and academic achievement. Consequently, enhancing monitoring functions related to learning and providing tailored teaching designs and learning checks by educational professionals or instructors are crucial. Through these efforts, it is expected that solutions to overcome the limitations of online education and improve academic achievement can be explored.

Self-Regulated Learning Strategies and Their Relationship to Self-Efficacy Among the Students of Psychology Department at Bordj Bou Arreridj University

The study aimed to identify the relationship between self-regulated learning strategies and self-efficacy among psychology students at the University of Bordj Bou Arreridj and whether there are differences between them in terms of self-regulated learning strategies and self-efficacy according to the university level variable. The study was conducted on a random sample of (126) male and female students where the researcher applied the descriptive approach and the scale of “Pintrich and Others (1991)” of the self-regulated learning strategies and the scale of “Kim & Park (2000)” of self-efficacy. The results of the study showed that there is a correlation between the scores of self-regulated learning strategies and the degrees of self-efficacy among psychology students at the University of Bordj Bou Arreridj. The study also revealed that there were no differences in self-regulated learning strategies and self-efficacy among psychology students at the University of Bordj Bou Arreridj according to the university’ level variable.

Middle school educators’ experiences in a cross-institutional professional development model for enhancing writing instruction

PurposeThis paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in a middle school. It examines the transformative effects and challenges of improving writing instruction, the activities involved and alternative PBPD delivery methods. Highlighting a collaborative effort between an institute of higher education (IHE), a middle school and ThinkSRSD, a PBPD for SRSD developer, the example underscores the long-term benefits and innovative insights into engaging with PBPD for SRSD over multiple years.Design/methodology/approachThe case involves analyzing survey data collected over five years. These surveys, which included specific SRSD-related queries and open-ended questions, were instrumental in assessing the evolution of the educators’ perceptions regarding SRSD and their engagement with PBPD. Additionally, the paper details PBPD activities as documented in a research journal, providing a comprehensive account of the developmental process.FindingsThrough a cross-institutional partnership, two middle school general educators participated in PBPD for SRSD for 30 h across five years. Their engagement with PBPD progressed from initial introduction and implementation to facilitating PBPD for SRSD among peers and at the national level. Over time, the most consistently enacted SRSD action was “memorize it,” while actions such as “discuss it,” “support it” and “independent performance” showed greater variability. Both educators consistently praised SRSD and sought continued PBPD engagement over the five years.Originality/valueOur case example is the first five-year analysis of PBPD for SRSD among general middle school educators, highlighting the benefits and challenges of adopting evidence-based writing instruction. Our example emphasizes the need for continuous and focused professional development in areas crucial for student success, including self-regulation, prewriting strategies and techniques for fostering independent performance. Moreover, the two middle school educators’ critical feedback is invaluable for refining PBPD for SRSD. This work also enriches professional development schools (PDS) literature by offering effective strategies to support middle school teachers in developing a vibrant writing community, a cornerstone for student advancement in writing.

Fostering self-regulated learning in preschool through dynamic assessment methodologies.

Self-regulated learning is a transversal competency which plays a central role in acquiring autonomy. This investigation aimed to support approaches that foster self-regulated learning in preschool. We proposed to improve preschoolers' self-regulated learning strategies (i.e., forethought, performance, and self-reflection) through the educational intervention Pipo and Mia, the magic knights, hypothesizing different results when comparing levels of the program intervention. Participants included 115 preschoolers and their nine teachers. Teachers implemented the program to children, and engaged in professional training simultaneously. Aiming to validate the Dynamic Assessment of Self-regulation in Preschool (DASP) method socially, it was used as children's pre and post-measure, and focus groups were conducted with teachers to assess its validity. Results showed improvements in children's use of strategies, and some significant differences between intervention levels. Teachers highlighted the DASP method potentialities. The study's contributions and constraints are discussed considering implications for practice, research, theory, and policy.

Nurses' self-regulated learning in clinical wards: Important insights for nurse educators from a multi-method research study

Central in nurse education curricula stands the preparation of future nurses to work in quickly evolving, dynamic, clinical wards. Learning in the flow of work plays a pivotal role in initial nurse education, but also during continuous professional development. To drive their ongoing development, nurses need competency in self-regulation of learning (SRL). Despite the importance of SRL in the clinical workplace for all (future) healthcare professionals, research on self-regulated workplace learning (SRwpL) of nurses and future nurses in clinical wards is underdeveloped. This study aims to enhance the conceptual understanding of SRwpL strategies and practices in clinical nursing wards and to offer insights for designing effective educational interventions supporting the facilitation and development of (future) nurses' SRwpL in the clinical ward. A multi-actor, multi-method perspective was adopted to qualitatively investigate SRwpL strategies nurses engaged in. Nurses were observed and interviewed, but also professionals responsible for ongoing development in clinical wards (the ward's head nurses and learning counselors) were interviewed. The data collection took place before the COVID pandemic. Results reveal self-regulatory strategies conditional for SRwpL in addition to strategies initiating, progressing, and evaluating the learning process. Head nurses and learning counselors report a lack of these conditional strategies and little variation, and sporadic engagement in all other self-regulatory strategies. To enhance (future) nurses' SRwpL, we suggest that clinical supervisors from educational institutions could exert a lasting influence by not only educating student nurses, but also fostering further professional development of counselors and head nurses to scaffold the SRwpL processes of future nurses in clinical wards.

Perceived formative assessment and student motivational beliefs and self-regulation strategies: a multilevel analysis

Based on an integrated theory of formative assessment and self-regulated learning, this study investigated the relationship between students’ perceived formative assessment practices of teachers and their motivational beliefs (self-efficacy and incremental beliefs of ability) and self-regulation strategies (metacognitive self-regulation and adaptive help seeking). Participants were 1,939 secondary school students (nested in 94 classes) from Singapore, who completed an online questionnaire. After controlling for gender, stream, and grade, we conducted a multilevel path analysis to examine the hypothesised relationships at both student and class levels. We found that at the student level, perceived formative assessment was associated positively with self-efficacy, incremental beliefs of ability, metacognitive self-regulation, and adaptive help seeking; at the class level, perceived formative assessment was associated positively with incremental beliefs of ability and adaptive help seeking. The findings highlight the importance of investigating formative assessment as a multilevel construct and its role in developing self-regulated learning of students.

Investigating the role of clinical exposure on motivational self-regulation skills in medical students based on cognitive apprenticeship model

BackgroundThe importance of motivation regulation in medical students is highly significant due to their unique educational circumstances, such as clinical exposure. However, the role of clinical exposure in learning motivational self-regulation skills in students has not been explored thus far. This current study aims to investigate the role of clinical exposure on motivational self-regulation skills in medical students based on cognitive apprenticeship model.MethodThis study was descriptive-analytical research conducted in 2022 on medical students. Data collection involved two questionnaires including Meta motivational Strategies in Medical Students Questionnaire and Maastricht Clinical Teaching Questionnaire. The research comprised two stages including measuring motivational self-regulation strategies in students before entering the clinical exposure phase, and simultaneous measurement of clinical exposure based on the student’s viewpoint and their motivational self-regulation strategies at the end of the first term of clinical exposure.ResultsThe results revealed a significant relationship between six dimensions of the cognitive apprenticeship model, including modeling, coaching, scaffolding, reflection, exploration, and learning environment, with motivational self-regulation strategies. However, there was no significant relationship between the articulation dimension of the cognitive apprenticeship model and motivational self-regulation strategies.ConclusionClinical exposure indirectly enhances students’ metacognitive skills. Observing the behavior of clinical faculty in the clinical exposure setting leads to the improvement of motivational self-regulation strategies in medical students.

Some habits are more work than others: Deliberate self-regulation strategy use increases with behavioral complexity, even for established habits.

We tested the hypothesis that complex behaviors are commonly supported by self-regulation strategies, even when those behaviors are supported by strong instigation habits. Goal-directed and habit-mediated processes arise from separable systems that have been suggested to seldomly interact. Self-regulation strategy use was lower for habitually instigated simple behaviors compared to nonhabitually instigated simple behaviors. However, participants' use of self-regulation strategies increased with the increasing complexity of behaviors, even when complex behaviors were habitually instigated. The difference in the extent of strategy use between habitually and nonhabitually instigated actions was absent when behavioral complexity was particularly high. These results point to a qualitative distinction-while simple behaviors may progress in a relatively automatic and unthinking manner, complex behaviors receive frequent support from self-regulation strategies, even if they are instigated habitually.

The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling

Teacher self-regulation plays a critical role in effective teaching and professional success. It is not only deemed to be a path to professional development but also a prerequisite to cultivating students' self-regulatory capacity. However, our understanding of in-service second/foreign language (L2) teachers' self-regulation strategies is insufficient. This study aimed to address gaps in the literature by exploring the factorial structure of self-regulation strategies for teaching among L2 teachers in China. Grounded in sociocognitive theory, we proposed a multidimensional structure of self-regulation strategies for teaching and made methodological innovations by using rigorous statistical methods including exploratory structural equation modeling (ESEM) and bifactor ESEM to measure the construct-relevant multidimensionality of teacher self-regulation strategies. The study collected data from a sample of 242 in-service L2 teachers across 18 universities in various regions of China. Model comparisons confirmed the ESEM model with the best fit, accounting for 12 specific teaching strategies (i.e., organization, elaboration, critical thinking, goal setting, self-evaluation, self-monitoring, motivational self-talk, emotional regulation, interest enhancement, collective teacher commitment, seeking help and resources, and time and environment management). These specific teaching strategies with moderate correlations confirmed the multidimensional structure of teacher self-regulation entailing cognition, metacognition, motivation, and social behavior. In addition, L2 teachers’ self-regulation strategies were closely connected to their sense of efficacy in classroom management, student engagement, and instructional strategies, supporting the criterion validity.

Students’ thoughts about dropping out: Sociodemographic factors and the role of academic help-seeking

Dropout is a problematic issue in education due to its high prevalence and impact on students and society. In fact, it can limit students’ future options, and it involves a substantial cost for public budgets in most countries. This is not an easy problem to solve, since student dropout is a complex decisional process involving such factors as personal and contextual characteristics, educational variables, and psychosocial aspects. Very few studies have examined whether sociodemographic and psycho-educational variables affect educational dropout at different academic levels. For this reason, the present study aims to provide a better understanding of the role of several variables (age, academic results, gender, sexual orientation, academic help-seeking, academic self-efficacy, and planning as a strategy to cope with academic stress) in educational dropout thoughts in a sample of 759 students resident in Spain (age: M = 22.91, 74.0% women). Regression analyses showed that dropout thoughts were significantly predicted by academic results, planning, sexual orientation, academic self-efficacy, and academic help-seeking. Agreements and discrepancies with previous research are discussed. The results of the current study can be used by educators, policy makers and institutions to develop programmes to reduce student dropout by enhancing self-regulated learning strategies.

A literature review: analyzing barriers hindering the implementation of self-regulated learning in science classrooms

Self-regulated learning is a goal-directed process in which learners are metacognitively, motivationally, and behaviorally active participants in their learning process. Although studies have shown self-regulated learning is critical for success in academic learning and beyond; many students do not use self-regulated learning strategies to drive their science learning. To better understand the circumstances surrounding this unfortunate situation, this literature review reports on 15 studies related to barriers that hinder science teachers from enacting self-regulated learning. In this review, we discuss the role of self-regulated learning, then we emphasize the theoretical frameworks, and examine the barriers. Findings from this study revealed six primary barriers: scarcity of time, disregards within the curriculum and assessments, lack of training, opposing teacher views, lack of resources, and students’ resistance toward self-regulated learning. Thus, with the support of current literature surrounding remedying these obstacles, we conclude our review by qualitatively analyzing the relationships between the barriers and suggest approaches toward overcoming them.

Investigating The Influence of Metacognitive Awareness in Academic Reading

Reading is an integral aspect of the educational landscape, embraced by students, academics, and scholars alike in their daily pursuits. Students, in particular, must hone their reading skills to effectively navigate the multitude of texts they encounter during their academic journey. While students are immersed in text daily, the challenge persists in ensuring they truly comprehend what they read. Employing metacognitive reading strategies has proven to be pivotal in elevating reading comprehension. Hence, this quantitative study is done to investigate the influence of metacognitive awareness in academic reading. Specifically, this study is done to explore how learners perceive the use of metacognitive strategies in their academic reading. A purposive sample of 140 participants from a university in Selangor, Malaysia responded to the survey. The instrument used is a 5 Likert-scale survey and is rooted from Mokhtari and Reichard (2002) metacognitive strategies used on reading. The survey has 4 sections. Section A has 3 items on demographic profile. Section B has 13 items on self-monitoring strategies. Section C has 8 items on self-evaluating strategies and section D has 9 items on self-regulation strategies. The findings of the study indicate that there is a high use of metacognitive strategies among the university students. In this context, it suggests that the students are actively engaged in assessing and managing their own learning, which can lead to more effective studying and improved academic performance. This information underscores the importance of fostering metacognitive skills in educational settings to enhance learning outcomes.

Effects of Self-Regulated Strategy Instruction in an Accelerated Developmental English Course: A Quasi-experimental Study

This study examines the effects of a curriculum based on self-regulated strategy instruction in an accelerated developmental education (DE) English course in a community college. Faculty at the college had established a four-week, two-credit compressed course that enabled students to enroll in an eleven-week first-year composition (FYC) course in the same semester, reducing remediation from fifteen weeks to just four weeks. The course focused on writing argumentative essays using sources. The study used a quasi-experimental design with five instructors and sixty-six students to compare the experimental curriculum to a business-as-usual control condition. In the experimental curriculum, students learned strategies for writing using sources, including strategies for critical reading and for planning and revising. In addition to writing and reading strategies, students also learned metacognitive, self-regulation strategies, such as goal setting, task management, and reflection. The study found a large positive effect (ES = .96) of the treatment on quality of an argument essay written using sources. However, no significant effects were found on a summary outline, self-efficacy, or completion of the subsequent FYC course. The study demonstrates the value of strategy instruction in DE English courses; it is the first experimental study of strategy instruction in an accelerated DE course. Further research is needed to evaluate the effects of strategy instruction in corequisite courses and in FYC.

The Effectiveness of Teaching Self-regulatory Strategies on Attention Deficit, Social Adjustment, and Self-efficacy in Children With Attention -Deficit/Hyperactivity Disorder

Background and Aims One of the common childhood disorders is attention-deficit hyperactivity disorder, which can be caused by a lack of self-regulation. This study aimed to evaluate the effectiveness of teaching self-regulatory strategies on elementary students’ attention deficit, social adjustment, and self-efficacy in Tehran City, Iran. Methods This quasi-experimental study employed a pre-test-post-test design with a control group. In this research, 100 students with attention-deficit/hyperactivity disorder were selected by cluster sampling from 9-11 years old male elementary schools of District 16, Tehran City, Iran, in the 2018-2019 academic year. They were studied using the Conners questionnaire, attention-deficit questionnaire, general self-efficacy questionnaire, social adjustment questionnaire, and Russell Barkley’s 8-session educational protocol. Results he study’s results demonstrated the effect of self-regulatory strategic teaching on the reduction of attention deficit, increase in social adjustment, and self-efficacy of students in the experimental group compared to the control group (P<0.05). Conclusion Cognitive skills and instructional programs in early life play an essential role in children’s learning and self-regulation improvement. Furthermore, they can reduce the occurrence rate of long-term behavioral problems.

Unveiling the Impact of Metacognition on Academic Achievement in Physical Education and Activity Settings: A Comprehensive Systematic Review and Meta-Analysis of Qualitative Insights.

The purpose of this study is to unveil the impact of metacognition on academic achievement in physical education and activity settings by conducting a comprehensive systematic literature review with a meta-analysis of qualitative findings. Systematic searches identified English-language, peer-reviewed journal articles reporting the results of qualitative or mixed-methods studies of the emerging themes of metacognition on academic achievement in sports. PubMed, Web of Science, Scopus, ProQuest, and SPORTDiscus were searched from inception to June 2023. Data from 20 studies were included in the review. Thematic meta-analysis identified descriptive themes: 1) Metacognitive performance during the learning process in different sports disciplines; 2) Domains of metacognitive skills related to academic performance; 3) Self-regulation strategies related to academic performance; 4) Influencing factors of metacognition; 5) Metacognitive interventions on motor learning and academic performance. Generate an analytical theme based on five descriptive themes. In-depth descriptions of the emerging themes related to metacognition and academic performance during motor learning were provided by different students and athletes. The conclusions reported in the study align with the theoretical models of metacognition. The research findings will provide strategies for physical education teachers, coaches, and trainers to enhance both physical and academic performance.

잠재프로파일 분석을 통한 대학 신입생의 대학생활적응 잠재집단분류와 자기조절학습 전략 영향요인 탐색

Objectives This study aimed to identify latent group types of college life adaptation among university freshmen and to analyze the factors of self-regulated learning strategies that influence each group type.
 Methods In accordance with the research objectives, latent groups for types of college life adaptation were classified among 1,265 freshmen at A University located in the metropolitan area. Factors influencing each latent group regarding self-regulated learning strategies were identified. Responses from the Self-regulated Learning Test (SLT) were analyzed using latent profile analysis and multinomial logistic regression.
 Results The analysis of freshman students' adaptation to college life revealed that they can be divided into three main groups: ‘Maladaptation’, ‘Marginal’, and ‘Adaptation’. Furthermore, among the various sub-elements of self-directed learning strategies, it was found that students with higher abilities in memory strategies, emotional regulation, and resource utilization are more likely to belong to the group that adapts well to college life. Notably, students with higher metacognitive abilities have a higher probability of belonging to the ‘Adaptation’ group, which shows the highest level of college life adaptation.
 Conclusions These findings suggest the need to consider types of college life adaptation in understanding latent group profiles and predictive factors. By addressing variables of self-regulated learning strategies that influence college life adaptation, this study provides implications for necessary interventions to assist freshmen in adapting to college life.

Self-regulated Learning and Academic Achievement in the EFL Classroom

This study explores the role self-regulated learning (SRL) plays in academic achievement in the EFL classroom by comparing self-regulated learning strategies use and motivational beliefs among Tunisian EFL learners coming from different achievement groups. The participants (n=59) were 8th form pupils enrolled at a preparatory school in the region of Sfax. Data was collected using the Motivated Strategies for Learning Questionnaire. Data analysis included descriptive, statistical and analytical procedures. Findings revealed that there is a positive relationship between self-regulated learning and academic achievement in the EFL context. Consequently, self-regulated learning is a predictor of academic achievement. High achievers were also found to use more frequently and consistently SRL strategies. The findings of the present study are relevant to both the field of SRL and to the advancement of EFL teaching especially in the Tunisian context.