Self-regulation Strategies Research Articles

COGNITIVE STRATEGY USE AND SELF-REGULATION AS MEDIATORS BETWEEN PERSONALITY AND ACADEMIC ACHIEVEMENT AMONG CHINESE UNDERGRADUATES IN MALAYSIA

Background and Purpose: The number of Chinese students studying abroad has increased significantly in recent years. As a result, their academic achievements are rapidly gaining attention. This study aims to look into the relationship between the big five personality traits and academic achievement in Chinese undergraduate students in Malaysia. It also aims to investigate if cognitive strategy use and self-regulation have a mediation effect on these personality traits.
 
 Methodology: The 44-item Five Inventory and Motivated Strategies for Learning Questionnaire were used as the instrument. Respondents were picked from year 2 to year 4 at six private universities in Selangor, Malaysia. A total of 430 valid surveys were gathered using stratified random sampling. For data analysis, structural equation modelling (SEM) and confirmatory factor analysis (CFA) were used.
 
 Findings: Findings showed a significant direct effect of the big five personality traits in terms of agreeableness on academic achievement. The full structural model is valid, reliable and fits well with the data. There is a mediation effect of the cognitive strategy use in the relationship between the big five personality (except extraversion trait) and academic achievement. Additionally, self-regulation mediates conscientiousness and academic achievement, openness to experience traits and academic achievement.
 Contributions: This study developed measurement scales for the measurement model and a full structural model based on two mediators.
 
 Keywords: Self-regulated learning strategy, cognitive strategy use, self-regulation, big five personality, academic achievement.
 
 Cite as: Yina, M., & Zahari, I. (2024). Cognitive strategy use and self-regulation as mediators between personality and academic achievement among Chinese undergraduates in Malaysia. Journal of Nusantara Studies, 9(1), 245-268. http://dx.doi.org/10.24200/jonus.vol9iss1pp245-268

“Breathe, Plan, Write, and Evaluate”: the effects of an SRSD intervention and instructional feedback on 4th graders’ writing and motivation

IntroductionOver the years, extensive literature attested to the value of the Self-Regulation Strategy Development model (SRSD) for writing. Additionally, feedback has been recognized as essential to the teaching and learning of writing, and as supporting evidence-based instructional models for writing. However, little is known of the effects of combining evidence-based practice models, such as SRSD, with instructional feedback, as well as with a component of meditation. The present study aimed to study the effects of an SRSD intervention and to study the importance of instructional feedback within an SRSD intervention.MethodA total of 69 primary students (4th graders) participated in this study. The study was divided into two phases: in Phase 1, two classes participated in a SRSD intervention program (SRSD-1 group; N = 33), whereas two others received regular writing instruction (control group; N = 36); in Phase 2, the previous control group received the SRSD intervention with or without instructional feedback (SRSD-2 with feedback, N = 19, vs. SRSD-2 without feedback, N = 17, groups), while the SRSD received regular writing instruction (SRSD-1 group).ResultsThe effectiveness of the intervention was confirmed in both phases for the writing outcomes variables, but not for motivation. Overall, our study showed that the SRSD intervention with an additional meditation component was effective in improving students’ writing planning for all intervention participants. Additionally, writing quality and writing structure improved among those with lower scores at the pretest. Concerning motivation, we only found an effect on self-efficacy for ideation.DiscussionWe expect the current research to stimulate future examinations of the value of providing students with instructional feedback in writing interventions.

Factors influencing academic performance and dropout rates in higher education

ABSTRACT The aim of this study was to identify and evaluate the most frequently used research methods and factors influencing academic performance, based on a pool of 95 studies, published after 2012. We considered only peer-reviewed papers containing 78 empirical and 17 meta-analytic studies. Our theoretical background lies in the different approaches of the terms ‘university dropout’ and ‘academic performance’. After the systematic analysis we ascertained the most commonly used methods are Educational Data Mining (EDM) algorithms (decision tree, logistic regression and neural networks) and Structural Equation Modelling (SEM). The strength of the predictive power depends on the dataset, however Support Vector Machines, Multilayer Perceptron, Naïve Bayes algorithm were found to be the most precise in prediction. Regarding factors influencing academic performance we derived our results based on 600,000 university students. Considering the data from meta-analyses and systematic reviews, reaching up to 900 studies, we found grade point average (GPA), obtained credits (ECTS) and gender to be the most consistent and decisive predictors of academic performance. Nevertheless, GPA and ECTS (as output variables) are mediated by student factors (intrinsic motivation, self-regulated learning strategies, self-efficacy, prior education) and throughput factors (work, finances, academic engagement). We had contradictory results on age and family background.

A longitudinal study on lecture listening difficulties and self-regulated learning strategies across different proficiency levels in EMI higher education

Abstract The absence of language admission thresholds in many English medium instruction (EMI) university programmes has led to marked heterogeneity in students’ English proficiency upon entry. These students may face diverse challenges when listening to academic lectures, adopt different strategies to cope, and undergo varying trajectories in listening over time. To unpack such complexities, this study adopts a longitudinal mixed-methods design, comprising questionnaire responses from 412 freshmen and semi-structured interviews with 34 students at the beginning, halfway, and end of their first semester studying at an EMI university in China. Students were divided into high, medium, and low proficiency cohorts based on their listening placement test scores. Multilevel modelling analyses highlight that students entering with lower proficiency reported sharper reductions in listening challenges over time. Interview findings also reveal that these students engaged in more industrious self-regulated listening practice outside of the classroom than their highly proficient peers. Regardless of disparities in students’ proficiency, all students developed a higher tolerance towards ‘non-native’ teacher accents and shifted attitudes towards handling disciplinary terminology. The findings offer pedagogical implications for supporting different groups of students’ needs for successful transitions into English-medium tertiary education.

Insecure Minds through the Looking Glass: The Mediating Role of Mentalization in the Relationships between Adult Attachment Styles and Problematic Social Media Use.

Research shows that insecure attachment styles and failures in mentalizing are associated with increased problematic social media use (PSMU). This study aimed to investigate the mediating role of failures in mentalizing in the relationships between attachment styles and PSMU within a large sample of individuals from the community. The study involved the participation of 3600 adult volunteers (2312 females, 64.2%) aged between 18 and 60 years old (M = 29.92; SD = 10.68). Participants completed measures to assess socio-demographics, adult attachment styles, mentalization, and PSMU. Findings showed that secure and dismissing attachment styles predicted reduced levels of PSMU, and that preoccupied and fearful attachment styles predicted increased levels of PSMU. The relationships between adult attachment styles and PSMU were mediated by failures in mentalizing. Thus, individuals with preoccupied and fearful attachment styles may excessively resort to social media as a means of coping with unprocessed mental states. Clinical interventions that focus on improving mentalizing abilities and promoting the adoption of appropriate self-regulation strategies might reduce maladaptive engagement in social media.

Self-Regulation in Academic Success: Exploring the Impact of Volitional Control Strategies, Time Management Planning, and Procrastination

Theoretical foundations in recent years emphasize that a significant number of students globally continue to exhibit a lack of commitment and motivation in school activities, leading to diminished proficiency levels in specific areas of study. The magnitude of this phenomenon, coupled with its evident social implications, suggests that we are facing restlessness and a growing demand for urgent answers and results. In the educational context, the sociocognitive perspective conceives the construct of self-regulation for learning as the management and mastery of a set of factors that emerge as crucial elements for high-quality learning and, predictably, academic success. To achieve this successful learning, it is crucial to manage and control variables such as volitional control strategies, planning of academic time management, and procrastination. The purpose of this study is to demonstrate, through the technique of structural equation modelling, that these variables impact students' self-regulation and predict academic performance. A sample of 565 students (Mage=12.97) from the 3rd cycle of basic education (7th, 8th, and 9th grades) participated, responding to a set of validated scales for the Portuguese context. The results indicated that students who employ more volitional control strategies and plan academic time management more effectively demonstrate higher levels of self-regulation for learning. However, those exhibiting higher levels of procrastination in school activities show a lower propensity to self-regulate their learning. Deepening the understanding of the elements that influence the learning process is crucial to promoting the quality of education and the development of autonomous, self-regulated, and competent students. A student who values school tasks, adopts self-regulatory strategies in their learning process, and manages their time dedicated to school activities appropriately and insightfully will undoubtedly be moving towards academic excellence.

Digital, Self-Regulated Vocabulary Learning and Device Control In Out-Of-Class, Higher Education Settings

Self-regulation of learning behaviour is particularly important when it comes to vocabulary learning for academic purposes in a second language because it often needs to be done on a regular and consistent basis and mostly in out-of-class, self-directed settings to be successful. Self-regulation is also vital when this learning takes place using digital activities on smartphones because these are now ubiquitous devices and deeply embedded in both daily life and higher education settings. Features such as notifications from social media applications can end up distracting students from their academic tasks unless they have the capacity to manage and control their behaviour. This naturalistic, mixed methods study conducted with students on an academic English foundation course in a higher education context aimed to measure their capacity for self-regulated vocabulary learning through technology before and after 10 weeks of intentional digital vocabulary learning in out-of-class settings and to see if there was any difference between learning on a laptop and a smartphone. The purpose of this study was to find out if device control was a relevant dimension of self-regulation, which is an under-researched area. The study collected quantitative data through a recently developed self-report survey tool, and differences in scores were measured using Wilcoxon signed-rank tests. Qualitative data was also collected from students through paired-depth interviews, and this was analysed using typological analysis. The results revealed that the students’ self-reported capacity for self-regulated vocabulary learning through laptops was significantly higher than their capacity for self-regulated vocabulary learning through smartphones. In addition, commitment regulation when using a smartphone decreased significantly over the 10-week period primarily due to distractions from social media notifications. At the same time, students were aware of when to use each device for different types of learning activities and under different temporal and spatial conditions. Overall, this study showed that device control should be considered an additional dimension of a model of digital, self-regulated vocabulary learning and should also be incorporated into future research in the field of e-learning. In addition, students in higher education need to be given more guidance about the benefits and drawbacks of different devices and how to develop their capacity and strategies for greater device self-regulation.

Effects of Students’ Autonomy Support on their Self-Regulated Learning Strategies: Three Field Experiments in Secondary Education

Providing students with autonomy over their learning process can support the development of their self-regulation skills. This study aimed to examine the effects of autonomy-support interventions on students’ self-regulated learning strategies. The participants were 432 students from three secondary schools in the Netherlands. In each school, a one-year field experiment was performed, in which teachers and students shared control over learning processes. At the start and end of the school year, students from both the experimental and control conditions completed a questionnaire on perceived autonomy support and self-regulation strategies used. Univariate analyses of covariance were performed to examine the effects of the interventions on perceived autonomy support and the use of self-regulated learning strategies. The intervention with the highest amount of student control showed positive effects on self-regulated learning strategies ‘task orientation’, ‘planning’, and ‘process evaluation’, although it did show a small decrease in perceived autonomy support. The other two interventions showed an increase in perceived autonomy support and a positive trend in ‘monitoring’. The field experiments suggest that different ways of supporting student autonomy can yield different effects on students’ self-regulated learning strategies. The tentative conclusion is that a focus on student control is the most effective.

Self-Regulatory Learning Strategies for Senior Secondary Agriculture Students

Self-regulation is essential to the learning process as it enhance student performance. However, there is very little research on the self-regulatory strategies employed by students. Therefore, this study sought to identify self-regulatory learning strategies used by senior secondary agriculture students. The study used a descriptive survey design, and targeted agriculture students in senior secondary schools in Eswatini. Consequently, there were ten schools sampled using cluster sampling; which produced 356 respondents. Data were collected using a questionnaire and analysed using descriptive statistics. Three experts from the Department of Agricultural Education and Extension at the University of Eswatini ensured the validity of the questionnaire. A pilot study using 30 students indicated that the instrument was 72% reliable. Findings revealed that the senior secondary agriculture students used all the self-regulatory learning strategies. The most commonly used strategies were self-evaluation, structuring the environment, keeping records and monitoring, and organizing and transforming. The study also revealed that teachers were equipping students with self-regulatory strategies. Therefore, the study concluded that the senior secondary agriculture students used self-regulatory learning strategies. Based on the findings, it was recommended that teacher training institutions should equip agriculture teachers with self-regulatory strategies which will enable them to assist the students.

Effects of a homework implementation method (MITCA) on self-regulation of learning

The MITCA method (Homework Implementation Method) was developed with the purpose of turning homework into an educational resource capable of improving students' self-regulated learning and school engagement. In this paper, following current theoretical frameworks, we evaluate the effect of the MITCA method on students' self-regulated learning. In general, MITCA includes the assignment of diverse, concrete and valued by the students tasks which are completed on a weekly basis. We analyze the differences in self-regulation strategies in a sample of 533 fifth (n = 270) and sixth graders (n = 262) with an age range of 10–12 years old (47.5% boys and 52.5% girls), who were about equally distributed to an experimental and a control group. Trained teachers used MITCA to prescribe homework in the experimental group for twelve weeks. The students of the experimental group reported significantly higher time management and environmental management. However, there were no significant differences observed in other aspects of self-regulation, and the experimental group did not perceive a deficit in these areas. Our results indicate the effectiveness of MITCA on students’ self-regulation of learning and discussed in light of current theories and evidence in the field.

Effects of self-regulation strategies on EFL learners’ language learning motivation, willingness to communication, self-efficacy, and creativity

This study tried to know how self-regulation strategies (SRS) affected the motivation, self-efficacy, willingness to communicate (WTC), and creativity of Chinese EFL learners as they learned English language. To do this, eighty intermediate EFL students were selected and divided into two groups: experimental and control. Four questionnaires were then used to assess the participants’ motivation for language acquisition, WTC, self-efficacy, and creativity prior to the intervention. Subsequently, SRS was used to treat the experimental group (EG), whereas a traditional instruction was given to the control group (CG) without the use of SRSs. Four questionnaires were given again as post-tests following a 15-session treatment to gauge how the treatment affected the students’ motivation for language acquisition, WTC, self-efficacy, and creativity. Based on the study’s results, the EG considerably outstripped the CG on each of the four post-tests. The findings of this research have some implications for researchers, English teachers, EFL learners, and other stakeholders.

Cripping the Story of Overcoming: An Analysis of the Discourses and Practices of Self-Regulation in Early Childhood Education and Care (ECEC)

This paper applies crip theory (McRuer, 2006, 2018) as well as other key conceptual tools from disabled childhood studies (Runswick-Cole et al., 2018) and disability studies in education (Cousik & Maconochie, 2017) as a tactic intended to question and resist the story of overcoming as it manifests itself within the discourses and practices of self-regulation in early learning classrooms. This paper offers a brief overview of the range of self-regulation strategies enacted within educational settings in Ontario, Canada, that purport to support young children in overcoming themselves on their way to normalcy. This paper also engages in crip theory as a strategy to both question and disrupt the taken for granted assumption that self-regulation entails a return towards or a sustaining of the efficient and productive neoliberal individual in school systems. Finally, this paper considers how we might not only invite but embrace the disruptions that occur when embodied differences refuse to be overcome by demands to self-regulate. Ultimately, a key aim of this paper is to resist how discourses and practices of self-regulation in Early Childhood Education and Care (ECEC) establish the overcoming narrative as a means to cure, fix or exclude embodied differences while contemplating the vibrant possibilities embedded within learning with and from disabled childhoods.

Exploring Self-Regulated Learning Strategies and Academic Performance among Orphanage Secondary School Students

This study investigated the self-regulated learning strategies employed by secondary school students living in Panti Asuhan Bahagia Sampit. It attempted to reveal some variables influencing their self-regulated learning strategies in relation to their academic achievement. Using a qualitative research methodology and a narrative approach, the study was laid upon a social cognitive theory. Drawing from 45 children as the population of the study, six participants were selected for the study using purposive sampling. Each participant was interviewed twice, with each lasting for about 30 minutes. The findings demonstrated that those exhibiting high levels of self-regulation outperform those exhibiting low levels of self-regulation or lacking self-regulated learning. Personal, behavioral, and environmental factors all had an impact on how students underwent self-regulated learning. The study is set to offer efficient interventions to help secondary school children from orphanages succeed academically by examining those areas.

Autorregúlate, a Methodology to support self-regulated learning in MOOC courses

Global education is facing major challenges, including the lack of strategies and methods to ensure that students are truly engaged in the learning process, self-regulating their learning, and promoting successful completion of the educational process. In this research, we introduce Autorregúlate, a methodology to support self-regulated learning in Massive Open Online Courses (MOOCs), which from the design of the MOOC contributes to maintaining motivation and self-regulation throughout the course. Autorregúlate provides concrete and easy-to-implement guidelines for diverse teams in the creation of MOOCs, based on Zimmerman's self-regulation model. The methodology was validated in real MOOC courses using two evaluation instruments, the Questionnaire OSLQ and the Keller's Motivation Survey. Results show high levels of motivations (M=3,83; SD=0,7). On the other hand, results revel self-regulation strategies adoption by the participants, in particular, Goal setting (M=4,0; SD=0,7), Environmental structuring (M=4,1; SD=0,7), Task strategies (M=3,7; SD=0,7), Time management (M=3,84; SD=0,8), Seeking help (M=4,1; SD=0,8) and Self-evaluation (M=4,0; SD=0,7). Therefore, Autorregúlate support students on self-regulating their learning while achieving a sustained motivation.

Self-regulatory learning strategies involving the use of linguistic landscape: the case of undergraduate multilingual learners

Capitalising on research into self-regulated learning strategies (SRLS), the study reported in the present paper explored the use of SRLS by multilingual learners in the context of the linguistic landscape. We designed the Linguistic Landscape (LL) SRLS Inventory, used it for data collection and validated it. Insights were provided by 100 undergraduate students of English and German and concerned searching for opportunities to learn from LL, paying attention to LL, creating mental linkages with LL, and organising LL-based learning. Statistical analyses revealed that the use of LL SRLS was affected by reading comprehension skills and varied substantially across SR stages.

Öz Düzenlemeli Strateji Gelişimi Öğretim Modelinin Türkçe Öğretmeni Adaylarının Hikâye Edici Metinleri Özetleme Becerilerine Etkisi

Bu araştırmanın temel amacı, Öz Düzenlemeli Strateji Gelişimi öğretim modeliyle Türkçe öğretmeni adaylarına verilen özetleme stratejileri öğretiminin, öğretmen adaylarının hikâye edici metinleri özetleme becerilerine etkisini incelemektir. Nicel bir araştırma olan çalışmada ön test-son test kontrol gruplu desenden yararlanılmıştır. Araştırmanın çalışma grubunu 2020-2021 eğitim-öğretim yılı bahar döneminde Gazi Üniversitesi Gazi Eğitim Fakültesi Türkçe Eğitimi Ana Bilim Dalı üçüncü sınıfta öğrenim gören 48 öğretmen adayı oluşturmuştur. Araştırma; deney grubunda 24, kontrol grubunda 24 öğrenci olmak üzere toplam 48 katılımcıyla yürütülmüştür. Eğitim süreci boyunca deney grubunda yer alan öğretmen adaylarına Öz Düzenlemeli Strateji Gelişimi öğretim modeliyle özetleme stratejileri öğretimi yapılırken kontrol grubundaki öğretmen adaylarına yönelik herhangi bir uygulama gerçekleştirilmemiştir. Uygulama 8 hafta, 16 ders sürmüştür. Deney ve kontrol grubunda yer alan öğretmen adaylarının özetleme stratejilerini kullanma becerilerini ölçen ön test ve son testler, dereceli puanlama anahtarı ile değerlendirilmiştir. Araştırmada elde edilen veriler Bağımsız Gruplar t-Testi, Mann-Whitney U Testi ve Wilcoxon İşaretli Sıralar Testi ile analiz edilmiştir. Araştırma sonucunda Öz Düzenlemeli Strateji Gelişimi öğretim modeliyle özetleme stratejileri öğretiminin, öğretmen adaylarının hikâye edici metinleri özetleme becerilerini geliştirdiği sonucuna ulaşılmıştır.

Examining the association between school connectedness and use of self-regulation strategies in middle childhood

Schools are increasingly incorporating the teaching of social emotional learning (SEL)-informed self-regulation strategies. However, little is known about the social context that facilitates the use of these skills. The current study investigated whether students’ popularity (indegree), perceived number of friends (outdegree), or school connectedness, are related to their practice of self-regulation strategies. The sample was 92 2nd through 5th graders (49% girls, 48% boys, 3% non-binary) at an elementary school. Using multilevel models to account for students nested within classrooms, we found that 2nd graders who were lower in school connectedness reported greater mean use of self-regulation strategies, but this association was not evident for third through fifth graders. By contrast, students who were more popular among their peers (i.e. higher indegree) reported using self-regulation strategies on a greater proportion of school days. Findings indicate that grade level, popularity, and connectedness to schools may impact students’ use of said skills.

VOLUNTEERS' MENTAL HEALTH IN WAR

VOLUNTEERS' MENTAL HEALTH IN WAR

Resilience and self-regulated learning as predictors of student competence gain in times of the COVID 19 pandemic – evidence from a binational sample

Emergency Remote Teaching (ERT) was introduced around the globe during the COVID-19 pandemic to ensure that students could continue with their studies during social distancing. Subsequent studies found considerable individual differences in the adjustment to ERT and identified resilience as a critical factor for coping with the challenges of independent studying. The growing evidence led to calls for resilience training in preparation for emergency situations. Against the backdrop of a three-phase model of self-regulated learning, this study examines self-regulated learning activities as an additional protective resource and a predictor for academic performance in ERT. Results from a survey of resilience, self-regulated learning strategies, and competence gain completed by students from universities in the US and Germany (N = 333) found self-regulated learning strategies to be more predictive of student competence gain than resilience. As a consequence, in addition to fostering resilience, institutions should also include self-regulation strategies in student training and support programs to better prepare students for academic success.

Instructional Coaches in Elementary Settings: Writing the Wave to Success with Self-Regulated Strategy Development for the Informational Genre

Self-regulated strategy development (SRSD) is an evidence-based practice for writing that is effective in improving the writing performance of elementary students with learning disabilities and the broader student population. In this manuscript, we provide guidance for elementary instructional coaches in facilitating a schoolwide adoption of SRSD for writing instruction. We outline the steps for instructional coaches to conduct practice-based professional development and then discuss ways instructional coaches can support teachers and oversee schoolwide SRSD implementation. Finally, we present ways that instructional coaches can be a valuable resource for teachers in differentiating SRSD instruction to meet students’ needs and to track students’ growth. By fostering a schoolwide implementation, coaches can harness the power of additive knowledge, increase teacher knowledge of evidence-based pedagogical practices, and increase the writing skills of all students, including those with learning disabilities.