Self-regulation Strategies Research Articles

Writing anxiety and self-regulation strategies among medical English students

Writing is often regarded as the most challenging skill. Writing anxiety often hinders the improvement of learners’ writing quality and achievement. Many studies have focused on writing anxiety related to learning a foreign language. However, limited research has been done on the use of self-regulation strategies to overcome anxiety. As an essential emotional factor, anxiety is of great significance in language learning. Hence, this study aims to investigate the extent of writing anxiety and the use of self-regulation strategies to understand college students’ writing anxiety and self-regulation strategies to reduce writing anxiety and improve writing performance. A quantitative method was employed to investigate medical English students’ writing anxiety and self-regulation strategies in China. A total of 156 students from a medical university in Ningxia, China, was randomly selected to participate in the survey. The research findings revealed that medical English students’ writing anxiety is widespread, and the majority of students experience high writing anxiety, while the use of self-regulation strategies is at an average level. It was found that students’ use of self-regulation strategies generally decreased with increasing anxiety levels. This study sheds light on writing anxiety among medical English university students, raises awareness among instructors, and improves learners’ writing ability.

Self-regulated learning strategies of tertiary level EFL learners

The study tries to find out if there is a significant relationship between self-regulated learning skills of EFL students in terms of gender and English proficiency level. The data of the research were collected from 96 elementary and 88 upper -intermediate level students studying in an intensive preparatory program. The instrument used in the study was The Self-Regulated Language Learning Strategy Usage Scale which consists of 35 items under 6 subheadings as Cognitive, Affective, Socio-cultural Interactive, Meta-Cognitive, Meta-Emotional, Meta-Socio-cultural Interactive, suggested by the S2R model. Data analysis was performed using SPSS 24 program and Independent variable t test. The results of the study revealed that there was no difference between the two student groups in terms of the use of self-regulated learning strategies. Based on the results obtained, some inferences were made about students becoming more autonomous by using self-regulated learning strategies outside the classroom.

Sustainable Sea of Internet of Things: Wind Energy Harvesting System for Unmanned Surface Vehicles.

Harvesting wind energy from the environment and integrating it with the internet of things and artificial intelligence to enable intelligent ocean environment monitoring are effective approach. There are some challenges that limit the performance of wind energy harvesters, such as the larger start-up torque and the narrow operational wind speed range. To address these issues, this paper proposes a wind energy harvesting system with a self-regulation strategy based on piezoelectric and electromagnetic effects to achieve state monitoring for unmanned surface vehicles (USVs). The proposed energy harvesting system comprises eight rotation units with centrifugal adaptation and four piezoelectric units with a magnetic coupling mechanism, which can further reduce the start-up torque and expand the wind speed range. The dynamic model of the energy harvester with the centrifugal effect is explored, and the corresponding structural parameters are analyzed. The simulation and experimental results show that it can obtain a maximum average power of 23.25 mW at a wind speed of 8 m/s. Furthermore, three different magnet configurations are investigated, and the optimal configuration can effectively decrease the resistance torque by 91.25% compared with the traditional mode. A prototype is manufactured, and the test result shows that it can charge a 2200 μF supercapacitor to 6.2 V within 120 s, which indicates that it has a great potential to achieve the self-powered low-power sensors. Finally, a deep learning algorithm is applied to detect the stability of the operation, and the average accuracy reached 95.33%, which validates the feasibility of the state monitoring of USVs.

Self-regulated learning of anatomy during the COVID-19 lockdown period in a low-income setting.

In March 2020, universities in Zimbabwe temporarily closed and switched to remote learning to contain the spread of SARS Cov2 infections. The sudden change to distance learning gave autonomy to students to direct their own learning. To understand how the students at the University of Zimbabwe and Midlands State University adapted to emergency remote learning, focus group discussions and a self-administered questionnaire survey based on the self-regulated learning inventory were conducted to capture cognitive, motivational, and emotional aspects of anatomy learning during the COVID-19 pandemic. Thematic analysis was used to identify patterns among these students' lived experiences. Two coders analyzed the data independently and discussed the codes to reach a consensus. The results showed that students at the two medical schools cognitively and meta-cognitively planned, executed and evaluated self-regulated strategies in different ways that suited their environments during the COVID-19 lockdown. Several factors, such as demographic location, home setting/situation, socioeconomic background and expertise in using online platforms, affected the students' self-directed learning. Students generally adapted well to the constraints brought about by the lockdown on their anatomy learning in order to learn effectively. This study was able to highlight important self-regulated learning strategies that were implemented during COVID-19 by anatomy learners, especially those in low-income settings, and these strategies equip teachers and learners alike in preparation for similar future situations that may result in forced remote learning of anatomy.

Self-Regulated Learning Strategies Use in an Asian High School EFL Context

Objective: This study investigated the self-regulated learning (SRL) strategies employed by high school EFL learners in the Asian high school context and the associations between SRL strategies and their academic achievements. Methods: A total of 6 students in Taiwan region with different academic performances participated in this study to elicit their self-learning experiences and self-regulated strategy use. The data were analyzed using the grounded theory approach by undergoing three stages: open, axial, and selective coding. The comparisons among the data and categories were repeated until no new properties or relationships emerged during the analysis, ensuring theoretical saturation. In the final selective coding stage, two themes emerged from the data sets: (1) degree of teacher directing (2) higher and lower achievers’ SRL strategies use. Results: With different degrees of teacher directing, the pattern of using SRL strategies between higher and lower achievers was revealed. Higher achievers were found to be more autonomous in adopting SRL strategies. Although lower achievers also adopt some SRL strategies, they tend to use surface cognitive strategies, including repetitive rehearsal and rote memorization, instead of deep ones, such as elaboration and organization.Furthermore, in terms of self-consequence, the result also showed that only higher achievers would reward themselves after accomplishing a certain goal and resume their learning. As for low achievers, they tend to give up learning and lose motivation after rewarding themselves. Conclusion: The findings showed that EFL participants’ SRL strategy use varied in response to the self-learning context. Pedagogical implications for future research and how EFL teachers can promote students’ SRL strategy use and English teacher training are discussed.

Reciprocal Relationship Between Learning Interest and Learning Persistence: Roles of Strategies for Self-Regulated Learning Behaviors and Academic Performance.

Learning interest (internal driving motivation) and learning persistence (explicit behaviors) are important factors affecting students' academic development, yet whether they operate reciprocally and how to bolster them are still issues requiring attention. This study aimed to examine the reciprocal relationship between learning interest and persistence as well as the potential mechanisms behind the relationship from the perspectives of internal self-regulation and external feedback (i.e., academic performance). 510 students (Mage = 13.71, SD = 1.77, 44.1% girls) were tracked for one year using questionnaires. Results showed that higher learning interest was linked to greater subsequent learning persistence and vice versa; and both predicted each other over time indirectly through academic performance and the multiple mediating paths from strategies for self-regulated learning behaviors to academic performance. Ancillary analysis verifies the robustness of these results. The findings not only provide evidence of a dynamic relationship between learning motivation and behaviors, highlighting the important role of positive performance feedback in leading to a benign cycle, but also contribute to understanding the potential avenue (i.e., teaching strategies for self-regulation) for optimizing student learning.

Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: an fsQCA approach

Previous research has indicated that writing performance of foreign/second language (L2) learners is influenced by their utilization of self-regulated writing strategies. Yet, the relationship between various self-regulated strategies and individual characteristics, such as writing anxiety and perceived writing difficulty, has not been sufficiently examined. To bridge this gap, this study classified self-regulated writing strategies into four distinct types: cognitive, metacognitive, social behavioral, and motivational. These types were combined with L2 learners’ writing anxiety and writing difficulty to form conceptual models to predict high or low writing performance. Fuzzy-set qualitative comparative analysis (fsQCA) was used to gain a detailed understanding of the causal intricacies of writing performance. Data was collected from a sample of 94 students attending a university in eastern China. fsQCA revealed a variety of configurations associated with EFL writing performance, with six of them leading to high performance and four to low performance. These configurations highlight the complex causal relationship between students’ use of self-regulated writing strategies and their writing performance, while considering their writing anxiety and perceived writing difficulty. The study provided theoretical and practical implications for L2 teachers and educators who wish to enhance L2 learners’ writing performance.

A learning analytics view of students’ use of self-regulation strategies for essay writing

Essay writing is a fundamental part of higher education. Students’ use of self-regulatory skills, such as time management and planning and writing strategies, while writing essays predicts better writing quality. Current characterisations of the relationship between self-regulation and essay writing are limited by the difficulty of assessing self-regulation in real-life essay writing contexts. This paper reports on a novel approach to examine students’ use of self-regulation strategies in a real-life setting, using learning analytics. Four case studies are presented to illustrate similarities and differences in students’ use of time management, planning and writing strategies. Participants managed their time in very different ways to complete the assignment. They were active over a different number of days, engaged in sessions of different durations, and at different times of the day. The participants used a variety of approaches to their writing: one participant started early and allowed editing time, another typed gradually over a number of days, and two participants waited until the due date to complete the essay, with varying amounts of editing. Findings from this research contribute to a novel detailed empirical evidence of different essay preparation behaviour in real-life settings. After further studies with a variety of essay types and student samples, there may be significant value in using the approached outlined in this paper as the basis of tools they provide students with advice and support in their essay preparation.

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.

The effects of students’ self-efficacy, self-regulated learning strategy, perceived and actual learning effectiveness: A digital game-based learning system

The effects of students’ self-efficacy, self-regulated learning strategy, perceived and actual learning effectiveness: A digital game-based learning system

Psychological resilience and emotional self-regulation of higher vocational college students

Vocational college students are facing the contradiction of coordinated physical and mental development, as well as the pressure of learning development and social expectations. Many high school students have poor emotions, and the difficulty in regulating emotions is closely related to their mental health. This article uses the Connor Davidson Resilience Scale (CD-RISC) to measure individuals’ positive psychological qualities in adapting to adversity, in order to study the psychological resilience and emotional self-regulation strategies of vocational college students. This study investigated the psychological resilience (PR) and emotional self-regulation (ESR) styles of high school students using different scales. In addition, correlation and regression studies were conducted on stress perception, PR, positive emotions, and mental health. The results indicate that vocational college students have a moderate level of public relations, and they are more inclined to use cognitive reevaluation as ESR. The PR of HVC students is positively and negatively correlated with positive and negative emotions, respectively. The PR of HVC students is positively correlated with cognitive reappraisal and negatively correlated with expression inhibition. There is no significant relationship between stress and its factors and expression inhibition.

Analysis of self-regulated learning strategies used by online learners

This study is a qualitative survey research that examines the self-regulated learning strategies used by students in the blended online learning process. Participants were made up of 67 pre-service teachers studying at a faculty of education. A questionnaire form was used to determine students’ self-regulated learning strategies. The self-regulated learning strategies were classified under three themes: before the lesson, during the lesson, and after the lesson. The strategies used before the lessons were organizing the environment, planning, motivating oneself, and physiological and psychological readiness. During the online lessons, students used strategies such as taking notes, attention focusing, help seeking, effort management, self-discipline, taking a break, and time management. After the lessons, students used strategies such as reviewing records, organizing and transforming, practicing, working with additional resources, help seeking, self-testing, and completing tasks. Furthermore, the study results that were revealed to be different from the results of similar studies were discussed and recommendations for future studies were made. In addition, the study revealed that the strategies used by the students differed according to their communication modes. While synchronous and blended groups used more self-regulated learning strategies, asynchronous students used less self-regulated learning strategies.

Academic pathways: The role of engagement as a mediator in the decision to drop out or stay at university

The study of university dropout has significantly advanced following the introduction of interactionist theoretical models. However, these models need to be updated based on the current context and new variables that have recently become more important, such as the use of self-regulation strategies (SRL) and academic engagement. Therefore, the aim of this study is to analyse the extent to which academic engagement mediates the relationship between social integration, academic satisfaction, expectations, and the use of SRL. From a sample of 1177 university students (Mean age = 19.26, SD = 2.97, 79.7% women) academic engagement was found to act as a total mediator in the relationship between independent variables and the use of SRL in models of the intention to drop out of the degree course and university. However, in the models of intention to remain, partial mediation was seen in the effect of social integration and satisfaction, with total mediation only for expectations through the vigour component of engagement. These findings contribute to a deeper understanding of the phenomenon of student persistence at university.

Self-Regulatory Strategies Reduce Gambling Spend and Harm in a Randomised Controlled Trial of Electronic Gaming Machine Players

AbstractResearch provides insights into the self-regulatory strategies (SRSs) gamblers use, but evidence supporting their efficacy is weak. Study 1 aimed to identify a set of SRSs that best predict less harmful gambling amongst electronic gaming machine (EGM) players who are most vulnerable to EGM-related harm. Study 2 aimed to test their efficacy as a brief intervention in a randomised controlled trial. Study 1 surveyed 2032 EGM players and compared SRS-use amongst harmed and less-harmed players after propensity matching and weighting. Study 2 delivered 13 efficacious SRSs identified in study 1 as a brief intervention in a three-wave RCT and assessed their effect on time and money spent on EGMs and EGM-related harm. In study 1, the individual use of 17 SRSs and the total count of these SRSs used were associated with lower EGM-related harm. In study 2, assignment to three SRSs resulted in reduced EGM spend, with no detectable effects for 10 other SRSs. More frequent reported use of one of the same SRSs and an additional two SRSs also resulted in reduced EGM spend and/or reduced EGM-related harm. The results provide new evidence about the efficacy of certain SRSs to result in beneficial gambling outcomes: setting aside a fixed amount to spend, taking regular breaks, keeping leisure time busy with other activities, not gambling due to boredom, and keeping a household budget. These SRSs could be communicated as actionable strategies people can use to help reduce gambling harm.

L2 listening in a digital era: Developing and validating the mobile-assisted self-regulated listening strategy questionnaire (MSRLS-Q)

Mobile technologies have transformed L2 listening. These technologies provide learners with an abundance of materials that transcend the limitations of traditional classroom instruction. Understanding how learners engage with such materials is crucial if teachers are to facilitate students' development of self-regulated listening strategies. This study reports on the development and validation of a new instrument, the Mobile-assisted Self-Regulated Listening Strategy Questionnaire (MSRLS-Q). Informed by a social cognitive understanding of self-regulation, items were generated from existing literature and semi-structured interviews with 16 Chinese undergraduate students. The questionnaire was validated through an exploratory factor analysis with 309 Chinese undergraduate students, followed by a confirmatory factor analysis with a separate sample of 327 students. Results confirmed a 31-item, five-factor model covering students' pre-, during- and post-listening strategies: Goal setting and mobile resource planning, Cognitive and metacognitive multimedia listening, Mobile-assisted motivational control, Structuring online social space, and Listening evaluation and adaptation. Structural equation modelling revealed that four of the five factors significantly predicted students’ international orientation to use English. The results emphasize self-regulated listening as a cyclical process reflective of cognitive, motivational, and social dimensions of strategy use. Implications for research and pedagogical use of the MSRLS-Q are discussed.

THE INFLUENCE OF METACOGNITIVE SELF-REGULATION ON LEARNING STRATEGIES IN MANDARIN LEARNING

Due to China’s rapid economic development, there has been an increased demand for Chinese language education in Malaysia. The utilization of appropriate language learning strategies plays a crucial role in ensuring successful learning outcomes. Therefore, the objective of this research is to investigate learners’ perception regarding their use of learning strategies in acquiring Mandarin as a foreign language. A quantitative survey was conducted among 148 students enrolled in an Introductory Mandarin course in a public university. The survey employed a 5 Likert-scale and consisted of four sessions which are demographic profile, cognitive components, metacognitive self-regulation and resource management. The collected data were analyzed using SPSS. The findings indicate that the resource management components “environment management” and “help-seeking” received a highest mean scores (M=4.14, 4.15), followed by the cognitive component “rehearsal” (M=4). Conversely, metacognitive self-regulation strategies had the lowest mean score (M=3.78). Furthermore, the research also reveals a strong positive correlation between metacognitive self-regulation, cognitive strategies and resource management strategies in foreign language learning. It is hoped that this study can provide insights for instructors to enhance their teaching approach to facilitate students' learning.

Turning Policy into Delivery: A Case Study Approach

The purpose of this article is to encourage institutions, especially secondary schools, to move towards greater improvement through turning policy into delivery. It is imperative that each institution or organization has appropriate policies in place. Certain institutions and organizations are good at policy design but less so in policy implementation. Policy itself is not enough to turn an institution or organization around hence policy design should not be equivalent to a silo. To turn an institution or organization around is directly proportional to turning policy into delivery. The policy should promote a culture of development and enculturation of those who happen to join the institution. In addition, self-regulation strategies are crucial when attempting to turn policy into delivery. Clearly, delivery chain should allow for policy to be deliverable. Although there is a vast amount of literature about policy implementation, the researchers wanted to encourage principals of secondary schools to move from partial effectiveness to improvement through intensifying turning of policies into a delivery strategy. The researchers adopted a case study approach and selected five principals of schools randomly. The respondents were interviewed at their respective places of work when convenient. The purpose of interviews of the participants was to ascertain their experiences in turning policy into delivery in their working environments. Their responses were analysed using data matrix. Their responses were recorded and presented as a case study approach. The findings of both the respondents and the literature review confirm that all stakeholders are ultimately responsible for turning policy into delivery.

Gender differences in the relations between EFL students' classroom relationships and English language proficiency: The mediating role of self-regulated learning strategy use

This study aimed to explore English as a foreign language (EFL) students' classroom relationships (i.e., teacher-student relationships and peer relationships) and understand how these relationships contribute to English language proficiency between boys and girls. This paper discussed and highlighted the mediating role of self-regulated learning (SRL) strategy use. Self-report questionnaires with 436 4th-5th graders were adopted in a Chinese cultural context. Results of MANOVA revealed that there were generally no gender differences in teacher-student relationships and peer relationships. However, girls tended to use more SRL strategies (i.e., metacognitive and social strategies) than boys, while boys reported a higher level of English language proficiency than girls. Importantly, results from Multi-Group Structural Equation Modelling (MGSEM) suggested that the mediation effects of SRL strategy use between classroom relationships and English language proficiency were significantly different between boys and girls. Specifically, while boys' teacher-student relationships predicted their English language proficiency through metacognitive SRL strategy use, girls' English language proficiency was influenced by their peer relationships through the mediation of metacognitive SRL strategy use. Implications for classroom instructions and EFL teachers to promote boys' and girls’ English language learning through classroom relationships and SRL strategy use in a Chinese cultural context are discussed.

Self-Regulated Learning Strategy in the Learning Instructions of Interpretive Reading Courses

The integration of the SRL strategy into instructional practices is motivated by the desire to nurture students' autonomy in learning, a trait that is increasingly emphasized in contemporary educational discourse. This study investigates the integration of the Self-Regulated Learning (SRL) strategy into the instructional framework of an Interpretive Reading course. Given the emphasis on fostering students' learning independence inherent in the SRL strategy, it becomes crucial to ensure that instructional practices align with this objective, particularly within the context of a course designed for first-semester university students. The study adopts a case study approach within an Interpretive Reading class at a private university in Indonesia. Here, the focus is on evaluating the instructional strategies vis-à-vis the criteria delineated in each phase of the SRL strategy: Forethought and Planning, Monitoring of Performance, and Reflection on Performance. The findings reveal that the instructional interventions implemented by the lecturer predominantly meet the criteria established for each phase of the SRL strategy. These instructions serve as scaffolding mechanisms, guiding students towards developing their autonomy in learning processes. Furthermore, the study underscores the effectiveness of these instructions in enhancing students' interpretive reading skills. Consequently, the outcomes of this study hold implications for the integration of digital texts within the instructional context, suggesting their potential to further support and enhance student learning experiences in Interpretive Reading classrooms.

A Study on University Students’ Self-Regulated Motivation to Improve EFL Speaking Skills Across Academic Levels

opportunities to speak English in class. Self-regulated learning enables some self-motivated students to find opportunities outside the classroom to have face to face and virtual interaction to enhance their English speaking. This study is intended to examine the level of self-regulated motivation of university students to improve their Speaking of English as a foreign language (SRMIS-EFL). Moreover, this study investigates if students' SRMIS-EFL differ accross academic levels. 156 EFL students from an English Department in a private university in Jakarta took part in this study. Self-reported SRMIS-EFL questionnaire was used as the data collecting method. Descriptive and inferential statistical analysis was then conducted. The findings showed that the overall SRMIS-ELF level of students was high. Moreover, students used various self-regulatory motivation strategies to enhance their EFL speaking skills. As for the aspect of academic level, the results of this study shows that SRMIS-EFL of senior students are lower than SRMIS-EFL of junior students , and there is a statistically significant difference of students’ SRMIS-EFL across academic levels. The findings of this study suggest the need for motivational regulation training into EFL programs to increase students’ awareness of motivational self-regulation strategies to enhance their self-regulated motivation.