Self-regulation In Education Research Articles

THE CONCEPT OF SELF-REGULATION AND ITS PLACE AND IMPORTANCE IN EDUCATIONAL SCIENCES

<p>This study focuses on the concept of self-regulation and its position and significance in educational sciences. Self-regulation is a concept that involves individuals' ability to manage their behaviors, learning, and performance. The study emphasizes the role of self-regulation in educational sciences, aiming to understand the function of this skill in educational processes. Particularly, the research highlights the impact of self-regulation on learning processes and its applications in education. By examining the contributions of self-regulation skills to student achievement, motivation, and learning processes, the research aims to contribute to a better understanding of this crucial concept in education.<br />The study provides recommendations for educators, researchers, and education policymakers to enhance the understanding of the concept of self-regulation and to effectively integrate it into educational processes. In this context, increasing awareness of the role of self-regulation in education and emphasizing usable strategies in practice can contribute to the improvement of educational systems.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0660/a.php" alt="Hit counter" /></p>

Self-regulation in Education by Jeffrey A. Greene

Self-regulation in Education by Jeffrey A. Greene

Educational self-regulation competence: toward a lifespan-based concept and assessment strategy

Self-regulation is crucial for learning and achievement in educational and occupational contexts. Educational self-regulation has been conceptualized as a domain-specific, context-bound competence that is open to interventions. Beyond students’ educational self-regulation (ESR), few studies have examined ESR across the lifespan as a basis of competence assessments. We contribute to adult ESR by discussing whether ESR competence applies to intermediate and higher self-regulation levels, as represented by workplace learning and career management. Furthermore, we discuss the interplay of epistemic beliefs and metacomprehension as core processes of ESR. Finally, we outline cornerstones of an assessment strategy for adult ESR.

Comparing Educational Engagement and Educational Self-Regulation in Students With and Without Behavioral-Emotional Problems

Comparing Educational Engagement and Educational Self-Regulation in Students With and Without Behavioral-Emotional Problems

Cognitive regulation outdoes behavior regulation in predicting state standardized test scores over time

Individual differences in self-regulation have been a topic of increased empirical research. However, few investigations have been conducted on how sub-components of self-regulation differentially predict education outcomes over time. We examined cognitive and behavior regulation as predictors of middle-school students’ (n = 127) long-term academic achievement. It has been previously reported that behavior regulation, not cognitive regulation, predicts state standardized test scores in the first year (Modrek et al. 2019). However, here we show that after two years, this pattern flips in that cognitive regulation, not behavior regulation, predicts state standardized test scores for both math and English. We analyzed the mediating role of learning using structural equation modeling, suggesting the differing roles of self-regulation in education where certain facets may or may not affect students’ long-term outcomes.

Environmental Tobacco Smoke and Educational Self-Regulation and Achievement in First Grade High School Students.

Environmental tobacco smoke, containing many toxic gases, suggests inevitable contact of humans with the damaging factors of cigarettes. On average, approximately 40% of children, 35% of women and 32% of men worldwide are exposed to environmental tobacco smoke. This study aims at investigating the relationship between environmental tobacco smoke in adolescents and their educational self-regulation and achievement. In this study, 770 students aged between 13 and 15 were selected and studied using the multistage sampling method. The tools used in this study consisted of four questionnaires, demographic characteristics, environmental tobacco smoke, educational self-regulation, and educational achievement. The validity and reliability of tools have been approved, and the data were analyzed using SPSS v22. The results indicated a significant inverse relationship between environmental tobacco smoke and students’ educational self-regulation and achievement (p-value > 0.001). Given the relationship between exposure to environmental tobacco smoke and educational self-regulation and achievement, it is essential to keep children away from tobacco smoke. Family health and education policy-makers are recommended to design and operate fundamental schemes in order to deal with environmental tobacco smoke.

Kick start – martial arts as a non-traditional school sport: an Australian case study of Taekwondo for Years 7–12 students

ABSTRACTOpportunities exist for Australian schools to benefit from the inclusion of martial arts in the Australian Curriculum Health and Physical Education and the pending inclusion of Taekwondo in the national Sporting Schools program. The greatest challenge for introducing martial arts into schools lies with instruction. This qualitative case study explores Taekwondo as part of a co-curricular sports program for Years 7–12 students at an elite private boys’ school in Melbourne, gauging the benefits for learning, health, and wellbeing of students. Themes emerging from thematic data analysis: confidence, discipline, respect, and fitness resonate with prior literature. New phenomena are benefits of leadership irrespective of age and Taekwondo’s positioning as a non-traditional indoor sport, inclusive of students unfamiliar with or disengaged from traditional team sports. The study suggests traditional Taekwondo can promote self-regulation in education and may usefully expand school-based offerings and repertoires in line with curriculum policy reform.

The Structural Model of Educational Self-regulation Based on Learning Strategies and Attributional Styles by the Mediator of Achievement Motivation Among Secondary High School Students in Sari in 2017-2018

Background: Achievement motivation is one of the critical variables that predict educational achievement and success in the future. Therefore, the identification of effective factors upon achievement motivation may be one of the basic subjects in education. The present study aimed to evaluate the structural model of educational self-regulation based on learning strategies by the mediator of achievement motivation among students. Methods: The present study was correlation research with structural equation modeling (SEM). The statistical universe of this study consisted of all boy and girl students at secondary high schools in 2017-2018. The multistep random cluster sampling selected 375 (215 girls and 160 boys). Data gathered by the Bouffard educational self-regulation questionnaire, learning strategies questionnaire, attributional style questionnaire, and Herman’s achievement motivation questionnaire. Data analysis gathered by path analysis and structural equations with Lisrel 8.80 software. Results: The research results indicated the direct effects of learning strategies and attributional styles upon achievement motivation (P<0.05). Also, model fitting indicated indirect effects of learning strategies and attributional styles by achievement motivation upon students learning self-regulation (P<0.01). Conclusion: Research results indicate that self-regulation learning strategies are educational. The teaching of these strategies is effective in increasing internal attribution style for positive events and decreasing this style for adverse events among students.

Comparing Educational Self-regulation Strategies and Cognitive Failures of Dysgraphic and Normal Students

This study aimed at comparing educational self-regulation strategies and cognitive failures of dysgraphic and normal students. This study is a comparative one which is based on the case-witness methodology. All male students in Tehran between nine to twelve years of age with or without dysgraphia in the school year 2014-2015 were included this study. The participants were 30 students between nine to twelve years of age afflicted with dysgraphia who were selected through multistep cluster sampling and 30 normal male students who were selected based on cloning method (in terms of educational background, age, and socio-economic status). In order to collect the data, self-regulation in learning and cognitive failure questionnaires were used. The results of MANCOVA showed a statistically significant difference between the two groups with regard to their cognitive failures and self-regulatory learning (P<0.01). We conclude that students suffering from dysgraphia have higher levels of distraction and memory problems which are usually ignored at school. Also, self-regulatory management plays a crucial role in the educational success of children, adolescents, and adults.

Closing the achievement gap through modification of neurocognitive and neuroendocrine function: results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten.

Effective early education is essential for academic achievement and positive life outcomes, particularly for children in poverty. Advances in neuroscience suggest that a focus on self-regulation in education can enhance children’s engagement in learning and establish beneficial academic trajectories in the early elementary grades. Here, we experimentally evaluate an innovative approach to the education of children in kindergarten that embeds support for self-regulation, particularly executive functions, into literacy, mathematics, and science learning activities. Results from a cluster randomized controlled trial involving 29 schools, 79 classrooms, and 759 children indicated positive effects on executive functions, reasoning ability, the control of attention, and levels of salivary cortisol and alpha amylase. Results also demonstrated improvements in reading, vocabulary, and mathematics at the end of kindergarten that increased into the first grade. A number of effects were specific to high-poverty schools, suggesting that a focus on executive functions and associated aspects of self-regulation in early elementary education holds promise for closing the achievement gap.