Use Of Self-regulated Strategies Research Articles

Investigating the Relationship between Emotion Regulation Strategies and Anxiety Caused by COVID-19 in Employees of Rehabilitation Centers

Background and Objectives: In the current situation, it is essential to determine the level of anxiety in medical and non-medical employees due to the pandemic. Therefore, this research aims to assess the relationship between corona anxiety, emotion regulation strategies, and stress tolerance among the staff of rehabilitation centers in Tehran Province, Iran. Methods: This study was descriptive, cross-sectional, and correlational. The statistical population of the present study included the entire staff of rehabilitation centers served by the Welfare Organization of Tehran Province in 2022. Using simple random sampling, 10 rehabilitation centers were selected as study centers. Subsequently, 200 employees of these centers were selected and tested using Morgan’s sampling table (the male age of the participants was 31.5 years). The data collection instruments included the corona disease anxiety scale, the emotional distress tolerance questionnaire (2005), and the March emotional self-regulation strategies scale (2007). Data were analyzed by SPSS software, version 26. Results: The results showed that the mean of corona anxiety was 18.94 out of a maximum of 54 and the proportion of psychological symptoms of corona anxiety was higher than physical symptoms. The highest score from the participant’s point of view from dimensions of distress tolerance was assigned to the subjective assessment of distress. The mean score for distress tolerance was 52.68 out of a maximum of 75 points and the mean score for employees’ emotion regulation strategies was 134.37 points, which shows that the use of emotional self-regulation strategies is strong. The results of the current research showed that corona anxiety decreases significantly by increasing distress tolerance, absorption of negative emotions, regulation of efforts to relieve distress and distress tolerance, and corona anxiety also decreases significantly. Also, with the increase in the level of emotion regulation strategies, the anxiety of corona decreases significantly. Distress tolerance showed a negative correlation with corona anxiety, and with the improvement of distress tolerance, corona anxiety decreased (P=0.014). Conclusion: Based on the results, increasing and improving distress tolerance and emotional regulation strategies significantly reduced corona anxiety. Also, the experiences and work of experts with more work experience alongside the younger and less experienced forces and their cooperation prepared the ground to reduce the effects of corona anxiety, as well as to improve the level of stress tolerance and emotion regulation strategies of employees.

FUTURE ENGLISH TEACHERS’ USE OF SELF-REGULATED LEARNING STRATEGIES IN DEVELOPING LANGUAGE PROFICIENCY

Abstract. One of the key objectives of education evaluation is to increase students’ capability in learning how to learn. For this purpose, teachers need to teach students the required knowledge and effective strategies. Self-regulation plays a major role in learning English in order to achieve setting goals. It is significant to monitor and control the behaviors and motivation in learning process. The purpose of this study was to explore English Language Teaching (ELT) pre-service teachers’ use of self-regulated learning strategies in developing language proficiency. The participants were 70 junior and senior students enrolled at the Foreign Languages Teaching Department of Khoja Akhmet Yassawi International Kazakh-Turkish University in Turkestan. This study used quantitative descriptive research design. A survey method using questionnaire was used in order to collect necessary data and analyzed descriptively using Statistical Package for Social sciences (SPSS) version 23.0. The result of this study showed that ELT pre-service teachers use different types of self-regulated learning strategies in different situations. To be precise, the record keeping and monitoring strategy was found to be used more often than the strategies, such as rehearsal and memorization, seeking social assistance, goal setting and planning, seeking opportunities to practice English and self-consequences strategies. The study determines the learners who are soon-to-be English language teachers’ perceptions of using different kinds of self-regulation strategies, therefore the results might be useful in teaching English in the language classroom.

The Use of Self-regulation Strategies and Interactional Methods in Blended Learning Environments: A Survey Among Teachers and Students in Higher Education

The Use of Self-regulation Strategies and Interactional Methods in Blended Learning Environments: A Survey Among Teachers and Students in Higher Education

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

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

How undergraduate students learn: uncovering interrelationships between factors that support self-regulated learning and strategy use

Being an effective learner is an important pillar supporting success in higher education and beyond. This research aimed to uncover the extent to which undergraduate students use a set of commonly researched learning strategies, as well as to understand how learning strategy usage relates to key self-regulation factors proposed in influential models of self-regulated learning. Undergraduate students from New Zealand (N = 140) were recruited through course management systems, social media, and campus posters. Data were analysed using correlation and multiple regression. Results show that students reported using more learning strategies that are relatively effective than learning strategies that are somewhat less effective. In addition, effort regulation and student engagement were the most consistent predictors of both learning strategy use and self-reported academic achievement. Building on these findings, this research provides important new insights into the associations between learning strategy usage and pivotal factors that support effective self-regulated learning and academic achievement. As we highlight in the article, these insights have key implications for advancing theory and research on self-regulated learning.

Relationships Between Chinese First-Year University EAP Learners’ Self-Regulated Learning Strategy Use and Beliefs About Academic Writing: A Structural Equation Model

Relationships Between Chinese First-Year University EAP Learners’ Self-Regulated Learning Strategy Use and Beliefs About Academic Writing: A Structural Equation Model

Trayectorias académicas: el papel del compromiso como mediador en la decisión de abandono o permanencia universitaria

The study of university dropout has significantly advanced following the theoretical proposal of interactionist models. However, it becomes necessary to update these models based on the context and new variables that have gained relevance recently, such as the use of self-regulation strategies (SRL) or academic engagement. Therefore, the aim of this research is to analyze 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 (Mage=19.26, SD=2.97, 79.7% women), it was observed that academic engagement acts as a total mediator in the relationship between independent variables and the use of SRL in the models of the intention to drop the degree and university. However, for the models of intention to persist, partial mediation was observed in the effect of social integration and satisfaction, with total mediation only for expectations through the vigor component of engagement. These findings contribute to a deeper understanding of the phenomenon of university persistence.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Considerations in Designing and Validating the Diagnostic Inventory for Self-Regulated Language Learning (DISLL): Status of the Process

This article describes a new questionnaire, the “Diagnostic Inventory for Self-Regulated Language Learning” (DISLL), for assessing self-regulated learning strategies of students of English as an additional language. We discuss self-regulated learning models, evaluate existing questionnaires for assessing language learners’ self-regulated strategy use, and present a rationale for the DISLL. We explain Zimmerman’s (2000) three-phase model, adapted with simplified phase names: planning, doing, and reflecting. Every DISLL phase starts with a brief scenario to help learners judge how often they employ each strategy in that phase. Already completed are a review of the DISLL 1.0 by 18 international researchers, the step-by-step creation of the DISLL 1.1, and the profiling of vocabulary in the DISLL 1.1 to ensure the simplicity necessary for intermediate-level learners. We present an argument-based validation framework, to be supported by piloting the DISLL 1.2 in Iran, Saudi Arabia, Spain, and Poland and even broader piloting of the DISLL 1.3. Statistical analyses will involve quantitative methods, e.g., exploratory and confirmatory factor analysis, reliability analysis, and confirmatory composite analysis. At least one site will also use qualitative think-aloud protocols. The DISLL will be released into the public domain for free use after version 1.3.

TECHNOLOGY-BASED SELF-REGULATED LEARNING STRATEGIES AND ENGLISH SELF-EFFICACY IN ONLINE LEARNING ENVIRONMENTS

Technology-enhanced learning environments (TELEs) have provided language learners with various opportunities to promote their self-sufficient learning outside the classroom lately. Thus, language learners are no longer passive recipients of language; in contrast, they are autonomous learners who apply self-regulated learning strategies through the medium of technology during their English learning process, which in turn can be associated with their English self-efficacy perceptions. Therefore, the current study aimed to present an investigation into the relationship between preparatory school students’ use of technology-based self-regulated English learning strategies and their perceived English self-efficacy as well as the predictability of employing the strategies on their self-efficacy beliefs. Applying a quantitative research design, the data were collected through the Technology-based Self-Regulated English Learning Strategies Questionnaire (TSRLSQ) developed by An et al. (2020) and the Questionnaire of English Self-Efficacy (QESE) developed by Wang (2004). A statistically significant positive relationship was found between students' use of technology-assisted English learning strategies and their perceived English self-efficacy beliefs. In addition, regression analysis results showed that goal setting and learner evaluation, motivational regulation, and technology-based song-movie learning strategies were strong predictors explaining the change in students’ self-efficacy in four language skills.

Comparing Blended and Online Learners’ Self-Efficacy, Self-Regulation, and Actual Learning in the context of Educational Technology

In this quantitative comparative study, we explored the differences in technology integration self-efficacy, use of self-regulated learning strategies, and actual learning between preservice teachers enrolled in blended sections (n = 275) and online sections (n = 50) of the same introductory educational technology course. The results revealed that preservice teachers enrolled in the online format of the course reported a significantly higher level of using time management strategies, but a significantly lower level of employing help-seeking strategies compared to preservice teachers enrolled in the blended format of the course. However, no significant differences in technology integration self-efficacy and actual learning existed. Results offer insight for designing educational technology courses that align with the needs of both online and blended learners and preparing preservice teachers that likely will be responsible for facilitating blended and online learning with their own students.