Use Of Self-regulated Learning Research Articles

Self-regulated learning microanalysis feedback for developing clinical skills: A pilot study

Introduction The development of clinical skills requires the appropriate use of self-regulated learning (SRL). Students’ use of key SRL processes as they perform a clinical skill can be identified by SRL microanalysis and used to provide feedback. SRL-microanalysis feedback only on students’ key SRL processes has not been previously researched for developing clinical skills. The aim of this study was to investigate whether SRL-microanalysis feedback only on students’ key SRL processes can improve both their use of SRL and their clinical skill performance. Methods Twenty-three final year medical students with no experience in the clinical skill required for mechanical ventilation participated in this study. Key SRL processes and clinical skill performance were measured before and after SRL microanalysis feedback. Results Overall, we found an improvement in the key SRL processes of planning and monitoring of performance, with a significant difference in monitoring. We also found an increase in students’ clinical skill performance. Discussion This study, which is the first in clinical skills, demonstrated that SRL microanalysis feedback only on key SRL processes can improve both students’ SRL and their clinical skill performance. studies are recommended with a great number of students and across a variety of clinical skills.

Validating a scale to measure self-regulated learning strategies for independent listening beyond the EFL classroom

The present study aimed to validate a self-report questionnaire created and used in Yabukoshi (2023) to assess learners’ perceived use of self-regulated learning (SRL) strategies for practicing listening skills to improve the TOEIC® listening scores outside the classroom in an English as a foreign language (EFL) context. The instrument comprised 14 items on metacognitive SRL strategies used for out-of-class listening practice, which were divided into three subscales: strategies used in the forethought, performance, and self-reflection phases, drawing on Zimmerman's SRL model. The questionnaire was administered to 135 EFL undergraduates in Japan and subjected to a psychometric evaluation to determine its structural aspect of validity through reliability tests and confirmatory factor analysis (CFA), as well as to assess its convergent and discriminant validity and its external aspect of validity (i.e., predictive validity). The instrument had sufficient internal consistency based on reliability tests (Cronbach's alpha). The CFA results indicated a relatively good and reasonable model fit, and the convergent validity was found to be adequate. The discriminant validity was not satisfactory, which was discussed based on SRL theory and previous empirical evidence. Multiple regression analysis revealed that the three strategy factors as a whole were a strong predictor of learners’ listening proficiency. The empirical evidence provides preliminary support for the application of SRL theory to the field of EFL listening. The results of this study contribute to the limited research on the assessment of SRL strategy use for listening practice outside EFL classrooms.

Exploring differences in self-regulated learning strategy use between high- and low-performing students in introductory programming: An analysis of eye-tracking and retrospective think-aloud data from program comprehension

Previous studies have reported mixed results regarding the relationship between students’ use of self-regulated learning (SRL) strategies and their performance in introductory programming courses. These studies were constrained by their reliance on self-report questionnaires as a means of collecting and analysing data. To address this limitation, this study aimed to employ eye-tracking and retrospective think-aloud techniques to identify differences in SRL strategy use for program comprehension tasks between high-performing students (N = 31) and low-performing students (N = 31) in an undergraduate programming course. All participants attended individual eye-tracking sessions to comprehend two Python program codes with different constructs. Their eye-tracking data and video-recalled retrospective think-aloud data were captured and recorded for analysis. The findings reveal that higher-order cognitive skills, such as elaboration and critical thinking, were mostly adopted by high-performing students, while basic cognitive and resource management strategy, such as rehearsal and help-seeking, were mostly employed by low-performing students when comprehending the program codes. This study not only demonstrates the design of combining eye-tracking and retrospective think-aloud data to explore students’ use of SRL strategies but also provides evidence to support the notion that program comprehension is a complex process that cannot be effectively addressed by employing merely rudimentary strategies, such as repetitively reading the same code segment. In the future, researchers could explore the possibility of using a webcam to monitor and assess students’ online programming processes and provide feedback based on their eye movements. They could also examine the effects of SRL strategies training on students’ motivation, engagement, and performance in various types of programming activities.

Optimization of Self-Regulated Learning in the Development of Professional Pdf Flip E-modules in the Implementation of Post-Covid-19 Pandemic Learning in Elementary Schools of Magetan Regency

Learning design is the main thing that can support the learning outcomes of students. There needs to be effort in optimizing, especially on the implications of Self Regulated Learning. This effort is expected to be able to coordinate the various abilities of students by increasing learning characteristics. Self Regulated Learning is a learning characteristic that requires students to be responsible for themselves in active learning to improve their learning achievement. Based on the results of research conducted at various levels of education, it was found that the use of Self-regulated Learning has a significant contribution to learning and improves student learning achievement. Therefore it is necessary for us to have broad insight in understanding the psychology of learning and be able to condition it through constructive and meaningful learning designs. Educators are expected to be more observant in understanding the characteristics of students' abilities so that they are more flexible and open.

Self-regulated learning processes across different physiotherapy clinical procedural skills and time intervals: A SRL microanalysis study

Purpose of the study The performance of a clinical procedural skill by an individual student is associated with their use of Self-Regulated Learning (SRL) processes. However, previous research has not identified if an individual student has a similarity in their use of SRL processes across different clinical procedural skill tasks and at a time interval. The aim of this pilot study was to explore the similarity in the use of SRL processes by individual students across different clinical procedural skill tasks and at a time interval. Methods SRL-microanalysis was used to collect within-subject data on undergraduate physiotherapy students’ use of the two key SRL processes (planning and monitoring) during their performance of different goniometry clinical procedural skills tasks and also at a fourth month interval. Results An individual student’s use of key SRL processes across different clinical procedural skill tasks and at a time interval was similar. Also, this similarity was identified for students with initial successful and unsuccessful performances. Conclusion Our findings have implications for the future wider practical implementation of SRL microanalysis to inform personalised SRL feedback for developing the clinical procedural skills of individual students. Further research with a greater number of students and across a wider range of clinical procedural skills will be required to confirm our findings, and also its effectiveness on feedback and future performance.

Students‘ Motivation and Effective Use of Self-regulated Learning on Learning Management System Moodle Environment in Higher Learning Institution in Nigeria

This study aims to apply the Motivated Strategies for Learning Questionnaire (MSLQ) established by Pintrich to determine the level of students' motivation and perception and expose them to a Moodle to test the successful use of Self-Regulated Learning on the Learning Management System Moodle Environment. Ninety-six undergraduates (48 in the experimental and 48 in the control group) took part in this quasi-experimental study. The instrument (MSLQ) was tested using Cronbach's Alpha with a reliability coefficient of 0.8 (80%). The data gathered through the MSLQ were analyzed using descriptive statistics. While the data through the achievement test were analyzed using an independent sample t-test. The findings revealed that utilizing Moodle as a learning management system enhances undergraduates' ability to learn independently and motivates them to work hard. It also said that the student's perception of the Learning Management System was positive.

Empowering College Students to Decrease Digital Distraction Through the Use of Self-Regulated Learning Strategies

Most college students have grown up using technology and consequently, they are proficient with its many uses and applications. The use of this technology provides many benefits to college students’ learning, both in and out of the classroom. However, despite the numerous benefits of technology, these digital activities can also lead to much digital distraction. Digital distractions may include Internet surfing, watching movies, checking texts, reading, and sending emails, and perusing social media. These digital distractions often result in limited attention and engagement during class, as well as less learning and academic achievement overall. Digital distraction can result from such factors as anxiety and depression, motivational variables, the need to keep up and the fear of missing out, emotional numbing and procrastination as well as an overreliance on multitasking. It is suggested here that the use of self-regulated learning (SRL) strategies may be effective in assisting college students in avoiding digital distractions, both in and out of the classroom. SRL strategies include forethought, planning, activation; monitoring, control and reflection on the learner’s cognition, motivation/affect, and behavior. Through the use of these SRL strategies, college students may be taught to decrease digital distractions and, thus, experience higher levels of learning and academic performance.

Self-Regulated Learning Method Through Smartphone Assistance in Promoting Speaking Ability

Self-regulated learning is a method of the student-centered learning paradigm. This method encourages students to be actively involved in the learning process, organize themselves, recognize their capabilities, and take the initiative to decide the appropriate way to achieve the learning achievement. The use of self-regulated learning with smartphones' assistance has had a double effect on students' language proficiency. However, the self-regulated learning method with smartphone assistance in the speaking class has not been supported by current empirical studies. The evidence indicates that self-regulated learning with smartphones' assistance affects students' English skills, such as acuity in micro-and macro-linguistics analysis, improved digital literacy, enthusiasm for learning, and self-potential development autonomy. This study aimed to analyze the impact of using the self-regulated learning method with smartphones in the speaking class. This review is a quantitative study with a pre-test and post-test design that was executed between October 2020 until January 2021. 110 students were chosen as samples in this study. An English-speaking rubric has been used to obtain data; that data was then analyzed by a software application that is SPSS 24.0, which was proceeded by qualitative description. The findings demonstrate that using a self-regulated learning method with smartphone assistance has positively impacted student speaking ability. This increased effect is demonstrated by the adjusted mean score on the post-test = 82.32. English instructors are encouraged to apply this method by considering students' characteristics, cognitive capacities, learning styles, learner autonomy, and the steps of how to apply this method in the instruction process.

Relationships between struggling EFL writers’ motivation, self-regulated learning (SRL), and writing competence in Hong Kong primary schools

Abstract This study investigated the relationships between struggling writers’ motivation (i.e., interest, self-efficacy, and growth mindset) and their use of self-regulated learning (SRL) strategies (i.e., planning, text-generating, self-monitoring, and collaborative learning) and writing competence in an English as a foreign language (EFL) context. Participants were 368 primary students in Hong Kong who scored 15 or less out of 48 marks in a writing test. They reported a generally moderate level of motivation and lower medium level of SRL strategy use. Especially, the participants reported a low level of interest. Results of structural equation modelling (SEM) suggested that growth mindset had the strongest positive correlations with the struggling EFL writers’ use of SRL strategies. Both self-efficacy and interest also had positive correlations with the students’ SRL strategy use, but only self-efficacy had significant and positive relations with their writing competence. Implications for English teachers to improve instruction for struggling EFL writers’ in order to promote their motivation and SRL strategy use are provided and suggestions for future research are also discussed.

A Path Model of University Dropout Predictors: The Role of Satisfaction, the Use of Self-Regulation Learning Strategies and Students’ Engagement

University dropout is a phenomenon that is a concern in many countries all over the world. However, although there are studies in which the direct relationship of the personal and contextual variables is observed individually to predict dropout, there is little research to know whether any of these variables mediate each other in a more dynamic and complex model. Thus, the objective of this study was to analyze the extent to which the intention to drop out of university courses is predicted by (i) satisfaction and expectations with the course, (ii) engagement with the course, and (iii) by the use of Self-Regulated Learning (SRL) strategies. Eight hundred and seventy-seven students from two Spanish universities completed the CARE questionnaire. Path analyses were performed using Mplus 8.3. The data obtained indicate that the intention to drop out is directly and significantly explained by students´ engagement (in 17.8%) and indirectly explained by the use of SRL strategies through engagement. Changes in engagement and in the use of SRL strategies were seen to be associated with satisfaction. Finally, the effect of satisfaction and the use of SRL strategies explained a proportion of students’ engagement (53.6%). It is important for research or interventions focused on students’ intention to drop out to understand that there are multiple variables that both directly and indirectly influence those intentions.

Exploring Thai EFL Students’ Self-Regulated Learning (SRL) Strategies and English Proficiency

This study reported on the use of self-regulated learning (SRL) strategies of Thailand EFL students, in relationship with students’ English proficiency in CEFR levels. It involved 152 second-year undergraduate non-English major students (19.7% male, 78.3% female) at a university in Thailand. First, the students took an English proficiency test assessing listening, reading, writing, and speaking skills framed by the Common European Framework of Reference (CEFR) for Languages; then, they completed a set of surveys focusing on the use of SRL strategies in English learning. The collected data was analyzed using descriptive statistics, One-Way ANOVA, and Pearson correlation. The results revealed that the most-used strategy by A1, A2, B1, and B2 students was Goal Setting and Planning. A little significant difference in SRL strategies use between A1 and A2 students was observed. However, significant differences in the use of SRL strategies were observed between A1 and A2 groups and the B2 group. This study barely confirmed significant differences between the B1 group and the groups at A1, A2, and B2 levels in the use of SRL strategies. Lastly, a negative significant relationship was established between the use of students’ SRL strategies and their English proficiency. Some recommendations for future studies are suggested in this study

The Effects of Self-regulated Learning Strategies on Computer Programming Achievement in Teacher Education

This study investigates the effects of student use of self-regulated learning (SRL) strategies on their computer programming achievement. Ninety-six students from undergraduate teacher training programmes offered by a Hong Kong university voluntarily participated in the study. Sixty-six of them were first-year students enrolling on an introductory Java programming course, while 30 were second-year students enrolling on an advanced Java programming course. The SRL strategies adopted by participants were measured by the Motivated Strategies for Learning Questionnaire (MSLQ) and were exemplified from the reflective writing of their electronic portfolios. Their achievement in computer programming was evaluated using continuous and end of course assessments. The findings of this study suggest that higher-order cognitive strategies (i.e. elaboration, organization, critical thinking), metacognitive control strategies (i.e. self-regulation) and resource management strategies (i.e. time and study environment management, help seeking) are likely to facilitate a prolonged achievement of computer programming for both novices and non-novices. They can provide insights into designing adequate SRL strategy training to support student learning in computer programming.

Chinese University Students’ L2 Writing Feedback Orientation and Self-Regulated Learning Writing Strategies in Online Teaching During COVID-19

This mixed-method study explored Chinese university students’ orientations towards written corrective feedback (WCF) and their use of self-regulated learning (SRL) writing strategies in online English writing courses during COVID-19. A questionnaire and semi-structured interviews were administered to 311 and 12 students, respectively. Results showed that during COVID-19, students generally held positive attitudes towards online WCF and teachers offered more tutorials and feedback that could be reviewed indefinitely, which created a comfortable learning space for students. Findings demonstrate that students used fewer social behaviour strategies than other strategies and the effectiveness of peer interaction was limited by peers’ relatively low writing proficiency, tendency to give compliments, and the inconveniences of online communication. Students’ feedback-seeking orientation was found to be positively associated with SRL writing strategies; the online interactions between teachers and students in relation to teachers’ feedback motivated students to engage more in their subsequent writing practices. Pedagogical implications are discussed.

Self-regulated learning strategies and student video engagement trajectory in a video-based asynchronous online course: a Bayesian latent growth modeling approach

The self-paced nature of asynchronous online learning (AOL) is recognized as an obstacle that disrupts student success in the learning environment. Without on-time interventions provided by instructors, students find it challenging to use learning strategies tailored to the learning environment, and their use of self-regulated learning (SRL) strategies has been regarded one of the key indicators of success in AOL. To examine how student SRL strategies are associated with their video engagement trajectory and learning outcomes, we used student video engagement data collected at multiple time points. Participants were 159 students who were taking a self-paced asynchronous online statistics course. Results revealed that student video engagement was found to increase over time and student management strategies contributed to the upward change. We also found that the growth of engagement predicted student achievement in the course. Our findings shed light on instructional strategies to support students in AOL contexts.

Hong Kong secondary students’ self-regulated learning strategy use and English writing: Influences of motivational beliefs

This study aimed to examine the relationships between motivational beliefs, use of self-regulated learning (SRL) strategies, and competence in English as a second/foreign language (ESL/EFL) writing. The participants were 540 8th graders in Hong Kong. The motivational beliefs included growth mindset and perceived utility of writing that may play an important, yet unexamined role in Asian ESL/EFL learners’ writing, as well as writing self-efficacy and interest that have received much attention. Multivariate analyses of variance (MANOVAs) were performed to examine whether the high, average, and low achieving writers differed in the level of motivational beliefs and SRL writing strategy use, respectively. Structural equation modeling (SEM) was conducted to examine the impacts of motivational beliefs on SRL writing strategy use. The results showed that the students had a high level of utility but a low level of interest in writing. They generally reported a high level of growth mindset and a low level of self-efficacy. The students of different writing competence levels differed in their motivation and SRL strategy use, indicating that both motivation and SRL ststrategy use contribute to writing competence. The results also showed that the students’ motivational beliefs were crucial for SRL strategy use in English writing. The present study highlights the more important role of growth mindset and interest in comparison to self-efficacy and utility in Hong Kong ESL/EFL learners’ writing. Implications for enhancing secondary school ESL/EFL learners’ writing in an Asian context are discussed.

Self-Regulated Learning: the essential factor for understanding and improving academic and clinical performance

There is increasing interest in the importance of Self-Regulated Learning for the improvement of academic and clinical performance. Self-Regulated Learning is a dynamic and cyclical metacognitive process that coordinates an individual’s skill (techniques) and will (motivation) to achieve a clearly defined task. There are differences in key Self-Regulated Learning processes between high and low performers, especially goal setting and self-monitoring. Formative feedback on the use of key Self-Regulated Learning processes, which can be identified using microanalysis before, during and after an individual performs a specific task, can lead to improved performance. There is increasing awareness of the importance of both the social and educational environment on the use of Self-Regulated Learning, including the essential influence of the teacher.

The importance and meaning of session behaviour in a MOOC

One of the main challenges for online learners is knowing how to effectively manage their time. Highly autonomous settings, such as Massive Open Online Courses (MOOCs), put additional pressure on learners in this regard. However, little is known about how learners organise their time in terms of sessions or blocks of time across a MOOC. This study examined session behavioural data of 9272 learners in a MOOC and its relation to their engagement, grade and self-report data measuring aspects of self-regulated learning (SRL). From an exploratory temporal approach using clustering and group comparison tests, we examined how learners distributed sessions in relation to their length and frequency across the course (macro aspect), and which types of activities they prioritised within these sessions (micro aspect). We then investigated if these patterns of sessions were related to learners' level of engagement, achievement and use of self-regulated learning (SRL) skills. We found that successful learners had more frequent and longer sessions across the course, mixed up activities within sessions, and changed the focus of activities within sessions across the course. In addition, session distribution was found to be a meaningful proxy for learners’ use of SRL skills related to time management and effort regulation. That is, learners with higher levels of time management and effort regulation had longer and more sessions across the course. Based on the results, implications for supporting specific session behaviours to promote effective learning in MOOCs are discussed.

Examining Chinese kindergarten children’s psychological needs satisfaction in problem solving: A self-determination theory perspective

This study examined whether kindergarten children’s psychological needs satisfaction would mediate the relationships between parental scaffolding and children’s use of self-regulated learning (SRL) strategic behaviours. One hundred and thirty Chinese kindergarten children and their parents participated in the study. Parental scaffolding and children’s SRL strategic behaviours were respectively observed in parent–child interaction tasks and child-alone tasks. Drawing on self-determination theory (SDT), children’s satisfaction of three basic needs for competence, autonomy, and relatedness was assessed using both behavioural observation and self-report measures. Among the three aspects of observed needs satisfaction, children’s observed satisfaction of the need for competence was particularly important, mediating all the relationships between three aspects of parental scaffolding and three aspects of children’s SRL strategic behaviours. Children’s perceived needs satisfaction, despite having some correlations with parental scaffolding and children’s SRL, did not mediate any relationships between parental scaffolding and children’s SRL strategic behaviours, which further revealed limitations associated with using self-report measures with young children. The study provides preliminary evidence of the mediating role of psychological needs satisfaction in the relationships between parental scaffolding and children’s SRL in problem-solving situations.

Chinese-as-a-Foreign-Language Learners’ Use of Self-Regulated Learning in Flipped/Blended Learning Environments – A Descriptive Study

Self-regulated learning (SRL) is especially important in blended/flipped learning environments. This study explored and described the use of SRL in a specific language learning context. It investigated what problems Chinese-as-a-foreign-language learners (CFL) had with their Chinese language learning, whether and how they solved the problems, what SRL strategies they adopted, and what support they needed to gain the maximum benefits from the blended/flipped learning environment. Nineteen CFL learners who were in their second semester studying Chinese in a blended/flipped environment participated in the descriptive study. Self-reported data were collected using WeChat in an individualized exchange format, which was designed to help with data richness, completeness, and accuracy. The results show that students had different problems in learning, and they would benefit if they had the opportunity to learn and incorporate SRL strategies. The areas in which they needed the most help were knowing how to set a goal, how to create a plan to achieve the goal, and how to use different strategies to manage their learning and manage their time. Implications for teaching are also discussed in this study.

Influences of Self-Regulated Learning Strategy Use on Self-Efficacy in Primary School Students' English Writing in Hong Kong

This study investigated the influences of the use of self-regulated learning (SRL) strategies on students’ self-efficacy in English writing. A total of 155 fourth graders from 1 government-funded primary school in Hong Kong completed a questionnaire on SRL strategy use and a questionnaire on self-efficacy in English writing. The students used planning strategies more frequently than the other strategy types (e.g., text generating). They had a higher level of self-efficacy in content than in the other aspects (e.g., language and grammar). The students with more SRL strategy use reported a higher level of self-efficacy. The use of SRL strategies had significant and positive relationships with the students’ self-efficacy. In particular, the use of planning and self-monitoring strategies had the strongest correlations with self-efficacy. This study opens a new window to understanding how students’ self-efficacy in English writing develops as a result of their SRL strategy use. We discuss practical implications for English as a second language/English as a foreign language classroom instruction.