Use Of Self-regulated Strategies Research Articles

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.

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.

What College Freshmen Believe About Themselves: An Investigation of Mathematical Mindset, Identity, Self-Efficacy, and Use of Self-Regulated Learning Strategies in Mathematics

What College Freshmen Believe About Themselves: An Investigation of Mathematical Mindset, Identity, Self-Efficacy, and Use of Self-Regulated Learning Strategies in Mathematics

Associations of self-regulation strategy use with in-play betting intensity and associated harms: An ecological momentary assessment study

Self-regulation strategies, such as limit setting, can be effective in reducing harms associated with gambling. However, limited research has examined their applicability to in-play sports betting. The current study therefore examined the utility of self-regulation strategies in reducing in-play betting intensity and associated harms. Adults engaging in-play betting (N = 77; Mage = 41.23 years, 71.43 % men) completed 14 days of ecological momentary assessment surveys in which they reported their in-play betting behaviours (number of bets placed, money spent), use of self-regulation strategies for in-play betting (setting monetary limits, setting time limits, stopping betting when no longer fun, taking frequent breaks), and in-play-betting-related harms. Multilevel models revealed that participants with a greater propensity to set monetary limits were overall less likely to experience financial, interpersonal, and health harms. In addition, participants were less likely to experience emotional/psychological harms following in-play betting occasions during which they set monetary limits (versus when they did not). In contrast, participants with a greater propensity to set time limits tended to spend more money on in-play bets, experienced more harms on average, and were overall more likely to experience financial and work/study harms. Results provide preliminary support for the utility of monetary limit setting, but not time limit setting, in reducing in-play-betting-related harms. Findings support the applicability of select self-regulation strategies originally proposed for more traditional forms of gambling to in-play sports betting, and highlight a need for further research investigating whether other responsible gambling strategies may be effective in reducing in-play-betting-related harms.

Investigating Pre-University Students’ Motivation to Learn and Their Use of Self-Regulated Learning Strategies

Investigating Pre-University Students’ Motivation to Learn and Their Use of Self-Regulated Learning Strategies

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.

Exploring Relationship between Learners’ Use of Self-Regulated Strategies and Motive

Exploring Relationship between Learners’ Use of Self-Regulated Strategies and Motive

Modelling the interrelationships among self-regulated learning components, critical thinking and reading comprehension by PLS-SEM: A mixed methods study

This explanatory mixed methods study investigated the interrelationships among self-regulated learning (SRL) components, critical thinking and reading comprehension using PLS-SEM. For this purpose, a conceptual PLS-SEM model was evaluated on a sample of 183 Iranian elementary EFL learners. Then, 15 students were randomly selected to complete the follow up semi-structured interview. Three instruments including Motivated Strategies for Learning Questionnaire, the questionnaire of Critical Thinking ability in English Reading and a reading comprehension test were used to provide data sources for PLS-SEM models. The results of the quantitative analyses of measurement and structural models indicated that among the three components of SRL, cognitive strategies and metacognitive strategies significantly and directly affected critical thinking and reading comprehension. However, motivation had significant indirect effects on the outcome variables. Meanwhile, from among the SRL components, motivation had the strongest total effects on SRL. The qualitative findings of the study approved the predictive relationships of SRL components with reading comprehension and critical thinking. Moreover, the semi-structured interviews showed that the participants' effective use of self-regulated reading strategies, reading motivation and regulatory reading instruction were the major factors affecting EFL learners' SRL in reading comprehension and critical thinking.

Self-Efficacy Beliefs and Self-Regulated Learning Strategies in Learning English as a Second Language

These case studies provide a description of five undergraduates’ self-efficacy beliefs and use of self-regulated learning strategies related to learning English as a second language. A qualitative research design with a purposive sampling method was used. Semi-structured interviews were conducted to investigate the context of learning English language and to explore the undergraduates’ self-reported self-efficacy beliefs and self-regulated learning (SRL) strategies. Classroom observations and document analysis were also used for data collection. The findings showed a relationship between self-efficacy, self-regulated learning strategies, and participants’ English language proficiency. Pedagogical implications for language instructors are highlighted. ESL learning may be enhanced through positive and successful past experiences and constructive feedback and scaffolding by language instructors. Self-regulated learning instruction should be incorporated by ESL instructors in developing self-regulated learners.

Self-regulated learning strategies and academic achievement in South Korean 6th-graders: A two-level hierarchical linear modeling analysis.

The aim of the study was to explain the relationships between self-regulated learning strategy use and academic achievement of 6th-grade students in South Korea. An existing database (i.e., the Korean Educational Longitudinal Study; KELS) with 6th-grade students (n = 7,065) from 446 schools was used to run a series of 2-level hierarchical linear models (HLM). This large dataset enabled us to consider how the relationship between learners' self-regulated learning strategy use and academic achievement may differ at individual and school levels. We found that students' metacognition and effort regulation positively predicted their literacy and math achievement both within and across schools. The average literacy and math achievement were significantly higher in private schools than in public schools. Also, the math achievement of urban schools was significantly higher than in non-urban schools when controlling other cognitive and behavioral learning strategies. This study on 6th-grade learners' self-regulated learning (SRL) on academic achievement explores how their SRL strategies may be different from the features of successful adult learners from the previous findings, offering new insights into the development of SRL in elementary education.

Is There a Relationship between Self-regulation with Motivational Beliefs and Cognitive Strategy use among Undergraduates?

Self-regulation, motivational beliefs, and cognitive strategy use are closely related. These three factors can impact learners' ability to learn and succeed in an academic setting. Promoting self-regulation helps learners to develop positive motivational beliefs and effective cognitive strategies. It also encourages learners to be independent in decision-making. In addition, this study investigates how students' use of cognitive strategies affects their learning. The purpose of this quantitative study is to investigate undergraduate self-regulation strategies and motivational beliefs. The survey was completed by a random sample of 108 people. The instrument utilized is a study and is imitated from Pintrich and De Groot (1990). It has four parts. Items on the demographic profile are in Section A. There are 22 items on motivational beliefs in Section B. Section C has 13 questions about strategies for self-regulation, and Section D has 9 questions about how self-regulation is perceived. The findings show that there is also a strong positive relationship between self-regulation and cognitive strategy use and there is also a moderate positive relationship between self-regulation and motivational beliefs.

ДО ПРОБЛЕМИ САМОРЕГУЛЬОВАНОГО НАВЧАННЯ В УМОВАХ НЕВИЗНАЧЕНОСТІ 

The article presents a theoretical study of the problem of applying approaches of self-regulated learning in conditions of uncertainty. Self-regulated learning is a set of skills and strategies that allow learners to manage their learning process, including their thoughts, emotions, and behavior. The use of self-regulated learning practices is emphasized, as these can be particularly useful for students in situations of uncertainty and allow them to take control of their learning as well as to cope more effectively with difficult situations and achieve learning goals. Basically, the use of metacognitive and self-regulatory strategies in the educational process is an important factor in predicting successful learning outcomes in conditions of uncertainty. The analysis of the literature showed that the issue of effective organization of training and independent work of students is not only to form subject knowledge in the learning process but also to teach the ability to learn. To promote self-regulated learning in conditions of uncertainty, pedagogues can provide clear and consistent expectations and feedback on students' progress, encourage students to set their own learning goals and to reflect on their progress towards achieving them, teach students strategies for managing their emotions, provide opportunities for peer feedback, help students to identify their strengths and weaknesses and to develop strategies for addressing areas where they need to improve. By promoting self-regulated learning in these ways, teachers can help students to cope with uncertainty, and to become more effective and confident learners. The perspective of further research is in the analysis and development of a comprehensive study of approaches, principles, methods, techniques, means, and models of the formation of self-regulated learning skills in conditions of uncertainty.

Self-reported and digital-trace measures of computer science students’ self-regulated learning in blended course designs

This study investigated the extent to which self-report and digital-trace measures of students’ self-regulated learning in blended course designs align with each other amongst 145 first-year computer science students in a blended “computer systems” course. A self-reported Motivated Strategies for Learning Questionnaire was used to measure students’ self-efficacy, intrinsic motivation, test anxiety, and use of self-regulated learning strategies. Frequencies of interactions with six different online learning activities were digital-trace measures of students’ online learning interactions. Students’ course marks were used to represent their academic performance. SPSS 28 was used to analyse the data. A hierarchical cluster analysis using self-reported measures categorized students as better or poorer self-regulated learners; whereas a hierarchical cluster analysis using digital-trace measures clustered students as more active or less active online learners. One-way ANOVAs showed that: 1) better self-regulated learners had higher frequencies of interactions with three out of six online learning activities than poorer self-regulated learners. 2) More active online learners reported higher self-efficacy, higher intrinsic motivation, and more frequent use of positive self-regulated learning strategies, than less active online learners. Furthermore, a cross-tabulation showed significant (p < .01) but weak association between student clusters identified by self-reported and digital-trace measures, demonstrating self-reported and digital-trace descriptions of students’ self-regulated learning experiences were consistent to a limited extent. To help poorer self-regulated learners improve their learning experiences in blended course designs, teachers may invite better self-regulated learners to share how they approach learning in class.