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Journal articles on the topic 'Self-supported learning'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Haines, Chris. "Individualized Learning via Supported Self-Study." Pastoral Care in Education 7, no. 2 (1989): 30–32. http://dx.doi.org/10.1080/02643948909470664.

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Калашнікова, Любов Миколаївна, та Тетяна Сергіївна Вакуленко. "ПИТАННЯ ОРГАНІЗАЦІЇ САМОСТІЙНОЇ РОБОТИ СТУДЕНТІВ". Педагогіка та психологія, № 50 (5 листопада 2015): 12–18. https://doi.org/10.5281/zenodo.33257.

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<em>Rationally organized self-supported work of students is the key to their high academic results, the formation of their strong, deep knowledge, and preparation for professional activities. Self-study is especially important for future teachers, because it is not only the means of learning, but also an important part of their training programs. The article examines the feasibility of means of self-supported students’ learning organization, namely workbooks. While teaching pedagogical disciplines the authors conducted a study which suggests that such means help to systematize educationa

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Booth, Tim, and Wendy Booth. "Self-Advocacy and Supported Learning for Mothers with Learning Difficulties." Journal of Learning Disabilities 7, no. 2 (2003): 165–93. http://dx.doi.org/10.1177/1469004703007002006.

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Chen, Chun-Kuei, Yen-Ku Kuo, Yun-Fang Tu, and Gwo-Jen Hwang. "Employee Attitudes Towards Ubiquitous Library-Supported Professional Learning." International Journal of Online Pedagogy and Course Design 12, no. 1 (2022): 1–15. http://dx.doi.org/10.4018/ijopcd.295952.

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This study aimed to explore the influencing factors of employees’ attitudes towards ubiquitous library-supported professional learning (AULPL) when they adopted the ubiquitous library in the workplace. A total of 164 valid questionnaires were collected and analyzed to examine the effects of the employees’ job characteristics and self-regulated learning on their attitudes towards ubiquitous library-supported professional learning. The results indicate that the employees’ job characteristics (i.e., job control and social support) and self-regulated learning can predict their attitudes towards ub

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Kramarski, B., and M. Gutman. "How can self-regulated learning be supported in mathematical E-learning environments?" Journal of Computer Assisted Learning 22, no. 1 (2006): 24–33. http://dx.doi.org/10.1111/j.1365-2729.2006.00157.x.

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Ronny Trian Surbakti. "The role of game-based learning in enhancing student learning motivation." International Journal of Science and Research Archive 15, no. 1 (2025): 333–39. https://doi.org/10.30574/ijsra.2025.15.1.1013.

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This paper explores the role of Game-Based Learning (GBL)) in enhancing student motivation within educational processes. The research synthesizes current findings and provides insights into how Game Based Learning can be effectively implemented to improve student engagement and learning outcomes. In this research, it was found that, in practical application and supported by empirical evidence, it can be stated that Game Based Learning can foster significant learning motivation, this is supported by the results of data processing using SmartPLS.. Theoretical underpinnings, useful implementation

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Nasrullah, Anton, Mira Marlina, Silvia Ratnasari, Hilman Hilman, Galuh Mulyawan, and Ashraf Ali. "Blended Learning in the Digital Era: An Analysis of Self-Regulated Learning Assisted with Edmodo-GeoGebra." International Journal of Geometry Research and Inventions in Education (Gradient) 1, no. 2 (2024): 67–75. https://doi.org/10.56855/gradient.v1i2.1266.

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This study aims to describe students' self-regulated learning in mathematics learning supported by Edmodo-GeoGebra on the topic of the volume of rotating objects. The research employs a qualitative approach with a descriptive method. The participants in this study were 36 students from Universitas Bina Bangsa. The data collection technique involved distributing a self-regulated learning questionnaire consisting of 30 statements with 8 indicators. Data analysis was conducted by calculating the percentage of students' responses, which were then described using percentage interpretation criteria.

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Cevat, Eker, and Eşref Akkaş. "The Effects of Teaching Supported by Self-Regulated Learning on Students’ Learning and Studying Responsibility." Journal of Education and Training Studies 7, no. 10S (2019): 49. http://dx.doi.org/10.11114/jets.v7i10s.4576.

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The purpose of this study is to determine the effects of teaching supported by self-regulated learning on students’ learning and studying responsibility. This research was carried out through “pre-test-post-test control group model”. The sample of the study consisted a total of 52 fifth grade students studying in two different classrooms of an urban primary school located in the West Black Sea Region in Turkey in the 2018-2019 academic year. This study was conducted for 4 weeks and the unit of “Culture and Heritage” in social studies lesson was covered. The learning and studying responsibility

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Ariani, Dorothea Wahyu. "Relationship Model among Learning Environment, Learning Motivation, and Self-Regulated Learning." Asian Social Science 13, no. 9 (2017): 63. http://dx.doi.org/10.5539/ass.v13n9p63.

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This study applies social capital theory, motivation theory, and systems theories to examine the role of the learning environment and motivation in learning to encourage self-regulation in learning especially effort regulation. This study examines the relationship among learning environment (i.e., student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity), learning motivation (i.e., learning goal orientation, task value, and self-efficacy), and self-regulated learning in effort regulation. This study also examines the mediating role of learnin

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Lai, Chiu-Lin, Gwo-Jen Hwang, and Yi-Hsuan Tu. "The effects of computer-supported self-regulation in science inquiry on learning outcomes, learning processes, and self-efficacy." Educational Technology Research and Development 66, no. 4 (2018): 863–92. http://dx.doi.org/10.1007/s11423-018-9585-y.

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Schworm, Silke, and Alexander Renkl. "Computer-supported example-based learning: When instructional explanations reduce self-explanations." Computers & Education 46, no. 4 (2006): 426–45. http://dx.doi.org/10.1016/j.compedu.2004.08.011.

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Findlater, Gordon S., Fanney Kristmundsdottir, Simon H. Parson, and Thomas H. Gillingwater. "Development of a supported self-directed learning approach for anatomy education." Anatomical Sciences Education 5, no. 2 (2011): 114–21. http://dx.doi.org/10.1002/ase.1255.

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Messenger, Yvonne, and Tiffany Lynn Gallagher. "Joyful Literacy Learning Opportunities for Kindergarten Educators." Language and Literacy 27, no. 3 (2025): 42–61. https://doi.org/10.20360/langandlit29758.

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In this study, Ontario kindergarten educators (n=10) describe their tensions related to approaches for early literacy learning and how enhanced self-efficacy supported their navigation for blending direct and play-based instructional approaches for early literacy instruction. Following design-based research methodology, educators participated in interviews and professional learning conversations to identify their needs for teaching beginning reading. Findings include: 1) collaborating with educators and the researcher/facilitator brought participants joy, 2) changing messages from education le

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Tsai, Chia-Wen, and Yi-Fen Chen. "Learning Through Sharing and Regulation." International Journal of Web-Based Learning and Teaching Technologies 6, no. 1 (2011): 24–34. http://dx.doi.org/10.4018/jwltt.2011010103.

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Many studies investigate the effects of Computer-Supported Collaborative Learning (CSCL) and also explore how learning processes and social interaction contribute to learning outcomes in online learning environments. This study provides an appropriate design of web-supported collaborative learning (CL) with teacher’s initiation and self-regulated learning (SRL), and demonstrates the effects of this design on improving students’ involvement and helping students attain course goals in a blended course. The authors conducted an experiment with an intervention of web-supported CL with initiation a

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Hong, Meiyang, and Gavin T. L. Brown. "Reading comprehension benefits from being taught to write: The secondary students’ perspective." Curriculum Matters 20 (December 28, 2024): 87–108. https://doi.org/10.18296/cm.0216.

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Drawing data (N = 625) from the 2004 Assessment Tools for Teaching and Learning Version 4 database, this article explores how New Zealand Years 11–12 secondary students perceived the importance of learning to read and write in English and how those perceptions related to their reading attitudes and performance. More positive student perceptions of learning reading comprehension supported greater interest while more positive perceptions of learning to write supported self-efficacy. Increased performance was positively enhanced by greater self-efficacy more than greater interest. This study emph

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Ozdamli, Fezile. "Effectiveness of Cloud Systems and Social Networks in Improving Self-directed Learning Abilities and Developing Positive Seamless Learning Perceptions." JUCS - Journal of Universal Computer Science 19, no. (5) (2013): 602–18. https://doi.org/10.3217/jucs-019-05-0602.

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This study aims to analyze the conditions which affect students' perception on self-directed abilities and seamless learning using cloud systems and social network applications. A combination of qualitative and quantitative methods was used in the study. Forty teacher candidates from the Near East University who took the course "Special Learning Methods" participated in the study. The study was carried out in one academic semester (12 weeks) according to the blended learning approach. Each learner had an individually networked laptop or another mobile device which included a "clip to EverNote"

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Mickwitz, Åsa, and Marja Suojala. "Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?" Language Learning in Higher Education 10, no. 2 (2020): 381–402. http://dx.doi.org/10.1515/cercles-2020-2026.

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Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy bel

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Trúchly, Peter, Martin Medvecký, Pavol Podhradský, and Nour El Mawas. "STEM education supported by virtual laboratory incorporated in self-directed learning process." Journal of Electrical Engineering 70, no. 4 (2019): 332–44. http://dx.doi.org/10.2478/jee-2019-0065.

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Abstract Students education in various fields (such as science, technology, engineering, and mathematics) is constantly looking for ways and techniques on how to motivate students to learn, how to increase their engagement and how to increase the e ciency of knowledge acquisition. Information and communication technologies are developing at a very rapid speed and o er many new opportunities that could be used for such purposes. This paper focuses on virtual laboratory technologies that could be very helpful for these learning problems especially for subjects that lose the interest of young peo

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Harati, Hoda, Cherng-Jyh Yen, Chih-Hsiung Tu, Brandon J. Cruickshank, and Shadow William Jon Armfield. "Online Adaptive Learning." International Journal of Web-Based Learning and Teaching Technologies 15, no. 4 (2020): 18–35. http://dx.doi.org/10.4018/ijwltt.2020100102.

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Adaptive Learning (AL), a new web-based online learning environment, requires self-regulated learners who act autonomously. However, to date, there appears to be no existing model to conceptualize different aspects of SRL skills in Adaptive Learning Environments (ALE). The purpose of this study was to design and empirically evaluate a theoretical model of Self-Regulated Learning (SRL) in ALE's and the related questionnaire as a measurement tool. The proposed theoretical model, namely, “Adaptive Self-Regulated Learning (ASR)”, was specified to incorporate the SRL skills into ALE's. Based on thi

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Ernita, Isnarto, and Amin Suyitno. "Improving Mathematical Creativity Through Self-Regulated Learning in a Problem-Based Learning Model Supported by GeoGebra." Mosharafa: Jurnal Pendidikan Matematika 13, no. 1 (2024): 139–50. http://dx.doi.org/10.31980/mosharafa.v13i1.1982.

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Creative thinking is a crucial skill in the 21st century. However, creative thinking abilities are still lacking in Indonesia, with a global creativity index of just 0.202, indicating very low level. This study seeks to evaluate the quality of GeoGebra-assisted Problem-Based Learning in enhancing students' creative thinking skills and to describe students' creative thinking abilities in relation to Self-Regulated Learning. The research method used is a mixed method. The research sample includes students from grades VIII D and VIII E at SMP Negeri 2 Ungaran. The subjects of this study are 6 stu

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Shi, Yongchao, Carl H. Frederiksen, and Krista R. Muis. "A cross-cultural study of self-regulated learning in a computer-supported collaborative learning environment." Learning and Instruction 23 (February 2013): 52–59. http://dx.doi.org/10.1016/j.learninstruc.2012.05.007.

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Bohan, Jason, Niamh Friel, and Larissa Szymanek. "Embedding information literacy skills in the psychology curriculum: Supporting students in their transition to independent researchers." Psychology Teaching Review 21, no. 2 (2015): 81–85. http://dx.doi.org/10.53841/bpsptr.2015.21.2.81.

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Here we report on a new initiative which supported first–year psychology undergraduates in developing their information literacy skills. These skills were taught in a small–group tutorial setting with tutor guidance and peer–supported activities. We measured student’s Autonomous Learning and Academic Self–Efficacy before and after the teaching activities, and found a significant increase over time. Focus group responses appeared to attribute these changes directly to the learning activities. Results support the conclusion that students readily develop autonomous learning skills and increased s

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Poce, Antonella, and Francesca Amenduni. "OpenVM MOOCs: a design for self-regulated learning." Edutec. Revista Electrónica de Tecnología Educativa, no. 75 (March 26, 2021): 31–49. http://dx.doi.org/10.21556/edutec.2021.75.1971.

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This paper presents the design of two miniMOOCs (Massive Open Online Courses) Autonomy-driven learning and Self-Regulated Learning (SRL), developed in the Open Virtual Mobility MOOC. The design is based on two concepts: microlearning and SRL. All the MOOC elements were designed to support SRL. From a descriptive and quantitative approach, the research aims to explore participants' satisfaction and their perception on the supporting roles of the miniMOOC for SRL. Data was collected through an online survey through which 375 answers were collected. Results show the general satisfaction of learne

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Wisang Elang Fajar Nisnala, Purwanto, and Syamsul Bachri. "Student Self-Assessment in Sociosystem Problems Supported by Technology ArcGIS Storymaps." Journal of Education Action Research 9, no. 1 (2025): 15–23. https://doi.org/10.23887/jear.v9i1.90989.

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The low ability of students to operate geospatial technology on residential environmental phenomena is a problem that needs to be solved. Arcgis story maps using population data content analysis and environmental problems can be used to determine students' geographic knowledge and spatial understanding patterns. This study aims to improve geographic skills and educate high school students to think spatially through spatial problem-based learning collaborated with ArcGIS Storymaps. This study is a quasi-experimental study using a post-test-only control design. The population of this study were

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Sekano, Gordon, Dorothy Laubscher, and Roxanne Bailey. "Challenging Traditional Teacher Professional Development by Implementing Technology-Supported Cooperative Learning." International Journal of Learning, Teaching and Educational Research 22, no. 3 (2023): 542–43. http://dx.doi.org/10.26803/ijlter.22.3.31.

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The goal of this study is to offer guidelines for the application of technology-supported cooperative learning professional development to enhance teachers’ self-directed learning skills. A qualitative approach was used which was informed by the interpretive paradigm. Many technology-supported cooperative learning professional development prototypes were created as part of the iterative design-based research methodology used in this study. Seven primary school Mathematics teachers from South African government schools participated in the technology-supported cooperative learning professional d

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Preece, Abdul Shakour Duncan, and Popoola Kareem Hamed. "Muslim Post-Graduate Students’ Self-Leadership Skills and Productivity during Remote Teaching and Learning." Cendekia: Jurnal Kependidikan dan Kemasyarakatan 21, no. 1 (2023): 93–108. http://dx.doi.org/10.21154/cendekia.v21i1.5518.

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The study aims to investigate the impact of self-leadership on Muslim postgraduate students’ achievement or productivity during remote teaching and learning in Malaysian higher education institutions. The research instrument was a Likert questionnaire that measured the dimensions of self-leadership and productivity. The study employed principal component analysis (PCA) and path analysis using AMOS. The findings supported self-leadership as a multidimensional construct with five underlying dimensions comprising self-determined goals, self-reward, self-punishment, self–observation and self-cuein

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Lee, Ko Fong, Ming Shian Wu, Hsiang Chin Hsieh, and Kai Yi Chin. "Augmented reality supported mobile self-guided system for enhancing authentic learning activities." International Journal of Cognitive Performance Support 1, no. 2 (2018): 117. http://dx.doi.org/10.1504/ijcps.2018.093079.

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Chin, Kai Yi, Ko Fong Lee, Hsiang Chin Hsieh, and Ming Shian Wu. "Augmented reality supported mobile self-guided system for enhancing authentic learning activities." International Journal of Cognitive Performance Support 1, no. 2 (2018): 117. http://dx.doi.org/10.1504/ijcps.2018.10014237.

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Gutiérrez Sánchez, María Constanza Lidia, and Laura Martínez Pedraza. "Learning strategies, an additional pinch to learning." HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 12, Monográfico (2023): 1–13. http://dx.doi.org/10.37467/revhuman.v12.4686.

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This research presents an analysis of the learning strategies employed by students during confinement due to Covid-19 in the year 2021. The study sample consisted of 200 students from the Licenciado Benito Juárez García high school of the morning shift of the Benemérita Universidad Autónoma de Puebla. A survey was applied to measure the degree of satisfaction in relation to their use and impact on the acquisition of knowledge, allowing them to be more self-taught.The results show that the hypothesis was partially fulfilled, since practice and organization are the learning strategies that most

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Gutiérrez Sánchez, María Constanza Lidia, and Laura Martínez Pedraza. "Learning strategies, an additional pinch to learning." HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades 16, no. 5 (2023): 1–13. https://doi.org/10.37819/revhuman.v16i5.1522.

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This research presents an analysis of the learning strategies employed by students during confinement due to Covid-19 in the year 2021. The study sample consisted of 200 students from the Licenciado Benito Juárez García high school of the morning shift of the Benemérita Universidad Autónoma de Puebla. A survey was applied to measure the degree of satisfaction in relation to their use and impact on the acquisition of knowledge, allowing them to be more self-taught.The results show that the hypothesis was partially fulfilled, since practice and organization are the learning strategies that most

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Halder, Adhya Debolina. "Navigating Emerging Learning Ecosystems in Higher Education: A Focus on Self-regulated Learning Motivation and Technology." Natural Sciences and Applied Technology 1, no. 1 (2024): RA—24—SS—002. https://doi.org/10.5281/zenodo.14254116.

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The dynamic evolution of higher education ecosystems necessitates innovative approaches to foster effective learning. This paper explores the interconnections between self-regulated learning (SRL), motivation, and technological incorporation, emphasizing their collective potential to enhance learning outcomes. SRL is a comprehensive framework that integrates cognitive, metacognitive, and behavioural strategies, empowering learners to direct their educational experiences actively. Motivation, particularly intrinsic motivation and self-efficacy, is a foundational driver, sustaining learners' eng

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Lao, Andrew Chan-Chio, Hercy N. H. Cheng, Mark C. L. Huang, Oskar Ku, and Tak-Wai Chan. "Examining Motivational Orientation and Learning Strategies in Computer-Supported Self-Directed Learning (CS-SDL) for Mathematics." Journal of Educational Computing Research 54, no. 8 (2016): 1168–88. http://dx.doi.org/10.1177/0735633116651271.

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One-to-one technology, which allows every student to receive equal access to learning tasks through a personal computing device, has shown increasing potential for self-directed learning in elementary schools. With computer-supported self-directed learning (CS-SDL), students may set their own learning goals through the suggestions of the system based on their e-portfolio and strive for the goals with efforts and mathematics capability. However, unlike adults who hold specific purposes that lead to enhanced motivation for SDL, children’s motivation is crucial for learning individually. Therefor

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Spoelstra, Howard, Rosmalen Peter Van, De Vrie Evert Van, Matija Obreza, and Peter Sloep. "A Team Formation and Project-based Learning Support Service for Social Learning Networks." JUCS - Journal of Universal Computer Science 19, no. (10) (2013): 1474–95. https://doi.org/10.3217/jucs-019-10-1474.

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The Internet affords new approaches to learning. Geographically dispersed self-directed learners can learn in computer-supported communities, forming social learning networks. However, self-directed learners can suffer from a lack of continuous motivation. And surprisingly, social learning networks do not readily support effective, coherence-creating and motivating learning settings. It is argued that providing project-based learning opportunities and team formation services can help overcome these shortcomings. A review of existing team formation tools evidences that a new design for team for

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Wilson, Kimberly, and Anupama Narayan. "Relationships among individual task self-efficacy, self-regulated learning strategy use and academic performance in a computer-supported collaborative learning environment." Educational Psychology 36, no. 2 (2014): 236–53. http://dx.doi.org/10.1080/01443410.2014.926312.

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Hursen, Cigdem, and Funda Gezer Fasli. "The Impact of Reflective Teaching Applications Supported by Edmodo on Prospective Teachers’ Self-Directed Learning Skills." International Journal of Emerging Technologies in Learning (iJET) 12, no. 10 (2017): 21. http://dx.doi.org/10.3991/ijet.v12i10.6993.

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The purpose of this research is to determine the impact of reflective teaching applications supported by Edmodo on prospective teachers’ self-directed learning skills. Also, the views of prospective teachers’ regarding the use of Edmodo in education, which is a social learning platform, are determined. For the research, both qualitative and quantitative data were collected from 36 prospective teachers within the scope of the “Teaching Practice” course. A 12-week application has been conducted online with the support of Edmodo; however, classroom settings using face-to-face learning methods hav

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Zaki Gufron Alfian. "Entrepreneurship Learning with Islamic Identity (Case Study at Universitas Nahdlatul Ulama Surabaya)." Indonesian Journal of Advanced Research 3, no. 4 (2024): 469–82. http://dx.doi.org/10.55927/ijar.v3i4.8838.

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Various efforts have been made to develop innovative entrepreneurship learning models. Universitas Nahdlatul Ulama Surabaya (Unusa) claims to have implemented Islamic self-identity entrepreneurship learning. This research aims to uncover the essence of Islamic self-identity entrepreneurship learning and its process. The study utilizes entrepreneurship learning theory and Islamic economic principles to analyze the findings, supported by general learning theory and Islamic entrepreneurship concepts. The research finds that the concept of Islamic self-identity entrepreneurship learning at Unusa f

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Dindar, Muhterem, Jonna Malmberg, Sanna Järvelä, Eetu Haataja, and Paul A. Kirschner. "Matching self-reports with electrodermal activity data: Investigating temporal changes in self-regulated learning." Education and Information Technologies 25, no. 3 (2019): 1785–802. http://dx.doi.org/10.1007/s10639-019-10059-5.

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AbstractThis study investigated the interplay of temporal changes in self-regulated learning processes (i.e., behavioral, cognitive, motivational and emotional) and their relationship with academic achievement in computer-supported collaborative learning. The study employed electrodermal activity and self-report data to capture the dynamicity of self-regulated learning processes during 15 sessions of collaborative learning activities. Our findings revealed that the changes in motivational regulation was related to academic achievement. However, academic achievement was not related to behaviora

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Ünal, Kerim, and Tuğba Yanpar Yelken. "The Effects of Pre-service English Language Teachers’ Making Vocabulary Learning Materials in Web-Supported Situated Learning Environment on Their Vocabulary Learning." English Language Teaching 13, no. 4 (2020): 52. http://dx.doi.org/10.5539/elt.v13n4p52.

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The aim of this study was not only to help pre-service English language teachers (PS-ELTs) to design vocabulary learning materials for a web-supported situated learning (SL) environment but also to have them learn the vocabulary they used to prepare those materials in the web-supported SL environment. Also, the effects of this process on the PS-ELTs&rsquo; academic achievement, self-efficacy beliefs in designing situated learning environments (SEB-SLE), and technological pedagogical content knowledge self-confidence (TPACK-SC) were revealed. One of the advanced mixed-method designs, interv

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Efendi, Tri Akhmad. "The Students’ Perceptions of The Implementation of ICT-Supported Project Based Learning in English Teaching." IJET (Indonesian Journal of English Teaching) 6, no. 2 (2017): 167–83. http://dx.doi.org/10.15642/ijet2.2017.6.2.167-183.

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The present study was aimed at investigating the students’ perceptions of the implementation of ICT-supported PBL (Project Based Learning) in English teaching at the school under the study. There were three issues covered in this study: (i) the students’ perceptions of the benefits of the implementation of ICT-supported PBL to their language skills and components, and (ii) the students’ perceptions of the benefits of the implementation of ICT- supported PBL to self-development. This study was a worth-conducting study since it was expected to help teachers see what the students’ perceptions of

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Hardy, Jay H., Eric Anthony Day, and Logan M. Steele. "Interrelationships Among Self-Regulated Learning Processes: Toward a Dynamic Process-Based Model of Self-Regulated Learning." Journal of Management 45, no. 8 (2018): 3146–77. http://dx.doi.org/10.1177/0149206318780440.

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Self-regulation and learning are fundamentally dynamic phenomena that occur at the within-person level and unfold over time. However, the majority of the extant empirical research on self-regulated learning has been conducted at the between-person level, which can obscure the true nature of interrelationships among self-regulatory mechanisms. In the present study, we seek to advance a more nuanced view of the role of self-regulation in modern training and development by presenting a novel theoretical perspective that integrates cognitive, motivational, and behavioral mechanisms central to the

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Merawati, M. V. Joyce. "LANGUAGE LEARNING AUTONOMY AND ACTION RESEARCH." Jurnal Bahasa Inggris Terapan 2, no. 2 (2016): 1–8. http://dx.doi.org/10.35313/jbit.v2i2.1286.

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This study attempts to explore the development of learning autonomy of seventeen Civil Engineering students at a state polytechnic in Indonesia when learning English as a foreign language by conducting inductive action research together with the students and was supported by the managing staff of Self-Access Language Learning (SALL). The development was analyzed from learners’ journals, observations, and class discussion or small talks. The results showed that conducting action research with the students for two semesters develops language learning autonomy in various degrees moving from physi

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Radovanović, Jelena, and Josip Sliško. "INTRODUCING SELF-REGULATED LEARNING INTO EARLY PHYSICS TEACHING IN SERBIA: DESIGN, INITIAL IMPLEMENTATION AND EVALUATION OF A MULTI-STAGE SEQUENCE OF HOMEWORK AND CLASSWORK." Journal of Baltic Science Education 13, no. 3 (2014): 411–24. http://dx.doi.org/10.33225/jbse/14.13.411.

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Applied research, carried out to examine the possibility of improving students’ understanding of heat phenomena through multi-stage homework and teacher-supported classwork assignments, is described. These assignments, designed within the theoretical framework of self-regulated learning, enable students to overcome errors and doubts from the individual problem solving stage by peer interaction and teacher feedback and to reflect on individual and group learning experiences. They also promote the development of students’ self-efficacy, critical consideration of information and error detection,

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Bougsiaa, Hussein. "Children within Mobile Technology: Interacting and Learning." Ars Educandi, no. 10 (December 3, 2013): 49–62. http://dx.doi.org/10.26881/ae.2013.10.03.

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This article analyses the research question of how learners utilize hand-held mobile technology for learning of children. Mobile technology is an „anywhere, anytime”, creative learning tool that has the potential to support the development of self-regulated learners. The article examines user defined utilization of the mobile technology in elementary education settings: a comprehensive examination of the integration of digital mobile technology in an elementary school. Specific student use, independent of prescribed teacher use, is considered in examining the self-regulated learning supported

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Wulansari, Ruly, Sigit Wibowo, Zainal Abidin Arief, and T. Abdul Madjid. "The Relationship between Adjustment and Learning Motivation with Learning Outcomes in Participants Basic Training of Prospective Civil Servants Ministry of Transportation." International Journal on Engineering, Science and Technology 2, no. 3 (2022): 103–21. http://dx.doi.org/10.46328/ijonest.107.

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This research is a correlational study to examine the relationship between self-adjustment and the learning outcomes of participants in the Ministry of Transportation's Basic Civil Service Civil Service Training, the relationship between learning motivation and learning outcomes of participants in the Ministry of Transportation's Basic Civil Service Civil Service Training, and the relationship between self-adjustment and learning motivation together with learning outcomes of participants in the Ministry of Transportation's CPNS Basic Training. The problem in this research is formulated as foll

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Bakracheva, Margarita. "Personality Predictors of Flourishing and Learning to Flourish." International Journal of Cognitive Research in Science, Engineering and Education 13, no. 1 (2025): 141–56. https://doi.org/10.23947/2334-8496-2025-13-1-141-156.

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Given the abundance of research on well-being and flourishing, this study aimed to outline the direct and indirect effects of personality predictors on flourishing. The cross-sectional study included ten scales, measuring personality traits (the extraversion, neuroticism, openness to experience, consciousness, agreeableness and the meta-traits of plasticity and stability) and personal dispositions (self-esteem, mindfulness, coping and coping potential, learned helplessness, self-handicapping, planning, and rumination) and a convenient sample of 451 respondents. A ten-session training designed

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Setiawan, Adi, Pujayanto Pujayanto, and Ahmad Fauzi. "Impact of Self-Organized Learning Environment Model and STAD Cooperative Model on Knowledge Competency in Terms of Learning Independence in Dynamic Fluids Material." Jurnal Penelitian Pendidikan IPA 9, no. 10 (2023): 8197–203. http://dx.doi.org/10.29303/jppipa.v9i10.4522.

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This study aims to investigate the differences in the effect of using Self-Organized Learning Environment and STAD cooperative learning models supported by the Sigil module on knowledge competency in terms of learning independence, and to investigate the differences in the effect of different categories of student learning independence on student knowledge competency. This study aim also to investigate interaction between learning independence with Self-Organized Learning Environment model and STAD cooperative learning model on student knowledge competency. The type of this research is a quasi

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Zeitlhofer, Ines, Sandra Hörmann, Bettina Mann, Katharina Hallinger, and Joerg Zumbach. "Effects of Cognitive and Metacognitive Prompts on Learning Performance in Digital Learning Environments." Knowledge 3, no. 2 (2023): 277–92. http://dx.doi.org/10.3390/knowledge3020019.

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Self-regulated learning (SRL) requires learners’ active participation, i.e., they need to activate cognitive and metacognitive learning strategies. These strategies can be activated and supported by using cognitive and metacognitive prompts. Extensive research concerning the effects of prompts on SRL is necessary to determine connections between these two concepts. Our study investigates the effects of cognitive and metacognitive activities—i.e., prompts—on learning performance during SRL. Therefore, we developed three types of learning environments that use different types of prompts—cognitiv

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E. P. Korohama, Katharina, Andriani Paulin Nalle, Khetye Romelya Saba, and Lolang M. "Self-Regulation And Learning Motivation of Guidance And Counseling’s Students, FKIP, UNDANA, Toward Online-Based Learning During Covid-19 Pandemic." International Journal of Social Service and Research 1, no. 4 (2021): 385–93. http://dx.doi.org/10.46799/ijssr.v1i4.50.

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This study aims to measure self-regulation and learning motivation of university students of Guidance and Counselling (BK) Department, FKIP, Undana in third, fifth and seventh semester students participating in online-based learning during the Covid-19 pandemic. The method used was a mixed method, which combines quantitative and qualitative ways. The data was collected by distributing questionnaires through online way and by conducting FGD (Focused group Discussion) using the Zoom application. The results show that there is a positive correlation between self-regulation and learning motivation

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Turkcapar, Unal. "Effects of Web-supported Learning on the Students’ Academic Achievement and Self-esteem." Anthropologist 21, no. 3 (2015): 535–41. http://dx.doi.org/10.1080/09720073.2015.11891844.

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Putra, Fredi Ganda, Bambang Sri Anggoro, Santi Widyawati, Siti Hardiyanti Maysaroh, and Khoirunnisa Imama. "Enhancing Students' Self-Efficacy and Mathematical Analysis Skills: Applying the Guided Discovery Learning Model Supported by YouTube." Journal of Philology and Educational Sciences 3, no. 1 (2024): 23–33. http://dx.doi.org/10.53898/jpes2024312.

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This study aims to investigate the impact of utilizing the Guided Discovery Learning (GDL) model supported by YouTube on enhancing self-efficacy and mathematical analysis abilities among junior high school students. Adopting a quantitative approach, this research was structured as a quasi-experimental design with a post-test only control group arrangement. Data was collected through subjective questionnaires, descriptive questions, and documentation. Data analysis was conducted using MANOVA with the aid of SPSS version 25. The findings indicate a significant difference in self-efficacy and mat

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