Gotowe bibliografie tematyczne / Self-regulated learning theory

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji

Gotowa bibliografia na temat „Self-regulated learning theory”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 1 lutego 2022

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Artykuły w czasopismach na temat "Self-regulated learning theory"

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Shin, Min Hee. "Self-Regulated Learning Thoery: Meaning Components and Design Principles." Journal of Educational Technology 14, no. 1 (June 29, 1998): 143–56. http://dx.doi.org/10.17232/kset.14.1.143.

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Martin, Jack. "Self-Regulated Learning, Social Cognitive Theory, and Agency." Educational Psychologist 39, no. 2 (June 2004): 135–45. http://dx.doi.org/10.1207/s15326985ep3902_4.

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Saragih, Fernando. "ENVIRONMENT EFFECT IN SELF-REGULATED LEARNING." Jurnal Pendidikan PKN (Pancasila dan Kewarganegaraan) 1, no. 2 (November 2, 2020): 62. http://dx.doi.org/10.26418/jppkn.v1i2.40875.

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This study aims at finding and analyzing the influence of parenting style and peer group toward the self regulated learning. These goals are considerably based on the lack of student learning independence occurred during the learning process at school. The theory used in this research is the social cognitive of self regulation. This theory explains that the learning independence is formed by individual, behavior, and the environment. This is a quantitative research using an explanatory survey method with the questionnaires as the technique of data collection. They consisted of 32 statements wh
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Strachan, S. R. "From educational theory to clinical practice: self-regulated learning." British Journal of Anaesthesia 115, no. 1 (July 2015): 7–10. http://dx.doi.org/10.1093/bja/aev030.

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Collins, Nancy. "Motivation and Self-Regulated Learning: Theory, Research, and Applications." Journal of Higher Education 80, no. 4 (July 2009): 476–79. http://dx.doi.org/10.1080/00221546.2009.11779027.

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Taranto, Daniella, and Michael T. Buchanan. "Sustaining Lifelong Learning: A Self-Regulated Learning (SRL) Approach." Discourse and Communication for Sustainable Education 11, no. 1 (June 1, 2020): 5–15. http://dx.doi.org/10.2478/dcse-2020-0002.

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AbstractSustainable education requires teaching practices and techniques that secure strong foundations in learning. The changing contexts, needs and trends of the 21st century challenge teachers to enable students to obtain the skills and knowledge necessary to succeed in an ever changing and digital world (Coklar & Yurdakul, 2017). Schools’ philosophy and curriculum must encourage students to develop adaptive skills that are foundational to lifelong learning to sustain them in changing environments (De Corte, 2019). However, students’ achievement has been drastically compromised througho
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Erlich, Richard J., and Darlene F. Russ-Eft. "Assessing Student Learning in Academic Advising Using Social Cognitive Theory." NACADA Journal 33, no. 1 (June 1, 2013): 16–33. http://dx.doi.org/10.12930/nacada-13-135.

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We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning and their retrospective pre-intervention self-efficacy as well as pre and post self-regulated learning-strategy levels in academic planning. We used 2 hypotheses to verify that students experienced increased levels of self-efficacy and self-regulated lear
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Ariani, Dorothea Wahyu. "Relationship Model among Learning Environment, Learning Motivation, and Self-Regulated Learning." Asian Social Science 13, no. 9 (August 24, 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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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 (June 20, 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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Suartama, I. Kadek, Punaji Setyosari, Sulthoni Sulthoni, Saida Ulfa, Muhammad Yunus, and Komang Anik Sugiani. "Ubiquitous Learning vs. Electronic Learning: A Comparative Study on Learning Activeness and Learning Achievement of Students with Different Self-Regulated Learning." International Journal of Emerging Technologies in Learning (iJET) 16, no. 03 (February 12, 2021): 36. http://dx.doi.org/10.3991/ijet.v16i03.14953.

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This research examines the effect of ubiquitous learning strategies using various self regulated learning on learning activeness and learning achievement of student in higher education. Quasi-experimental pretest-post tests non-equivalent control group design is selected to be the method of this research. The subjects of this research are 113 students. The instrument used to measure the students’ learning activeness is learning activeness questionnaires developed by researcher with reference to the theory of learning activeness by Sardiman, whereas objective test are to evaluate students’ lear
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Rozprawy doktorskie na temat "Self-regulated learning theory"

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Jones, Aidan. "Adaptive robotic tutors for scaffolding self-regulated learning." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8247/.

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This thesis explores how to utilise social robotic tutors to tackle the problem of providing children with enough personalised scaffolding to develop Self-Regulated Learning (SRL) skills. SRL is an important 21st century skill and correlates with measures of academic performance. The dynamics of social interactions when human tutors are scaffolding SRL are modelled, a computational model for how these strategies can be personalised to the learner is developed, and a framework for long-term SRL guidance from an autonomous social robotic tutor is created. To support the scaffolding of SRL skills
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Almahasneh, Randa. "The effects of beliefs about knowledge and learning on students' self-regulated studying /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2800.

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Goffena, Jordan D. "The relationship between coaches' leadership behavior and athletes' self-regulated learning." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1438769391.

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Onah, Daniel F. O. "Investigating self-regulated learning in massive open online courses : a design science research approach." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/91704/.

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Massive open online courses (MOOCs) have received wide publicity and many institutions have invested considerable effort in developing, promoting and delivering such courses. However, there are still many unresolved questions relating to MOOCs and their effectiveness. One of the major recurring issues raised in both academic literature and the popular press is the consistently high dropout rate of MOOC learners. Despite the impressive levels of enrolment MOOCs attract, many participants do not complete these courses resulting in completion rates of below 15% for most MOOCs. Although there are
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Renwick, James Michael English Media &amp Performing Arts Faculty of Arts &amp Social Sciences UNSW. "Because I love playing my instrument : Young musicians' internalised motivation and self-regulated practising behaviour." Publisher:University of New South Wales. English, Media, & Performing Arts, 2008. http://handle.unsw.edu.au/1959.4/40823.

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Self-regulated learning theory explains how it is not only the amount of time musicians spend practising that affects achievement, but also the nature of the strategies employed. Because practice is self-directed, motivational effects on its efficiency are especially salient. One construct that has received little attention in relation to practising is self-determination theory, which interprets motivation as lying along a continuum of perceived autonomy. This mixed-methods study investigated links between motivational beliefs and self-regulated practising behaviour through a two-phase design.
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Calvin, Jennifer. "Explaining learner satisfaction with perceived knowledge gained in web-based courses through course structure and learner autonomy." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1117203568.

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Merrick, Bradley Maxwell School of Music &amp Music Education UNSW. "The relationship between self-efficacy and self-regulated behaviour within a secondary school music technology based creative learning environment." Awarded by:University of New South Wales. School of Music and Music Education, 2006. http://handle.unsw.edu.au/1959.4/25768.

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This study employed the theoretical framework of Albert Bandura???s social cognitive theory, to investigate how differing levels of self-efficacy impact on both the type and degree of self-regulatory behaviour employed by the students when composing music in a high school music program. The literature review revealed an abundance of related research suggesting a strong relationship between self-efficacy and self-regulated behaviour in the ???core??? academic domains of education. In contrast, there was no specific research found that had examined self-efficacy and self-regulation in the contex
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Sullivan, Gregory S. "The effects of a coaching education workshop on the self-regulated motivation of 6th grade male and female basketball players." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1116875842.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xi, 292 p.; also includes graphics (some col.) Includes bibliographical references (p. 273-292). Available online via OhioLINK's ETD Center
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Lee, Stella. "Design of a learner-directed e-learning model." Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/13894.

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How can one create online educational material that support and motivate students in guiding their own learning and make meaningful instructional decisions? One of the main focuses on designing e-learning is about creating an environment where learners can actively assume control and take responsibility for their own learning with little or no guidance from the tutors. This research aims to discover a new way to design learning that would cater to individual choices and preferences. The idea goes beyond learner-centred design; it is about learner control and direction. As an option, learners s
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Allbrink, Sofie, and Rebecka Sundin. "INDIVIDUELLA IDROTTARES FÖRUTSÄTTNINGAR FÖR SJÄLVREGLERAT LÄRANDE." Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-183873.

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Självreglerat lärande (SRL) har visat sig vara en användbar strategi för både idrottslig inlärning och utveckling. Vilka miljömässiga förutsättningar idrottaren ges kan både främja och hämma denna utveckling, vilket få studier undersökt i en idrottslig kontext. Studiens syfte var därav att undersöka grad av SRL inom individuell idrott utifrån self-efficacy, könsidentitet och miljömässiga förutsättningar. Miljömässiga förutsättningar innefattade ledarskapsbeteenden som främjar både motivation, enligt Self-determination theory (SDT), och självreglerat lärande. Urvalet bestod av individuella idro
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Książki na temat "Self-regulated learning theory"

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Boor, Ilja, Debby Gerritsen, Linda Greef, and Jessica Rodermans. Meaningful Assessment in Interdisciplinary Education. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463729048.

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Today’s university lecturers are faced with the challenge of educating students to see beyond the limits of their own discipline and to come up with innovative solutions to societal challenges. Many lecturers would like to put more emphasis on teaching students how to integrate diverse forms of knowledge, work together in teams, critically reflect and become self-regulated learners. These lecturers are breaking down the silos of scientific disciplines as well as the barriers between academia and society and responding to the changing role of universities in society. Just as teaching and learni
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H, Schunk Dale, and Zimmerman Barry J, eds. Motivation and self-regulated learning: Theory, research, and applications. New York: Lawrence Erlbaum Associates, 2008.

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Motivation and self-regulated learning: (re) theory, research, and applications. New York: Lawrence Erlbaum Associates, 2007.

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(Editor), Dale H. Schunk, and Barry J. Zimmerman (Editor), eds. Motivation and Self-Regulated Learning: (Re) Theory, Research, and Applications. Lawrence Erlbaum, 2007.

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(Editor), Dale H. Schunk, and Barry J. Zimmerman (Editor), eds. Motivation and Self-Regulated Learning: (Re) Theory, Research, and Applications. Lawrence Erlbaum, 2007.

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J, Zimmerman Barry, and Schunk Dale H, eds. Self-regulated learning and academic achievement: Theory, research, and practice. New York: Springer-Verlag, 1989.

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Zimmerman, Barry J. Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice. Springer, 2011.

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Zimmerman, Barry J. Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice (Springer Series in Cognitive Development). Springer-Verlag, 1989.

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Williamon, Aaron, Terry Clark, and Mats Küssner. Learning in the spotlight. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199346677.003.0014.

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The skills needed to perform music well and to communicate effectively as a performer are truly multifaceted. Increasingly, new methods and technologies are enabling a better understanding of how musicians perform and some of the reasons great performances are so compelling. Yet, optimizing performance skills can still be an elusive task for musicians. Implicit in this is the need for performers to attain a high level of self-awareness regarding their skills and behaviours, appropriate development of those skills and behaviours, and effective implementation of them within high-stress performan
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Lanehart, Sonja L. How Is HEL Relevant to Me? Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190611040.003.0005.

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This chapter discusses teaching the History of the English Language (HEL) as a sociolinguist and being guided by three areas in learning sciences: goals, self-regulated learning, and interest, particularly social and personal. Specifically, this chapter addresses the age-old student question, “How is this relevant to me?” Part of our job as college teachers involves getting students to realize the practicality of a course for their needs (e.g., “I need to take this class in order to graduate”), and another part is to acknowledge (or awaken in some cases) their intellectual curiosity (e.g., “I’
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Części książek na temat "Self-regulated learning theory"

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Irvine, Susan, and Ian J. Irvine. "Self-Regulated Learning: Focus on Theory." In Clinical Education for the Health Professions, 1–18. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6106-7_34-1.

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Schunk, Dale H. "Social Cognitive Theory and Self-Regulated Learning." In Self-Regulated Learning and Academic Achievement, 83–110. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3618-4_4.

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Mace, F. Charles, Phillip J. Belfiore, and Michael C. Shea. "Operant Theory and Research on Self-Regulation." In Self-Regulated Learning and Academic Achievement, 27–50. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3618-4_2.

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Winne, Philip H. "Learning Strategies, Study Skills, and Self-Regulated Learning in Postsecondary Education." In Higher Education: Handbook of Theory and Research, 377–403. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-5836-0_8.

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Pintrich, Paul R., and Akane Zusho. "Student Motivation and Self-Regulated Learning in the College Classroom." In Higher Education: Handbook of Theory and Research, 55–128. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0245-5_2.

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Stebner, Ferdinand, Corinna Schuster, Theresa Dicke, Yves Karlen, Joachim Wirth, and Detlev Leutner. "The effects of self-regulation training on self-regulated learning competencies and cognitive load." In Advances in Cognitive Load Theory, 194–208. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429283895-16.

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Leppink, Jimmie, Fred Paas, Tamara van Gog, and Jeroen J. G. van Merriënboer. "How to measure effects of self-regulated learning with checklists on the acquisition of task selection skills." In Advances in Cognitive Load Theory, 66–79. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429283895-6.

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"Studying as Self-Regulated Learning." In Metacognition in Educational Theory and Practice, 291–318. Routledge, 1998. http://dx.doi.org/10.4324/9781410602350-19.

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Winne, P. H., and A. F. Hadwin. "Self-Regulated Learning and Socio-Cognitive Theory." In International Encyclopedia of Education, 503–8. Elsevier, 2010. http://dx.doi.org/10.1016/b978-0-08-044894-7.00470-x.

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"The Effects of Self-Regulated Problem-Solving Instruction on the Self-Determination of Secondary Students With Disabilities." In Self-determined Learning Theory, 184–99. Routledge, 2002. http://dx.doi.org/10.4324/9781410606235-20.

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Streszczenia konferencji na temat "Self-regulated learning theory"

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Sibarani, Roza Marsaulina, and Yohana F. Cahya Palupi Meilani. "Grit, Self-Regulated Learning, Self-Determination Theory and Academic Performance of Generation-Z." In The 2nd International Conference on Inclusive Business in the Changing World. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008426900050012.

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Zhang, Penggang, Qian Zhang, and Jianglai Dai. "Comparative Study on College Students' Learning Expectation and Learning Habits Based on Theory of Zimmerman's Self-regulated Learning." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.223.

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Yokoyama, Kyoichi, Tadashi Misono, Rieko Inaba, and Yuki Watanabe. "DEVELOPING NOTETAKING SUPPORT SYSTEM FOR SELF-REGULATED LEARNING SKILLS IN MATHEMATICS CLASS -SUPPORT OF BEHAVIORAL ECONOMICS THEORY-." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1308.

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Wei, Xiaozhuo, Yunpeng Li, Wenjun Shao, and Xing Dong. "Research on Self-Regulated Learning by Using Network Learning Space for Cross-Disciplinary MPAcc Postgraduate Freshmen Based on HeXie Management Theory." In 6th International Conference on Humanities and Social Science Research (ICHSSR 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200428.031.

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KASPERIŪNIENĖ, Judita, and Sigitas DAUKILAS. "RECEIVING THROUGH GIVING: SCIENTIFIC MEMOS OF WEB BASED LEARNING." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.104.

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In this article the author has offered constructivist grounded theory scientific memos of professors and their students self-regulated learning in social networks. Memos were written following posthuman philosophical tradition seeking to clarify the processes emerging when human web residents having meaningful and valuable real-world experiences navigated in virtual settings. One-to-one semi-structured interviews were conducted with 5 professors and instructors and 12 their students from four different universities in two main Lithuanian towns. The grounded theory data still lack saturation an
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Ainscough, Louise, Richard Leung, Kay Colthorpe, and Tracey Langfield. "Characterizing university students’ self-regulated learning behavior using dispositional learning analytics." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9153.

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Learning analytics can be used in conjunction with learner dispositions to identify at-risk students and provide personalized guidance on how to improve. Participants in the current study were students (n=192) studying a first year anatomy and physiology course. A two-step cluster analysis was performed using learning analytics data from the learning management system and self-regulated learning behavior from meta-learning assessment tasks. Three clusters of students were identified – high, medium and low self-regulated learners. High self-regulated learners were engaged with the meta-learning
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Shih, Hui-Ru, Wei Zheng, Evelyn J. Leggette, and Gordon Skelton. "Enhancing Student Performance by Promoting Self-Regulated Learning." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62446.

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Self-regulated Learning (SRL) focuses on the use of self-evaluation and self-motivation to aid the student in developing the correct habits, techniques, and tools necessary for success in a learning environment. With self-regulated learning, students can evaluate their study and learning strategies. Training programs that promote self-regulated learning have been found to be beneficial for students’ learning. SRL is currently viewed as a vital prerequisite for the successful acquisition of knowledge in school and beyond. However, SRL is not well known and utilized by the Engineering and Techno
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Shih, Hui-Ru, Wei Zheng, Pao-Chiang Yuan, and Richterica Tukiya Ford. "Development of Self Regulation Skills and Academic Self-Efficacy Beliefs." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50343.

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In engineering and technology education, increasing concerns about student retention have led educators to pursue possible explanations for students’ academic successes and failures. Educators need to maintain students’ learning interest and motivation and increase their self-efficacy and learning persistence. Self-Regulated Learning (SRL) is a specific form of learning. “Self-regulated” describes a process of taking control of and evaluating one’s own learning and behavior. SRL is guided by meta-cognition, strategic action, and motivation to learn. With SRL, students can evaluate their study
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Stramkale, Ligita, and Laila Timermane. "Primary School Students’ Self-Regulated Learning Skills in Music Lessons." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.12.

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The topicality of the study was determined by the increasing role of self-regulated learning (hereinafter SRL) in primary education. The aim of the study is to compare the teacher’s assessment with the students’ self-assessment, to identify whether there are differences in awareness of the required level of SRL skills in music learning. Previous researches on SRL have been analysed, and an empirical study involving 86 (N=86) 4th- grade students of primary school has been conducted to achieve the aim of the study. To determine the level of primary school students’ SRL skills in music learning,
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Wang, Xuan. "L2 vocabulary learning motivation by Chinese EFL learners." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0054/000469.

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L2 motivation has been proved by a plethora of studies to positively affect various domains of L2 learning, among which L2 vocabulary learning is relatively underexplored in the literature. This study, therefore, explores the characteristics of L2 vocabulary learning motivation by Chinese EFL learners and investigates how motivation relates to self-regulated learning strategies. The study employs a mixedmethod approach with 47 Chinese EFL learners. Two instruments, the motivation questionnaire and the learning strategies questionnaire were employed, and ten participants were interviewed with r
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