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Artykuły w czasopismach na temat „Self-regulated learning theory”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 1 lutego 2022

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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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Barnard-Brak, Lucy, Valerie Osland Paton, and William Yun Lan. "Profiles in self-regulated learning in the online learning environment." International Review of Research in Open and Distributed Learning 11, no. 1 (March 5, 2010): 61. http://dx.doi.org/10.19173/irrodl.v11i1.769.

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Individuals who are self-regulated in their learning appear to achieve more positive academic outcomes than individuals who do not exhibit self-regulated learning behaviors. We suggest that distinct profiles of self-regulated learning behaviors exist across learners. In turn, these profiles appear to be associated with significantly different academic outcomes. The purpose of the current study was to examine whether profiles for self-regulated learning skills and strategies exist among learners. To achieve this purpose, we conducted two studies using two different samples. We administered the

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Nückles, Matthias, Julian Roelle, Inga Glogger-Frey, Julia Waldeyer, and Alexander Renkl. "The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning." Educational Psychology Review 32, no. 4 (July 25, 2020): 1089–126. http://dx.doi.org/10.1007/s10648-020-09541-1.

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Abstract We propose the self-regulation view in writing-to-learn as a promising theoretical perspective that draws on models of self-regulated learning theory and cognitive load theory. According to this theoretical perspective, writing has the potential to scaffold self-regulated learning due to the cognitive offloading written text generally offers as an external representation and memory aid, and due to the offloading, that specifically results from the genre-free principle in journal writing. However, to enable learners to optimally exploit this learning opportunity, the journal writing ne

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Erlich, Richard J., and Darlene Russ-Eft. "Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes." NACADA Journal 31, no. 2 (September 1, 2011): 5–15. http://dx.doi.org/10.12930/0271-9517-31.2.5.

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Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they can be applied to academic advising. The article concludes with the development of a model for assessing student learning outcomes in academic advising using these theoretical constructs.

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Steiner, Christina M., Alexander Nussbaumer, and Dietrich Albert. "Supporting Self-Regulated Personalised Learning through Competence-Based Knowledge Space Theory." Policy Futures in Education 7, no. 6 (January 2009): 645–61. http://dx.doi.org/10.2304/pfie.2009.7.6.645.

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Erlich, Richard J., and Darlene F. Russ-Eft. "Assessing Academic Advising Outcomes Using Social Cognitive Theory: A Validity and Reliability Study." NACADA Journal 32, no. 2 (September 1, 2012): 68–84. http://dx.doi.org/10.12930/0271-9517-32.2.68.

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The validity and reliability of three instruments, the Counselor Rubric for Gauging Student Understanding of Academic Planning, micro-analytic questions, and the Student Survey for Understanding Academic Planning, all based on social cognitive theory, were tested as means to assess self-efficacy and self-regulated learning in college academic planning. The rubric assessed pre- and post-intervention self-regulated learning of academic-planning strategy levels. The micro-analytic questions assessed self-regulated learning during forethought and self-reflection phases. Post-intervention self-effi

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Leidinger, Manuela, and Franziska Perels. "Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School." Education Research International 2012 (2012): 1–14. http://dx.doi.org/10.1155/2012/735790.

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The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, with which the students of the experimental group were asked to deal with on a weekly basis. The evalua

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Et. al., Mrs Manashi Gogoi Dutta,. "Learning Self-regulated L2 WritingUnder a Cognitive Model." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 11, 2021): 450–60. http://dx.doi.org/10.17762/turcomat.v12i4.526.

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This innovative approach of teaching L2 writing was experimentedbelieving that using a fewer self-regulated learning strategymay lead toweakmetacognitive learning attitude resulting in low proficiency.This research wasconducted to investigate the consequences of instructionally aroused cognitive involvement load for using self-regulated and metacognitive learning strategies to improve L2 writing skills. The innovative L2 writing instructional model of this study has been named as Strategic Self-Regulated Metacognitive Activities or S2RMCA.The approach of this model is to promoteself-regulated

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Kustandi, Cecep, Hirmana Wargahadibrata, Dini Nur Fadhillah, Suprayekti Suprayekti, and Kunto Imbar Nursetyo. "Flipped Classroom for Improving Self-Regulated Learning of Pre-Service Teachers." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 09 (June 17, 2020): 110. http://dx.doi.org/10.3991/ijim.v14i09.11858.

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<p class="0abstract">This study aims to describe the use of the flipped classroom for improving the self-regulated learning of pre-service teachers. This explanatory mixed-method collected the information related to the characteristics of students who take Theory Learning courses through e-learning. This research collaborated with students of 2018 which included 30 students and 7 lecturers of Theory Learning courses from 7 study programs at the Faculty of Education Science, Universitas Negeri Jakarta. The results show by a one-tailed test at a significant level 0,05 with n-1 = 29 is 2,04

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de Bruin, Anique B. H., Julian Roelle, Shana K. Carpenter, and Martine Baars. "Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda." Educational Psychology Review 32, no. 4 (October 12, 2020): 903–15. http://dx.doi.org/10.1007/s10648-020-09576-4.

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Abstract An exponential increase in the availability of information over the last two decades has asked for novel theoretical frameworks to examine how students optimally learn under these new learning conditions, given the limitations of human processing ability. In this special issue and in the current editorial introduction, we argue that such a novel theoretical framework should integrate (aspects of) cognitive load theory and self-regulated learning theory. We describe the effort monitoring and regulation (EMR) framework, which outlines how monitoring and regulation of effort are neglecte

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Boekaerts, Monique. "Self-regulated Learning at the Junction of Cognition and Motivation." European Psychologist 1, no. 2 (January 1996): 100–112. http://dx.doi.org/10.1027/1016-9040.1.2.100.

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Self-regulated learning has emerged as a powerful new learning theory that is able to promote the transfer of knowledge and skills to real-life situations and make students more independent of their teachers in extending and updating their knowledge base. In recent years, many researchers have shown an interest in developing a theory of self-regulated learning. Considerable research has been generated, but the concept is still too broadly defined and its basic foundations remain poorly understood. The purpose of this paper is to examine the theoretical underpinnings of two strongly related asp

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Oppong, Ernestina, Bruce M. Shore, and Krista R. Muis. "Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice." Gifted Child Quarterly 63, no. 2 (December 26, 2018): 102–19. http://dx.doi.org/10.1177/0016986218814008.

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The concept of giftedness has historically been shaped by theories of IQ, creativity, and expertise (including early conceptions of metacognition). These theories focus within the mind of the individual learner. Social, emotional, and motivational qualities of giftedness were treated as add-ons, not part of the core construct. This created misalignment with the social construction of knowledge—a position widely supported in gifted education practice. Newer, broader conceptions of metacognitive, self-regulated, and self-regulated learning processes have garnered interest. However, because these

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Zhou, Ying, and Jianhua Wang. "Goal orientation, learning strategies, and academic performance in adult distance learning." Social Behavior and Personality: an international journal 47, no. 7 (July 18, 2019): 1–20. http://dx.doi.org/10.2224/sbp.8195.

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We explored the predictive effect of goal-oriented learning strategies on Chinese adult students' academic performance in distance learning, using self-regulated learning as the underpinning theory. The relationship was analyzed using structural equation modeling, and the results indicated that self-regulation strategies and goal orientation were positively related to academic achievement. We also found a significant and positive indirect relationship of mastery goal orientation and academic performance through self-regulated learning strategies. Further, the performance-approach goal orientat

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Fuadia, Nazia Nuril. "Parenting Strategy for Enhancing Children’s Self-Regulated Learning." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 109–24. http://dx.doi.org/10.21009/141.08.

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   Various self-regulated learning (SRL) problems often occur in early childhood during the transition from pre-school to elementary school. The ability to self-regulated learning is im- portant for school readiness and success throughout life, requiring the ability of parents to encourage the development of these abilities. The purpose of this study is to develop childcare strategies on self-regulation, such as children's ability to regulate metacognition, motivation and behavior to re- duce problems. Research produces certain products and tests their effectiveness. Responde

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Anas, Prima Soraya, and Asmadi Alsa. "Strategi Self-Regulated Learning dalam Meningkatkan Prestasi Belajar Matematika pada Siswa SMP." Gadjah Mada Journal of Professional Psychology (GamaJPP) 2, no. 3 (December 11, 2018): 142. http://dx.doi.org/10.22146/gamajpp.41764.

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This research aims to determine the relationship between self-regulated learning and mathematics achievement in junior high school students. The dependent variable in this research is mathematics achievement which is measured using the mid-term examination. The independent variable is self-regulated learning measured using a scale of self-regulated learning developed based on Zimmerman’s theory (1989). Hypothesis was there is positive relationship between self-regulated learning and mathematics achievement. Subjects were 129 grade VIII students of SMP Negeri X in the year of 2016/2017. Data wa

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Glogger, Inga, Lars Holzäpfel, Julian Kappich, Rolf Schwonke, Matthias Nückles, and Alexander Renkl. "Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals." Education Research International 2013 (2013): 1–12. http://dx.doi.org/10.1155/2013/785065.

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Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE) that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived fro

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Sweller, John, and Fred Paas. "Should self-regulated learning be integrated with cognitive load theory? A commentary." Learning and Instruction 51 (October 2017): 85–89. http://dx.doi.org/10.1016/j.learninstruc.2017.05.005.

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No authorship indicated. "Review of Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice." Contemporary Psychology: A Journal of Reviews 36, no. 11 (November 1991): 1012. http://dx.doi.org/10.1037/030444.

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Jamaan, E. Z., and Arnellis. "Using by E-Learning with Information Theory Adaptive Model to Increase Self-Regulated Learning Students." Journal of Physics: Conference Series 1940, no. 1 (June 1, 2021): 012107. http://dx.doi.org/10.1088/1742-6596/1940/1/012107.

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Li, Manyu, Yu Wang, Heather N. Stone, and Nadia Turki. "Teaching Introductory Chemistry Online: The Application of Socio-Cognitive Theories to Improve Students’ Learning Outcomes." Education Sciences 11, no. 3 (February 27, 2021): 95. http://dx.doi.org/10.3390/educsci11030095.

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The purpose of this randomized experimental study is to apply two socio-cognitive models to understand possible ways to improve students’ learning outcomes in an online introductory chemistry learning environment. Specifically, the social presence theory suggested that students’ sense of relatedness and learning motivation can be increased by a real or imagined interaction with others. On the other hand, self-regulated learning theory and self-determination theory both suggested that students learn best when they direct their focus to self, rather than others. Using these two theoretical persp

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Dimache, Aurora, Thomas Roche, Simone Kopeinik, Lisa Christina Winter, Alexander Nussbaumer, and Dietrich Albert. "Suitability of Adaptive Self-Regulated e-Learning to Vocational Training." International Journal of Online Pedagogy and Course Design 5, no. 3 (July 2015): 31–46. http://dx.doi.org/10.4018/ijopcd.2015070103.

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Many studies have been conducted, mainly in a university environment, and researchers have identified both advantages and disadvantages of e-learning. Very little is known about the applicability and suitability of e-learning to vocational and skills-based training. The research presented in this paper evaluates an adaptive e-learning model (INNOVRET) which combines skills-based learning by means of the Competence based Knowledge Space Theory (CbKST) with the principles of self-regulated learning (SRL) for a practically-oriented vocational training area, namely highly skilled heat pump system

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Tarumasely, Yowelna. "PENGARUH STRATEGI PEMBELAJARAN BERBASIS SELF REGULATED LEARNING DAN PENGETAHUAN AWAL TERHADAP HASIL BELAJAR." INSTITUTIO:JURNAL PENDIDIKAN AGAMA KRISTEN 6, no. 2 (December 28, 2020): 98–109. http://dx.doi.org/10.51689/it.v6i2.239.

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Abstrack: This study aims to analyze the effect of self-regulated learning-based learning and initial knowledge on learning outcomes for the second semester of Christian Religious Education students. The research subjects were 96 people who were divided into two groups, namely the experimental and control groups. Data obtained by using tests to measure learning outcomes. Data analysis used two-way ANOVA. The results show that there are differences in learning outcomes between self-regulated learning and teacherregulated learning-based learning strategies with high and low initial knowledge lev

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Palalas, Agnieszka, and Norine Wark. "The relationship between mobile learning and self-regulated learning: A systematic review." Australasian Journal of Educational Technology 36, no. 4 (September 28, 2020): 151–72. http://dx.doi.org/10.14742/ajet.5650.

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A systematic review of 38 primary research peer-reviewed articles, drawn from six databases and spanning from January 2007 to January 2019, was conducted to determine the principle information that they collectively offered on the relationship between mobile learning (m-learning) and self-regulated learning (SRL). In answering the research questions posed, a synthesis of the following 12 key elements was undertaken: (1) research aims, (2) research methodologies, (3) outcomes, (4) education discipline areas, (5) educational levels, (6) educational contexts, (7) geographic location, (8) time fra

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Lyons, Paul, and Randall Paul Bandura. "Stimulating employee learning: the confluence of case-based and self-regulated learning." Industrial and Commercial Training 52, no. 3 (July 10, 2020): 171–83. http://dx.doi.org/10.1108/ict-12-2019-0109.

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Purpose The purpose of this paper is to demonstrate the linkage of case-based instruction with the enhancement of self-regulated learning of employees. Specific objectives are to review and describe: some characteristics of adult learning, features and functions of self-regulated learning (SRL) and the instructional approach, case-based learning (CBL), followed by a synthesis of the information in the form of a detailed, CBL approach for practitioner use. Design/methodology/approach The approach used in this work is represented in the following phases. First, conduct a literature review of eac

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Gutiérrez de Blume, Antonio P. "An homage to the research legacy of Dr. Gregory Schraw: the theory of self-regulated learning." Tesis Psicológica 16, no. 2 (August 2, 2021): 1–27. http://dx.doi.org/10.37511/tesis.v16n2a11.

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Gregory “Gregg” Schraw was an international scholar interested in investigating psychological phenomena related to self-regulated learning theory. This reflection article summarizes Gregg’s research trajectory about the three main components of self-regulated learning: cognition, motivation, and metacognition, while presenting the impact of his trajectory regarding some of the most relevant works of his legacy, and his contributions to the development of self-regulated learning theory and metacognition. The contributions of Gregg’s work to theoretical and applied contexts in his field of resea

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Singh, Prakash, and Gyang Nyam Zaram. "Teaching Relevance of the Triumvirate Theory of Self-regulated Learning for Gifted Pupils." International Journal of Pedagogy and Curriculum 24, no. 3 (2017): 21–38. http://dx.doi.org/10.18848/2327-7963/cgp/v24i03/21-38.

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Cuthbert, Katherine. "Project planning and the promotion of self-regulated learning: From theory to practice." Studies in Higher Education 20, no. 3 (January 1995): 267–77. http://dx.doi.org/10.1080/03075079512331381545.

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Ellis, James M., and Lumas J. Helaire. "The Effects of Adolescent Self-Regulated Learning on Engagement in a College Access Program: An Exploratory Study." AERA Open 4, no. 1 (January 31, 2018): 233285841875605. http://dx.doi.org/10.1177/2332858418756051.

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College access programs (CAPs) aim to promote college readiness for adolescents, particularly those who may be the first in their family to go to college. Self-regulated learning is a critical component of college readiness. There is limited information about how self-regulated learning beliefs or intentions influence adolescent engagement in CAPs. Using the theory of planned behavior as a guiding framework, the purpose of this study was to examine direct and indirect effects of adolescent self-regulated learning beliefs (i.e., attitudes, norms, and perceived behavioral control) and intentions

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Thillmann, Hubertina, Josef Künsting, Joachim Wirth, and Detlev Leutner. "Is it Merely a Question of “What” to Prompt or Also “When” to Prompt?" Zeitschrift für Pädagogische Psychologie 23, no. 2 (January 2009): 105–15. http://dx.doi.org/10.1024/1010-0652.23.2.105.

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The purpose of this study was to investigate whether the effectiveness of prompts depends on their point of presentation time in self-regulated learning. First, based on the cognitive load theory, we investigated whether presenting prompts during the learning process instead of before has a positive effect on the process and outcome of self-regulated learning. Second, based on an integration of the cognitive load theory and a model of learning regulation goals, we investigated whether presenting prompts during learning and according to a theoretically optimal course of learning regulation has

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Wirth, Joachim, Ferdinand Stebner, Melanie Trypke, Corinna Schuster, and Detlev Leutner. "An Interactive Layers Model of Self-Regulated Learning and Cognitive Load." Educational Psychology Review 32, no. 4 (September 10, 2020): 1127–49. http://dx.doi.org/10.1007/s10648-020-09568-4.

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Abstract Models of self-regulated learning emphasize the active and intentional role of learners and, thereby, focus mainly on conscious processes in working memory and long-term memory. Cognitive load theory supports this view on learning. As a result, both fields of research ignore the potential role of unconscious processes for learning. In this review paper, we propose an interactive layers model on self-regulated learning and cognitive load that considers sensory memory, working memory, and long-term memory. The model distinguishes between (a) unconscious self-regulated learning initiated

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Lyons, Paul, and Randall P. Bandura. "Management coaching with performance templates to stimulate self-regulated learning." European Journal of Training and Development 41, no. 6 (July 3, 2017): 508–18. http://dx.doi.org/10.1108/ejtd-03-2017-0016.

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Purpose Much has been written about self-regulated learning (SRL) (including mind-sets) in psychology and education, but little research is found in the HRD or training literature regarding the stimulation of this learning. This paper aims to present a practical training tool, performance templates (P-T), to demonstrate how a line manager may assist employees improve their problem-solving skills as well as stimulate SRL. Design/methodology/approach Presented are literature reviews and assessments of the areas of: line manager in coaching role, SRL theory and the phases of SRL in action. Follow

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P.I.M., Sari. "SELF-REGULATED LEARNING IMPLEMENTED BY THE STUDENTS OF VOCATIONAL HIGH SCHOOL." International Journal of Language and Literature 3, no. 1 (September 4, 2019): 33. http://dx.doi.org/10.23887/ijll.v3i1.20605.

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This study aimed at identifying whether the students of vocational high school in Buleleng sub-district have implemented self-regulated learning or not. Besides, analyzing the mostly implemented aspects of self-regulated learning was the other purpose of this study. The subject of this study were 405 students of vocational high schools in Buleleng sub-district. There were SMKN 2 Singaraja, SMKN 3 Singaraja, and SMK Triatmajaya Singaraja. Descriptive qualitative was used as the design of this study. Some instruments were used, such as questionnaire, observation checklist, and interview guide. T

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Sasai, Lalida. "Self-Regulated Learning and the Use of Online Portfolios: A Social Cognitive Perspective." Journal of Educational and Social Research 7, no. 2 (May 24, 2017): 55–65. http://dx.doi.org/10.5901/jesr.2017.v7n2p55.

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AbstractThis study highlights the interrelationship among self-regulated learning (SRL) skills, the use of online portfolios, and social cognitive learning theory. It was conducted as a longitudinal mixed-methods study over one academic year with students enrolled in a postgraduate professional practice programme. The study used both quantitative and qualitative statistical analyses. Results showed a strong positive correlation between SRL skills and the perceptions of the usefulness of online portfolios. Based on these results, the researcher have suggested a new model which integrates studen

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Nadhif, Ahmad, and Indah Rohmatika. "The Role of Self-Regulated Learning on Students' English Achievement." Cendekia: Jurnal Kependidikan Dan Kemasyarakatan 18, no. 2 (December 7, 2020): 249–66. http://dx.doi.org/10.21154/cendekia.v18i2.1799.

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The objective of this study is to measure whether there is a significant influence of self-regulated learning (based on the theory of Barry J Zimmerman and Timothy Cleary) on the English achievement of the students in the first grade of MA Al-Islam Joresan Mlarak Ponorogo in Academic Year 2018/2019. This research applies an ex-post facto design, which uses questionnaires and documentation as the data collection technique. The data were analyzed through a simple linear regression formula by using SPSS 23.00 for windows. The finding showsa significant influence on self-regulated learning on the

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Jandrić, Danijela, and Zvonimir Šimić. "Diferencias de sexo y edad en la motivación y autorregulación del aprendizaje." Psihologijske teme 27, no. 2 (2018): 177–93. http://dx.doi.org/10.31820/pt.27.2.3.

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Self-regulated learning is an active participation in a learning process, which comprises cognitive, metacognitive and behavioural processes, and involves learning strategies and peer learning. In the basis of self-regulation is motivation, which in school settings can be specified as test anxiety, selfefficacy, and intrinsic and extrinsic value. The aim of this research was to verify the differences between male and female participants as well as between fifth- and seventh-grade students, regarding intrinsic and extrinsic value, self-efficacy, test anxiety, learning strategies and peer learni

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Wee, Shu Hui, Maz Ainy Abdul Azis, and Zarinah Abdul Rasit. "Motivated Strategies for Learning Questionnaire (MSLQ) : An Empirical Analysis of the Value and Expectancy Theory." Social and Management Research Journal 3, no. 1 (June 1, 2006): 47. http://dx.doi.org/10.24191/smrj.v3i1.5101.

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One of the purposes of this study is to find the motivated behaviour of Accounting students towards their studies. This study was conducted on UiTM students studying accounting either as a course or as part of another course in Shah Alam. Self-efficacy, the expectancy component of motivation, refers to the confidence of the students 'own capabilities in performing a task. In contrast, the value component, task value relates to the reasons for doing the task. The results indicate that self- regulated learning is inspired by selfefficacy and task value. Students need the skill and knowledge and

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Et. al., Nur Azila Yahya,. "Self-regulated Learning with Open and Distance Learning for Foundation of Applied Mathematics Course." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 10, 2021): 1765–74. http://dx.doi.org/10.17762/turcomat.v12i5.2178.

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Foundation of Applied Mathematics is one of the mathematics servicing courses for Diploma of Applied Science programme in Universiti Teknologi MARA (UiTM), Malaysia. This course was previously taught in a physical classroom using direct confrontation. A few negative factors were found to contribute to the course’s failure rate: i) inadequate exercises, ii) poor study habit and iii) reluctance to consult the lecturer or opting to study with peers only. Due to the ongoing COVID-19 outbreak, the students are forced to do independent learning at home. Ascribable to this issue, the lecturers were i

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Smith, Pamela A. "Understanding Self-Regulated Learning and Its Implications for Accounting Educators and Researchers." Issues in Accounting Education 16, no. 4 (November 1, 2001): 663–700. http://dx.doi.org/10.2308/iace.2001.16.4.663.

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Recommendations by the AICPA (1998, 2000), AAA (1986), and AECC (1995) have focused on the need for the accounting professional to be a lifelong learner. Attributes and skills connected with lifelong learning may be promoted in accounting classroom instruction by drawing from the work of educational theorists and researchers interested in similar goals. This paper introduces the concept of self-regulated learning and its related attributes and processes that are being studied as a means to promote self-motivated, independent, lifelong learning. Research in education theory and psychology from

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Kuiper, Ruth Anne, and Daniel J. Pesut. "Promoting cognitive and metacognitive reflective reasoning skills in nursing practice: self-regulated learning theory." Journal of Advanced Nursing 45, no. 4 (February 2004): 381–91. http://dx.doi.org/10.1046/j.1365-2648.2003.02921.x.

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Smolej Fritz, Barbara, and Cirila Peklaj. "Processes of self-regulated learning in music theory in elementary music schools in Slovenia." International Journal of Music Education 29, no. 1 (February 2011): 15–27. http://dx.doi.org/10.1177/0255761410389658.

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Chaves-Barboza, Eduardo, Juan Manuel Trujillo-Torres, Juan Antonio López-Núñez, and Tomás Sola-Martínez. "Actions and achievements of self-regulated learning in personal environments. Research on students participating in the Graduate Program in Preschool Education at the University of Granada." Journal of New Approaches in Educational Research 6, no. 2 (July 15, 2017): 135–43. http://dx.doi.org/10.7821/naer.2017.7.236.

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This paper is intended to study the self-regulated learning (SRL) process in personal learning environments (PLEs) among students participating in the Graduate Program for Preschool Education at the University of Granada (Spain). The study is focused on self-regulatory actions carried out by students, and on their self-regulated learning achievements, during the phases of action and reflection of this process.A Likert scale questionnaire was applied to a random cluster sample of the population. Descriptive and inferential statistical analyses were performed based on the collected data, a

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