Fostering Elementary School Students’ Self-Regulation Skills in Reading Comprehension: Effects on Text Comprehension, Strategy Use, and Self-Efficacy

Behavioral Sciences, Journal Year: 2025, Volume and Issue: 15(2), P. 101 - 101

Published: Jan. 21, 2025

It has been maintained that active strategic reading is beneficial for students’ comprehension (RC) and cognitive, motivational, behavioral benefits students. The aim of the present study was to implement evaluate effectiveness a self-regulation skills training program with focus on RC elementary school One hundred nine students (60 girls) from 5th 6th grade were randomly assigned an experimental (EG) control group (CG). EG (n = 54) took intervention aiming at fostering cognitive metacognitive strategies regulate process. Before after intervention, performance in RC, reported use self-efficacy regarding assessed. analyses data showed that, EG’s strategy significantly improved comparison CG. Students’ did not improve either group, indicating order increase longer-term interventions might be needed. A follow-up three months attested maintenance core elements program. findings are discussed within socio-cognitive approach self-regulated learning.

Language: Английский

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Goal setting in higher education: how, why, and when are students prompted to set goals? A systematic review

Frontiers in Education, Journal Year: 2025, Volume and Issue: 9

Published: Jan. 8, 2025

The increasingly digital landscape of higher education has highlighted the importance self-regulated learning in environments. To support this, academic goal setting is frequently used to enhance order improve performance. Although many studies have explored implementation activities as behavioral modifiers, across these varied, and there little consensus on components which should be included reported when studying activities. provide an overview current state field, a systematic review was carried out examining implemented within over last 14 years (2010–2024) determine for whom, what contexts, how been implemented. results from 60 reveal wide array implementations covering countries disciplines. Overall, are highly heterogeneous, with large differences between out. However, also show strong trend toward partial digitalization, most using technology deliver their activities, but very few adopting technologies any further enhancements or support. reveals focus non-experimental exploring content student goals, only small selection testing effect experimental studies. Based we suggest future work focuses setting, especially focusing interplay design individual needs, well investigation emerging educational can scale

Language: Английский

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Who Did What to Succeed? Individual Differences in Which Learning Behaviors Are Linked to Achievement

Published: Feb. 21, 2025

Language: Английский

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Measuring individual differences in students' knowledge about self-regulated learning strategies with a digital tool

Learning and Individual Differences, Journal Year: 2025, Volume and Issue: 119, P. 102656 - 102656

Published: Feb. 26, 2025

Language: Английский

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Experience on a prior math task affects participants’ judgments of learning (JOLs) on an unrelated memory task

Metacognition and Learning, Journal Year: 2025, Volume and Issue: 20(1)

Published: March 31, 2025

Language: Английский

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The Synergy of School Climate, Motivation, and Academic Emotions: A Predictive Model for Learning Strategies and Reading Comprehension

Behavioral Sciences, Journal Year: 2025, Volume and Issue: 15(4), P. 503 - 503

Published: April 9, 2025

This study examines the relationship between school climate, motivation, and academic emotions in shaping learning outcomes, with a focus on reading comprehension. Based control–value theory of self-determination theory, it explores how students’ perceptions caring community positive climate influence their emotions, strategies, performance. A total 296 fifth- sixth-grade students completed self-report measures assessing these factors. For collection data, participants following scales: Motivation for Reading Questionnaire—MRQ, Achievement Emotions Questionnaire Pre-Adolescents (AEQ-PA), Learning Climate (LCQ), School as Caring Community Profile-II-(SCCP-II), strategies questionnaire, The correlation path analysis results revealed that who viewed supportive experienced more fewer negative ones. Positive were linked to higher intrinsic extrinsic while correlated lower motivation disengagement. Intrinsic significantly predicted deep improved comprehension, whereas absence negatively impacted These findings underscore role environment fostering emotional engagement. educational implications this highlight need teaching practices cultivate effective enhance comprehension overall success.

Language: Английский

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The impact of different types of self-regulation scaffolds on learning science with hypermedia

Computers in Human Behavior, Journal Year: 2025, Volume and Issue: unknown, P. 108670 - 108670

Published: April 1, 2025

Language: Английский

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The role of motivation in literacy assessment: using item-level analyses to inform college placement for multilingual learners

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: April 28, 2025

Purpose College placement assessments often overlook multilingual learners’ full linguistic abilities and literacy engagement, as standardized tests primarily assess English proficiency rather than how students interact with academic texts. Directed Self-Placement (DSP) offers an alternative approach through self-assessment, some models incorporating post-task self-ratings of students’ competence beliefs. However, this does not fully capture motivation (i.e., beliefs task value) interacts varying skills within a task. This exploratory study applies Explanatory Item Response Models (EIRMs) to examine self-rated relates vocabulary performance on higher-and lower-frequency words, offering insights refine DSP frameworks for learners. Method A total 39 learners 249 monolingual English-speaking college completed assessment responded self-report scale questions assessing their reading motivation. Item-level analyses were implemented the interaction between learner status words. Results Lower-frequency words posed greater challenges across all participants but disproportionately undermined lower higher performed comparably speakers both frequency Conclusion EIRM-based offer novel into ways that different dimensions at item level. Future research should develop validated self-assessment tools incorporate additional aspects strategies, which could inform more equitable practices.

Language: Английский

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The Relationship between Meaning in Life and Self- Regulated Learning among College Students: The Mediating Effect of Psychological Capital and the Moderating Effect of Phubbing

Research Square (Research Square), Journal Year: 2025, Volume and Issue: unknown

Published: May 2, 2025

Background Previous research on college students’ learning problems has investigated the notion of self-regulated learning. However, relatively little explored mechanism underlying relationship between meaning in life and basis framework. Additionally, few studies have examined impact phubbing behavior traits exhibited by source question, particularly from perspective nonpersonal perception. Therefore, this study, Pintrich’s Self-Regulated Learning model is used as a theoretical framework; addition, study draws conservation resources theory, among other theories, to explain relationships relevant variables. It thus aims develop moderated mediation that can be systematically examine well relationship. On basis, provides effective recommendations enhance students promote high-quality outcomes. Methods In Chinese Meaning Life Questionnaire, Youth Psychological Capital Phubbing Scale-Chinese Version, Scale for College Students were survey 488 who recruited an undergraduate province central China. Results (1) had positive predictive effect (r₂ = 0.51, p < 0.001). (2) capital mediated (indirect effects 0.31, SE 0.04, 95% CI=[0.23–0.38]). (3) The first half mediating path "meaning → psychological learning" direct (β 0.07, 0.01, β 0.10, Conclusion not only predicts directly positively; it also influences indirectly via capital. are phubbing. Specifically, frequency increases, become stronger.

Language: Английский

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Measuring (meta)emotion, (meta)motivation, and (meta)cognition using digital trace data: A systematic review of K-12 self-regulated learning

Proceedings of the 37th ACM/SIGAPP Symposium on Applied Computing, Journal Year: 2025, Volume and Issue: unknown, P. 91 - 100

Published: March 31, 2025

Language: Английский

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