Understanding the Promotion of Self-Regulated Learning in Upper Secondary Schools: How can Teaching Quality Criteria contribute? DOI Creative Commons
Mathias Mejeh, Barbara Stampfli, Tina Hascher

и другие.

Frontline Learning Research, Год журнала: 2024, Номер 12(4), С. 55 - 84

Опубликована: Ноя. 29, 2024

Self-regulated learning (SRL) has gained increasing attention in educational science over the past four decades. Especially within context of lifelong debate, regulatory strategies play a crucial role, as they are essential not only schools and classrooms but also contexts. Concurrently, discussion on teaching quality holds an equally central position science. However, these two lines discourse have, so far, been treated largely independently each other lack alignment. In our exploratory study, we applied three basic dimensions to assess SRL-promoting environment from perspective students. We conducted seven focus groups involving total N = 49 secondary school students, data was analyzed using qualitative content analysis. Our analyses demonstrate that can contribute analyze SRL environment. further adaptation is required seem still be interwoven with more traditional conceptualization teaching.

Язык: Английский

Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted? DOI Creative Commons
Johannes Jud, Yves Karlen, Carmen Nadja Hirt

и другие.

Metacognition and Learning, Год журнала: 2024, Номер 19(3), С. 939 - 965

Опубликована: Июль 20, 2024

Abstract Teachers’ motivation is a core professional competence that influences their choices in decision-making, such as promoting self-regulated learning (SRL). Promoting SRL supports students’ development and might affect to apply strategies. However, the link between teachers’ promote strategies has yet be empirically investigated. In multilevel analysis included 167 lower secondary teachers 2,785 students, we analysed direct indirect relationships self-efficacy attainment value, teacher- student-reported promotion self-efficacy, utility value cost at class individual level. Additionally, investigated contribution of find relations. was related teacher-reported promotion, associated with all motivational outcomes student level except for cost. Further, found effects values via teachers- students-perceived promotion. No teacher could found, no significant were aspect. Regarding how signal transmitted, results show including reports especially crucial finding links. future studies should employ longitudinal designs incorporate more nuanced measures better understand links students.

Язык: Английский

Процитировано

4

How undergraduate engineering students regulate their learning: a qualitative comparison between different strategy users DOI Creative Commons
Felicitas Biwer,

Gabriel Taban,

Anique B. H. de Bruin

и другие.

European Journal of Engineering Education, Год журнала: 2025, Номер unknown, С. 1 - 20

Опубликована: Фев. 2, 2025

While decades of research from cognitive psychology provided insight into effective learning strategies for long-term learning, there is a discrepancy between what recommends and students do. We investigated first-year engineering students' knowledge use strategies, how they experience adapt to strategy instruction. conducted three focus group discussions with 18 took an in-depth qualitative approach thematic analysis crafted stories. all showed accurate about only highly self-regulated also used these outside class. Idiosyncratic ideas or minimal effort towards studying hindered during self-study. The stories factors that drive apply specific (or not) their openness behaviour change based on teacher instruction: self-concept study motivation, student–teacher interaction, the role assessment as driver learning.

Язык: Английский

Процитировано

0

One step ahead: Effects of a professional development program on teachers’ professional competencies in self-regulated learning DOI Creative Commons
Carmen Nadja Hirt, Tabea Daria Eberli, Johannes Jud

и другие.

Teaching and Teacher Education, Год журнала: 2025, Номер 159, С. 104977 - 104977

Опубликована: Март 23, 2025

Язык: Английский

Процитировано

0

Empowering future accountants: The role of self-regulated learning in lifelong success DOI Creative Commons
Marelize Malan, Gideon Els, Ilse Karsten

и другие.

The International Journal of Management Education, Год журнала: 2025, Номер 23(2), С. 101183 - 101183

Опубликована: Апрель 11, 2025

Язык: Английский

Процитировано

0

Teachers matter: linking teachers and students’ self-regulated learning DOI Creative Commons
Yves Karlen, Silke Hertel, Urs Grob

и другие.

Research Papers in Education, Год журнала: 2024, Номер unknown, С. 1 - 28

Опубликована: Сен. 3, 2024

Teachers play an essential role in supporting students to become self-regulated learners. It is assumed that teachers' professional competence learning (SRL) influences their promotion of SRL, which turn students' acquisition SRL skills. However, the links between competences, promotion, and have not yet been subject extensive research. In a multilevel analysis with 167 lower secondary teachers 2,785 students, we examined relationships competences (own skills, mindsets, pedagogical content knowledge about self-efficacy, attainment values), self-reported perceived skills (metacognitive, motivational, cognitive strategies, metacognitive strategy knowledge). The results highlight importance self-efficacy for promotion. Furthermore, was positively related metacognitive, strategies but knowledge. analyses indirect effects showed own as learners agents were indirectly through SRL. Focusing on both could help understand better why do or promote thereby explaining development

Язык: Английский

Процитировано

0

Path modeling of factors that predict self-regulated learning DOI Creative Commons
Jumoke I. Oladele

International Journal of New Education, Год журнала: 2024, Номер 13, С. 27 - 56

Опубликована: Авг. 1, 2024

Students can encounter significant challenges when transitioning from high school to university. must possess the necessary skills adjust self-directed learning atmosphere of university, however frequently lack ability take responsibility for their own learning. This study employs path-modeling techniques investigate and analyze multifaceted relationships between various factors, that predict self-regulated as they impact learners' academic achievements in higher education settings, informed by an extensive review existing literature. The population this were university undergraduates using a researcher-designed questionnaire data collection. collected was modelled reflectively partial least squares structural equation modelling (PLS-SEM). Results show measurement model assessment showed strong reliability convergent validity latent constructs. However, only technology significantly predicted contributing students' success education. findings contribute understanding nuanced pathways through which indicators interact self-regulation influencing performance space. Insights gained analysis offer valuable implications relevant stakeholders aimed at fostering properly tailored conduct enhances

Язык: Английский

Процитировано

0

Understanding the Promotion of Self-Regulated Learning in Upper Secondary Schools: How can Teaching Quality Criteria contribute? DOI Creative Commons
Mathias Mejeh, Barbara Stampfli, Tina Hascher

и другие.

Frontline Learning Research, Год журнала: 2024, Номер 12(4), С. 55 - 84

Опубликована: Ноя. 29, 2024

Self-regulated learning (SRL) has gained increasing attention in educational science over the past four decades. Especially within context of lifelong debate, regulatory strategies play a crucial role, as they are essential not only schools and classrooms but also contexts. Concurrently, discussion on teaching quality holds an equally central position science. However, these two lines discourse have, so far, been treated largely independently each other lack alignment. In our exploratory study, we applied three basic dimensions to assess SRL-promoting environment from perspective students. We conducted seven focus groups involving total N = 49 secondary school students, data was analyzed using qualitative content analysis. Our analyses demonstrate that can contribute analyze SRL environment. further adaptation is required seem still be interwoven with more traditional conceptualization teaching.

Язык: Английский

Процитировано

0