Exploring Motivational Beliefs And Learning Approach Among Undergraduates Students DOI Open Access
Noor Azrin Zainuddin,

Nafisah Amin,

Jaslin Md Dahlan

и другие.

International Journal of Academic Research in Business and Social Sciences, Год журнала: 2023, Номер 13(11)

Опубликована: Ноя. 29, 2023

In order to understand how students grow into independent learners depends on their motivational beliefs a survey has been conducted. The variables items questioned were adopted from the Motivated Strategies for Learning Questionnaire (MSLQ), developed by Paul R. Pintrich and Debra J. De Groot. is broken three sections which are demographic profile, belief learners. number of 140 correspondents given set questionnaires they various backgrounds undergraduate students. objectives perceive strategy use learning among identify relationship between data was analyzed identifying mean self-efficacy, intrinsic value, text anxiety, cognitive as well self-regulation, determine correlation these two self-regulated strategies beliefs. result shows that there an implication self-learning towards effective teaching processes. From finding, it also believed student style educators' support lead student’s motivation in process. This study have practical implications educators, policymakers, educational institutions understanding engage strategies. will development tailored approaches enhance academic success engagement Malaysian context. research potential contribute enhancement factors positively influence can foster higher achievement levels more engaged education system. looked at learn better, especially when using digital tools make them better computers internet believe themselves comes studies. conclusion, this feel good about they're doing studies what expect achieve. results tell us information class, connecting with already know. They managing own showing own. found motivated, tend be things independently.

Язык: Английский

Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention DOI
Bin Shen, Barry Bai

System, Год журнала: 2024, Номер 122, С. 103249 - 103249

Опубликована: Фев. 20, 2024

Язык: Английский

Процитировано

9
Unveiling the dynamics of self-regulated learning in project-based learning environments DOI Creative Commons
Xiu-Yi Wu

Heliyon, Год журнала: 2024, Номер 10(5), С. e27335 - e27335

Опубликована: Март 1, 2024

Project-based learning (PBL) has been found to exert a positive influence on learners' academic achievements, while also fostering their intrinsic motivation and playing crucial role in nurturing sustainable capacities. Understanding individual differences self-regulated (SRL) within project-based foreign language can guide teachers delivering personalized instruction. This study utilized blended management system collect analyze data SRL from 95 learners enrolled College English course. Through microanalysis, latent profile analysis (LPA), epistemic network (ENA), the identified distinct learner profiles traced developmental trajectories learning. The findings revealed that PBL facilitates occurrence of behaviors strengthens connections across different regulation phases. Notably, with diverse displayed variations structures trajectories. These results highlight dynamic nature context, underscoring significance considering supporting evolving self-regulatory strategies throughout engagement activities. To enhance PBL, educators are encouraged provide scaffolding support, promote help-seeking behaviors, implement interventions targeting metacognitive processes reflective practices.

Язык: Английский

Процитировано

5
Far Transfer of Metacognitive Regulation: From Cognitive Learning Strategy Use to Mental Effort Regulation DOI Creative Commons
Joachim Wirth, Xenia-Lea Weber-Reuter, Corinna Schuster

и другие.

Educational Psychology Review, Год журнала: 2025, Номер 37(1)

Опубликована: Янв. 18, 2025

Язык: Английский

Процитировано

0
Another Brick in the Wall to Understand the Complex Process of Self-Regulated Learning: General and Domain-Specific Features of SRL DOI Creative Commons
Lütfiye Seda Aydan

Education Sciences, Год журнала: 2025, Номер 15(3), С. 293 - 293

Опубликована: Фев. 26, 2025

Self-regulated learning (SRL) is often defined as goal-directed behavior of learners that they display on a regular basis. Models SRL present general stages through which go without making difference between different fields learning. However, there also research showing not one set self-regulated actions assist in regulating their every context. Instead, are types fit into contexts for and tasks well domains. To shed light this matter, study investigated whether self-regulation concept or domain-specific characteristic. The data the were collected from high achieving students studying at top-ranking science schools Türkiye accept competitive centralized exam. via interviews (n = 15) whose participants selected among ones receiving highest score Self-regulatory Strategies Scale (SRSS). results showed can be depicted characteristic one, it complex process subsumes both domain attributes. utilized to design impactful interventions, provides comprehensive report phases SRL.

Язык: Английский

Процитировано

0
Technology-enhanced self-regulated second language learning interventions: A systematic review DOI
Mengru Pan,

Chun Lai,

Kai Guo

и другие.

System, Год журнала: 2025, Номер 131, С. 103675 - 103675

Опубликована: Апрель 15, 2025

Язык: Английский

Процитировано

0
Learners, Not Just Data Contributors: Citizen Scientists’ Self-Regulated Learning DOI
Ruonan Hu, Johannes Pernaa, Maija Aksela

и другие.

Science & Education, Год журнала: 2025, Номер unknown

Опубликована: Май 8, 2025

Язык: Английский

Процитировано

0
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education DOI Creative Commons
P.H.M. Sins, Renske R. de Leeuw, Jaap de Brouwer

и другие.

Metacognition and Learning, Год журнала: 2023, Номер 19(1), С. 215 - 247

Опубликована: Дек. 27, 2023

Abstract Self-regulated learning (SRL) is crucial to students’ learning. SRL characterized by students taking initiative, showing perseverance and adaptively regulating their Teachers play an essential role in promoting fostering this process. However, several studies have shown that primary education explicit instruction of strategies barely takes place. Given the relevance for preparing knowledge society 21st century, it importance teachers learn how they can improve SRL. In present study, we implemented a professional development program (iSELF) which were trained coached The extent iSELF contributed teachers’ was evaluated quasi-experimental pre-test-post-test design using video-based classroom observations. Thirty from fourteen different schools participated study assigned either control (twelve teachers) or experimental group (eighteen teachers). Results indicate both conditions strategy rare. significantly higher on post-test compared do benefit about instruction.

Язык: Английский

Процитировано

6
Assessing knowledge about self-regulated learning: validation of a measurement tool for preschoolers DOI Creative Commons
Lena Grüneisen, Laura Dörrenbächer‐Ulrich,

Efsevia Kapsali

и другие.

Frontiers in Education, Год журнала: 2024, Номер 9

Опубликована: Фев. 26, 2024

Introduction Self-regulated learning (SRL), as the self-directed and goal-orientated control of one’s process, is an important ability for academic success. Even at preschool age, when its development a very early stage, SRL helps to predict later outcomes. Valid test instruments are needed identify preschoolers who require support help them start school successfully. Methods The present study aimed provide adequate instrument by revising optimizing existing strategy knowledge validating revised version–the Strategy Knowledge Test—in sample n = 104 German ( M age 5;11 years; 48.1% girls). For validation, we used measures (1) related constructs, (2) psychomotor development, (3) competence, determine three levels validity: (a) convergent, (b) divergent, (c) criterion. All correlation analyses controlled child intelligence. Results results showed that moderate difficulty sufficiently reliable (Cronbach’s α 0.74), can generate normally distributed data, has one-factor structure. In line with our hypotheses, found significant correlations convergent criterion measures, numerically smaller insignificant divergent measures. failed be controlling Discussion missing evidence validity intelligence may have been due limitations in examine validity. Test practice diagnose need future studies interventions on development.

Язык: Английский

Процитировано

2
Estrategia innovadora para la enseñanza de las matemáticas, en tercer año de educación general básica de la unidad educativa Buena Esperanza (2023-2024) DOI Creative Commons
P. Castillón Bernal, Geovanny Estaly Castillo Llivisaca, Arián Vázquez Álvarez

и другие.

Sinergia Académica, Год журнала: 2024, Номер 7(2), С. 234 - 261

Опубликована: Апрель 27, 2024

Las matemáticas son una habilidad importante que todos los estudiantes deberían tener la oportunidad de aprender. Al utilizar métodos enseñanza eficaces y crear un entorno aprendizaje positivo, se contribuye a tengan éxito en matemáticas. En este estudio trabajó con muestra 60 tercer año educación general básica unidad educativa Buena Esperanza, Ecuador. Se distribuyeron dos grupos: experimental control. realizó intervención donde capacitó al grupo 30 estudiantes; estuvo enfocada desarrollar el razonamiento lógico estudiantes. Los resultados demostraron niños entrenaron su progresaron más control no recibió esta capacitación. observó fue efectivo, motivación participación fueron altas durante intervención. profesores encontraron estrategia propuesta viable. Según las opiniones expertos consultados, ha sido descrita como fácilmente aplicable, divertida efectiva.

Процитировано

2
IMPLEMENTASI EVALUASI PEMBELAJARAN BERBASIS STUDENT LED CONFERENCE (SLC) DI SEKOLAH DASAR DOI Creative Commons

Faizatul Khoeriyah Khoeriyah,

Rahmat Kamal

Madako Elementary School, Год журнала: 2023, Номер 2(2), С. 149 - 162

Опубликована: Дек. 6, 2023

Student Led Conference merupakan salah satu bentuk evaluasi dalam kegiatan pembelajaran yang bertujuan untuk mengetahui ketercapaian peserta didik proses telah dilalui. Penelitian ini mendapatkan gambaran pengimplementasian SLC di Sekolah Dasar. Dalam hal ini, peneliti menggunakan metode kualitatif , digunakan menganalisis data adalah pendekatan deskriptif kualitatif. Subyek penelitian kelas 1B. Metode pengumpulan teknik observasi, wawancara serta dokumentasi. Proses analisis interaktif Miles & Huberman yaitu reduksi data, display konklusi. Hasil dari bahwa pelaksanaan memberikan kesempatan kepada siswa, guru dan orang tua sejauh mana target siswa pembelajaran. membantu melihat perkembangan bidang akademik. Pelaksanaan membuat dapat memilih mereka minati tahu terkait masih menjadi challenging bagi sehingga ditinjak lanjuti kedepannya. juga mengembangkan kemampuannya sesuai apa dia inginkan bagaimana karakter anaknya agar menentukan ingin capai

Процитировано

4