Self-regulated Learning

PERCEPCIONES QUE ALUMNOS DE LA CARRERA DE LENGUA INGLESA TIENEN DEL TRABAJO INTER-PERSONAL

by Irlanda Olave

Self-Regulated Learning In Video Game Environments

by Jillianne Code

The Role of Agency In Self and Other Regulation Jillianne R. Code, John C. Nesbit, Olusola Adesope, & Mingming Zhou Faculty of Education, Simon Fraser …

by Jillianne Code

ÖZ DÜZENLEYİCİ ÖĞRENME VE İLKÖĞRETİM TÜRKÇE PROGRAMINDA ÖZ DÜZENLEYİCİ ÖĞRENME STRATEJİLERİ

by Ersoy TOPUZKANAMIŞ

III. Uluslararası Türkçenin Eğitimi Öğretimi Kurultayı, 01-03 Temmuz 2010, Dokuz Eylül Üniversitesi Dil Eğitimi Araştırma ve Uygulama Merkezi, İzmir

Özet:
21. yüzyıl değişimin sürekli olarak insan yaşamını etkilediği ve insana ait hemen hemen her şeyde yoğun bir... more Özet:
21. yüzyıl değişimin sürekli olarak insan yaşamını etkilediği ve insana ait hemen hemen her şeyde yoğun bir değişim sürecinin gözlendiği bir çağdır. Değişimin bu kadar yoğun olduğu çağımızda öğrenme ve öğretme sürecine yeni bir bakış açısı da öz düzenleyici öğrenme ve öz düzenleyici öğrenme stratejileridir.
Bu çalışmanın amacı, ilköğretim birinci kademe Türkçe öğretim programında öz düzenleyici öğrenme stratejilerinin yerini ve ne tür öz düzenleyici öğrenme stratejilerinin yer aldığını belirlemektir. Yöntem olarak doküman incelemesi ve içerik analizinin kullanıldığı bu çalışmada ilk olarak öz düzenleyici öğrenme ve öz düzenleyici öğrenme stratejileri betimlenmiş ve ardından ilköğretim birinci kademe Türkçe öğretimi programındaki öz düzenleyici öğrenme stratejileri incelenmiştir. Çalışmada veri kaynağı olarak İlköğretim 1-5. Sınıflar Türkçe Öğretim Programı, öğretmen kılavuz kitapları ve öğrenci çalışma kitapları kullanılmıştır.

Supporting self-regulated learning in computer-based learning environments: systematic review of effects of scaffolding in the domain of science education

by Jo Tondeur

Authors: Anneline Devolder, Johan van Braak, & Jo Tondeur
In Journal of Computer Assisted Learning

Despite the widespread assumption that students require scaffolding support for self-regulated learning (SRL)... more Despite the widespread assumption that students require scaffolding support for self-regulated learning (SRL) processes in computer-based learning environments (CBLEs), there is little clarity as to which types of scaffolds are most effective. This study offers a literature review covering the various scaffolds that support SRL processes in the domain of science education. Effective scaffolds are categorized and discussed according to the different areas and phases of SRL. The results reveal that most studies on scaffolding processes focus on cognition, whereas few focus on the non-cognitive areas of SRL. In the field of cognition, prompts appear to be the most effective scaffolds, especially for processes during the control phase. This review also shows that studies have paid little attention to scaffold designs, learner characteristics, or various task characteristics, despite the fact that these variables have been found to have a sig- nificant influence. We conclude with the implications of our results on future design and research in the field of SRL using CBLEs.

The Effects of Cooperative Learning and Learning Journals on Teacher Candidates’ Self-Regulated Learning

by Halil Eksi

Hülya GÜVENÇ
Educational Sciences: Theory & Practice
10 (3) • Summer 2010 • 1477-1487

The purpose of this study is to investigate the effects of cooperative learning and learning journals on teacher... more The purpose of this study is to investigate the effects of cooperative learning and learning journals on teacher candidate students’ self-regulated learning. Data of the research were collected by the Turkish version of the Motivated Strategies for Learning Questionnaire. 84 university students (52 girls and 32 boys) participated in this research. A quasi pre-test/post-test experimental design with control group was utilized. Both groups were taught by cooperative learning. The experimental group wrote their reflection in learning journals. The research has discerned that there is a difference between experimental and control groups and experimental groups’ students have been effected more positively on self-efficacy for learning and performance, elaboration, organization, critical thinking and metacognitive control strategy dimensions of self-regulated learning.

A study on the university students` self-regulated learning strategy skills and self-efficacy perceptions in terms of different variables

by Ceyhun OZAN

OZAN, C., GÜNDOĞDU, K., BAY, E., CELKAN, H. (2012). 4. World Conference on Educational Sciences, Barcelona, Spain.

Background and Purpose of Study: An increasing number of theoretical and practical studies related to self-regulated... more Background and Purpose of Study: An increasing number of theoretical and practical studies related to self-regulated learning suggests that independent, active and autonomous learners will be able to meet the demands of the new era and they will be successful beyond their formal education period (Chen, 2002; Schleifer & Dull, 2009; Zimmerman & Schunk 2001). According to Pintrich (1999) self-regulated learning is also the students’ use of various cognitive and metacognitive strategies to control and regulate their own learning. Bandura (1986) has defined self-efficacy as one’s belief in his/her ability to succeed in specific situations. The sense of self-efficacy can play a major role in how we approach goals, tasks, and challenges. The purpose of this study is to investigate the university students’ self-regulatory learning strategy skills and self-efficacy perceptions in terms of different variables within the frame of “Curriculum Development and Instruction” course.

Methods: Survey method was benefited in this descriptive study. The population consisted of 310 university students registered to different three faculties in Atatürk University, Turkey, and taking the “Curriculum Development and Instruction” course to be associated with teaching affairs in the future. In order to avoid the “different instructor effect” all courses were given by the same instructor. Then the scale used in this research was bridged with the course content. In this study, “Motivational Strategies in Learning Scale”, developed by Pintrich et al. (1991, adapted into Turkish by Altun ve Erden in 2006) was used to obtain data from students. Cronbach Alpha value was calculated .88 and SPSS 15.00 was benefited in order to obtain descriptive and inferential statistics (such as mean, standard deviation, t-test and ANOVA).

Findings and Results: At the end of the analyses the university students’ self-efficacy perceptions and self regulatory learning strategy skills were found high and the values obtained though the statistical analyses were statistically different according to gender and faculty variables. These values were not statistically different in terms of graduated high-school type.

Conclusions and Recommendations: This research indicated that self regulatory learning strategies should be taught to the students, by designing effective learning environments especially at early ages. This research may be replicated in different student groups and courses.

Suárez Riveiro, J. M. y Fernández Suárez, A. P. (en prensa). Un modelo sobre cómo las estrategias motivacionales relacionadas con el componente de afectividad inciden sobre las estrategias cognitivas y metacognitivas. Revista Educación XXI.

by José Manuel Suárez Riveiro

Resumen: El principal propósito de este trabajo fue el de proponer un modelo sobre cómo las estrategias motivacionales... more Resumen: El principal propósito de este trabajo fue el de proponer un modelo sobre cómo las estrategias motivacionales relacionadas al componente de afectividad inciden sobre la utilización de las estrategias cognitivas y metacognitivas. La muestra utilizada fue de 500 estudiantes de Secundaria. Se asumió que el efecto de las estrategias motivacionales sobre las estrategias cognitivas estaría mediado por el uso de las estrategias metacognitivas. Para estudiar estas estrategias y su relación se realizaron análisis descriptivos y se elaboró un diagrama de senderos. Los resultados mostraron que la estrategia motivacional más utilizada es la de autorrefuerzo y que se establecen relaciones significativas desde algunas estrategias motivacionales, pero no desde todas, con las estrategias cognitivas aunque únicamente la estrategia de autorrefuerzo establece relaciones significativas con la autorregulación metacognitiva.

Abstract: The main purpose of this study was to propose a model of how motivational strategies related to the affective component influence the use of cognitive and metacognitive strategies. The sample was composed by 500 spanish secondary students. It was assumed that the effect of motivational strategies on cognitive strategies would be mediated by metacognitive strategies use. Descriptive statistics were calculated and a path diagram was created. Results showed that the most used motivational strategy was self-reinforcement and that significant paths from some motivational strategies, but not all, to cognitive strategies where obtained, although only the self-reinforcement strategy showed significant effects on metacognitive self-regulation.

- Suárez Riveiro, J.M. y Anaya Nieto, D. (2005). Un modelo sobre la determinación motivacional del aprendizaje autorregulado. Revista de Educación, 338, 295-306.

by José Manuel Suárez Riveiro

Se ha sugerido que la motivación de los estudiantes es importante porque elicita patrones cognitivos cualitativamente... more Se ha sugerido que la motivación de los estudiantes es importante porque elicita patrones cognitivos cualitativamente diferentes y contribuye al desarrollo de la autorregulación. El objetivo de este trabajo fue proporcionar un modelo de relaciones causales entre variables afectivo-motivacionales (ansiedad, creencias de control y autoeficacia para el aprendizaje, autoeficacia para el rendimiento, valor de la tarea y cuatro tipos de orientaciones de meta académica) y estrategias autorreguladoras del proceso de aprendizaje (búsqueda de ayuda, gestión del tiempo y del esfuerzo y autorregulación metacognitiva y lugar de estudio). La muestra incluyó 632 estudiantes universitarios. Los resultados hallados en este estudio nos proporcionan: Un modelo de trabajo para el aprendizaje autorregulado; una explicación diferente para las creencias sobre el aprendizaje y las creencias sobre el rendimiento; la importancia del valor de la tarea; permite comprender los beneficios de la adopción de múltiples metas debido a que las estrategias autorreguladoras dependen en parte de los efectos conjuntos e interactivos de las metas académicas; y, finalmente, información sobre las relaciones establecidas entre las estrategias autorreguladoras.
Palabras clave: Aprendizaje autorregulado, estrategias de aprendizaje, motivación.

It has been suggested that students´ motivation is important because it elicit qualitatively different cognitive patterns and contribute to deliberate self-regulation. The objective of this work was to provide a model of causal relationships between affective-motivational variables (anxiety, control and self-efficacy beliefs for learning, self-efficacy for achievement, task value, and four types of academic goal orientations) and self-regulatory strategies (help seeking, time and effort management, and metacognitive self-regulation and study environment). The sample included 632 university students. Results found in this study provide: A working model for self-regulated learning; a different explanation for beliefs on learning and beliefs on achievement; the importance of task value; let us understand the benefits of multiple goals pursuit as self-regulatory strategies depend in part on the joint and interactive effects of the academic goals; and, finally, information about the established relationships between self-regulatory strategies.
Key words: Self-regulated learning, learning strategies, motivation.

Suárez Riveiro, J.M. y Fernández Suárez, A.P. (2011). A model of how motivational strategies related to the expectative component affect cognitive and metacognitive strategies. Electronic Journal of Research in Educational Psychology, 9(2), 641-658.

by José Manuel Suárez Riveiro

Keywords: motivational strategies; motivation; strategies; self-regulated learning

Introduction: The topic of self-regulated learning has provided very important information about students’ acquisition... more Introduction: The topic of self-regulated learning has provided very important information about students’ acquisition of knowledge and competences. Traditional research has de-scribed the importance of several cognitive, metacognitive, resource control and motivational strategies. Nevertheless, motivational strategies have received less attention in empirical studies.
The purpose of this study was to propose a model of how motivational strategies related to the expectative component affect cognitive and metacognitive strategies.
Method: 1,080 Spanish-speaking secondary students from different locations throughout Spain provided self-reports on their use of cognitive, metacognitive and motivational strate-gies. It was assumed that the effect of motivational strategies on cognitive strategies could be mediated by metacognitive strategies. To examine these strategies and their relationships, descriptive statistics were calculated and a path diagram was created.
Results: Information about motivational, metacognitive and cognitive strategies was offered. Results showed significant paths from some motivational strategies, but not all, to metacog-nitive self-regulation and from metacognitive self-regulation to all of the cognitive strategies. Motivational strategies showed direct and indirect effects on cognitive strategies.
Conclusion: Students should adopt not only cognitive and metacognitive strategies but also other kinds of strategies that allow them to manage their motivation. For example, the gen-eration of a positive expectations strategy can be an important way to improve their learning. This aspect is characteristic of self-regulated learning, which is defined not only by cognitive and behavioural regulation but also by motivational regulation.

- Fernández Suárez, A. P., Anaya Nieto, D. y Suárez Riveiro, J. M. (2012). Niveles motivacionales en los estudiantes de Secundaria y su discriminación en función de las estrategias motivacionales. Revista Española de Orientación y Psicopedagogía, 23(1), 50-65.

by José Manuel Suárez Riveiro

Resumen
En este trabajo se pretende estudiar los niveles motivacionales de los estudiantes de Educación... more Resumen
En este trabajo se pretende estudiar los niveles motivacionales de los estudiantes de Educación Secundaria y el peso con el que las diferentes estrategias motivacionales utilizadas por los estudiantes discriminan entre los grupos de estudiantes con diferentes niveles motivacionales. La muestra está integrada por 2387 estudiantes de Educación Secundaria. Las variables motivacionales estudiadas son las siguientes: Metas académicas, Creencias de control y autoeficacia para el aprendizaje, Ansiedad y Autoeficacia para el rendimiento. En el estudio de los niveles motivacionales de los estudiantes, a través del análisis cluster, se identifican tres grupos de estudiantes con distintos niveles de motivación. El grupo compuesto por más estudiantes se caracteriza, en mayor medida que los otros dos grupos, por pretender demostrar su capacidad, por pretender evitar quedar mal ante sus compañeros y por manifestar preocupación ante situaciones de exámenes. Por otro lado, las estrategias motivacionales que mejor discriminan entre los tres niveles de motivación respecto a los tres componentes de las estrategias motivacionales estudiadas son: en el componente de expectativa, la Estrategia de generación de expectativas positivas; con respeto al componente de valor, la Estrategia de generación de meta de autoderrota del ego; y por último, con respecto al componente de afecto, la Estrategia de autorrefuerzo.

Palabras clave: Motivación académica; Variables motivacionales; Estrategias de autorregulación motivacional; Metas académicas; Estudiantes de secundaria.

Abstract
The purpose of this work was to study the motivational levels of secondary students and the importante of how the different motivacional self-regulatory strategies used by students distinguish between group of students with different motivational levels. The sample is made up of 2387 middle school students. The studied motivational variables are the following: Academic goals, Beliefs of control and self-efficiency of learning, Anxiety and Self-efficiency for achievement. In the study of the students´ motivational levels, by mean of cluster analysis, were identified three students groups with different motivational levels. The group made up of more students is characterized, more than the other two, by attending to show their ability, by avoiding appearing less capable to their peers and by worring before exam situations. On the other hand, the motivational self-regulatory strategies that distinguish better between the three motivational levels studied are: in the component of expectancy, the Generation of positive expectancy stategy; regarding to the component of value, the Generation of self-defeating goal stategy; and finally, in relation of component of affect, the Self-reinforcement stategy.

Key Words: Academic Motivation; Motivational variables; Motivational self-regulatory strategies; Academic goals; Middle school students.

Fernández Suárez, A. P., Anaya Nieto, D. y Suárez Riveiro, J. M. (2012). Motivation Features and Motivational Self-Regulatory Strategies in the Middle School Students. Revista Psicodidáctica, 17(1), 95-111.

by José Manuel Suárez Riveiro

En este trabajo se pretende estudiar los componentes de la motivación académica y las estrategias de autorregulación... more En este trabajo se pretende estudiar los componentes de la motivación académica y las estrategias de autorregulación motivacional de los estudiantes de Secundaria. La muestra está integrada por 2415 estudiantes. Las variables estudiadas son: creencias de control y autoeficacia para el aprendizaje, ansiedad, autoeficacia para el rendimiento, meta de tarea, meta de autofrustración del ego, meta de autoensalzamiento del ego, meta de evitación del trabajo y varios tipos de estrategias motivacionales. La variable motivacional con mayor valor obtenido es la meta de tarea. En el estudio conjunto de las metas académicas, a través del análisis cluster, se identifican tres grupos de estudiantes orientados a múltiples metas. El grupo compuesto por más estudiantes se caracteriza por presentar una mayor preocupación por quedar mal ante sus compañeros. Por otro lado, en relación a las estrategias de autorregulación motivacional, la estrategia más utilizada es la de la implicación en la tarea a través de su gestión.

The purpose of this work was to study the components of the academic motivation and the motivational self-regulatory strategies in the middle school students. The sample is made up of 2415 students. The studied motivation variables are: Beliefs of control and self-efficiency of learning, Anxiety, Self-efficiency for achievement, Task goal, self-defeating goal, self-enhancing goal, avoidance goal and several types of motivation strategies. Task goal is the highest valued motivational variable. The study of the academic goals as a whole, by means of cluster analysis, identified three students groups with multiple goal orientations. The group made up of more students is characterized by avoiding appearing less capable to their peers. On the other hand, in relation to motivational self-regulatory strategies, the more used strategy is involvement in the task through its management.

Student Self-assessment

by Gavin Brown

This is an invited synthesis review of 85 empirical studies into student self-assessment in the school sector. Final draft submitted 1 December 2011.

current citation:
Brown, G. T. L., & Harris, L. R. (2012, October, under contract). Student Self-assessment. In J. H. McMillan (Ed.). The SAGE Handbook of Research on Classroom Assessment (pp. xx-xx). Thousand Oaks, CA: Sage.

Charting Collective Knowledge: Supporting Self-regulated Learning in the Workplace

by Colin Milligan

co-authored with Allison Littlejohn and Anoush Margaryan. Out as EarlyCite

Allison Littlejohn, Colin Milligan, Anoush Margaryan, (2012) "Charting Collective Knowledge: Supporting Self-regulated Learning in the Workplace", Journal of Workplace Learning, Vol. 24 Iss: 3

Purpose - This study outlines an approach to improving the effectiveness of work based learning through knowledge... more Purpose - This study outlines an approach to improving the effectiveness of work based learning through knowledge creation and enhancing self-regulated learning. The paper presents a case example of a novel approach to learning through knowledge creation in the workplace. This case example is based on empirical data collected through a study of the learning practices of knowledge workers employed within a large, multinational organisation.

Design/methodology/approach - The case example is presented in this article is based on a study of the learning practices of knowledge workers employed within a large, multinational organisation. Participants were members of a number of global, online knowledge sharing networks focused around the core technical and commercial disciplines of the company. Membership of each network ranged from a few hundred to a few thousand professionals at various stages of their career. The survey is available online at http://dl.dropbox.com/u/6017514/survey.pdf. The case study reported in this paper is based on 462 survey respondents, including 211 (45.7%) experts, 128 (27.7%) mid-career professionals and 123 (26.6%) novices. 29 interviews were conducted with nine novices, and twenty experts

Findings - The study proposes a mechanism to enhance goal actuation processes for self-regulated learning in the workplace. We term this mechanism ‘charting’ and provide a scenario illustrating how it might work in practice. Drawing upon social cognitive theory of self-regulated learning, we argue that individualised conceptualisations of self-regulated learning should be re-examined. These contradict the interactional and collaborative nature of the workplace where goal actuation is socially mediated, structured by and closely integrated within work tasks.

Research limitations/implications - The case example is based on a previous study. It is not a real-life example because this paper aims to predict a likely case example to enhance learning performance in the workplace, based on empirical evidence. The. study on which this case example is based was limited in scope, examining a small group of workers in one multinational organisation. Quantitative studies, as well as studies in related contexts would complement and validate these findings.

Originality/value - This article extends our understanding of the relationship between the individual learner and the collective knowledge and how this relationship can be enhanced through self regulated learning in the workplace.

Does Easily Learned Mean Easily Remembered? It Depends on Your Beliefs about Intelligence

by Daniel Molden

Naive Theories of Intelligence and the Role of Processing Fluency in Perceived Comprehension

by Daniel Molden

Self-regulated strategy development as a means to foster learner autonomy in a writing course

by Minh Hue Nguyen

Nguyen, M.H. (2008). Self-regulated strategy development as a means to foster learner autonomy in a writing course. VNU Journal of Science, Foreign Languages, 24, 246-253.

This paper aims to propose a possible solution to a real-world curriculum problem of how to foster learner autonomy in... more This paper aims to propose a possible solution to a real-world curriculum problem of how to foster learner autonomy in an English academic writing class at College of Foreign Languages-Vietnam National University where a generally low level of learner autonomy is perceived. It begins by defining relevant terms and representing the problem. Thence, the rationale for the proposed solution and a plan for implementing it are discussed. The final section suggests a plan for evaluating the effectiveness of the problem-solving task.

Intended and unintended consequences of internal motivation to behave nonprejudiced: The case of benevolent discrimination

by Kai Sassenberg

Fehr, J., & Sassenberg, K. (2009). Intended and unintended consequences of internal motivation to behave nonprejudiced - The case of benevolent discrimination. European Journal of Social Psychology, 39 (6), 1093-1108.

Internal motivation to behave nonprejudiced reduces prejudice. The present research looks at the impact of internal... more Internal motivation to behave nonprejudiced reduces prejudice. The present research looks at the impact of internal motivation in a special case of prejudiced behavior, namely benevolent discrimination. It was hypothesized that internal motivation does not reduce, but rather increases benevolent discrimination as long as individuals are not aware of its negative consequences. This is because of the positive intention required to show benevolent discrimination. Once the negative consequences have been made salient, internal motivation will facilitate self-criticism of one's own benevolently discriminating behavior, which will be reflected in a more critical reappraisal of previous benevolently discriminating behavior. The predictions were supported in three studies. Study 1 analyzed the impact of internal motivation on benevolent discrimination. Study 2 and 3 analyzed the effect of internal motivation on the critical reappraisal of one's own benevolently discriminating behavior. The implications for the regulation of benevolent discrimination in the broader context of social discrimination are discussed.

Charting collective knowledge: Supporting self-regulated learning in the workplace

by Colin Milligan

co-authored with Allison Littlejohn and Anoush Margaryan, and presented at Ninth IEEE International Conference on Advanced Learning Technologies, 2009

The aim of this paper is to propose an approach to enhancing self-regulated learning in the workplace. Drawing upon... more The aim of this paper is to propose an approach to enhancing self-regulated learning in the workplace. Drawing upon social-cognitive theories of self-regulated learning, we argue that current,
individualised conceptualisations of self-regulated learning should be re-examined. These contradict the interactional and collaborative nature of the workplace where goal actuation is socially mediated, structured by and closely integrated within work tasks. We outline a mechanism that integrates individual and collective components to enhance goal actuation processes for self-regulated learning in the workplace. We term this mechanism ‘charting’ and provide scenarios illustrating how it might work in practice.

Self-regulated learning and knowledge sharing in the workplace: differences and similarities between experts and novices

by Colin Milligan