Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (original) (raw)
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Effect of teaching of self-regulated learning strategies on self-efficacy in students
A research underwent with the general objective of proving the effectuality of training in self-regulated learning strategies on self-efficacy in 2nd grade middle-school boys. The sample size consisted of 30 students, 15 each in experimental and control groups, and the method used was of a random cluster multiple-stage sampling type. The measurement tools consisted of questionnaires on self-regulated learning, and self-efficacy that were executed as a pre-test in both groups. After which, only the experimental group was administered training in self-regulated learning strategies for 18 sessions. After the training a post-test using the aforementioned questionnaires were taken from both groups. The data gathered were analyzed using the independent Ttest - differences between means. The results showed the training of self-regulated learning strategies produced a meaningful rise in self-efficacy levels in experimental group than control groups
A Review of Self-regulated Learning: Six Models and Four Directions for Research
Frontiers in Psychology, 2017
Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning (e.g., self-efficacy, volition, cognitive strategies) are studied within a comprehensive and holistic approach. For that reason, SRL has become one of the most important areas of research within educational psychology. In this paper, six models of SRL are analyzed and compared; that is, Zimmerman; Boekaerts; Winne and Hadwin; Pintrich; Efklides; and Hadwin, Järvelä and Miller. First, each model is explored in detail in the following aspects: (a) history and development, (b) description of the model (including the model figures), (c) empirical support, and (d) instruments constructed based on the model. Then, the models are compared in a number of aspects: (a) citations, (b) phases and subprocesses, (c) how they conceptualize (meta)cognition, motivation and emotion, (d) top–down/bottom–up, (e) automaticity, and (f) context. In the discussion, the empirical evidence from the existing SRL meta-analyses is examined and implications for education are extracted. Further, four future lines of research are proposed. The review reaches two main conclusions. First, the SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful. Second, based on the available meta-analytic evidence, there are differential effects of SRL models in light of differences in students’ developmental stages or educational levels. Thus, scholars and teachers need to start applying these differential effects of the SRL models and theories to enhance students’ learning and SRL skills.
The Assessment of Self-Regulated Learning: Where We Are Today
The study aims at a systematic review of the development of technology-supported assessment of Self-Regulated Learning (SRL). SRL refers to a self-directed learning process, which is the key for learners to master their own learning. Though many measure approaches were developed in the last two decades, assessment of SRL was still hampered by the unsatisfactory calibration of self-report surveys, the lack of event-based measure approaches, and labor-intensive data analysis in assessment. The innovative approaches powered by computerization in the latest five years provide some answers to the above stated problems.
Evaluation of the Self-regulated Learning Model in High Schools: A Systematic Literature Review
Universal Journal of Educational Research, 2020
Self-regulated learning (SRL) is used to learn things that affect student learning and learning outcomes. This research type is review research, which critically examines and sees the application of the SRL model in Indonesia. The criteria taken in this review research are learning models that have a theoretical and practical foundation. The learning models analyzed include learning models from Boekaerts; Winne; Zimmerman; Efklides; Hadwin, Järvelä and Miller; and Pintrich because it was used as a basis for various SRL studies. Each learning model is explored in detail, including a description of the model, a practical foundation, and instruments built on the model. After that, the learning model is compared with a number of aspects in each phase, so a newer and simpler learning model synthesis appears. The empirical evidence from the SRL meta-analysis was raised regarding the evaluation of the model. The SRL model can improve students' SRL skills, especially students who are still dependent on the teacher's role. Therefore, it is necessary to categorize students before applying the SRL development model consisting of goals, strategies, and reflections. Teachers should have various lists of SRL models, so they can adjust their interventions to improve these skills more effectively.
The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study
2017
Problem Statement: Self-regulated learning strategies (cognitive, metacognitive, resource management, and motivational strategies) influence students' academic achievement, conceptual understanding, and motivation. Reviewing the national literature about self-regulated learning strategies, studies have indicated both significant and insignificant effects on academic achievement; however, no meta-analysis studies have been carried out. Purpose of Study: The aim of this study is to calculate the common effect size of empirical and relational studies conducted in Turkey between 2005-2014 that investigated the effect of (or relationship with) self-regulated learning strategies on academic achievement, and to determine whether the common effect size shows a significant difference in terms of course type, self-regulated learning strategy type, school level, and study design. Method: A meta-analytical review method was employed to combine the outcome of independent empirical or relational studies. The studies included in this review were collected from the CoHE National Thesis Archive, ULAKBIM, Google Academic, ERIC, and EBSCO databases. A total of 47 studies were assessed in accordance with the inclusion criteria, and 21 studies were included in this study. Cohen's d coefficient was calculated for the effect size in this study. Findings and Results: As the heterogeneity among the effect sizes of the studies was high (Q > χ 2 , p < .05), the common effect size was calculated in accordance with the random effects model. As a result of the meta-analysis, it was determined that self-regulated learning strategies had a "large" effect (d = 0.859) on academic achievement. Moreover, the calculated common effect size showed no significant difference according to the type of self-regulated learning strategy, course type, study design, and school level. Recommendation: As self-regulated learning strategies exhibit a substantial effect on students' academic achievement, it is recommended that preservice and in-service teachers should learn how to implement these strategies in their lessons to increase their students' performance. For this purpose, professional development programs should be designed for teachers.
Learning and individual differences., 2012
This study compares the effects of two different self-assessment tools – rubrics and scripts – on self-regulation, learning and self-efficacy in interaction with two other independent variables (type of instructions and feedback). A total of 120 secondary school students analyzed landscapes – a usual task when studying Geography – in one of twelve experimental conditions (process/performance instructions × control/rubric/script self-assessment tools × mastery/performance feedback) through three trials. Self-regulation was measured through questionnaire and thinking aloud protocols. The results of repeated-measure ANOVA showed that scripts enhanced self-regulation more than rubrics and the control group, and that the use of the two self-assessment tools increased learning over the control group. However, most interactions were not significant. Theoretical and practical implications for using rubrics and scripts in self-regulation training are discussed.
Developing and assessing self-regulated learning
The Assessment Handbook: Continuing Education …, 2009
The report focuses on aspects in the development and assessment of self-regulated learning in the school context. The nature of self-regulated learning was discussed by identifying its critical characteristics. Different models showing the components and process of self-regulation ...
Self-Regulated Learning: An Exploratory Study (Level and Gender Difference)
Research Review International Journal of Multidisciplinary , 2019
Self-regulated learning as defined by Wolters, Pintrich and Karabenick (2005, P 2), is "an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment". The present study aimed to explore the level and gender difference among English as Foreign Language (EFL) university students of Afghanistan. The sample consisted of 180 (105 males and 75 females) students from four various public universities of Afghanistan. A questionnaire including 48 items assessing self-regulated learning of university students was administered. The findings of the study revealed that, maximum number of university students fall into the category of high level of self-regulated. No significant difference was found between male and female university students of Afghanistan in terms of their self-regulated learning.