Self-regulated Learning Strategies Research Papers (original) (raw)

The aim of this study was to investigate to what extent students with mild mental retardation exhibit strategic behavior during problem solving and to investigate the relationships between the ongoing behaviors examined and the students’ respective performance. Eleven students with non-organic mild mental retardation participated in the study. Students were asked to perform the Block Design Cubes of the WISC-III and their problem solving behavior during task performance was video-recorded. Two independent observers assessed for each participant student cognitive, metacognitive, and motivational strategic behaviors, such as analyzing and combining activities, self-monitoring, and maintaining self-motivation, by means of a structured observation instrument. The results showed that students’ performance was at the lower end of the possible score range in the Block Design Cubes. Students’ strategic behavior was also recorded at the lower end of the assessment scale. Further consideration of participants’ performance and strategic profiles revealed individual differences within this group of students regarding their performance patterns but also their repertoire of strategic behaviors exhibited. As expected, significant relations were found between the students’ strategic behavior and respective performance. The educational implications of the study are discussed.

Online learning often requires learners to be self-directed and engaged. The present study examined students’ self-regulatory behaviors in online video-based learning environments. Using an experimental design, this study investigated the effects of a newly designed enhanced video learning environment, which was designed to support or scaffold students’ self-regulated or self-directed learning on students’ learning behaviors and outcomes. In addition, correspondence between students’ self-regulation strategies in traditional learning environments and observed self-regulated learning behaviors in the enhanced video environment were examined. A cross-sectional experimental research design with systematic random assignment of participants to either the control condition (common video) or the experimental condition (enhanced video) was utilized. Undergraduate and graduate students participated in the study (N = 80). Study results indicate that the newly designed enhanced video learning environment was a superior instructional tool than the common video learning environment in terms students’ learning performance. In addition, there was correspondence between graduate students’ self-reported self-regulation and observed self-regulation, with those high on seeking/learning information and managing their environment/behavior more likely to engage more in interactive note-taking.

- by Jeffrey Liew
- •
- Educational Technology, E-learning, Distance Education, Self-regulated Learning

A systematic review of 38 primary research peer-reviewed articles, drawn from six databases and spanning from January 2007 to January 2019, was conducted to determine the principle information that they collectively offered on the relationship between mobile learning (m-learning) and self-regulated learning (SRL). In answering the research questions posed, a synthesis of the following 12 key elements was undertaken: (1) research aims, (2) research methodologies, (3) outcomes, (4) education discipline areas, (5) educational levels, (6) educational contexts, (7) geographic location, (8) time frame, (9) type of device, (10) m-learning and SRL definitions, (11) theoretical models, and (12) m-learning, self-regulation (SR), and SRL variable measurement instruments. The frequency of studies on the relationship between m-learning and SRL increased in more recent years, as did the types of devices used in these studies. More than three quarters of the studies concluded that m-learning enhan...

This paper reviews current known issues in student self-assessment (SSA) and identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3) role of expertise, (4) SSA and teacher/curricular expectations, and (5) effects of SSA for different students. Five SSA typologies were identified showing that there are different conceptions on the SSA components but the field still uses SSA quite uniformly. A significant amount of research has been devoted to SSA accuracy, and there is a great deal we know about it. Factors that influence accuracy and implications for teaching are examined, with consideration that students’ expertise on the task at hand might be an important prerequisite for accurate self-assessment. Additionally, the idea that SSA should also consider the students’ expectations about their learning is reflected upon. Finally, we explored how SSA works for different types of students and the challenges of helping lower performers. This paper sheds light on SSA research needs to address the known unknowns in this field.

How students perceive assessments was found to be significantly associated with their desirable learning experiences; therefore, there is a need to study how these beliefs about assessment are associated with other learning components. We examined the relationship between students' beliefs about assessment and the use of self-regulated learning strategies in second language learning. Participants were international undergraduate students who took a high-stakes standardized English proficiency exam. The results showed that students' adaptive beliefs about high-stakes assessment were significantly associated with the use of self-regulated learning strategies and knowledge transferability. Implications for the intervention of educators in students' developing adaptive beliefs about assessment in the learning process are discussed.

- by Mike Yough
- •
- Second Language Learning, Self-regulated Learning Strategies

The aims of this longitudinal study were to describe undergraduates' learning behavioral types in e-learning and to investigate their relationship to learning outcomes over an entire semester. In the first part of the study, 441 students at a national university in Japan were analyzed with regard to their visualization of learning progress. Seven distinct types of learning behavior were identified: (1) procrastination, (2) learning habit, (3) random, (4) diminished drive, (5) early bird, (6) chevron, and (7) catch-up. In the second part of this study, data from 226 students were analyzed. The results showed significant relationships between their learning type and ultimate learning outcomes. The students who exhibited the learning habit type scored significantly higher on the test than those students of the procrastination type. The results imply that regulated learning (i.e., forming a learning habit) could increase learning effectiveness and lead to better learning outcomes in e-learning.

- by 加藤浩 Kato and +2
- •
- Computer Assisted Language Learning, E-learning, Self-regulated Learning, Self-Regulated Learning (Education)

The purpose of this study is to determine whether motivational
beliefs and self-regulated learning strategies are significant predictors of college students' mathematics anxiety. The subscales for the motivation scale are intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy for learning and performance, and test anxiety; while the subscales for the learning strategies scale are rehearsal, elaboration, organization, critical thinking, metacognitive selfregulation, time and study environment management, effort regulation, peer learning, and help-seeking. The study group was
comprised of 183 college students. It was determined that college students' test anxiety and self-efficacy for learning and
performance are significant predictors of college students' mathematics anxiety. In addition, college students' rehearsal and elaboration of cognitive learning strategies were found to be significant predictors for their mathematics anxiety.

Purpose Research has shown that many undergraduate students struggle with self-regulated learning (SRL) in clinical year as they are insufficiently supported by the staff in the early year to prepare them for the transition. Hence, this study aims to find out the SRL strategies and the approaches that could promote SRL among pre-clinical students in two medical schools. Method This is a mixed-method study. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to collect student SRL strategies while semi-structured interviews with faculty members and focus group discussions with students were used to gather data on the approaches that promote SRL. Student MSLQ was analysed using descriptive statistics while interviews were transcribed verbatim and thematically analysed. Results A pilot using MSLQ with 413 students recorded a Cronbach's alpha of 0.928 for the questionnaire. The actual study involved 457 Years 1 & 2 students. Students from both institutions are motivated by the Task Value, and they use Elaboration and Organisation strategies the most in their pre-clinical year. Three themes emerged from the qualitative analysis of this study: characteristics of strategies that promote SRL, hindrance in promoting SRL, and opportunities in promoting SRL. Conclusions Our findings indicate that students' intrinsic motivation is generally high in pre-clinical year. However, metacog-nition and critical thinking strategies will need to be enhanced among students. Despite knowing teaching and learning approaches could promote these strategies, many teachers are still not confident in doing so and hence training dang sharing best practices might be helpful in promoting SRL.

Teaching and learning trend has shifted gradually from a teacher-centered approach to a student-centered
approach. Many educational researchers have suggested that teachers must use student-centered learning
approaches, such as Process Oriented Guided Inquiry Learning (POGIL). POGIL is an instructional
approach combining guided inquiry and cooperative learning in which students are involved in the
learning process. The purpose of this study was to investigate the effect of POGIL method compared
to traditionally designed chemistry instruction (teacher-centered approach) method on 11th grade
students’ Self-Regulated Learning Skills. The study was conducted during 2014-2015 spring semester.
Participants were 115 students from one high school in Turkey. Non-equivalent control group design was
used. Two experimental groups and two control groups were randomly selected. Experimental groups
were instructed with POGIL, while control groups received traditionally designed chemistry instruction.
Achievement Goal Questionnaire (AGQ) and Motivated Strategies for Learning Questionnaire (MSLQ)
were administered to both groups as pre-test and post-test to determine students’ self-regulated learning
skills. Multivariate Analysis of Variance (MANOVA) was used to investigate the effect of POGIL on
the dependent variables. Results revealed that POGIL improved students’ mastery approach, task value,
control of learning beliefs, self-efficacy for learning and performance, critical thinking, help seeking,
peer learning, metacognitive self-regulation, effort regulation, time/study environmental management.
The results showed that POGIL was superior to the traditionally designed chemistry instruction on
students’ self-regulated learning skills. Thus, POGIL is helpful for development of students’ self-regulated
learning skills.

The current study was an attempt to explore the relationship between Iranian EFL learners' self-regulatory capacities and their argumentative writing task performance in order to analyze measures of complexity, accuracy, and fluency (CAF). To this end, 44 Iranian EFL undergraduates majoring in English literature at the University of Tehran were recruited based on convenience sampling to participate in this study. Employing a correlational design, the participants were required to perform an argumentative writing task and complete the Motivated Strategies for Learning Questionnaire designed by Pintrich, Smith, Garcia, and McKeachie (1991). Pearson product moment correlation indicated a significant relationship between self-regulated learning and writing task performance in relation to CAF measures. In addition, the results of multiple regression showed that resource management strategies and value component predicted 56.9% of grammatical accuracy of writing task. It was also shown that resource management strategies, value, and expectancy components predicted 56.5% of lexical complexity of writing task. Lastly, cognitive and metacognitive strategies, expectancy, and value components predicted 55.2% of the fluency of writing task. The findings of this study informs EFL writing pedagogy and English language teachers and syllabus designers with regard to the benefits of applying self-regulatory strategies in teaching and assessing writing.

This study explored the relationship between individual self-regulated learning (SRL), socially shared regulation of learning (SSRL), and group performance plus the effect of an intervention promoting SSRL. We hypothesized that SRL would influence SSRL and group performance as groups with high SRL students will be better regulated and that the intervention would promote SSRL over time. The results revealed a significant relationship between SRL and SSRL, but no significant effects of the intervention on group performance.
The limitations of the intervention are discussed and form the basis for future design of environments to promote SSRL. The main conclusion is that SRL is an important predictor of SSRL and should be considered when
designing small group activities and their environments.

This research aims to investigate the relationship between self-regulated learning awareness, learning behaviors, and learning performance in ubiquitous learning environments. In order to do so, psychometric data about self-regulated learning and log data such as marker, annotation, accessing device types that stored the learning management system were collected and analyzed using multiple regression analysis with stepwise method. The results indicated that self-efficacy, internal value, and the number of read slides had a significant influence on the final score, and the awareness of cognitive learning strategy use has slightly significant power to predict the final score.

- by Masanori Yamada
- •
- Teaching and Learning, E-learning, Mobile Learning, Higher Education
- by 加藤浩 Kato and +2
- •
- E-learning, Self-regulated Learning, Self-Regulated Learning (Education), Curriculum Developemnt, E Learning

The present study was conducted to investigate the relationship between self-regulated learning strategies and reading comprehension of Iranian EFL learners. The participants of the study were 119 Iranian B.A. and M.A. students majoring in English at Imam Khomeini International University in Qazvin and Islamshahr Azad University. The Michigan Test of English Language Proficiency was given to the participants to determine their language proficiency and reading comprehension. Then, the participants were asked to respond to the Self-Regulation Trait Questionnaire. The obtained data were analyzed using a stepwise multiple regression analysis. The results revealed that from among the six components of self-regulated learning strategies, only planning and effort components were significant predictors of reading comprehension. The results of the present study may be helpful for teachers, learners, and materials developers.

This study has two objectives, first, to develop and validate the “Emotion and Motivation Self-regulation Questionnaire” (EMSR-Q), and second, to analyze (in the context of the questionnaire validation process) the relationships between self-regulation styles (SRS) rooted in goal orientations, and classroom motivational climate (CMC). A total of 664 Secondary Education students from Madrid (Spain) formed the sample of the study. It was divided randomly in two groups to perform confirmatory factor analysis and to cross-validate the results. Both analyses supported a five first-order factor structure, organized around two second-order factors, “Learning self-regulation style” (LSR) and “Avoidance self-regulation style” (ASR): (χ2/df = 2.71; GFI = .89; IFI = .84; CFI = .84; RMSEA = .07). Hypotheses concerning the relationships between SRS, goal orientations and expectancies are supported by additional correlation and factor analyses. Moreover, several regression analyses supported for the most part of the remaining hypotheses concerning the role of self-regulation styles as predictors of classroom motivational climate (CMC) perception, of change in self-regulation attributed to teacher work, and of students’ satisfaction with this same work. Theoretical and practical implications are discussed.

- by Jesús Alonso-Tapia and +2
- •
- Self-regulated Learning, Emotions And Self Regulated Learning, Self-regulation, Goal Orientation
- by hossnieh goodarzi
- •
- Peer learning, Path Analysis, Resource Management, Help Seeking

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.

My Chapter in the international collective monograph on University students' self-regulated learning.

Unsatisfactory scores of Turkish middle school students at recent national and international mathematical tests such as PISA 2015 and TEOG 2017 urge to examining factors related to mathematical achievement. In this study, it is aimed to investigate the relations among achievement emotion, self-regulated learning strategies and academic achievement. A relational study design was employed. A total of 497 seventh grade students from six middle schools in Aegean Region of Turkey. Data collection tools were Achievement Emotion Questionnaire, Motivated Learning of Strategies Questionnaire and students' mathematics grade of Fall semester. Confirmatory factor analyses and Cronbach alphas were used to determine the validations and reliabilities of data collection tools. Pearson correlation were utilized to determine the relations among variables. Analysis revealed that students' achievement emotions including boredom, anxiety, anger, hopelessness, enjoyment and pride were between middle and low. Results of correlation tests showed that negative emotion were negatively related to self-regulated learning strategies and positive emotions were positively. Addition to this, all emotions were statistically significantly related to academic achievement. It was discussed that educational implications promoting students' enjoyment and pride like creative drama could be a way to increase students' academic achievement.

The aim of the present study was to adapt a measure of maternal scaffolding of children's learning and to examine its relationships with children's self-regulated learning (SRL) skills and cognitive performance in different cognitive domains, such as visual-spatial and language tasks. Thirty-five pairs of mothers-preschool children participated in joint problem solving. Maternal supportive behaviors were examined by means of a structured observation form tapping mothers' Cognitive and Metacognitive Support, Emotional-Motivational Support, and Autonomy Support. The children's actual SRL skills and cognitive

Acknowledging the difficulty encompassed in unambiguously defining the concept of "authenticity", this paper discusses the notion in the context of an ESP course at the Faculty of Engineering at UNER. The paper begins by briefly describing the course, and then discusses text and task authenticity by examining the interplay between them, both in relation to content and classroom interaction and to their validity in terms of the programmes main aims and learner outcomes.

- by DIANA M WAIGANDT
- •
- Engineering, Bioengineering, Literacy, English Literature

Our research project focuses on learning strategies and motivation among academic procrastinators in computer assisted language learning (CALL) settings. In this study, we aim to compare them according to students’ levels of English proficiency. One hundred and fourteen university students participated in this research project. Sixty-four students determined to be procrastinators were the focus of this research, and we analyzed their learning strategies and motivation based on their English proficiency (i.e. TOEIC-IP scores). The students were categorized into four groups: under-300s (n=17), 400s (n=22), 500s (n=21), and over-600 (n=4). The learning strategies and motivation of the students were collected with a researchercreated 5-point Likert questionnaire consisting of 33 items. The group differences were discriminately analyzed for each item of the questionnaire. The results showed that students who think that the amount to be learned is too large and those who tire easily may u...

The outcome of different vocabulary learning strategies might be different for different vocabulary forms, such phrases or single word items. Similarly, the depth of vocabulary knowledge (receptive vs. productive) is also another important factor that is neglected in many of researches dealing with vocabulary learning strategies. This study focused on learning vocabulary with the form of "phrase". The study aimed to evaluate the different functions of rote learning and repeated exposures on producing receptive vocabulary knowledge. 23 leaners of a Maritime English course were chosen as the participants of this study. They were instructed 14 vocabulary items, in two different lists of A and B, one list is instructed through traditional word list repetition and another one through multiple exposures. The learners were asked at the end of the course to translate the given phrases of the two lists in their first language. The number of correct answers of each list incited the effectiveness of related method of treatment. It was appeared that repeating the phrases from a list is more effective in growing receptive knowledge, although there was not a tremendous difference in the results.

- by Marios Goudas
- •
- Psychology, Cognition, Metacognition, Academic Self Concept

Adult learners often need support and motivation—not just with academics, but with building the confidence they need to visualize themselves as successful. To help graduate students in our online public service leadership program visualize themselves as leaders, we created an interactive tool called the Leadership Profile. The Leadership Profile is an avatar creator, biography, and leadership growth journal that each learner uses in multiple courses throughout the program. To motivate learners, the Leadership Profile includes activities such as reflective questions, goal setting, self-assessments, and journaling. In addition, learners are incentivized through a gamified scoring system that allows them to display their progress related to essential leadership qualities like communication skills and information literacy. The tool helps learners visualize and reflect upon their growth as leaders throughout their program. Background Information The Leadership Profile is an interactive tool designed by Capella University to be a dedicated space for learners in the public service leadership program to journal their growth and personal effectiveness as leaders as they progress through their courses. Capella University is a competency-based online university delivering bachelors, masters, and doctoral degrees, as well as non-degree certifications. As an online university, we have a unique opportunity to integrate interactivity into our courses for adult learners. We, the Capella University Course Media team, create games and other interactive media that simulate authentic, real-world, professional experiences as well as support the learning behaviors necessary for educational success.

- by Justin Lee and +1
- •
- Educational Leadership, Adult Education, E-learning, Peer Support (Learning and Teaching)
- by Angeliki Leondari and +1
- •
- Psychology, Cognition, Metacognition, Academic Self Concept

In this study, it was aimed to obtain the
opinions of flute students at the same levels about how
they evaluate the instrument study processes and the self-
regulated learning strategies they use for the problems
they encounter. The research was carried out with 5 flute
students studying at Bursa Uludağ University State
Conservatory. Through out the semester, each student
studied a piece suitable for their level in accordance with
their own study schedule. Qualitativer research method
was used in this research. The research data were obtained
by semi-structured interview technique, one of the types
of interview technique. A semi-structured interview form
consisting of 13 questions was prepared by the researchers
in order to obtain the research data. Although there are
different studies on self-regulated learning and instrument
performance, the fact that no previous study has been
carried out on the concept of flute and self-regulated
learning constitutes the importance of this study. As a
result of this study, the importance of flute students'
determining where the problem is and continuing to work
by focusing on the problem while developing study
strategies in the self-regulated learning process, and the
importance of the number of repetitions, study speed,
study time, attention and concentration in the learning
process were determined.
---------
Bu araştırmada, aynı seviyelerdeki flüt
öğrencilerinin çalgı çalışma süreçlerini nasıl
değerlendirdikleri ve karşılaştıkları sorunlara yönelik
kullanmakta oldukları öz düzenlemeli öğrenme
stratejilerine ilişkin görüşlerinin tespiti amaçlanmıştır.
Araştırma, Bursa Uludağ Üniversitesi Devlet
Konservatuvarı’nda öğrenim görmekte olan 5 flüt ana
sanat dalı öğrencisi ile gerçekleştirilmiştir. Öğrenciler
dönem boyunca seviyelerine uygun bir eseri kendi
çalışma programlarına uygun olarak çalışmışlardır.
Araştırmada nitel araştırma yöntemi kullanılmıştır.
Araştırma verileri görüşme tekniği türlerinden, yarı
yapılandırılmış görüşme tekniği ile elde edilmiştir.
Araştırma verilerini elde etmek amacı ile araştırmacılar
tarafından hazırlanmış ve 13 sorudan oluşan yarı
yapılandırılmış görüşme formu hazırlanmıştır.
Literatürde öz düzenlemeli öğrenme ve çalgı
performansına ilişkin farklı çalışmalar bulunmakla
birlikte flüt çalgısı ve öz düzenlemeli öğrenme kavramına
ilişkin daha önce bir çalışma yapılmaması bu
araştırmanın önemini oluşturmaktadır. Bu çalışma
sonucunda flüt öğrencilerinin öz düzenlemeli öğrenme
sürecinde çalışma stratejileri geliştirirken, nerede
problem olduğunun doğru saptaması ve o problemin
üzerine yoğunlaşarak çalışmasını sürdürmesinin önemi
ve çalışma sürecinde tekrar sayısı, çalışma hızı, çalışma
süresi, dikkat ve konsantrasyonun öğrenme sürecinde ne
derece önemli unsurlar olduğu saptanmıştır.

—This preliminary research investigates the effects of self-regulated learning support using the system " Self-regulator (SR), " and relationships between self-regulated learning awareness, learning behaviors, and perceived effects of SR. The results showed that the course with SR promoted " meet the deadline " awareness. The results of Spearman's correlation analysis revealed that procrastination awareness for high performance is one of the key factors for time management, which is an important factor of self-regulated learning.

- by Masanori Yamada and +2
- •
- Library Science, E-learning, Blended E-Learning, Self-regulated Learning

If we are ready to admit that students must learn how to learn, then it follows that study skills should be part of a specific and systematic teaching curriculum.

In 2013, the Faculty of Engineering (National University of Entre Ríos) pledged to carry out a strategic plan for advancing excellence in its Self-Assessment Report presented to CONEAU. One of its goals is to strengthen classroom practices aimed at developing oral and written skills in the students. However, systematic actions to develop these skills in undergraduates are still scarce. Our paper presents an experience carried out in English II which combines reading academic texts in the L2 with tasks that aim at producing written genres and oral presentations, both in the L1. In order to reflect upon the complexity involved in teaching written, oral and mixed genres simultaneously, we describe the changes we have introduced to our pedagogical sequences, comment on the main outcomes such modifications have brought about so far, and finally discuss some difficulties we have faced and the implications this project might have for future work.

- by DIANA M WAIGANDT
- •
- Literacy, Communication, Teaching and Learning, English for Specific Purposes

The purpose of this study was to examine the relations between teachers’ reports on self-regulatory strategy use in mathematics instruction and individual motivational and affective factors. Two hundred and ninety two Greek primary school teachers responded to two questionnaires assessing: a. the strategies they use themselves to plan, monitor, and evaluate mathematics instruction, and b. the strategies they use to activate and enhance students’ self-regulated learning in mathematics. Path analysis showed that teachers’ self-regulation strategies both for their own teaching and for enhancing students’ self-regulation in mathematics were predicted by their self-efficacy beliefs in teaching mathematics, the value they attribute to mathematics, and their emotional commitment to their profession. Teachers’ enjoyment of mathematics teaching did not directly predict their reported use of self-regulatory instructional strategies. The implications of the study are related to the development of teachers’ training programs in self-regulated instruction.

This study aimed at investigating the relations between students’ strategic behaviour during problem solving, task performance and domain-specific self-concept. A total of 167 first- and second-graders were individually examined in tasks involving cubes assembly and in academic self-concept in mathematics. Students’ cognitive, metacognitive, and motivational/volitional strategic behaviours were video-recorded and rated by two independent observers. Structural equation modelling showed that the cognitive and metacognitive strategic behaviours were explained by a cognitive self-regulation factor which correlated with the motivational/volitional strategic behaviour factor. The importance of the cognitive self-regulation factor for task performance and the association of domain-specific self-concept with motivational/volitional strategic behaviour were shown.

This preliminary research investigates the effects of self-regulated learning support using the system " Self-regulator (SR), " and relationships between self-regulated learning awareness, learning behaviors, and perceived effects of SR. The results showed that the course with SR promoted " meet the deadline " awareness. The results of Spearman's correlation analysis revealed that procrastination awareness for high performance is one of the key factors for time management, which is an important factor of self-regulated learning.

- by Masanori Yamada and +2
- •
- E-learning, Blended E-Learning, Self-regulated Learning, Experiential Learning (Active Learning)
- by Cirila Peklaj
- •
- Lifelong Learning, Coping Strategies, Learning and Teaching, Learning Styles

The purpose of this study was to investigate the exploratory and predictive relationships between
secondary school students’ human values and their motivational beliefs and self-regulated learning
strategies and thus to test the relevant model was developed. A correlational filed study was
used in this research. The sample of the research consisted of a total of 794 students studying at
six different secondary schools in Istanbul. Research data were collected by “Human Values Scale”
and the “Motivated Strategies for Learning Questionnaire”. The exploratory relationships between
secondary school students’ human values, motivational beliefs, and self-regulated learning strategies
were analyzed using the software AMOS 16 following the “Structural Equation Modelling”.
Results indicated that human values were significant predictor of motivational beliefs and motivational
beliefs were significant predictor of self-regulated learning strategies. Also, the study results
indicated that human values were not significant predictor of self-regulated learning strategies,
but had an indirect effect on self-regulated learning via motivational beliefs. These results revealed
that the values were important variables that effect on students’ learning and motivation

- by Cevdet Yılmaz
- •
- Geography, Research Methodology, Social Interaction, Statistical Analysis

The present research was done to compare self regulated learning strategies (SRLS) between computer-based and print-based learning students. To do so, 53 participants as experimental group and 50 participants as control group from Payame Noor University were selected randomly. The experimental group was taught via computer and control group was taught via printed materials for 8 weeks. The instrument of this research was the self regulated learning strategies (SRLS) questionnaire modified by Zimmerman and Pons (1986). Reliability of questionnaire computed via chronbach's Alpha (α=0.93). In view of cultural differences and to avoid any misunderstanding regarding the content of the questionnaire for Iranian students, the translated version of this questionnaire was employed. In this study the reliability of the translated version was found to be high (α = .89). Research method was quasi experimental. Data analyzing was done by using univariate analysis of variance. Some of the most important results are: The rate of self regulated learning strategies within computer-based group was higher than rate of self regulated learning strategies within print-based group. Considering this variables and components is very vital role in distance education, administrators and managers of distance education are suggested to provide training via new instructional technologies.

The present study investigated second-graders’ self-regulative behavior during task engagement and its relations to performance and to students’ on-line metacognitive experiences. The participants of this study were 25 individually examined Greek second graders (13 boys and 12 girls; M age: 7.6 years, SD = 0.20). Students’ use of cognitive, metacognitive, and motivational regulatory strategies while performing a cognitive task were directly observed and recorded by two independent observers. Students’ task-specific performance was also evaluated. Finally, students’ feeling of satisfaction with the solution produced, their estimate of effort expenditure, and estimate of the solution’s correctness were assessed. The results showed that the second grade students’ use of self-regulatory strategies and feeling of satisfaction were significantly connected to their performance. However, metacognitive experiences reported after the solution were only slightly related to the students’ actual self-regulative behavior during the task, implying that the relations of students’ regulatory efforts with their metacognitive processes are still developing at such a young age.

Our research project focuses on learning strategies and motivation among
academic procrastinators in computer assisted language learning (CALL) settings.
In this study, we aim to compare them according to students’ levels of English
proficiency. One hundred and fourteen university students participated in this
research project. Sixty-four students determined to be procrastinators were the focus
of this research, and we analyzed their learning strategies and motivation based on
their English proficiency (i.e. TOEIC-IP scores). The students were categorized into
four groups: under-300s (n=17), 400s (n=22), 500s (n=21), and over-600 (n=4). The
learning strategies and motivation of the students were collected with a researchercreated
5-point Likert questionnaire consisting of 33 items. The group differences
were discriminately analyzed for each item of the questionnaire. The results showed
that students who think that the amount to be learned is too large and those who tire
easily may ultimately have inefficient and ineffective learning results. The research
findings should be significant for teachers and researchers attempting to discriminate
between active and passive procrastinators in order to predict their performance and
match them with suitable learning supports.

The purposes of the study are to examine thoroughly the components to constitute individual perceptions of
prospective teachers concerning important acquisitions of geography fieldworks and to facilitate its applicability
as a teaching method through their own observations and suggestions, and in this context to obtain information
about the nature of geography learning in fieldworks. 155 female (43%) and 207 male (57%) prospective teachers
(n= 362) participated in the research. Obtained data were analyzed both qualitatively (i. e. inductive analysis)
and quantitatively (i. e. Chi- square test). According to the results: (1) 4 main conceptual categories based
on the prospective teachers’ observations concerning the important acquisitions of fieldworks were identified.
(2) 6 main conceptual categories based on the prospective teachers’ facilitative suggestions for the application
of fieldworks were identified. (3) Significant differences were not discovered between the principal categories of
observations and suggestions with regard to the prospective teachers’ gender. The study concludes that observation
is a powerful research tool in determining, analyzing, and interpreting about prospective teachers’ individual
perceptions concerning fieldworks as a teaching method. The rationales behind this method are to improve
the prospective teachers’ communication skills through a broad range of contacts, their own life experiences,
and more importantly encouraging their independent thinking.

- by Halil Eksi
- •
- Social Interaction, Brain-Based Learning, Brain Based Learning, Prospective Teachers