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1.
For three decades, social cognitive researchers have studied children's development of self-regulation as an achievement of socialization processes. I recount historically the emergence of a social cognitive perspective on self-regulation and identify its unique features. Two essential characteristics of students' self-regulated academic learning have been identified — their use of strategies and perceptions of self-efficacy. A social cognitive model of academic self-regulated learning is proposed that integrates triadic determinants of self-regulated learning (personal, behavioral, and environmental) on the basis of a strategic control loop. When students monitor their responding and attribute outcomes to their strategies, their learning becomes self-regulated, and they display increased self-efficacy, greater intrinsic motivation, and higher academic achievement.  相似文献   

2.
There is a growing body of research indicating that students who can self-regulate cognitive, motivational, and behavioral aspects of their academic functioning are more effective as learners. We studied relations between the self-regulation strategies used by a group of Italian students during the final years of high school and their subsequent academic achievement and resilience in pursuing higher education. We used the self-regulated learning interview schedule, which focuses on cognitive, motivational, and behavioral strategies used during academic learning in both classroom and non-classroom contexts. The cognitive self-regulation strategy of organizing and transforming proved to be a significant predictor of the students’ course grades in Italian, mathematics, and technical subjects in high school and in their subsequent average course grades and examinations passed at the university. The motivational self-regulation strategy of self-consequences was a significant predictor of the students’ high school diploma grades and their intention to continue with their education after high school.  相似文献   

3.
In this study, I piloted the feasibility, effects, and perceived acceptability of a peer mentoring intervention targeting academic achievement and self-regulated learning (SRL) for three college students with Asperger syndrome. The approach, dubbed Strategies for College Learning (SCL), features individualized assessment of academic performance in target courses and direct instruction of learning and self-regulation strategies under the provision of a peer mentor. The pilot study resulted in successful implementation of SCL and the acquisition of numerous learning strategies among participants. Qualitative data indicated participants felt SCL was both useful and acceptable. As the incidence of autism spectrum disorders increases, so has the need to accommodate students with highly individualized learning needs. The pilot is among the first to explore peer mentoring as an approach at bolstering SRL and academic achievement for college students with Asperger syndrome. The limitations of the study are discussed as well as implications for future research and practice.  相似文献   

4.
The purpose of this research was to build and test a conceptual model of the complex interrelationships between students' learning in science (learning approaches and self-regulation), their reading comprehension, question-asking in class and science achievement. These variables were measured by means of a test and a series of questionnaires administered to 604 ninth-grade students, and the data collected were analysed using a correlational, cross-sectional design. Results of a path analysis indicated that (a) students’ self-regulated and intentional knowledge-constructing activity (self-regulated strategy use, deep approach and knowledge-building) were what chiefly accounted for their question-asking in class; (b) question-asking (high and low levels) was related directly to reading comprehension and indirectly, through its contribution to the this, to academic achievement; (c) reading comprehension was directly and negatively associated with surface approach and indirectly and positively related to deep approach and knowledge-building; and (d) some of these variables, particularly reading comprehension, accounted for academic achievement in science. This model explained nearly 30% of the variance in academic achievement and provided a substantial and distinctive insight into the web of interrelationships among these variables. Implications for future research and science teaching and learning are discussed (e.g. the importance of supporting students' efforts to learn science in a meaningful, active and self-regulated way and of improving their reading comprehension).  相似文献   

5.
Previous research has indicated that approach–avoidance motivation at the achievement goal level influences the quality of self-regulated learning. Additionally, research indicates that approach–avoidance motivation at the dispositional level is associated with cognitive self-regulated learning strategy use. The present investigation sought to extend this research by examining the relationship between approach–avoidance motivation at the dispositional level and metacognitive self-regulation, as well as the mediational potential of approach–avoidance achievement goals among a sample of undergraduate students (N = 145). Results indicated that need for achievement was significantly related to metacognitive self-regulation and mastery-approach goals partially mediated this relationship. Fear of failure was negatively associated with metacognitive self-regulation; however, performance-avoidance goals did not mediate this relationship. The significance of such individual differences in metacognitive self-regulation is discussed.  相似文献   

6.
This study compared 191 college students with learning disabilities (LD) and 190 students without LD in four main areas: academic difficulties, learning strategies, functioning during examinations, and students' perception of factors that help or impede their academic success. Analysis of the personal data of students with and without LD revealed no significant differences between groups on grade point average, number of courses taken, and family status, but students with LD reported having more difficulties in humanities, social sciences, and foreign language than students without LD. Regarding academic strategies, students with LD devised unusual strategies and preferred additional oral explanations or visual explanations, whereas nondisabled students preferred more written examples. These differences indicated that students without LD used more written techniques than did students with LD. During examinations, the students with LD had difficulty concentrating and were concerned about lack of time. They experienced stress, were nervous, and felt more frustrated, helpless, or uncertain during examinations than students without LD. The implications for college students with LD are discussed.  相似文献   

7.
Using a multi-source, multi-measure research design involving 507 high school students and their teachers, we compared prediction of these students’ academic achievement by a composite of students’ and teachers’ measures of students’ self-regulation (SR) with a composite of students’ and teachers’ measures of students’ self-discipline (SD). Hierarchical regression analyses revealed that the SR composite was more predictive of students’ grade point average and performance on a state-wide achievement test than the SD composite. Confirmatory factor analyses showed that, although SD and SR latent factors correlated significantly, a two-factor solution provided an acceptable fit for the results. Structural Equation Modeling analyses indicated that the SR latent factor predicted both measures of students’ achievement significantly, but the SD factor did not predict either achievement measure significantly. No significant gender differences were found with students’ SD, SR, or achievement measures. These results suggest a path for integrating two relatively separate streams in self-regulation research on the basis of a well-established distinction between learning and performance processes.  相似文献   

8.
This study compared the social-emotional implications of academic achievement for students with and without learning disabilities (LD) and identified predictors of effort investment. Students with LD showed lower levels of achievement, effort investment, academic self-efficacy, sense of coherence, positive mood, and hope, and higher levels of loneliness and negative mood. When compared to peers without LD (n = 447) at four different academic achievement levels, students with LD showed higher achievement than the low-average group, but their social-emotional profiles were similar to the low and low-average groups. Hierarchical multiple regression analysis showed that achievement, academic self-efficacy, negative mood, and hope predicted effort investment for students with LD. These results demonstrated the importance of hope in understanding the functioning of students with LD.  相似文献   

9.
Recently, researchers have demonstrated the benefits of technology-enhanced science inquiry activities. To improve students’ self-regulation and assist them in controlling their own learning pace through inquiry activities, in this study, a self-regulated science inquiry approach was developed to assist them in organizing information from their real-world exploration. A quasi-experimental design was conducted in an elementary school natural science course to evaluate the students’ performance using the proposed learning approach. One class assigned as the treatment group learned with the self-regulated science inquiry approach, while the other class assigned as the control group learned with the conventional science inquiry approach. The students’ learning achievement, tendency of information help seeking, tendency of self-regulation, and self-efficacy were evaluated. The results of the study revealed that the self-regulated science inquiry approach improved the students’ learning achievement, especially for those students with higher self-regulation. In addition, the students who conducted inquiry with the self-regulated learning strategy increased their tendency of information help seeking, self-efficacy, and several aspects of self-regulation, including time management, help seeking, and self-evaluation. Accordingly, this study demonstrated the effectiveness of the self-regulated learning strategy, an approach with high learner control, in terms of improving students’ learning achievement and their self-regulation.  相似文献   

10.
The personal attributes of self-regulated learning are often described in terms of knowledge base, adaptive motivational beliefs, and appropriate use of cognitive and metacognitive strategies for learning. These attributes are usually assumed to apply across all disciplines and contexts, but there has been little research that has examined the disciplinary differences in these personal attributes of self-regulated learning. The present study examined college students’ knowledge, motivation, and self-regulatory learning strategies in humanities, social science, and natural science college courses. The sample included 380 college students from three different institutions. Students were given a measure of their course knowledge and a self-report measure of their motivational beliefs and use of self-regulatory strategies at the beginning and end of the semester. Three levels of achievement were created from final course grade and ANOVA's were used to examine the differences in knowledge, motivation, and self-regulation by achievement level and discipline. The results suggest that the components of knowledge, motivation, and self-regulation do distinguish high from low achievers in social and natural science courses, but not in the humanities courses. Results are discussed in terms of the generalizability of our models of self-regulated learning across disciplines and implications for measuring self-regulated learning in different disciplines.  相似文献   

11.
After the effectiveness of self-regulation training outside school was demonstrated, a self-regulation intervention was developed to foster the learning achievement in regular math classes. Based on the theoretical framework of self-regulated learning, self-regulation training was integrated into a math class unit. The evaluation of the intervention concerning 53 sixth-grade students took place in a pretest/posttest-control-group design. One teacher taught one class (control group) merely mathematical topics and another class (experimental group) in the same subject combined with self-regulative strategies. The results revealed that it is possible to support self-regulation competencies and mathematical achievement by self-regulation interventin within regular mathematics lessons of 6th-grade students.  相似文献   

12.
Relations between perceived classroom control, self-regulation strategies and academic achievement were investigated in a sample of 302 sixth grade students. Four distinct perceived classroom control styles were determined, based on the balance between teacher and student control over learning. It was hypothesised that student mathematics achievement would be contingent on the combined effects of teacher and student control: it would be highest when both teacher and student control is high, and would be lowest when both of them are low. Student adoption of self-regulated learning strategies would be linked to the net effect of student control: they would be highest when student control is high and teacher control is low, and would be lowest when teacher control is high and student control is low. The data tended to support these hypotheses, indicating that both achievement and self-regulation strategies were contingent on classroom processes.  相似文献   

13.
The self-regulation of learning behavior is an important key competence for university students. In this presented study, we aimed at fostering students’ self-regulation of learning by means of a standardized learning journal. In two of four courses that were included in the study, students had to keep a structured learning diary and/or received further intervention on self-regulated learning through a weekly course. Students who received these interventions were compared to students who received no treatment whatsoever in their self-regulation and learning achievement. The study reports pre–post measures as well as process analyses. Results revealed that keeping a structured learning diary without any further intervention did not improve students’ self-regulation. Those students who only kept learning diaries even showed a decrease in their motivation. Students who kept the learning diary and at the same time received further information on self-regulation showed increases in their strategy use and their self-efficacy. However, no improvements were found for students’ academic performance. It can be concluded that in order for students to profit in keeping a structured learning diary, they should be informed on the benefits of self-monitoring to increase their motivation.  相似文献   

14.
How students understand, feel about and respond to assessment might contribute significantly to learning behaviour and academic achievement. This paper reviews studies that have used a relatively new self-reported survey questionnaire (Students’ Conceptions of Assessment – SCoA) about student perceptions and understandings of assessment. Confirmatory factor analyses and structural equation modelling results have shown, consistent with self-regulation theory, that the SCoA inventory has meaningful relations with academic performance among New Zealand high school students. Further, German, Hong Kong, American, and New Zealand studies have shown that the SCoA has relations to motivational constructs (e.g. effort, learning strategies, interest, self-efficacy and anxiety) that are also consistent with self-regulation. The SCoA inventory extends our understanding of how student conceptions of assessment are an integral part of self-regulation and provide a warrant for use in research studies investigating test-taker responses to assessment practices and innovations at both university and high school levels.  相似文献   

15.
The purpose of this study was to document the degree of overestimation of academic skills among students with learning disabilities (LD) and to evaluate the role of reference group and metacognitive awareness in such overestimation. High school students with (n = 52) and without (n = 49) LD in Grades 9 through 12 completed a self-concept scale and a survey requiring them to rate their own academic skills in 17 specific skill areas. Students were further asked to predict their performance on two academic tasks prior to actually performing the tasks. The students' mothers or fathers, their English teachers or academic advisors, and (in the case of the students with LD) their special education case managers also completed the skill rating inventory and predicted student performance on the two tests. Despite reporting significantly lower academic self-concepts, students with LD overestimated their academic skills relative to the ratings of others and to their actual test performance. Such overestimation was less pronounced among the students without LD. All participants reported using similar reference groups in making their judgments. Analyses of item-by-item accuracy judgments from the two tests revealed evidence of group differences in metacognitive awareness that may be related to the overestimation. These findings have implications for realistic goal setting and effective self-advocacy.  相似文献   

16.
This study compared learning and study strategies of students with attention‐deficit/hyperactivity disorder (ADHD) to two groups: college students with learning disabilities (LD) and college students without disabilities. In addition, strengths and weaknesses within the ADHD group were examined on the Learning and Study Strategies Inventory, 2nd edition (LASSI; C.E. Weinstein & D.R. Palmer, 2002). The LASSI was also evaluated as a predictive measure for academic achievement for college students with ADHD compared to other students. Results indicate that several important differences may exist in the learning and study strategies of students with ADHD versus students with LD and students without disabilities. However, the LASSI may not be a useful tool for predicting academic achievement for college students with ADHD. Interventions for working with students with ADHD are given. © 2007 Wiley Periodicals, Inc.  相似文献   

17.
Flipped classrooms have been recognized as a potential approach that enables students to have flexible time to learn before the class as well as more opportunities to apply knowledge and to interact with peers and the teacher in the class. On the other hand, researchers have pointed out the challenge of engaging students in self-regulated learning and active participation in flipped classrooms. In this study, an Instant Response System (IRS)-facilitated collective issue-quest strategy is proposed for engaging students in active and self-regulated flipped learning. Moreover, a quasi-experimental design was conducted with undergraduate students in an internet marketing course in northern Taiwan to investigate the impacts of the proposed approach on the students’ learning achievement, self-regulation, learning satisfaction and collective efficacy. The experimental results revealed that the learning achievement, collective efficacy and satisfaction of the students who learned with the proposed approach were significantly better than those of the students learning with the conventional flipped classroom approach. Moreover, in the “environment,” “task strategies” and “help seeking” dimensions of self-regulation, the former had significantly higher ratings than the latter. This study contributes analysis results that highlight the benefits of implementing the IRS-facilitated collective issue-quest approach in the flipped classroom. The results of this research may provide a valuable reference for future studies and practice in the field.  相似文献   

18.
This study investigated students' mathematics achievement, estimation ability, use of estimation strategies, and academic self-perception. Students with learning disabilities (LD), average achievers, and intellectually gifted students (N = 135) in fourth, sixth, and eighth grade participated in the study. They were assessed to determine their mathematics achievement, ability to estimate discrete quantities, knowledge and use of estimation strategies, and perception of academic competence. The results indicated that the students with LD performed significantly lower than their peers on the math achievement measures, as expected, but viewed themselves to be as academically competent as the average achievers did. Students with LD and average achievers scored significantly lower than gifted students on all estimation measures, but they differed significantly from one another only on the estimation strategy use measure. Interestingly, even gifted students did not seem to have a well-developed understanding of estimation and, like the other students, did poorly on the first estimation measure. The accuracy of their estimates seemed to improve, however, when students were asked open-ended questions about the strategies they used to arrive at their estimates. Although students with LD did not differ from average achievers in their estimation accuracy, they used significantly fewer effective estimation strategies. Implications for instruction are discussed.  相似文献   

19.
This research synthesis explores how academic achievement relates to two main components of self-regulated learning for students in elementary and secondary school. Two meta-analyses integrated previous findings on (1) the defining metacognitive processes of self-regulated learning and (2) students’ use of cognitive strategies. Overall correlations were small (metacognitive processes, r?=?0.20; cognitive strategies, r?=?0.11), but there was systematic variation around both of them. Five moderator analyses were conducted to explain this variation. Average correlations significantly differed based on the specific process or strategy, academic subject, grade level, type of self-regulated learning measure, and type of achievement measure. Follow-up tests explored the nature of these differences and largely support the hypotheses. Theoretical, methodological, and practical implications of these findings are discussed.  相似文献   

20.
Self-regulated learning has been one of the important areas in educational research. The authors adopted structural equation modeling to explore and compare the impacts of three aspects of self-regulatory climate (i.e., academic emphasis, teacher trust, and student trust) on three features of self-regulated learning (i.e., self-efficacy, intrinsic motive, and self-regulation strategy). The results revealed both direct effects of academic emphasis on students’ use of self-regulation strategy, and indirect effects mediated by self-efficacy and intrinsic motive. Teacher trust has a positive impact on self-efficacy. While student trust has a positive impact on intrinsic motive, its relationship with self-regulation strategy is negative. Significant differences in school levels and gender were identified. The findings indicate that students in different cultures may have different expectations for teachers’ support in learning, which in turn influence the relationship between student trust in teachers and the use of self-regulation strategy. Implications for cultivating self-regulated learners are discussed in the article.  相似文献   

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