scholarly journals Training self-assessment and task-selection skills to foster self-regulated learning: Do trained skills transfer across domains?

2018 ◽  
Vol 32 (2) ◽  
pp. 270-277 ◽  
Author(s):  
Steven F. Raaijmakers ◽  
Martine Baars ◽  
Fred Paas ◽  
Jeroen J. G. van Merriënboer ◽  
Tamara van Gog
Keyword(s):  
Self Assessment ◽  
Task Selection ◽  
Skills Transfer ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Task

scholarly journals Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer?

2017 ◽  
Vol 46 (2) ◽  
pp. 273-290 ◽  
Author(s):  
Steven F. Raaijmakers ◽  
Martine Baars ◽  
Lydia Schaap ◽  
Fred Paas ◽  
Jeroen van Merriënboer ◽  
...  
Keyword(s):  
Video Modeling ◽  
Task Selection ◽  
Skills Transfer ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm

2018 ◽  
Vol 42 ◽  
pp. 00036
Author(s):  
I Putu Suyoga Dharma ◽  
Pande Agus Adiwijaya
Keyword(s):  
Significant Interaction ◽  
Self Regulation ◽  
Problem Based Learning ◽  
Teaching Model ◽  
Self Assessment ◽  
Significance Level ◽  
Self Regulated Learning ◽  
Writing Competency ◽  
Regulated Learning

This experimental study aimed at investigating the effect of Problem Based Learning (PBL) and self-assessment (SA) on students’ writing competency and self-regulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency) and questionnaire (self-regulation). Students’ writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1) there is a significant effect of PBL which occurs simultaneously and separately on students’ writing competency and self-regulated learning, 2) there is a significant effect of SA which ocurs simultaneously and separately on students’ writing competency and self-regulated learning, 3) there is a significant interaction between teaching model and assessment type on students’ writing competency and self-regulated learning which occurs simultaneously, 4) there is no significant interaction between teaching model and assessment type on students’ writing competency, and 5) there is a significant interaction between teaching model and assessment type on students’ self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students’ writing competency and self-regulated learning.

scholarly journals Challenges, Strategies, and Solutions of Teaching Bahasa Indonesia in Covid-19 Crises: Case in Khon Kaen University

2021 ◽  
Vol 3 (2) ◽  
pp. 142-152
Author(s):  
Haiyudi Haiyudi ◽  
Sitthipon Art-In
Keyword(s):  
Teaching And Learning ◽  
Literacy Learning ◽  
Learning Material ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Study Approach ◽  
Regulated Learning ◽  
Khon Kaen ◽  
And Behavior ◽  
Bahasa Indonesia

The purpose of this study is to identify the challenges experienced in teaching and learning Bahasa Indonesia for foreigners during covid-19 as well as to find out the strategies and solutions undertaken during online learning. The method in this research is descriptive qualitative using case study approach in Bahasa Indonesia course at Khon Kaen University. The subjects in this study were 3 teachers and 2 students of Bahasa Indonesia class. The finding shows some challenges of learning Bahasa Indonesia such as barriers in communication, the low ability of self-regulated learning owned by students, and the lack of control over the morals and behavior of students during distance learning. While, the solutions offered are still technology-based learning, making short videos as learning material to improve emotional relationships between students and teachers, reducing the level of difficulty and prioritize meaningful learning, and conducting multi-literacy learning. On the other hand, the techniques used are producing teachers' labs, conduct self-assessment as a reflection of self-regulated learning, and involving parents as substitutes for instructors in controlling values and morals. Self-regulated learning, as well as parental involvement, are extremely needed.

Motivated Strategies for Learning Questionnaire (MSLQ) : An Empirical Analysis of the Value and Expectancy Theory

2006 ◽  
Vol 3 (1) ◽  
pp. 47
Author(s):  
Shu Hui Wee ◽  
Maz Ainy Abdul Azis ◽  
Zarinah Abdul Rasit
Keyword(s):  
Empirical Analysis ◽  
Self Efficacy ◽  
Expectancy Theory ◽  
Task Value ◽  
Accounting Students ◽  
Self Regulated Learning ◽  
Component Task ◽  
Regulated Learning ◽  
The Will ◽  
And Task

One of the purposes of this study is to find the motivated behaviour of Accounting students towards their studies. This study was conducted on UiTM students studying accounting either as a course or as part of another course in Shah Alam. Self-efficacy, the expectancy component of motivation, refers to the confidence of the students 'own capabilities in performing a task. In contrast, the value component, task value relates to the reasons for doing the task. The results indicate that self- regulated learning is inspired by selfefficacy and task value. Students need the skill and knowledge and the will to use them to become self-regulated learners.

scholarly journals The Impact of Self-assessment and Peer-assessment in Writing on the Self-regulated Learning of Iranian EFL Students

2017 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
Jalil Fathi ◽  
Leila Mohammad Yousefi ◽  
Mehrnoosh Sedighravesh
Keyword(s):  
Alternative Assessment ◽  
Peer Assessment ◽  
Self Regulation ◽  
The Self ◽  
Control Group ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Efl Students ◽  
The Impact

Like other types of assessment subscribing to edumetrics as a reaction against traditional psychometrics paradigm, self-assessment and peer-assessment have enjoyed much popularity among various types of alternative assessment. Additionally, alternative assessments, especially self- and peer-assessments have been the focal point of departure as far as L2 writing has been concerned. Furthermore, self-regulation as a burgeoning area of research in L2 learning refers to the degree to which language learners can regulate aspects of their thinking, motivation and behavior during learning. Given the significance of both assessment and self-regulated learning in ELT, the present paper investigated the effect of the implementation of self-assessment and peer-assessment in a writing course on the self-regulated learning of a sample of Iranian EFL students. In so doing, sixty three English major Iranian students who were the students of three intact classes at Islamic Azad University participated in this study. One of the classes was regarded as the self-assessment group, the other group was assigned to peer-assessment group and the third class served as the control group of the study. The ANCOVA analyses of the self-regulation scale scores for the control and experimental groups revealed that both self-assessment and peer-assessment practices had a positive impact on the self-regulated learning of the participants. The results will have theoretical and pedagogical implications for Iranian English language education.

Beyond Grades in Online Learning: Adaptive Profiles of Academic Self-Regulation Among Naval Academy Undergraduates

2009 ◽  
Vol 20 (4) ◽  
pp. 568-601 ◽  
Author(s):  
Anthony R. Artino ◽  
Jason M. Stephens
Keyword(s):  
Academic Success ◽  
Self Efficacy ◽  
Self Regulation ◽  
Task Value ◽  
Naval Academy ◽  
Motivational Beliefs ◽  
Achievement Emotions ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Task

Educational psychologists have long known that students who are motivated to learn tend to experience greater academic success than their unmotivated counterparts. Using a social cognitive view of self-regulated learning as a theoretical framework, this study explored how motivational beliefs and negative achievement emotions are differentially configured among students in a self-paced online course. Additionally, this study examined how these different motivation-emotion configurations relate to various measures of academic success. Naval Academy undergraduates completed a survey that assessed their motivational beliefs (self-efficacy and task value); negative achievement emotions (boredom and frustration); and a collection of outcomes that included their use of self-regulated learning strategies (elaboration and metacognition), course satisfaction, continuing motivation, and final course grade. Students differed vastly in their configurations of course-related motivations and emotions. Moreover, students with more adaptive profiles (i.e., high motivational beliefs/low negative achievement emotions) exhibited higher mean scores on all five outcomes than their less-adaptive counterparts. Taken together, these findings suggest that online educators and instructional designers should take steps to account for motivational and emotional differences among students and attempt to create curricula and adopt instructional practices that promote self-efficacy and task value beliefs and mitigate feelings of boredom and frustration.

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