Student Goal Orientation and Interest: Effects on Students' Use of Self-Regulated Learning Strategies

2001 ◽  
Vol 26 (3) ◽  
pp. 311-329 ◽  
Author(s):  
Katherine McWhaw ◽  
Philip C. Abrami
Keyword(s):  
Goal Orientation ◽  
Learning Strategies ◽  
Use Of Self ◽  
Self Regulated Learning ◽  
Regulated Learning

SELF-REGULATED LEARNING AND ACADEMIC ACHIEVEMENT AMONG MEDICAL STUDENTS: AN ACCELERATED PROSPECTIVE COHORT STUDY

2019 ◽  
pp. 22-29
Author(s):  
Van Hung Nguyen ◽  
Laohasiriwong Wongsa
Keyword(s):  
Academic Achievement ◽  
Medical Students ◽  
Goal Orientation ◽  
Grade Point Average ◽  
Learning Strategies ◽  
Use Of Self ◽  
Grade Point ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Year

Objectives: To determine the relationships between the use of self-regulated learning strategies and academic achievement among Vietnamese medical students. Methods: An accelerated prospective cohort study among 623 students at a public medical university, Vietnam was conducted during the academic year 2012-2013. Fourteen self-regulated learning subscales including intrinsic/extrinsic goal orientation, task values, self-efficacy for learning, control of learning beliefs, rehearsal, elaboration, organization, critical thinking, meta-cognitive strategies, time and study environment, effort regulation, peer learning, and help seeking were measured using the Motivated Strategies for Learning Questionnaire. The Grade Point Average was recorded through two consecutive semesters of the academic year 2012-2013. Data were collected at two points in time (once each semester). Generalized Estimating Equation was applied to explore any relationships between the use of self-regulated learning subscales and Grade Point Average, adjusting for the effects of within cluster correlation, National Medical Admission Test scores, and times of measurement, depression, anxiety, stress, and demographic covariates. Results: Results from multivariate analysis revealed that extrinsic goal orientation, time and study environment, and effort regulation were found to be significantly positively associated with Grade Point Average (mean difference: 0.932; 95%CI: 0.344 to 1.528). Conclusions: The use of self-regulated learning strategies can be helpful for improving of academic achievement among Vietnamese medical students. Key words: self-regulated learning, academic achievement, medical students, Vietnam

scholarly journals The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses

2020 ◽  
Vol 21 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Daeyeoul Lee ◽  
Sunnie Lee Watson ◽  
William R Watson
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Task Value ◽  
Future Research ◽  
Use Of Self ◽  
Massive Open Online ◽  
Positive Correlation ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning

This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive correlation between task value and the use of self-regulated learning strategies. The results of hierarchical multiple regression analysis show that self-efficacy and task value are significant predictors of the use of self-regulated learning strategies. There was a statistically significant difference in the use of self-regulated learning strategies between learners who possessed high self-efficacy and those who possessed low self-efficacy. In addition, learners who had high task value showed statistically significant higher average self-regulated learning scores than those who had low task value. Implications and future research directions are discussed based on the findings.

scholarly journals Exploring the Relationships Between Self-Efficacy and Self-Regulated Learning Strategies of English Language Learners in a College Setting

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Daeyeoul Lee ◽  
Matthew Allen ◽  
Lixia Cheng ◽  
Sunnie Watson ◽  
William Watson
Keyword(s):  
College Students ◽  
English Language Learners ◽  
Learning Strategies ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Use Of Self ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
College Setting

This study investigated the relationships between self-efficacy and self-regulated learning strategies of English Language Learners (ELL) in a college setting from a social cognitive perspective. Participants in this study were one hundred seventeen ELL college students who enrolled in an English language course at a Midwestern university. The results of simple linear regression analysis showed that ELL college students’ self-efficacy significantly predicted their use of self-regulated learning strategies. In addition, the results of a one-way ANOVA indicated a statistically significant difference in the use of self-regulated learning strategies between ELL college students who had high self-efficacy and those who had low self-efficacy. Based on study results, implications and future research directions are discussed.

Self-Regulated Learning in Reading: Gifted Pedagogy and Instructional Settings

2008 ◽  
Vol 20 (1) ◽  
pp. 108-136 ◽  
Author(s):  
Angela Housand ◽  
Sally M. Reis
Keyword(s):  
Reading Instruction ◽  
Learning Strategies ◽  
Self Regulation ◽  
Gifted Students ◽  
Strategy Instruction ◽  
Use Of Self ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers And Students ◽  
The Individual

Personal processes, the environment, and individual behaviors of both teachers and students are factors that facilitate students' use of self-regulation learning strategies in reading. Some environmental conditions, such as organization of materials and clear expectations, support the development and use of self-regulation learning (SRL) strategies in reading. Teachers who use explicit instruction and modeling of SRL strategies have more students who can use self-regulation to read for longer periods and respond to higher order thinking questions. However, there are highly self-regulated students (even though fewer numbers) in low self-regulation classrooms, suggesting that individual differences in SRL strategies exist among gifted students and perhaps some gifted students as early as fifth grade have already attained the individual ability to use self-regulated learning SRL strategies to read and learn. The combination of domain-specific strategy instruction in reading combined with the use of SRL strategies to support knowledge acquisition seems to help more students in the higher self-regulation classroom achieve and maintain focus during reading instruction.

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