Comparing online and blended learner's self-regulated learning strategies and academic performance

2017 ◽  
Vol 33 ◽  
pp. 24-32 ◽  
Author(s):  
Jaclyn Broadbent
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals The relationship between self-regulated learning strategies and students' academic performance in English course

2021 ◽  
Vol 15 (7) ◽  
pp. 2261-2263
Author(s):  
Helia Nodeh
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Pearson Correlation ◽  
Statistical Population ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Education Academic ◽  
Keywords Education ◽  
The Relationship

This study examines the relationship between self-regulated learning strategies and students' academic performance in English courses. The research method is descriptive-correlational. The statistical population includes all students of Azad University, Gorgan branch in the period 2020-2021. convenience sampling based on the Morgan table is used to select 384 people. The data collection tool is Zimmerman and Martinez-Pons Self-Regulated Learning Interview Schedule (1998), and for academic performance, the average grade in English course in two semesters was taken into account. Pearson correlation analyzes the data. The results show a significant relationship between self-regulated learning strategies and the academic performance of English course students. Keywords: education, academic performance, learning strategy

scholarly journals Diferencias individuales en aprendizaje autorregulado de estudiantes de los Grados de Educación: género, especialidad, notas y desempeño académico

2020 ◽  
Vol 38 (2) ◽  
pp. 453-473
Author(s):  
Nerea Larruzea-Urkixo ◽  
Maria Olga Cardeñoso Ramírez
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Learning Strategies ◽  
Self Regulation ◽  
Female Students ◽  
Male Students ◽  
Grade Point ◽  
Self Regulated Learning ◽  
Regulatory Processes ◽  
Regulated Learning

Introducción: conocer las diferencias en los procesos de autorregulación del aprendizaje del alumnado actual es clave para la mejora de la formación en nuestras universidades. El objetivo de este estudio es analizar la variabilidad en dichos procesos en función del género, la especialidad, las notas (de acceso y de grado) y otras variables de desempeño académico. Método: participaron en el estudio 456 estudiantes (335 mujeres y 119 hombres) de los Grados en Educación Infantil y Primaria que completaron la versión en español del Motivated Strategies for Learning Questionnaire (Ramírez, Canto, Bueno & Echezarreta, 2013) junto a datos relativos al desempeño académico. Resultados: Se mostró la existencia de diferencias en aprendizaje autorregulado en función del género, pero no de la especialidad ni de la interacción entre género*especialidad. También se reveló que las alumnas poseían mayor autorregulación que los alumnos tanto en variables motivacionales como en estrategias de aprendizaje. A continuación, se hallaron diferencias en aprendizaje autorregulado en función de la nota de acceso, de grado y de la interacción género*nota de grado. Aunque de manera general estos datos confirman que “a mayor nota de acceso, mejor autorregulación”, los resultados desvelaron un declive del alumnado con mejores notas de grado en varias subescalas exceptuando en aprendizaje entre iguales. Finalmente, se mostró que las alumnas perciben la carrera con mayor dificultad, dedican más horas y presentan un mejor rendimiento académico de lo esperado. Discusión: Estas diferencias entre el alumnado deberían ser consideradas para potenciar la autorregulación en las aulas. Introduction: Identifying differences in self-regulatory processes among current students is key to improve training in our universities. The aim of this study is to analyze the variability in the aforementioned processes according to gender, teaching specialty, grades (admission grade and grade point average, GPA) and other variables related to academic performance. Method: 456 Primary Education and Early Childhood Education students participated in the study (335 women and 119 men) by completing the Spanish version of the Motivated Strategies for Learning Questionnaire (Ramírez, Canto, Bueno & Echezarreta, 2013). Results: Differences were found in self-regulated learning based on gender, but not on specialty or on the interaction between gender*specialty. It was also shown that female students had greater self-regulatory skills than male students in both motivational variables and learning strategies. Besides, differences were found in self-regulated learning according to admission grade, grade point average and the interaction gender*grade point average. Although, overall, the data obtained confirm that "the higher the admission grade, the better self-regulatory skills", results revealed a decline among students with better grades in several subscales except for peer learning. Finally, it was shown that female students have a higher awareness of the degree’s difficulty, dedicate more hours and present a better academic performance than expected. Discussion: These differences between students should be considered in order to promote self-regulation in the classroom.

scholarly journals The learner's self-regulation and academic success

2020 ◽  
pp. 1-6
Author(s):  
Paulo Tejero-Mena ◽  
Jorge Cuevas-Sosa ◽  
Lucely Vera-Chi
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Learning Strategies ◽  
Self Regulation ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Difference ◽  
The One

This study was motivated by the low levels of academic achievement obtained by the University students, the objective was to explain the difference between those who are successful and those who are not. The theory of self- regulation of learning was used, so to identify them, a descriptive, non-experimental, cross-sectional, correlational study was carried out, with a convenience sample. The data were obtained through a survey, which reflects self-regulated learning, applied to 268 students, and was analyzed using the SPSS 18 statistic. The result was that, of the two roles of self-regulated learning, the one that has a greater relationship with outstanding academic performance was that of learning strategies in the components: metacognitive self-regulation and regulation of effort. Regarding the role of motivation, only the anxiety component was related to this performance, in the opposite direction: the higher the anxiety, the lower the academic performance. It is recommended to implement an institutional program to reinforce learning strategies, with special emphasis on metacognitive self-regulation and effort regulation. In the case of anxiety, it is recommended to deepen the study of the causes that originate it, to reduce its incidence.

scholarly journals Assessment of Self Regulated Learning Strategy Using Motivated Strategies for Learning Questionnaire in Anatomy Course Among Undergraduate Medical Students in Bangladesh

2019 ◽  
Vol 18 (1) ◽  
pp. 10-13
Author(s):  
Asma Mostafa
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Goal Orientation ◽  
Learning Strategies ◽  
Deep Understanding ◽  
Study Group ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Regulated Learning

Background: 'Self-Regulated Learning (SRL)' means one’s ability to organize and control their learning environment. Self regulated learners develop a deep understanding of subject matter which positively influences academic performance. On this basis, the present study is aimed to assess student’s anatomical 'SRL' strategies and to investigate whether anatomical 'SRL' can predict academic performance in Anatomy course. Methods: This was a cross-sectional study. The study group consisted of a convenient sample of 105 first year undergraduate medical students of Bangladesh who were learning Anatomy for last 6 months. The 'Motivated Strategies for Learning Questionnaire' was used. Information regarding age, gender, medium they were studying prior entering into M.B.B.S course and their anatomy result was collected. Data were analyzed using SPSS version 19. Results: The present data suggests that the study group was sufficiently motivated for learning in Anatomy as measured by intrinsic goal orientation, task value and self-efficacy of learning and performance. It also demonstrates that students who were more likely to use learning strategies such as rehearsal, elaboration, organization, peer learning and help seeking had higher levels of academic performance. Female students and those from Bangla medium reported more effective study habits. Conclusion: These results indicate that adopting SRL strategics are likely linked to Anatomy performance. Chatt Maa Shi Hosp Med Coll J; Vol.18 (1); Jan 2019; Page 10-13

Goal orientation, learning strategies, and academic performance in adult distance learning

2019 ◽  
Vol 47 (7) ◽  
pp. 1-20 ◽  
Author(s):  
Ying Zhou ◽  
Jianhua Wang
Keyword(s):  
Academic Performance ◽  
Distance Learning ◽  
Goal Orientation ◽  
Learning Strategies ◽  
Structural Equation ◽  
Self Regulation ◽  
Equation Modeling ◽  
Self Regulated Learning ◽  
Chinese Adult ◽  
Regulated Learning

We explored the predictive effect of goal-oriented learning strategies on Chinese adult students' academic performance in distance learning, using self-regulated learning as the underpinning theory. The relationship was analyzed using structural equation modeling, and the results indicated that self-regulation strategies and goal orientation were positively related to academic achievement. We also found a significant and positive indirect relationship of mastery goal orientation and academic performance through self-regulated learning strategies. Further, the performance-approach goal orientation had a positive indirect influence on academic performance, with the effort-regulation strategy fully mediating this relationship. The theoretical and practical implications of these findings are discussed.

The effect of self-regulated programming learning on undergraduate students’ academic performance and motivation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mücahit Öztürk
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
The Self ◽  
Instructional Technologies ◽  
Traditional Methods ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Control

Purpose The purpose of this study was to investigate the effect of self-regulated programming learning on undergraduate students’ academic performance and motivation compared to traditional methods. Design/methodology/approach This study was conducted with an explanatory sequential mixed method. Participants consist of 31 undergraduate students studying in the department of computer and instructional technologies education. The students were separated into two groups as experimental (n = 15) and control (n = 16) in the robotic programming course. Academic performance tests, programming motivation scale and interview form were used as data collection tools. After collecting quantitative data, interviews were conducted with the students regarding their academic performance and motivation. Findings The results indicated that the self-regulated programming learning process can contribute positively to students’ academic performance and motivation compared to traditional methods. Students stated that self-regulated learning strategies can positively affect their academic performance and motivation. Originality/value In this study, a self-regulated learning support system was designed to encourage students to use self-regulated learning strategies. This study has the potential to contribute to the gap in the literature, especially as a study of adapting the phased model of self-regulated learning to programming teaching. Instructors can use the self-regulating programming learning framework by adapting it to different disciplines.

scholarly journals Senior High School Students’ Conception of Learning Biology in Relation to Self-Regulated Learning Strategies: Their Impact on Students’ Academic Performance

2020 ◽  
Vol 5 (7) ◽  
pp. 514-520
Author(s):  
Mascardo, Maria Jida C ◽  
Lasala, Paula Belle S ◽  
Lazarte, Renaire Francis A.
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Learning Strategies ◽  
Positive Relationship ◽  
Senior High School ◽  
School Students ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Senior High School Students

This study aims to identify the relationship between the grade 12 senior high school students’ conception of learning biology and their self-regulated learning strategies and the impact of these variables on the academic performance of the students. Two sets of questionnaires - the Conception of Learning Biology questionnaire and the Self-Regulated Learning Strategies questionnaire - were administered to students in the different public secondary schools in Cebu City whose schools offered Science, Technology, Engineering and Mathematics (STEM) strand in the Senior High School curriculum. This research used exploratory factor analysis to analyze the data. The results reveal that there is a significant positive relationship among all the variables in the conception of learning biology and all factors in self-regulated strategies of senior high school students. The data further reveal that there is a significant positive relationship between the students’ academic performance and one of the factors of selfregulated learning strategies. The results of the study have implications on the teaching of biology particularly on understanding student’s conception of learning and their self-regulated learning strategies in order to achieve better academic outcomes. It is recommended for teachers to make necessary interventions in order to encourage students to develop advanced order conceptions of learning and higher order self-regulated learning strategies that would help them attain high academic performance.

scholarly journals The relation between self-regulated learning, academic performance of graduate student

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Amalia Madihie ◽  
Zarifah Mos
Keyword(s):  
Academic Performance ◽  
Graduate Students ◽  
Human Resources ◽  
Learning Strategies ◽  
Cognitive Sciences ◽  
Language Version ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Back Translation ◽  
Motivation And Learning

The purpose of this study is to discover possible relationships between self-regulated learning with graduate students’ academic performance. Eighty graduate students from the Learning Sciences Programme and Human Resources Programme at Faculty of Cognitive Sciences and Human Development were randomly selected.  Motivated Strategies for Learning Questionnaire (Pintrich, 1991) was piloted and administered. First, the questionnaire was undergone the back-to-back translation (into Malay language version).  Two variables that involved in this study were motivation and learning strategies. Academic performance measured to be dependent variable which is the graduate students’ current CGPA.   Findings show that there is no relation between motivation and learning strategies with academic performance. Future recommendations are also discussed in this study.

Self-Regulated Learning Training Programs Enhance University Students’ Academic Performance, Self-Regulated Learning Strategies, and Motivation: A Meta-Analysis

2021 ◽  
Author(s):  
Maria Theobald
Keyword(s):  
Academic Performance ◽  
Resource Management ◽  
Learning Strategies ◽  
Training Programs ◽  
Meta Analysis ◽  
Management Strategies ◽  
Effect Sizes ◽  
Training Effects ◽  
Self Regulated Learning ◽  
Regulated Learning

The present meta-analysis tested the effects of extended self-regulated learning training programs on academic performance, cognitive strategies, metacognitive strategies, resource management strategies, and motivation of university students. Further, moderators of training effectiveness were examined. Literature search revealed 32 studies (4,106 participants) that met the inclusion criteria. A three-level meta-analysis based on 182 effect sizes revealed an overall effect size of g = .36. The largest mean effect sizes were obtained for metacognitive strategies (g = .39) and motivational outcomes (g = .38) followed by academic performance (g = .37), resource management strategies (g = .34), and cognitive strategies (g = .25). Training effects varied for specific self-regulated learning strategies and ranged between .23 (organization and rehearsal) and .55 (planning and goal setting). Further, moderator analyses revealed differential training effects depending on course design characteristics: Feedback predicted larger training effects for resource management strategies and motivation. Cooperative learning arrangement predicted larger training effects for cognitive and metacognitive strategies. The provision of learning protocols predicted larger training effects for resource management strategies. Further, training programs that targeted older students and students with lower prior academic achievement showed larger effect sizes for resource management strategies. To conclude, self-regulated learning training programs enhanced academic performance, self-regulated learning strategies, and motivation of university students. Based on these results, practical implications and avenues for further research are discussed.

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