scholarly journals Determinants of self-regulated learning skills: the roles of tutors and students

2020 ◽  
Vol 44 (1) ◽  
pp. 93-98
Author(s):  
Meral Demirören ◽  
Sevgi Turan ◽  
Gülşen Taşdelen Teker
Keyword(s):  
Self Efficacy ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulatory Strategies ◽  
Regulated Learning ◽  
Significant Achievement ◽  
Positive Correlations ◽  
Self Regulatory Learning

Problem-based learning (PBL) is an instructional method that offers students the opportunity to develop self-regulatory strategies as an explicit learning outcome. As a multifaceted PBL environment, the guidance of tutors is important to students as they develop self-regulatory learning (SRL) skills and self-efficacy, the most focused motivational element in SRL. The present study examines the relationship between academic achievement and PBL self-efficacy levels, as well as the role played by tutors. A cross-sectional study was conducted with third- year medical students ( n = 257; 75%). The SRL perception (SRLP) scale, the self-efficacy for PBL scale (SPBL), tutor evaluation scale (TES), and an achievement test were used to gather data in this study. In every scale, participant scores were higher than the midpoint, which is 3. There were positive correlations between SRL, self-efficacy, and the tutoring scores of tutors. As the correlation between SRLP and achievement was not significant, achievement was removed from the regression equation, and only SPBL and TES results were used. The results of the regression analysis indicated that SPBL and TES explained 36% of the variance. The level of self-efficacy in PBL predicted the students’ SRL abilities, as did tutor evaluations. The findings show that students used their SRL skills and had beliefs about their ability to learn effectively in the PBL context. Both the tutors’ tutoring skills and the students’ self-efficacy made important contributions to improving the students’ self-regulated learning skills.

scholarly journals Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model

2020 ◽  
Vol 10 (12) ◽  
pp. 184
Author(s):  
Pierpaolo Limone ◽  
Maria Sinatra ◽  
Flavio Ceglie ◽  
Lucia Monacis
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Time Management ◽  
Self Regulation ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Settings ◽  
Account Due

Generally considered as a prevalent occurrence in academic settings, procrastination was analyzed in association with constructs such as self-efficacy, self-esteem, anxiety, stress, and fear of failure. This study investigated the role played by self-regulated learning strategies in predicting procrastination among university students. To this purpose, the relationships of procrastination with cognitive and metacognitive learning strategies and time management were explored in the entire sample, as well as in male and female groups. Gender differences were taken into account due to the mixed results that emerged in previous studies. This cross-sectional study involved 450 university students (M = 230; F = 220; Mage = 21.08, DS = 3.25) who completed a self-reported questionnaire including a sociodemographic section, the Tuckman Procrastination Scale, the Time Management Scale, and the Metacognitive Self-Regulation and Critical Thinking Scales. Descriptive and inferential analyses were applied to the data. The main findings indicated that temporal and metacognitive components play an important role in students’ academic achievement and that, compared to females, males procrastinate more due to poor time management skills and metacognitive strategies. Practical implications were suggested to help students to overcome their dilatory behavior.

scholarly journals The Relationship between Self Regulated Learning Participants in Competency Test With Competency Test Results for Indonesian Midwives in South Sulawesi for the period July-September 2020

2021 ◽  
Vol 8 (1) ◽  
pp. 28-33
Author(s):  
Zelna Yuni Andryani.A ◽  
Nurfaizah Alza
Keyword(s):  
Self Regulation ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Study Approach ◽  
South Sulawesi ◽  
A Value ◽  
Regulated Learning ◽  
The Relationship

Background: Self-regulation in learning (Self-regulated learning) is a concept about how a student becomes a regulator for his own learning. Self-regulation is a process in which a student activates and supports cognition, behavior, and feelings which are systematically oriented towards achieving a goal. Learning outcomes are determined by effort rather than level of intelligence. The effort in question is that students are able to organize themselves to learn independently. Purpose: : This study aims to determine the relationship between self-regulated learning and the Indonesian midwife competency test. Methods: The research design used analytical survey with cross sectional study approach using snow ball sampling technique with a sample size of 192 respondents. Results: The results showed that there was no relationship between Self Regulated Learning and the results of the Indonesian Midwives Competency Test with a value of p = 0.236 (> α value). The need for further research on other factors that affect the results of the Indonesian Midwives Competency Test.

scholarly journals A Cross-Cultural Study of Relationships between Epistemological Beliefs and Self-Regulated Learning Strategies

2021 ◽  
Vol 19 (54) ◽  
pp. 369-392
Author(s):  
Ying Hong Jiang ◽  
Jia Wang ◽  
Patricia Bonner ◽  
Jenny Yau
Keyword(s):  
Middle School ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Epistemological Beliefs ◽  
Intrinsic Value ◽  
Future Research ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Self Regulatory Learning ◽  
The Relationship

Introduction.  Prior research consistently provides evidence supporting potential relationships between epistemological beliefs and learning. The current study examines the relationship between epistemological beliefs, academic motivation, and self-regulated learning strategies among different ethnic groups of American adolescents. Method.  This quantitative study utilized a correlational design to examine the relationship between epistemological beliefs and self-regulated learning strategies in adolescents attending middle school. A total of 364 middle school students (6th to 8th grade) from Southern California public middle schools participated in the study. A multiple group path model was employed to analyze the student data. Results.  We found that certain knowledge, omniscient authority, and innate ability beliefs about the nature of knowledge predict positive relationships with self-efficacy and intrinsic value components of motivation. Quick learning and simple knowledge beliefs predict negative relationships with self-efficacy and intrinsic-value but positive relationship with test-anxiety. Similarly, in the aspect of self-regulatory learning strategies, those who believe in the absolute nature of knowledge and the authorities tend to use cognitive and self-regulatory learning strategies more often, while those who believe in the speed of knowledge acquisition tend to employ those strategies less. Discussion and Conclusion. Findings from this study inform educators of the need to advance adolescents’ epistemological beliefs for each subject (e.g., science, language arts) as a method to facilitate their motivation and self-regulated learning. We recommend that future research should include assessments of the participants’ cultural orientations or the domain specificity of the epistemological beliefs, which may vary the associations of the beliefs with self-regulated learning. Additionally, future research can further investigate other potential mediators of the relationship between epistemological beliefs and self-regulatory learning.

scholarly journals PENGARUH SELF-REGULATED LEARNING, SELF-EFFICACY, TASK COMMITMENT DAN KONDISI LINGKUNGAN TERHADAP PROKRASTINASI AKADEMIK PADA MAHASISWA KEBIDANAN MERAUKE – PAPUA

2018 ◽  
Vol 10 (1) ◽  
Author(s):  
Endah Purwanti ◽  
Ade Ragil Agung Wibowo
Keyword(s):  
Self Efficacy ◽  
Cross Sectional ◽  
Purposive Sampling ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Task Commitment

Latar belakangi : Tingkat prokrastinasi akademik di institusi Akademi Kebidanan Merauke yang cenderung mengalami peningkatan. Prokrastinasi akademik adalah penundaan tugas akademik/pengulangan akademik. Data mahasiswa akademi kebidanan Yaleka Merauke yang mengulang tahun kuliah 2012/2013 sebanyak 7,5 % dari 40 mahasiswa, tahun kuliah 2013/2014 sebanyak 13,8 % dari 65 mahasiswa, tahun kuliah 2014/2015 sebanyak 18,9% dari 158 mahasiswa. Prokrastinasi akademik dapat dihubungkan dengan aspek-aspek individu antara lain pengaturan diri yaitu kegagalan pengaturan diri dalam melakukan pembelajaran mandiri (self-regulated learning), keyakinan terhadap kemampuan diri (self-efficacy) ,tanggung jawab terhadap tugas (task commitment) dan kondisi lingkungan. Tujuan : Untuk mengetahui pengaruh self-regulated learning, self- efficacy dan task commitment dan kondisi lingkungan terhadap prokrastinasi akademik pada mahasiswa akademi kebidanan. Metode : Penelitian deskriptif pendekatan cross sectional, Analisis data yang digunakan tehnik analisis regresi berganda . Penelitian i dilaksanakan di akademi kebidanan Yaleka Merauke, pada bulan september 2016. Populasi mahasiswa akademi kebidanan Yaleka Merauke tingkat dua dan tiga berjumlah 172. Tehnik sampling yang purposive sampling yang berjumlah 120 mahasiswa. Hasil : Ada pengaruh yang signifikan antara self-regulated learning,self-efficacy. task commitment dan kondisi lingkungan (ukuran kelas) terhadap prokrastinasi akademik pada mahasiswa kebidanan Merauke. Uji model regresi memberikan model signifikan (Sig.0,000

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