scholarly journals The relationship between mobile learning and self-regulated learning: A systematic review

2020 ◽  
Vol 36 (4) ◽  
pp. 151-172
Author(s):  
Agnieszka Palalas ◽  
Norine Wark
Keyword(s):  
Systematic Review ◽  
Mobile Learning ◽  
Self Regulation ◽  
Geographic Location ◽  
Theoretical Models ◽  
Mobile Technologies ◽  
Measurement Instruments ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

A systematic review of 38 primary research peer-reviewed articles, drawn from six databases and spanning from January 2007 to January 2019, was conducted to determine the principle information that they collectively offered on the relationship between mobile learning (m-learning) and self-regulated learning (SRL). In answering the research questions posed, a synthesis of the following 12 key elements was undertaken: (1) research aims, (2) research methodologies, (3) outcomes, (4) education discipline areas, (5) educational levels, (6) educational contexts, (7) geographic location, (8) time frame, (9) type of device, (10) m-learning and SRL definitions, (11) theoretical models, and (12) m-learning, self-regulation (SR), and SRL variable measurement instruments. The frequency of studies on the relationship between m-learning and SRL increased in more recent years, as did the types of devices used in these studies. More than three quarters of the studies concluded that m-learning enhanced SRL, SRL enhanced m-learning, or m-learning and SRL enhanced other learning factors (e.g., health, curriculum development). Moreover, the relationship between m-learning and SRL was dynamic and complex. A primary recommendation was to intentionally integrate m-learning and SRL into formal curricula guided by informed, technologically adept educators who provided appropriate, ever-decreasing support and scaffolding as learners became more self-determined.   Implications for practice or policy: M-learning research and practice should be founded upon relevant theory and validated definitions of m-learning that consider ever-advancing technologies and related pedagogies that include participatory activities. M-learning designers should ensure that mobile technologies are used intentionally and selectively, guided by clearly defined learning objectives, and integrated into the curriculum by technologically adept educators who provide appropriate, ever-decreasing support and scaffolding as learners become more self-determined. When designing m-learning, educators should consider digital safety and privacy issues.

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 Hubungan Regulasi Diri dengan Prokrastinasi Akademik

2021 ◽  
Vol 1 (10) ◽  
pp. 861-866
Author(s):  
Sedyawati Sedyawati
Keyword(s):  
Data Analysis ◽  
Self Regulation ◽  
Cluster Sampling ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Bivariate Correlation ◽  
Analysis Technique ◽  
Regulated Learning ◽  
Class Viii ◽  
The Relationship

Abstract: Academic procrastination is a behavioral tendency to procrastinate tasks that occur in students. Factors that influence it include the lack of strategies in self-regulation or self-regulation (self-regulated learning). As one of the countries affected by the COVID-19 pandemic, Indonesia is implementing learning from home. In this condition, students are expected to have skills in managing themselves in learning during the learning process from home. This quantitative study examines the relationship between self-regulated learning and students' academic procrastination during the pandemic. The population of this research is the students of SMP Negeri 6 Malang, and the research sample uses random cluster sampling so that the number of students obtained is 168 consisting of class VII, class VIII, and class IX. The data collection uses a self-regulated learning scale and an academic procrastination scale on google forms distributed through online class Whatsapp groups. The data analysis technique used is a bivariate correlation to determine the relationship between the two variables. The data analysis results showed no significant relationship between self-regulated learning and students' academic procrastination. Abstrak: Prokrastinasi akademik merupakan kecenderungan perilaku menunda-nunda tugas yang terjadi pada siswa. Faktor yang mempengaruhi prokrastinasi akademik, antara lain kurangnya strategi pengaturan diri atau regulasi diri. Regulasi diri dibutuhkan siswa, terutama dalam kondisi kurang menguntungkan pada saat ini yaitu pandemi covid-19. Situasi saat ini menuntut siswa memiliki keterampilan mengatur diri yang baik agar terhindar dari kebiasaan menunda-nunda tugas. Tujuan penelitian ini untuk mengetahui hubungan antara regulasi diri dan prokrastinasi akademik selama pandemi covid-19. Populasi penelitian adalah siswa SMP Negeri 6 Malang, teknik pengambilan sampel menggunakan cluster random sampling dan diperoleh 167 siswa kelas VII, kelas VIII dan kelas IX. Pengumpulan data menggunakan skala regulasi diri dan skala prokrastinasi akademik. Teknik analisis data penelitian yaitu korelasi bivariat. Hasil analisis data menunjukkan bahwa tidak ada hubungan yang signifikan antara regulasi diri dengan prokrastinasi akademik siswa selama pandemi covid-19.

scholarly journals RELATIONS BETWEEN THE PERSONAL SELF-REGULATION AND LEARNING APPROACH, COPING STRATEGIES, AND SELF-REGULATION LEARNING, IN UNIVERSITY STUDENTS (PROCESS)

2016 ◽  
Vol 4 (1) ◽  
pp. 175
Author(s):  
Lucía Zapata ◽  
Jesús De la Fuente ◽  
José Manuel Martínez Vicente ◽  
Mª Carmen González Torres ◽  
Raquel Artuch
Keyword(s):  
Coping Strategies ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
Approaches To Learning ◽  
Future Research ◽  
Learning Approach ◽  
Learning Approaches ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

Abstract.Introduction. Self-regulation is an important variable in education and research, but in educational context self-regulated learning is the construct more studied. For this, there are a scarcity of studies that seek to establish relationships between personal self-regulation and other educational variables. We aim to delimit the relationships between personal self-regulation (Presage variable) and different process variables: approaches to learning, self-regulated learning and coping strategies, establishing the importance of these variables in future research in meta-cognition. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and learning approaches and self-regulated learning; and negative correlation with emotion-focused coping strategies. The different levels of personal self-regulation (presage learning variable) determine of the type of learning approach and of coping strategies. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of coping strategies, and the relationship between self-regulated learning and coping.Palabras Clave: 3P Model, DEDEPRO Model, Personal Self-regulation, Coping strategies, Selfregulated learning.

The Effects of Mobile Learning in an EFL Class on Self-Regulated Learning and School Achievement

2020 ◽  
Vol 12 (3) ◽  
pp. 49-65
Author(s):  
Tami Seifert ◽  
Carla Har-Paz
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Mobile Learning ◽  
Self Regulation ◽  
The Self ◽  
School Students ◽  
Learning Abilities ◽  
Self Regulated Learning ◽  
Regulated Learning

The objective of this research was to find out whether the implementation of mobile learning pedagogies in a high school classroom can educate high school students to become independent learners, who are able to regulate their learning, improve their achievements. The findings have been analyzed by taking into consideration the self-regulation scales of motivation and learning strategies, together with the significance of the students' scores. The results of this study show that the implementation of a mobile learning teaching unit does not affect the self-regulation learning abilities of the students. However, it does reveal an increase in external and internal motivation together with a shift in the application of learning strategies. As a result, a two-stage model has been proposed aiming to educate teenagers to become agents of their learning while they practice mobile learning as well as implementation of mobile seamless learning to promote a self-regulated learning.

Cognitive Modeling and Self-Regulation of Learning in Instructional Settings

2017 ◽  
Vol 119 (13) ◽  
pp. 1-26
Author(s):  
Marie C. White
Keyword(s):  
Cognitive Modeling ◽  
Cognitive Theory ◽  
Empirical Studies ◽  
Critical Role ◽  
Self Regulation ◽  
Theoretical Models ◽  
Learning And Teaching ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Behavior

Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the 21st-century classroom. The purpose of the chapter is to present how an integrated framework of cyclical phases and developmental levels of self-regulated learning play a significant role in modeling and self-regulatory learning as key processes for learning. A review of empirical studies and theoretical models supports the effectiveness of modeling on students’ self-regulated learning. These studies provide evidence of the critical role of models during instruction as an important contextual factor that can promote self-efficacy, motivation, self-regulation, and achievement. To understand how characteristics of the model, the observer, and reinforcement interact to affect learning and behavior, it is necessary to investigate how social cognitive theory has uniquely contributed to our current understanding of modeling. Critical to effective modeling is the belief that learning and teaching are interactive processes in which both teachers and learners engage in planning, implementing, assessing, and refecting on the events and outcomes.

scholarly journals An Approach to Co-Design and Self-Regulated Learning in Technological Environments. Systematic Review

2021 ◽  
Vol 10 (2) ◽  
pp. 234
Author(s):  
Sofia Villatoro Moral​ ◽  
Barbara De Benito
Keyword(s):  
Systematic Review ◽  
Self Regulation ◽  
Technology Enhanced Learning ◽  
Task Management ◽  
Self Regulated Learning ◽  
Personalised Learning ◽  
Design Learning ◽  
Regulated Learning ◽  
Learning Pathways ◽  
Ebsco Host

Present-day society calls for new student-centred didactic methodologies that make the student an active participant in their learning process. Strategies aimed at training citizens and professionals must adapt and respond to a society that is constantly changing. In this context, self-regulated learning and educational co-design emerge as key concepts in the development of new educational approaches. The present study seeks to identify the elements shared by models of self-regulation and educational co-design in technology-enhanced learning environments. To this end, a systematic review of the scientific literature during the period 2014-2019 has been conducted. The search was carried out using five databases: (1) Ebsco Host; (2) Web of Science; (3) Scopus; (4) ERIC; (5) Dialnet. A total of 830 references and 21 papers meeting the criteria for inclusion were identified. An analysis of the studies selected enabled us to identify the self-regulation models associated with co-design learning processes, as well as the elements they have in common. These include planning, motivation, cognition, task management, collaboration, and degree of success. The results provide the first steps for the construction of a co-design model, which includes guidelines for the creation of personalised learning pathways in technology-enhanced environments.

scholarly journals On the Self-regulated Learning Ability of Students and Its Development

CONVERTER ◽  
2021 ◽  
pp. 426-431
Author(s):  
Jisheng He, Ling He, Naizhu Huang, Jiaming Zhong, Linzi Qin
Keyword(s):  
Theoretical Basis ◽  
Self Regulation ◽  
The Self ◽  
Learning Ability ◽  
Learning Abilities ◽  
Self Monitoring ◽  
Effective Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

It is crucial for students to bear the ability of self-access for effective learning. Abilities of students’ self-access should be trained on basis of the connotation of self-access ability, with the start of training students’ self-direction, self-monitoring, self-regulation and self-accessment abilities. Ways and measurements of self-access training are to be made considering the relationship between knowledge, skills and abilities, and following the theoretical basis of students’ self-access ability training. Cognition guidance measures are best choice.

The relationship between coach behavior and athlete self-regulated learning

2020 ◽  
pp. 174795412095190
Author(s):  
Jordan D Goffena ◽  
Thelma S Horn
Keyword(s):  
Autonomy Support ◽  
National Collegiate Athletic Association ◽  
Self Regulation ◽  
Self Report ◽  
Practical Applications ◽  
Self Regulated Learning ◽  
Variable Level ◽  
Regulated Learning ◽  
Person Centered Approach ◽  
The Relationship

The purpose of this study was to investigate the hypothesized link between athletes’ perception of coach behavior and their self-regulation of sport learning. Self-report questionnaires were administered to 140 Division-I National Collegiate Athletic Association athletes to assess aspects of coach control, autonomy support, and athlete self-regulated learning. From a person-centered approach, a cluster analysis resulted in the identification of three groups which exhibited contrasting profiles of coach behavior. Groupings consisted of athletes who were highly supported, moderately supported and controlled, and highly controlled. From a variable-centered approach, a canonical correlation analysis was performed followed by individual univariate analyses. The results offer both person-level and variable-level support for the relationship between coach behavior and self-regulated learning. Overall, a positive relationship between autonomy-supportive coaching and athlete self-regulation was found. Future directions for research and practical applications for coaching are discussed.

scholarly journals Pre-service Teachers' Self-Regulated Learning and their Developing Concepts of SRL

2013 ◽  
Vol 23 (1) ◽  
Author(s):  
Dawn Buzza ◽  
Trina Allinotte
Keyword(s):  
Student Teachers ◽  
Teaching Strategies ◽  
Teaching Practices ◽  
Learning Strategy ◽  
Self Regulation ◽  
Learning Goals ◽  
Field Observations ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

Self-regulated learners manage their thoughts, emotions, and behaviours, and their social and contextual environments to reach their learning goals. Research shows that student teachers can learn to teach in ways that promote students’ development of SRL. It has also been shown that there is a relationship between teachers’ own SRL and their ability to develop self-regulation in students. This study examined student teachers’ developing concepts of SRL as they learned about this complex set of skills, behaviours, and beliefs through both coursework and field observations. This paper investigates the relationship between self-reported SRL of these teachers and their understanding of SRL behaviours and SRL-supportive teaching practices. Participants’ self-reported learning strategy scores predicted their performance on an SRLclassroom observation assignment while motivation scores were unrelated. These results contribute to our growing knowledge of how to support student teachers in their learning of teaching strategies that support the development of SRL.

scholarly journals Examining indicators for effective studying – The interplay between student integration, psychological flexibility and self-regulation in learning

2018 ◽  
Vol 10 (2) ◽  
pp. 225
Author(s):  
Henna Asikainen
Keyword(s):  
Structural Equation ◽  
Self Regulation ◽  
Psychological Flexibility ◽  
Learning And Teaching ◽  
Self Regulated Learning ◽  
Student Integration ◽  
Regulated Learning ◽  
Theology Students ◽  
Relationship Of ◽  
The Relationship

Prolonged study times and dropouts from university studies have created a need to examine more ways to support students’ studying. This study aims to examine the relationship between the self-regulated learning, psychological flexibility and student integration comprising teacher and student interaction, students’ commitment to studying as well as the relationship of these aspects to study progression. The participants of this study were 117 theology students. Items measuring student integration were first analysed with factor analysis. The relationship between student integration, psychological flexibility, self-regulated learning and study progression was analysed with correlation analyses and Structural Equation Modelling (SEM). The results show that psychological flexibility is related to study progression, self-regulated learning and student integration. The effect of self-regulated learning and student integration to study progression was not significant. This study suggests that students’ way of coping with negative thoughts and emotions should be taken into account when considering learning and teaching.

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