scholarly journals Learning achievement reviewed from self regulated learning, future orientation, and parental support

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Yuzarion Yuzarion ◽  
Aulia Kartika Agustiana ◽  
Alfaiz Alfaiz ◽  
Hengki Yandri ◽  
Musdizal Musdizal ◽  
...  
Keyword(s):  
Parental Support ◽  
Quantitative Methods ◽  
Future Orientation ◽  
Empirical Support ◽  
Learning Achievement ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Report Card Grades ◽  
Teachers And Parents ◽  
Effective Contribution

This study aimed to answer the main problem whether learning achievement could be viewed from self-regulated learning, future orientation and parental support to obtain empirical support. This research used quantitative methods, the sample of 103 people. The data was collected with instruments, scale (1) self-regulated learning, (2) future orientation and (3) parental support.  Learning achievement used report card grades. The results showed that learning achievement could be viewed from self-regulated learning, future orientation and parental support. It got very significant empirical support., score F reg=43,155 dan p=0,000 (p<0,01). Self-regulated learning, future orientation, and parental support provided an effective contribution of 55.4% to learning achievement. The biggest SE was from parental support 37.4%, followed by self-regulated learning 12.7%, and future orientation 6.6%. Based on the findings, the researcher suggests: (1) parents need to maximize learning support for children, strengthen emotional support, instrumental, and informative support. (2) teachers need to introduce self-regulated learning to students. (3) teachers and parents to explore the future orientation of children or students well, so that they grow stronger for a more planned future. And (4) researchers recommend the following research in elementary, junior high, senior high school and PT.

scholarly journals Self-Regulated Learning with a Module to Improve Learning Achievement

2018 ◽  
Vol 24 (2) ◽  
pp. 213-221
Author(s):  
Ikhwanuddin Ikhwanuddin ◽  
Sumarjo H. ◽  
V. Lilik Hariyanto ◽  
A. Hasan
Keyword(s):  
Computer Aided Design ◽  
Action Observation ◽  
Collaborative Approach ◽  
Learning Achievement ◽  
Building Projects ◽  
Self Regulated Learning ◽  
Learning Module ◽  
Regulated Learning ◽  
Collecting Techniques ◽  
Aided Design

Drafting competence using Computer Aided Design (CAD) is required for building projects. The basic competence of CAD courses is students can draw elevation houses with CAD. To improve the effectiveness of learning, it has been developed a CAD learning module. This study was aimed to identify the utilization strategy of the CAD learning module to improve self-regulated learning. It is believed that increasing self-regulated learning can improve learning achievement. This research method consisted of four cycles: plan, action, observation, and reflection. The data were in the form of quantitative and qualitative data. Data collecting techniques were observation and documentation. Data analysis techniques used mean scores and reflection. The target was the mean score of classical tasks which is bigger than 80 in high difficult tasks. The results of the study were (1) there were differences in learning achievement in applying the concept of self-regulated learning with a collaborative approach and an individualistic approach, (2) self-regulated learning concepts with collaborative approach is more appropriate for the CAD module-based learning, and (3) the concept self-regulated learning with collaborative approach can improve learning achievement.

scholarly journals The relations between parental support of learning, parental attributes and development of self-regulated learning skills in young children

2018 ◽  
Author(s):  
Ελένη Καλλία
Keyword(s):  
Young Children ◽  
Parental Support ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

Η παρούσα έρευνα μελέτησε τις σχέσεις μεταξύ των μητρικών συμπεριφορών στήριξης της μάθησης κατά τη διάρκεια της από κοινού λύσης προβλημάτων μητέρων-παιδιών και της μητρικής εναρμόνισης των συμπεριφορών αυτών με τις στρατηγικές αυτο-ρύθμισης της μάθησης των μικρών παιδιών. Σκοπός αυτής της μελέτης ήταν η διερεύνηση πολλαπλών διαστάσεων της μητρικής στήριξης και των σχέσεών τους με συγκεκριμένες δεξιότητες της αυτο-ρυθμιζόμενης μάθησης σε μικρά παιδιά, τόσο συγχρονικά, όσο και διαχρονικά. Επίσης, ελήφθησαν υπόψη τα δημογραφικά και γενικά χαρακτηριστικά των παιδιών και των μητέρων (ηλικία και φύλο παιδιών, μορφωτικό επίπεδο μητέρων, μητρική αυτεπάρκεια, τύπος γονεϊκής ανατροφής και ιδιοσυγκρασία του παιδιού).Πραγματοποιήθηκαν δύο πιλοτικές μελέτες για να ελεγχθεί η καταλληλότητα των εργαλείων. Η κύρια μελέτη διεξήχθη δύο φορές με διάστημα έξι μηνών μεταξύ των δύο φάσεων. Οι συμμετέχοντες ήταν τριάντα πέντε παιδιά προσχολικής ηλικίας με τις μητέρες τους. Η ηλικία των παιδιών κυμαινόταν μεταξύ 54 και 72 μηνών. Αρχικά, τα παιδιά κλήθηκαν να λύσουν ανεξάρτητα Οπτικο-χωρικά και Γλωσσικά έργα και στη συνέχεια μαζί με τις μητέρες τους. Μέσω της δομημένης παρατήρησης πραγματοποιήθηκε η καταγραφή των δεξιοτήτων των παιδιών, των επιδόσεων και των μητρικών συμπεριφορών κατά τη διάρκεια της επίλυσης προβλημάτων, με μικρο-αναλυτική προσέγγιση. Οι Γνωστικές-Μεταγνωστικές δεξιότητες των παιδιών, οι δεξιότητες αυτο-ρύθμισης των Κινήτρων και του Θυμικού, και οι δεξιότητες Αυτονομίας κωδικοποιήθηκαν κατά τη διάρκεια που τα παιδια επιχειρούσαν να λύσουν τα έργα ανεξάρτητα. Ακόμη, δημιουργήθηκε μία δομημένη μορφή παρατήρησης για την καταγραφή των διαφορετικών συμπεριφορών των μητέρων κατά την από κοινού επίλυση προβλημάτων, όπως διάφορες πτυχές της Γνωστικής-Μεταγνωστικής στήριξης, της Συναισθηματικής στήριξης και της στήριξης της Αυτονομίας των παιδιών. Η μητρική εναρμόνιση των συμπεριφορών αυτών λήφθηκε επίσης υπόψη για να εκτιμηθεί ο βαθμός στον οποίο η μητέρα προσέφερε στήριξη στο παιδί σύμφωνα με το επίπεδο της κατανόησής του/της. Οι σχέσεις μεταξύ των συμπεριφορών μητρικής στήριξης, των δεξιοτήτων και των επιδόσεων των παιδιών, εξετάστηκαν τόσο συγχρονικά (Χρόνος 1 και Χρόνος 2), όσο και διαχρονικά, από το Χρόνο 1 στο Χρόνο 2, ώστε να διερευνηθεί αν οι μητρικές συμπεριφορές κατά το Χρόνο 1 συμβάλλουν στις μεταγενέστερες δεξιότητες και επιδόσεις των παιδιών κατά το Χρόνο 2.Τα αποτελέσματα υπογράμμισαν δύο πτυχές της μητρικής στήριξης που προέβλεπαν σημαντικά τις δεξιότητες και τις γνωστικές επιδόσεις των παιδιών. Στο Χρόνο 1, η εναρμόνιση των μητρικών συμπεριφορών και η στήριξη της Αυτονομίας του παιδιού ήταν οι σημαντικότερες μητρικές διαστάσεις που προέβλεπαν τις δεξιότητες των παιδιών. Στο Χρόνο 2, η μητρική στήριξη της Αυτονομίας είχε σημαντικότερο ρόλο. Οι ίδιες διαστάσεις μητρικής στήριξης αναδείχθηκαν σημαντικές και στη διαχρονική ανάλυση αλλά μόνο στον Οπτικό-χωρικό τομέα. Ακόμη, η ηλικία των παιδιών ήταν σε ορισμένες περιπτώσεις ένας σημαντικός προγνωστικός παράγοντας των δεξιοτήτων των παιδιών. Οι αναλύσεις διαμεσολάβησης επεσήμαναν ότι οι Γνωστικές και Μεταγνωστικές δεξιότητες των παιδιών ήταν ενδιάμεσος παράγοντας στις σχέσεις μεταξύ των δύο αυτών μητρικών διαστάσεων και των επιδόσεων των παιδιών.Η παρούσα μελέτη συμβάλει σε μεθοδολογικά, θεωρητικά και πρακτικά ζητήματα. Λίγες μελέτες έχουν διερευνήσει τις εν λόγω σχέσεις, σε διαχρονικό και σε μικρο-αναλυτικό επίπεδο. Η έρευνα αυτή υπογραμμίζει τη σημασία της υιοθέτησης μιας πολυδιάστατης προσέγγισης κατά την εξέταση του ρόλου των μητρικών συμπεριφορών στη μάθηση των παιδιών, λαμβάνοντας υπόψη και άλλες διαστάσεις, όπως είναι η φύση του έργου προς λύση. Η μελέτη επεκτείνει τη γνώση μας για τις σχέσεις ανάμεσα στις δεξιότητες αυτο-ρύθμισης της μάθησης των παιδιών και των συμπεριφορών των γονέων που ενεργοποιούνται κατά τις πρώτες μαθησιακές προσπάθειες των παιδιών. Τα ευρήματα θα μπορούσαν να χρησιμοποιηθούν σε παρεμβάσεις που επικεντρώνονται στην ανάπτυξη των μαθησιακών δεξιοτήτων των παιδιών, στην προώθηση θετικών αλληλεπιδράσεων γονέα-παιδιού και αποτελεσματικών διδακτικών μεθόδων, τόσο για τους γονείς, όσο και για τους εκπαιδευτικούς

An Integrative Model of Self-Regulated Learning for University Students: The Contributions of Social Cognitive Theory of Carriers

2020 ◽  
pp. 002205742090437
Author(s):  
Mauricio Federico Zalazar-Jaime ◽  
Leonardo Adrián Medrano
Keyword(s):  
Structural Equation ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Empirical Support ◽  
Integrative Model ◽  
Equation Modeling ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Social Cognitive Career

Self-regulated learning (SRL) has gained increasing interest in educational research. Although SRL models agree on the dynamic interplay between forethought, performance, and self-reflection processes, they differ in the subprocesses implied at each phase. The main objectives of this study were to develop and test an SRL model by integrating main contributions of social cognitive career theory and Zimmerman’s SRL model in a sample of undergraduates in Argentina. Structural equation modeling showed that three models fitted well to the data, explaining between 21% and 34% of the variance. The results of this study provide theoretical and empirical support for the SRL model.

scholarly journals A self-regulated learning approach to extensive listening and its impact on listening achievement and metacognitive awareness

2018 ◽  
Vol 8 (2) ◽  
pp. 193-218 ◽  
Author(s):  
Yajun Zeng ◽  
Christine C. M. Goh
Keyword(s):  
Self Regulation ◽  
Empirical Support ◽  
Metacognitive Awareness ◽  
Learning Approach ◽  
Planning Strategy ◽  
Self Regulated Learning ◽  
Task Definition ◽  
Regulated Learning ◽  
Efl Students ◽  
L2 Listening

The role of self-regulation in general learning has been investigated for some time now. Its significance and contribution to second language (L2) listening, however, has yet to be discussed extensively with empirical support. This article reports a case study involving four college EFL students in China over a six-month period of self-regulated learning (SRL) in developing their listening in independent settings. The study examined how the achievement and metacognitive awareness of four high-achieving and low-achieving listeners may have been affected by strategies they used for self-regulating extensive listening activities. It also examined the learners’ engagement during four phases of self-regulated listening, namely, task definition, goal setting and planning, strategy enactment, and metacognitive adaptation. Findings revealed substantial differences in the two groups’ metacognitive engagement in three SRL phases. The article argues that the achievements of the respective learners in listening development were affected by these differences. Pedagogical implications of a self-regulated learning approach in extensive listening for L2 listening development are discussed.

scholarly journals The relationship of gender, time orientation, and achieving self-regulated learning

2017 ◽  
Vol 35 (2) ◽  
pp. 353 ◽  
Author(s):  
Honorio Salmerón Pérez ◽  
Calixto Gutiérrez Braojos ◽  
Sonia Rodríguez Fernández
Keyword(s):  
Academic Achievement ◽  
Future Orientation ◽  
Time Orientation ◽  
Future Time ◽  
Self Regulated Learning ◽  
External Regulation ◽  
Future Time Orientation ◽  
Regulated Learning ◽  
Regulation Strategies ◽  
Approach Goals

<p class="RESUMENCURSIVA">The present study has three objectives: i) to test a theoretical model of academic achievement modulated by self-regulated learning; ii) to analyze significant differences between self-regulated learning means and time patterns depending on the gender of the participants; and iii) to identify self-regulated learning profiles toward academic achievement based on gender. The data were obtained from a sample of 192 university students in education degrees who were administered three instruments: a Future Time Orientation subscale by Zimbardo and Boyd, (1999); the 2x2 Achievement Goals Scale by Elliot and McGregor (2001), and a Learning Regulation subscale by Vermunt (1998). In addition, they answered a question about their mean grade point average up to that point in the academic degree studied. The results indicate a significant and positive relationship between the future time orientation, approach goals, and external regulation strategies. Significantly higher scores are observed in women than in men on key academic performance variables, although the effect size was not large. The gender differences are exclusively quantitative. In both groups, the characteristics of the learner profiles are somewhat similar, with no important differences observed for the gender condition. In general, avoidance goals and external regulation strategies can lead to success in academic achievement, as long as they are accompanied by a future orientation, internal regulation, and approach goals.</p>

scholarly journals PENGARUH PRESTASI BELAJAR DAN SELF REGULATED LEARNING TERHADAP TINGKAT STRES SISWA FULL DAY SCHOOL DI SMK KESEHATAN UTAMA INSANI TAHUN 2020

2020 ◽  
Vol 20 (2) ◽  
pp. 160-165
Author(s):  
Bambang Mardisentosa ◽  
Ida Faridah ◽  
Bella Aprilia Pertiwi
Keyword(s):  
Stress Level ◽  
School System ◽  
T Test ◽  
Day School ◽  
School Students ◽  
Learning Achievement ◽  
Research Results ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Full Day

The Full Day School system has been approved through the Ministry of Education number 23 2017. The implementation of the Full Day School system makes students stressed and stressed, because students are always asked to be active in every subject and homework given so that their rest time is reduced. Objective: To find out the effect of Self Regulated Learning achievement on the stress level of Full Day School students at 2020 Main Health Insani Vocational School. Research Method: In this study using a comparative causal or cross sectional approach using normality test, multicollinearity, heteroscedasticity, multiple regression, T test and F test. The sample technique used was simple random sampling of 70 respondents. Research Results: Based on the T test, learning achievement has no effect on the stress level of full day school students, Self Regulated Learning has an effect on the stress level of full day school students. Based on the research results of the F test of learning achievement and Self Regulated Learning affect the stress level of full day school students with the results of the F table 12.190 with a value of 0.000 Sig. Conclusion: The results of the study there is the effect of Self Regulated Learning on the stress level of full day school students.

scholarly journals EFEKTIVITAS LAYANAN INFORMASI MENGGUNAKAN COLLABORATIVE LEARNING MELALUI FACEBOOK DALAM PENINGKATAN SELF REGULATED LEARNING SISWA

2018 ◽  
Author(s):  
Firman - Firman
Keyword(s):  
Collaborative Learning ◽  
Quantitative Methods ◽  
Research Result ◽  
Information Services ◽  
Control Group ◽  
Control Group Design ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Equivalent Control ◽  
Experimental Group

This research was conducted due still found students who have symptoms of self regulated learning is low. It can be seen during at the time of the takes place, students use their smarthphone by putting in to drawers, book sheets or in a bag that deliberately placed on the desk study. The efforts to improving the self regulated learning students are within information services using collaborative learning through facebook. This study aimed to test the effectiveness of information services using collaborative learning through facebook to improving self regulated learning students. This research uses quantitative methods. This type research was Quasi Non Randomized Experiment with the Non Equivalent Control Group Design. The subjects were students of national madrasah aliyah Barumun Tengah as an experimental group and students at national madrasah aliyah Marenu as the control group. The research instrument used Likert Scale models. Data were analyzed using the Wilcoxon Signed Ranks Test and Kolmogorov Smirnov Test Two Independent Samples. The research result shows that the information services using collaborative learning through facebook was effective to improving self regulated learning students seen from the average posttest of experimental group 148.65 and control group 137.11

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