Structural Analysis of Autonomy Support, Self-Determined Motivation and Self-Regulated Learning

2021 ◽  
Vol 34 (4) ◽  
pp. 175-196
Author(s):  
Min Ji Kim ◽  
Soo-Young Lee
Keyword(s):  
Structural Analysis ◽  
Autonomy Support ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Mothers’ and Teachers’ Autonomy Support in Relation to Children’s Academic Procrastination: Self-Efficacy for Self-Regulated Learning as a Mediator

2021 ◽  
Vol 59 (4) ◽  
pp. 477-488
Author(s):  
Bomi Lee ◽  
Nana Shin
Keyword(s):  
Self Efficacy ◽  
Autonomy Support ◽  
Sixth Grade ◽  
Academic Procrastination ◽  
School Students ◽  
Academic Tasks ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Learning Efficacy

This study investigated the association between children’s perceptions of autonomy support from mothers and teachers in relation to academic procrastination. It also examined the role of self-efficacy for self-regulated learning in mediating these effects. The sample comprised 372 fifth and sixth grade elementary school students from Seoul, Korea. Each completed a questionnaire regarding mothers’ and teachers’ autonomy support, children’s self-regulated learning efficacy, and academic procrastination. The results indicated that whereas mothers’ autonomy support had a direct effect on children’s academic procrastination, teachers’ support did not. In other words, children who perceived higher levels of autonomy support from mothers tended to exhibit less academic procrastination. Regarding indirect paths, children who perceived higher levels of mothers’ and teachers’ autonomy support displayed greater efficacy for selfregulated learning, which corresponded to lower levels of academic procrastination. The discussion highlights the vital roles of autonomy support from mothers and teachers in enhancing children’s feelings of effective self-regulated learning and encouraging them to complete academic tasks. Furthermore, the present study considered not only outward behavioral factors but also the underlying cognitive and affective aspects of delaying behavior that underpin the effects of self-regulated learning efficacy and autonomy support of mothers and teachers on academic procrastination.

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.

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

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