Self-regulated Learning

Self-Regulated Learning or SRL is an important academic performance for every student in completing a series of academic activities and realized by himself, especially in an online learning environment that is not supervised directly by the teacher. This research is an effort to develop a measuring instrument in the form of an SRL scale and called the SRLS based on three aspects according to the theory presented by Zimmerman. The purpose of this study is to produce a student SRL measurement tool in the online learning era in order to find patterns of student involvement in learning that can be applied by students to improve learning achievement. Respondents involved in this study amounted to 408 students of SMP/MTs grades VII to IX. Validation of items through an expert judgment process by experts in psychometry and psychology with the results of the content validity item (CVI) obtained is 0.68 to 1.00 and the reliability test results have a Cronbach alpha value of 0.893. The results of this research will provide benefits to identify patterns of student involvement in learning and generated guidelines for the use of the SSRL measuring instrument.

Apps and fitness trackers have changed the application culture of bio-surveillance. Their feedback technologies not only facilitate healthy lifestyle practices, but also multiply social control. At the interface of digital media systems and bioinformatic knowledge media, in the trend of self-measurement, they help to consider the body as a media object of regulated design and numerical forms of expression. The article deals with the logic of digital fitness and health monitoring devices and examines its importance in the context of self-management practices in process-oriented negotiation processes.

Apps und Fitness-Tracker haben die Anwendungskultur der Bio-Surveillance verändert. Ihre Feedbacktechnologien erleichtern nicht nur Praktiken der gesunden Lebensführung, sondern multiplizieren auch soziale Kontrolle. An der Schnittstelle von digitalen Mediensystemen und bioinformatischen Wissensmedien tragen sie im Trend der Selbstvermessung dazu bei, den Körper als Medienobjekt geregelter Gestaltung und numerischer Ausdrucksformen zu betrachten. Der Beitrag beschäftigt sich mit der Programmlogik dieses digitalen Fitness- und Gesundheitsmonitoring und untersucht ihren Stellenwert im Kontext von Praktiken der Selbstführung in prozessorientierten Aushandlungsprozessen.

College coursework and job-related tasks make similar demands on students and workers. Typically, as students advance through the grades, they are expected to become increasingly competent and less dependent on detailed guidance from instructors. That is, these students are expected to acquire the academic skills, thinking, reasoning, and teamwork skills necessary for productive work in the twenty-fi rst century (21st Century Workforce Commission, 2000). Focusing on the transition from school to work, the 21st Century Workforce Commission has recommended closer linkages between secondary schools and colleges and between colleges and the workplace as a means of motivating students toward higher personal goals linked to the world of work. In negotiating the increasingly complex demands of college classrooms and the workplace, students and workers can benefi t from equipping themselves with a repertoire of strategies, such as mobilizing internal and external resources, self-monitoring, and evaluating information. These are volitional strategies of self-regulation. In self-regulating, individuals draw on a variety of volitional strategies to accomplish their goals. Distinguishing motivation (setting goals) from volition (protecting goals), Corno and Kanfer (1993) described three categories of covert or internal volitional control strategies individuals use to protect their goals: 89 This chapter explores how preservice teachers prepare for the transition from college classroom to career through assignments and features of the learning environment designed to approximate the demands of work settings and job-related tasks.

This paper highlights how Non-Instructional Class
Time (occurring either before the lesson begins or after it ends),
can play an important role in encouraging student engagement
in self-regulated learning, using a case study of adult learners
studying the Pragmatics of English, as part of a
video-curriculum in Hong Kong as an example. Mixed methods
data analysis reveals how self-regulating activities work to
integrate class-time, homework, and assessment into a feedback
loop, offering constant stimulus to overcome learning
disruptions. The paper concludes that Self-regulated learning
(successfully encouraged during NICT) is effective at
safeguarding course continuity and stimulating learning
activity using video curriculum materials with adult learners.

This conference paper describes observations from several University cohorts of generally improved self-assessment accuracy by both under and over-assessors subsequent to self-assessment accuracy training and feedback of participants initial accuracy (or inaccuracy).

La ponencia presenta un conjunto de propuestas teórico-procedimentales relativas al aprendizaje
autorregulado y su andamiaje en entorno digital. Ello, con fundamento en una revisión de la literatura de
perspectiva sociocognitiva. Luego de la introducción, la primera parte aborda la relación entre los constructos
metacognición, autorregulación y aprendizaje autorregulado, con base en planteamientos hechos desde el
enfoque de la psicología educativa; asimismo, presenta los objetos de la autorregulación y expone las fases y
procesos del aprendizaje autorregulado contempladas en el modelo cíclico de Robert Zimmerman. La segunda
parte integra propuestas conceptuales y procedimentales referentes al andamiaje a la autorregulación
académica, enfatizando el brindado en entornos digitales: se define el término, se señala su dimensión contextual,
se exponen sus distintas clasificaciones (con ejemplificación) y se enumeran indicadores de su efectividad.

ΠΡΟΑΓΟΝΤΑΣ ΤΙΣ ΔΕΞΙΟΤΗΤΕΣ ΤΩΝ ΜΑΘΗΤΩΝ ΝΑ ΜΑΘΑΙΝΟΥΝ. ΑΝΑΠΤΥΞΗ ΤΗΣ ΑΥΤΟ-ΡΥΘΜΙΖΟΜΕΝΗΣ ΜΑΘΗΣΗΣ.

Επίκεντρο του βιβλίου αυτού είναι η έννοια της αυτο-ρυθμιζόμενης μάθησης με έμφαση στις δεξιότητες που την προάγουν στο εκπαιδευτικό πλαίσιο. Στόχος της συγγραφέως είναι, αφενός, να παρέχει ένα θεωρητικό υπόβαθρο για τις παραπάνω έννοιες, το οποίο είναι σημαντικό να γνωρίζουν όσοι ασχολούνται με τη μάθηση και την εκπαίδευση, αφετέρου, να αναδειχθούν πρακτικές εφαρμογές και παρεμβάσεις σε πλαίσια εκπαίδευσης για την προαγωγή των δεξιοτήτων αυτο-ρυθμιζόμενης μάθησης. Πώς μπορούμε λοιπόν να προάγουμε την ανεξαρτησία και την υπευθυνότητα των μαθητών κατά τη μάθηση; Τι σημαίνει αυτο-ρυθμιζόμενη μάθηση και γιατί είναι σημαντική; Ποιες είναι οι δεξιότητες που υποστηρίζουν τη μάθηση; Ποιοι παράγοντες συνδέονται με την ανάπτυξη αυτών των δεξιοτήτων στους μαθητές και με την αξιοποίησή τους κατά τη μάθηση και την επίλυση προβλημάτων; Ποιος είναι ο ρόλος των εκπαιδευτικών και των γονέων στην ανάπτυξη των δεξιοτήτων αυτο-ρυθμιζόμενης μάθησης; Υπάρχουν οργανωμένα μοντέλα παρέμβασης για προαγωγή της αυτο-ρυθμιζόμενης μάθησης στους μαθητές; Οι απαντήσεις σε τέτοια ερωτήματα τεκμηριώνονται με σύγχρονα ερευνητικά δεδομένα. Το βιβλίο απευθύνεται σε εκπαιδευτικούς, ψυχολόγους, φοιτητές παιδαγωγικών τμημάτων και τμημάτων Ψυχολογίας, σε εκπαιδευτές, γονείς, και σε όλους όσοι ασχολούνται με τη μάθηση και την εκπαίδευση παιδιών, εφήβων, και ενηλίκων και ενδιαφέρονται για τη βελτίωση των δεξιοτήτων των μαθητών τους να μαθαίνουν.

Numerous empirical findings relevant for self-regulation research can be related to functional self-regulation patterns (proactive and defensive) and a dysfunctional pattern (depressive absence of self-regulation efforts). The first two patterns are in accordance with numerous empirical findings coming from the fields of cognitive, social and educational psychology, including concepts such as promotion vs. prevention focus and mastery or learning mode vs. coping or well-being mode. These patterns can be supplemented with a depressive pattern indicating self-defeating cognitions and strategies, absence of motivation and self-regulatory efforts. The empirical part of this study is focused on self-regulated learning and relationships between cognitive beliefs, motivational beliefs and self-regulation strategies. Croatian upper elementary students (N  =  460; age 11–14 years) participated in this investigation. Self-reports were gathered by self-regulated learning components scale. The factor analysis of self-regulation components supported the theoretical distinction between the proactive and defensive self-regulation patterns. The results were interpreted in the context of previous research findings. Further research needs to address the question of specific self-regulation failures (the depressive pattern) in samples that include larger proportion of poorly adapted and under-achieving students.

Malaysian students need to be skilful in both English and Malay in this global era. Matriculation students learn Biology in English, not their first language; as such my students have difficulty in remembering the facts. Musical mnemonics were used to enable my students remember the facts of the Calvin Cycle of Photosynthesis correctly; and in the right order. An independent-samples t-test showed that the approach enabled students to consolidate their memory processes; t (62) = 17.928, p=.0005. Based on the findings, I suggest that musical mnemonics should be used to facilitate recall of other biological processes including DNA replication and transcription. As a memorization tool, musical mnemonics must meet several criteria in order to be effective and I have suggested the criteria. The results of this study imply that, with innovations, Science can be successfully taught in English. In view of further research, a video CD of the mnemonics was created.

Resumo O objetivo principal do presente trabalho é apresentar um ensaio acerca de procedimentos metodológicos que visem à compreensão da autorregulação para a aprendizagem de processos criativo/musicais que ocorrem em aulas de composição musical. Por tratar-se da aprendizagem para uma atividade humana, artística, subjetiva e eminentemente criativa, julgamos que, antes de buscarmos compreender os procedimentos desenvolvidos pelos estudantes durante suas empreitadas criativas, precisamos compreender os sentidos por eles atribuídos para os diferentes elementos que escolhem utilizar durante seus processos criativos. Chegamos a essas conclusões tendo como base os escritos de Bandura (1986), ao afirmar que, ao serem expostas às circunstâncias proporcionadas por um mesmo ambiente, pessoas diferentes percebem, selecionam, retêm e, consequentemente, representam características e aspectos distintos do que vivenciaram. Isso permite que duas pessoas, que tenham experienciado juntas um mesmo acontecimento apresentem versões completamente diferentes a respeito do mesmo. Diante disso, acreditamos que, para abordar os sentidos atribuídos pelos estudantes, os quais incidem sobre seus procedimentos autorregulatórios para a aprendizagem da composição, faz-se necessário o uso de uma abordagem metodológica qualitativa, em caráter exploratório, que permita a realização de estudos idiográficos. Assim sendo, apresentamos, como possibilidade metodológica para a realização de pesquisas sobre a aprendizagem da composição, a Análise Fenomenológica Interpretativa (AFI) (EATOUGH & SMITH, 2008), por oferecer contribuições à compreensão dos processos autorregulatórios para a aprendizagem da composição musical e possibilitar o compartilhamento de idiossincrasias, afetos, sentimentos e sistemas de crenças entre entrevistador e entrevistado. Palavras-chave: autorregulação, criatividade, composição musical, metodologia, análise fenomenológico interpretativa. Abstract The main objective of this work is to present an essay about methodological procedures that aim at the understanding of self-regulation for the learning of creative/musical processes that occur in music composition classes. Since we are dealing with learning for human, artistic, subjective, and eminently creative activity, we believe that before we attempt to understand the procedures developed by students during their creative endeavors, we need to understand the meanings they assign to the different elements they choose to use during their creative processes. We arrive at these conclusions based on the writings of Bandura (1986), when affirming that, when exposed to the circumstances provided by the same environment, different people perceive, select, retain and, consequently, represent distinct characteristics and aspects of what they catch experienced. This allows two people, who have experienced together the same event, to present completely different versions of it. Therefore, we believe that in order to approach the senses attributed by the students, which focus on their self-regulatory procedures for learning composition, it is necessary to use a qualitative methodological approach, in an exploratory character, that allows the realization of idiographic studies. Thus, we present, as a methodological possibility to perform research on the learning of composition, the Interpretative Phenomenological Analysis (IPA) (Eatough & Smith, 2008), for offering contributions to the understanding of self-regulatory processes for learning musical composition and enabling the sharing of idiosyncrasies, affections, feelings and belief systems between interviewer and interviewee.

We assume learners mediate instruction and self-regulate learning. To gather fine-grained time-sequenced data that trace these processes, the Learning Kit Project is developing software, called gStudy. Using cognitive tools in gStudy, learners can make notes, create glossaries, label and index content, construct concept maps, search for information, chat and collaborate, and receive coaching. Each of gStudy’s tools is designed on the basis of prior research to scaffold learning and help learners enhance self-regulated learning as they investigate study tactics and learning strategies. We describe the software’s features and survey some of its foundations in research.

Online learning often requires learners to be self-directed and engaged. The present study examined students’ self-regulatory behaviors in online video-based learning environments. Using an experimental design, this study investigated the effects of a newly designed enhanced video learning environment, which was designed to support or scaffold students’ self-regulated or self-directed learning on students’ learning behaviors and outcomes. In addition, correspondence between students’ self-regulation strategies in traditional learning environments and observed self-regulated learning behaviors in the enhanced video environment were examined. A cross-sectional experimental research design with systematic random assignment of participants to either the control condition (common video) or the experimental condition (enhanced video) was utilized. Undergraduate and graduate students participated in the study (N = 80). Study results indicate that the newly designed enhanced video learning environment was a superior instructional tool than the common video learning environment in terms students’ learning performance. In addition, there was correspondence between graduate students’ self-reported self-regulation and observed self-regulation, with those high on seeking/learning information and managing their environment/behavior more likely to engage more in interactive note-taking.

Previous research in computer science education has demonstrated the importance of motivation for success in introductory programming. Theoretical constructs from self-regulated learning theory (SRL), which integrates several different types of metacognitive processes, as well as motivational constructs, have proved to be important predictors of success in most academic disciplines. These individual components of self-regulated learning (e.g., self-efficacy, metacognitive strategies) interact in complex ways to influence students' affec-tive states and behaviors, which in turn influence learning outcomes. These elements have been previously examined individually in novice programmers, but we do not have a comprehensive understanding of how SRL constructs interact to influence learning to program. This paper reports on a study that examined the interaction of self-efficacy, intrinsic and extrinsic goal orientations, and metacognitive strategies and their impact on student performance in a CS1 course. We also report on significant gender differences in the relationships between SRL constructs and learning outcomes. We found that student performance had the expected motivational and SRL precursors, but the interactions between these constructs revealed some unexpected relationships. Furthermore, we found that females' self-efficacy had a different connection to programming performance than that of their male peers. Further research on success in introductory programming should take account of the unique and complex relationship between SRL and student success, as well as gender differences in these relationships that are specific to CS.

A true life story of facing war time conflict internally and externally to overcome extreme trauma, focusing on post lobotomy coping mechanisms and empowerment through reframing dynamics situations and sculpting the situation into your favor.

This study focuses on developing learning materialsfor tourism students based on ASEAN Toolbox. The objectives are to collect and analyse data for developing English self-learning materials for the students of the hotel and the tourism departments as a way of responding to the policies on standard English competencies mutuallyrecognized and agreed upon by the ministries of tourism among member countries of ASEAN. The study was conducted at the State Community Academy of West Lombok. Data for the study were collected in the form of documents (ASEAN Toolboxes, English syllabi, and lesson plans) and interviews with the students on learning needs and with the teachers on methodological needs. The products of data analyses were self-learning materials. Interviews with students proved that the materials were essential for student self-development. Interviews with the teachers urged the need for more inter-student materials. In general, however, thelearning materialssufficiently providedthe expected competencies represented in the ASEAN Toolbox, but the effect might need further studies.

This knowledge translation article defines collaborative inquiry, its’ positive potential for teacher professional development and student learning, and structures to nurture collaborative inquiry and empower educators in their professional development.