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This article is a response to Vassallo's claim that potentially problematic assumptions about social class are implicit in contemporary self-regulated learning research and practice. Rather than refuting the claim directly, this paper offers an elaborated view of the historically situated nature of self-regulated learning as adaptation in the face of challenge. This perspective acknowledges the critical importance of varied life experiences as opportunities for developing self-regulated learning processes both inside and outside of school. 相似文献
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为探讨认识论信念、自我调节学习与学业拖延不同维度之间的作用机制及年级的调节作用,采用分层抽样,对山东省两所大学的1096名一至四年级大学生进行问卷测查。结果发现,自我调节学习在认识论信念与学业拖延程度之间起完全中介作用,在认识论信念与学业拖延问题/学业拖延降低期望之间起部分中介作用。较高的认识论信念有利于培养学生的自我调节学习能力,降低学业拖延程度,较少受学业拖延问题的困扰。并且随着年级的升高,认识论信念的积极作用倾向于降低。结论:年级因素在“认识论信念→自我调节学习→学业拖延”中的调节作用机制对于教学实践具有重要意义。 相似文献
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Garett N. Howardson Michael N. Karim Ryan G. Horn 《Journal of business and psychology》2017,32(3):317-334
Purpose
This research advances understanding of empirical time modeling techniques in self-regulated learning research. We intuitively explain several such methods by situating their use in the extant literature. Further, we note key statistical and inferential assumptions of each method while making clear the inferential consequences of inattention to such assumptions.Design/Methodology/Approach
Using a population model derived from a recent large-scale review of the training and work learning literature, we employ a Monte Carlo simulation fitting six variations of linear mixed models, seven variations of latent common factor models, and a single latent change score model to 1500 simulated datasets.Findings
The latent change score model outperformed all six of the linear mixed models and all seven of the latent common factor models with respect to (1) estimation precision of the average learner improvement, (2) correctly rejecting a false null hypothesis about such average improvement, and (3) correctly failing to reject true null hypothesis about between-learner differences (i.e., random slopes) in average improvement.Implications
The latent change score model is a more flexible method of modeling time in self-regulated learning research, particularly for learner processes consistent with twenty-first-century workplaces. Consequently, defaulting to linear mixed or latent common factor modeling methods may have adverse inferential consequences for better understanding self-regulated learning in twenty-first-century work.Originality/Value
Ours is the first study to critically, rigorously, and empirically evaluate self-regulated learning modeling methods and to provide a more flexible alternative consistent with modern self-regulated learning knowledge.5.
Crystal X. Tan Rebecca P. Ang Robert M. Klassen Lay See Yeo Isabella Y. F. Wong Vivien S. Huan Wan Har Chong 《Current Psychology》2008,27(2):135-144
This study examined correlates of academic procrastination and students’ grade goals in a sample of 226 undergraduates from
Singapore. Findings indicated that self-efficacy for self-regulated learning was significantly and negatively related to procrastination.
High self-efficacy for self-regulated learning also predicted students’ expectations of doing well and low self-efficacy for
self-regulated learning predicted students’ expectations of not doing well academically. Additionally, help-seeking predicted
students’ expectations of doing well academically while academic stress predicted students’ expectations of not doing well
academically. Implications for education and educational practice were discussed.
This project was partially supported by the Undergraduate Research Experience on Campus (URECA) program from Nanyang Technological
University, Singapore. 相似文献
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Crystal X. Tan Rebecca P. Ang Robert M. Klassen Lay See Yeo Isabella Y. F. Wong Vivien S. Huan Wan Har Chong 《Current psychology (New Brunswick, N.J.)》2008,27(2):135-144
This study examined correlates of academic procrastination and students’ grade goals in a sample of 226 undergraduates from
Singapore. Findings indicated that self-efficacy for self-regulated learning was significantly and negatively related to procrastination.
High self-efficacy for self-regulated learning also predicted students’ expectations of doing well and low self-efficacy for
self-regulated learning predicted students’ expectations of not doing well academically. Additionally, help-seeking predicted
students’ expectations of doing well academically while academic stress predicted students’ expectations of not doing well
academically. Implications for education and educational practice were discussed.
This project was partially supported by the Undergraduate Research Experience on Campus (URECA) program from Nanyang Technological
University, Singapore. 相似文献
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Emotions and their regulation were examined in favorite and least favorite academic courses. Building on prior research, three forms of regulation (suppression, reappraisal, and rumination) were examined. Reappraisal was positively related to positive emotions across contexts and negatively related to negative emotions in favorite courses. Rumination was positively related with negative emotions in both contexts and negatively related to positive emotions in least favorite courses. Surprisingly, suppression was negatively related to activated positive emotions (excitement) in favorite courses, but positively related to positive deactivated emotions (relaxation) in least favorite courses. Person-centered analyses using latent classes revealed that in favorite courses, the use of rumination was critical in differentiating regulatory profiles. In contrast, reappraisal distinguished among the regulatory profiles in least favorite courses. Results suggest that self-regulated emotion strategies are differentially employed based on course preference and highlight the potential utility in considering self-regulated emotion strategies as part of self-regulated learning. 相似文献
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研究旨在探讨自我调节学习对心理健康的作用机制,以558名中学生为被试,采用问卷调查的方法,构建了学业控制感在自我调节学习和心理健康之间的中介以及人际关系的调节模型。结果表明:(1)在控制性别、年级后,自我调节学习能有效预测学生的心理健康,学业控制感在自我调节学习和心理健康之间起部分中介作用;(2)人际关系在自我调节学习和心理健康之间具有调节作用,具体表现为对于低自我调节学习个体,高人际关系对心理健康的积极影响显著高于低人际关系,而对于高自我调节学习个体而言,高低人际关系对心理健康的影响不显著。 相似文献
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Research on metacognitive judgment accuracy during retrieval practice has increased in recent years. However, prior work had not systematically evaluated item-level judgment accuracy and the underlying bases of judgment accuracy in a criterion-learning paradigm (in which items are practiced until correctly recalled during encoding). Understanding these relationships during criterion learning has important theoretical implications for self-regulated learning frameworks, and also has applied implications for student learning: If the factors that influence metacognitive judgments are not predictive of subsequent test performance, students may make poor decisions during self-regulated learning. In the present experiments, participants engaged in test–restudy practice until items were recalled correctly. Once a given item reached criterion, participants made an immediate or delayed judgment of learning (JOL) for the item. A final cued-recall test occurred 30 min later. We examined judgment accuracy (the relationship between JOLs and test performance) and the underlying bases of judgment accuracy by evaluating cue utilization (the relationship between cues and JOLs) and cue diagnosticity (the relationship between cues and test performance). Immediate JOLs were only modestly related to subsequent test performance, and further analyses revealed that the cues related to JOLs were only weakly predictive of test accuracy. However, delaying JOLs improved both the accuracy of the JOLs and the diagnosticity of the cues that influenced judgments. 相似文献
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Valle A Núñez JC Cabanach RG González-Pienda JA Rodríguez S Rosário P Cerezo R Muñoz-Cadavid MA 《Psicothema》2008,20(4):724-731
To date, research on the relation between learning self-regulation and academic achievement has generally show disparate results. This work intends to look into this relation from a new perspective, which consists in classifying the students as more or less self-regulated depending on diverse indicators and using cluster analysis. The aim of this work was to identify the possible self-regulated learning profiles in a sample of university students. By means of stepwise linear regression analysis, we determined which of the selected variables better predicted metacognitive self-regulation. Then, three significantly different self-regulated learning profiles were obtained by two-step cluster analysis with those variables. Lastly, ANOVA was used to analyse the relation between the self-regulated learning profiles and academic achievement. The implications of these data for the educational practice at university are discussed. 相似文献
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Tynke Toering Marije Elferink-Gemser Geir Jordet Casper Jorna Gert-Jan Pepping Chris Visscher 《Journal of Applied Sport Psychology》2013,25(1):110-128
This study aimed to measure behavioral correlates of self-regulation in elite youth soccer players. Behaviors regarded as indicative of self-regulated learning were identified by interviewing six expert youth soccer coaches. These behaviors were observed during practice of eight elite youth soccer players aged 15–17 years, and linked with self-reported self-regulated learning scores to describe behavioral correlates of self-regulation. Results indicated that self-regulated learning is reflected in taking responsibility for learning and that players’ practice environment plays a significant role. This study highlights the importance of measuring overt behavior to gain a complete impression of youth soccer players’ self-regulated learning skills. 相似文献
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Researchers have been applying their knowledge of goal-oriented behavior to the self-regulated learning domain for more than 30 years. This review examines the current state of research on self-regulated learning and gaps in the field's understanding of how adults regulate their learning of work-related knowledge and skills. Self-regulation theory was used as a conceptual lens for deriving a heuristic framework of 16 fundamental constructs that constitute self-regulated learning. Meta-analytic findings (k=430, N=90,380) support theoretical propositions that self-regulation constructs are interrelated-30% of the corrected correlations among constructs were .50 or greater. Goal level, persistence, effort, and self-efficacy were the self-regulation constructs with the strongest effects on learning. Together these constructs accounted for 17% of the variance in learning, after controlling for cognitive ability and pretraining knowledge. However, 4 self-regulatory processes-planning, monitoring, help seeking, and emotion control-did not exhibit significant relationships with learning. Thus, a parsimonious framework of the self-regulated learning domain is presented that focuses on a subset of self-regulatory processes that have both limited overlap with other core processes and meaningful effects on learning. Research is needed to advance the field's understanding of how adults regulate their learning in an increasingly complex and knowledge-centric work environment. Such investigations should capture the dynamic nature of self-regulated learning, address the role of self-regulation in informal learning, and investigate how trainees regulate their transfer of training. 相似文献
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Jodi Price Christopher Hertzog John Dunlosky 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2013,20(3):329-359
ABSTRACT Two experiments examined whether younger and older adults' self-regulated study (item selection and study time) conformed to the region of proximal learning (RPL) model when studying normatively easy, medium, and difficult vocabulary pairs. Experiment 2 manipulated the value of recalling different pairs and provided learning goals for words recalled and points earned. Younger and older adults in both experiments selected items for study in an easy-to-difficult order, indicating the RPL model applies to older adults' self-regulated study. Individuals allocated more time to difficult items, but prioritized easier items when given less time or point values favoring difficult items. Older adults studied more items for longer but realized lower recall than did younger adults. Older adults' lower memory self-efficacy and perceived control correlated with their greater item restudy and avoidance of difficult items with high point values. Results are discussed in terms of RPL and agenda-based regulation models. 相似文献
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Prediction of mathematics achievement: effect of personal, socioeducational and contextual variables
Based upon the self-regulated learning theoretical framework this study examined to what extent students' Math school achievement (fifth to ninth graders from compulsory education) can be explained by different cognitive-motivational, social, educational, and contextual variables. A sample of 571 students (10 to 15 year old) enrolled in the study. Findings suggest that Math achievement can be predicted by self-efficacy in Math, school success and self-regulated learning and that these same variables can be explained by other motivational (ej., achievement goals) and contextual variables (school disruption) stressing this way the main importance of self-regulated learning processes and the role context can play in the promotion of school success. The educational implications of the results to the school levels taken are also discussed in the present paper. 相似文献
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Nowadays the evaluation of self-regulated learning processes is having a critical time due to the problems concerning the assessment instruments. This paper presents the outcomes of a research study having a main goal: evaluate to what extent student's consciousness of his/her own self-regulated learning and study processes (and the involved strategies and activities) has a significant impact on the quality of his/her answers on self-report type instruments. In order to prove this hypothesis an experimental study was designed and built including a pre and a post-test, having no control group, using a sample of 90 college students from different degree courses. The intervention program lasted 45 hours, divided into 8 work sessions of 5 hours each. The developed work included both theoretical and practical tasks dealing with strategies and activities involved in the self-regulated learning and study processes. The results show that the collected data using a self-report instrument is much more significant and accurate after the intervention program has taken place and that the intervention greatly improves the obtained information using these kind of instruments. 相似文献