A quantitative review of the effects of self-regulation interventions on primary and secondary student academic achievement

Elhusseini, Sohayla; Tischner, Clair M.; Aspiranti, Kathleen B.; Fedewa, Alicia L.

doi:10.1007/s11409-022-09311-0

Cited by 10 publications

(4 citation statements)

References 88 publications

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“…This study supports the findings of previous review studies on self-regulation implementations in terms of revealing the positive effect of SRS use on success (2022; Bai et al, Delen & Liew, 2016;Eggers et al, 2021;Elhusseini et al, 2022;Lai & Hwang, 2021;Rollins et al, 2022;Van Laer & Elen, 2017).…”

Section: Figure 10supporting

confidence: 90%

Self-Regulation Strategies in Online EFL/ESL Learning: A Systematic Review

Hunutlu¹

2023

SISAL

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Online learning environments contain many of the variables of face-to-face learning environments. However, the inability to be in the same physical environment may cause problems due to the student’s self-management of the process. At this point, self-regulation strategies (hereafter, SRS), also used in face-to-face learning, are essential in improving the process. This study (n=24) aims to present a broad perspective of the studies based on students’ SRS by focusing on online EFL/ESL learning research articles published in the last five (2018-2022) years. The studies determined by a search string and eligibility criteria were included in this systematic review using the PRISMA coding scheme guidelines and MAXQDA was employed for content analysis. 12 strategies were identified (self-evaluation, goal setting, time management, help-seeking, task strategy, environmental structuring, self-efficacy, strategic planning, self-observation/monitoring, self-satisfaction, achievement motivation, effort regulation/persistence) and 15 key attributes were found to support the student’s use of SRS in online language learning environments (motivation, interaction-feedback, metacognition, use of digital tools, pedagogical support, autonomous learning, good learning experience, positive belief, the reflection of the process, self-efficacy, authenticity, scaffolding, cultural interest, critical thinking, the flexibility of time). This study can serve as a guide when designing online environments for self-regulated language learning.

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Section: Figure 10supporting

confidence: 90%

Self-Regulation Strategies in Online EFL/ESL Learning: A Systematic Review

Hunutlu¹

2023

SISAL

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“…Therefore, from the above analysis and discussion, we can see that writing anxiety levels and self-regulation strategies are interlinked. Writing anxiety affects medical English students' use of self-regulation strategies, and self-regulation strategies influence students' writing performance, which is accordant with the previous studies which found that the use of self-regulation strategies contributed positively to students' achievements (Elhusseini, Tischner, Aspiranti, & Fedewa, 2022;Kanoksilapatham, 2021;Kellen & Antonenko, 2018;Meşe & Mede, 2023;Rollins, Sanders, Jolivette, & Virgin, 2022). Medical English students with different levels of writ ing anxiety tend to utilize different self-regulation strategies.…”

Section: Differences In the Use Of Self-regulation Strategies Among S...supporting

confidence: 83%

Writing anxiety and self-regulation strategies among medical English students

Cui,

Wang,

Kaur

2024

5019

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Writing is often regarded as the most challenging skill. Writing anxiety often hinders the improvement of learners’ writing quality and achievement. Many studies have focused on writing anxiety related to learning a foreign language. However, limited research has been done on the use of self-regulation strategies to overcome anxiety. As an essential emotional factor, anxiety is of great significance in language learning. Hence, this study aims to investigate the extent of writing anxiety and the use of self-regulation strategies to understand college students’ writing anxiety and self-regulation strategies to reduce writing anxiety and improve writing performance. A quantitative method was employed to investigate medical English students’ writing anxiety and self-regulation strategies in China. A total of 156 students from a medical university in Ningxia, China, was randomly selected to participate in the survey. The research findings revealed that medical English students’ writing anxiety is widespread, and the majority of students experience high writing anxiety, while the use of self-regulation strategies is at an average level. It was found that students’ use of self-regulation strategies generally decreased with increasing anxiety levels. This study sheds light on writing anxiety among medical English university students, raises awareness among instructors, and improves learners’ writing ability.

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“…While extensive research has been conducted on academic achievement, several understudied areas still offer further investigation and exploration opportunities. Previous extensive research has found that multiple factors influence academic achievement; among these factors are not only cognitive such as intelligence (Morales et al, 2020), but also noncognitive constructs such as motivational (Sivrikaya, 2019), self-regulation (Elhusseini et al, 2022), mindset (Macnamara & Burgoyne, 2022), and social-emotional skills (Hachem et al, 2022) have gained recognition for their influence. In a study on German high school students, researchers simultaneously investigated the effect of intelligence and motivation on academic achievement in three domains.…”

Section: Academic Achievementmentioning

confidence: 99%

The Impacts of Achievement Goal Orientation and Academic Self-Efficacy on Academic Achievement

2023

HEOS

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Achievement goal orientation and self-efficacy are essential non-intellectual elements that influence students' learning process and academic achievement, and they are fundamental components of motivation and learning theory in a variety of contexts. The objective of this article is to discuss the nature and structure of achievement goal orientation and self-efficacy, as well as their function in academic achievement. This article will assist educators better understand the importance of achievement goal orientation and self-efficacy in education, as well as motivate educators to consider students' achievement goal orientation and academic self-efficacy beliefs in teaching in order to give more appealing and effective instruction. This will aid in the identification of more effective treatments to boost students' motivation levels, as well as the development of counselling strategies to address students' individual motivational challenges.

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A quantitative review of the effects of self-regulation interventions on primary and secondary student academic achievement

Cited by 10 publications

References 88 publications

Self-Regulation Strategies in Online EFL/ESL Learning: A Systematic Review

Self-Regulation Strategies in Online EFL/ESL Learning: A Systematic Review

Writing anxiety and self-regulation strategies among medical English students

The Impacts of Achievement Goal Orientation and Academic Self-Efficacy on Academic Achievement

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