College students' regulation of cognition, motivation, behavior, and context: Distinct or overlapping processes?

Kim, Yeo-Eun; Brady, Anna C.; Wolters, Christopher A.

doi:10.1016/j.lindif.2020.101872

Cited by 45 publications

(44 citation statements)

References 53 publications

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“…Others doubted their capability to learn in an online environment and amidst distracting circumstances at home. Self-regulation is an important factor in college students' academic success and wellbeing (Kim et al, 2020;Wolters & Benzon, 2013). Successful learners establish routines and spend considerable time and energy structuring their learning environment to meet their learning goals.…”

Section: Discussionmentioning

confidence: 99%

Psychology students’ motivation and learning in response to the shift to remote instruction during COVID-19.

Usher

Golding

Han

et al. 2024

Scholarship of Teaching and Learning in Psychology

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The COVID-19 pandemic has led to dramatic shifts in the teaching and learning of psychology. The purpose of this study was to document the impact of those shifts on undergraduate psychology students' motivation and self-regulation of learning during the initial transition to remote instruction. Psychology majors (N = 358) attending a public land-grant university in the southeastern U.S. voluntarily completed a survey at the end of the Spring 2020 semester. Closedand open-ended items assessed students' self-reported behavioral and psychological wellness, motivation, and learning experiences during the COVID-19 outbreak. A convergent mixed methods analysis was used in which open-ended questions provided context and experiential nuance to quantitative findings. Students reported increases in sleep, social media use, gaming, and procrastination, but decreases in academic motivation and self-regulation (e.g., focusing, juggling responsibilities). Over 75% reported increases in stress, which they attributed most frequently to motivational and academic challenges. Students reported learning less in most of their classes following the shift. They attributed this to internal factors, including selfregulatory/motivational difficulties, and external factors, such as instructional delivery modality. Although most perceived their instructors as understanding, nearly half reported a decline in instructional quality and communication after the shift to remote instruction. Over one third of students reported feeling less certain about their future educational plans. Implications for the provision of institutional and instructional supports for college students during and beyond the pandemic are discussed.

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Section: Discussionmentioning

confidence: 99%

Psychology students’ motivation and learning in response to the shift to remote instruction during COVID-19.

Usher

Golding

Han

et al. 2024

Scholarship of Teaching and Learning in Psychology

View full text Add to dashboard Cite

show abstract

“…Self-regulated learning provides a framework for conceptualizing engagement in terms how students manage their cognition, behavior, motivation/affect, and context (Kim et al, 2020;Pintrich, 2004). College students' engagement in self-regulated learning supports success in online education (Barnard-Brak et al, 2010;Broadbent & Poon, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“This weird time we’re in”: How a sudden change to remote education impacted college students’ self-regulated learning

Hensley

Iaconelli

Wolters

2021

Journal of Research on Technology in Education

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The present study investigates the impacts that a sudden change to online instruction had on undergraduates' engagement in self-regulated learning during the COVID-19 global pandemic. Using reflexive thematic analysis to examine college students' written responses, we identified four themes that illustrated the challenges of emergency remote learning: feeling disconnected, discordant, and distracted; struggling to engage amid lost autonomy and personal stressors; experiencing academic burden and burnout; and encountering both caring and disregard from instructors. The implications of these findings highlight the importance that learning contexts and social connectedness have on undergraduates' willingness and ability to enact self-regulated learning behaviors and strategies.

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“…Students who could manage their SRL tend to apply strategies that have increasing effort management on their cognition, motivation, behavior, and context ( Howlett et al., 2021 ; Kim et al., 2020 ). According to Wolters and Benzon (2013) , they involve in active participation to foster and sustain their motivation by employing self-regulatory motivational strategies.…”

Section: Literature Reviewmentioning

confidence: 99%

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

Alotumi

2021

Heliyon

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Despite majoring in English, many junior and senior college students face limited opportunities to practice their EFL speaking in class. Some self-motivated students, through self-regulated learning, seek beyond-class opportunities to tap into physical and virtual human interaction to hone their spoken English. This study examined junior and senior college students' level of self-regulated motivation to improve their speaking of English as a foreign language (SRMIS-EFL). It looked into the interaction of students' academic level and gender to their SRMIS-EFL. Participants were 300 EFL college junior and senior students from an English Department of a Yemeni university. This study utilized an online self-reported SRMIS-EFL questionnaire to gather data. Its descriptive and inferential statistical analyses revealed that senior students' overall level of SRMIS-ELF was high, while junior students' level was medium. It found that students used a range of motivation self-regulation strategies to improve their EFL speaking competence. It also indicated no significant relationship between students' SRMIS-EFL and their academic level. However, it evinced that students' gender had a small but significant effect, in favor of female students, on their SRMIS-EFL. The study suggests incorporating motivation regulation training into EFL programs to raise awareness of motivational self-regulatory strategies to cultivate student motivation.

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College students' regulation of cognition, motivation, behavior, and context: Distinct or overlapping processes?

Cited by 45 publications

References 53 publications

Psychology students’ motivation and learning in response to the shift to remote instruction during COVID-19.

Psychology students’ motivation and learning in response to the shift to remote instruction during COVID-19.

“This weird time we’re in”: How a sudden change to remote education impacted college students’ self-regulated learning

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

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