Finnish students’ reasons for their achievement in classroom activities: focus on features that support self-regulated learning

Mykkänen, Arttu; Perry, Nancy E.; Järvelä, Sanna

doi:10.1080/03004279.2015.1025802

Cited by 7 publications

(5 citation statements)

References 25 publications

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“…Feedback from parents to the teachers of their children enhances self-awareness in them that is directly associated with their self-control (Carver & Schier, 1990;Mikkänen et al, 2015). According to Martinez-Pons (2002), parents' guidance can be effective in improving children's selfregulation, enhancing their interest in studies, and results in better learning skills.…”

Section: Study Objectivementioning

confidence: 99%

“…Behavior control is associated with regulations and studies prove its importance for the students by determining the positive relationship with their achievement (Diamond et al, 2007;Dent & Koenka, 2015). It is like class activities to teach the students planning and goal setting (Alotaibi, Tohmaz & Jabak, 2017;Mikkänen, Perry & Järvelä, 2015) as self-regulation ___________________________________________________________________________ contributes making the students proactive towards their studies and they manage their time properly (Sahranavard, Miri & Salehiniya, 2018;Veas, Gilar & Minano, 2016). The rationale for the Study Students' learning styles significantly influence their academic achievement (JilardiDamavandi et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Effect of Self-Regulated Learning on Students’ Academic Achievement in the Subject of English at Secondary Level

Rasheed

Akhtar²

2021

ojs

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The study aimed at finding out the effect of students' self-regulated learning on their academic achievement in the subject of English. The study was conducted at the secondary level in the province of Punjab. It was quantitative in nature and employed a true experimental design (pre-test post-test control group). It was significant for teachers, curriculum stakeholders, training bodies, and policymakers. For the study sampling, a simple random sampling technique was used. Students' achievement test was developed for pre-test and post-test. The study sample consisted of sixty students of grade IX and they were divided into two groups; experimental and control. A pre-test was conducted on both groups to measure their current status of academic achievement. After the pre-test, the subject of English was taught to the experimental group by using self-regulated learning strategies while the traditional method (dominantly lecture method) was adopted to teach the control group. A post-test was conducted after an intervention of 16 weeks. The results of the test were compared by using a t-test. For data analysis, SPSS was used and results were interpreted accordingly. The study results revealed a significant difference between the test score results of the students. The study recommended appropriate teachers' training to use self-regulated learning strategies effectively at the secondary level. Textbook contents were also recommended to be devised supportive to gauge self-regulated learning.

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Section: Study Objectivementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effect of Self-Regulated Learning on Students’ Academic Achievement in the Subject of English at Secondary Level

Rasheed

Akhtar²

2021

ojs

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“…Each situation forms a unique composition of different factors that together form the circumstances for learning and regulation. Situational and contextual factors such as social interaction and the nature of the task, mediate the need for motivation and emotion regulation and, correspondingly, through motivation and emotion regulation the beliefs and experiences can be actively changed or modified in the situation (Isohätälä, Järvenoja, & Järvelä, 2017;Kurki, Järvenoja, Järvelä, & Mykkänen, 2017;Mykkänen, Perry, & Järvelä, 2017;Whitebread et al, 2009). Therefore, regulation of motivation and emotions is socially situated, involving a dynamic interplay between learners, tasks, teachers, peers and parents and is bound up with the context (Hadwin et al, 2017;Järvenoja, et al, 2015).…”

Section: Claim: Motivation and Emotion Regulation Is Situation And Comentioning

confidence: 99%

Capturing motivation and emotion regulation during a learning process

Järvenoja

Järvelä

Törmänen

et al. 2018

FLR

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This paper describes our research approach in which we have focused on situational and contextual variations in motivation and emotion regulation to better understand its role, appearance and function in collaborative learning situations. We have used research designs that employ process-oriented measures combined with subjective interpretations to capture motivation and emotion regulation. Analysing on-line process data poses several challenges such as variation in the granularity of different data sources, problems that emerge due to the complexity of contextual and situational factors in ecologically-valid learning situations or, currently, challenges in the use of multiple data channels and their analyses.In this paper, we present three claims underlying our research, particularly the motivation and emotions and their regulation in learning. The claims are as follows: (1) motivation and emotion regulation is situation and context specific, (2) motivation and emotion regulation is influenced by multi-layered nature of motivation and (3) Motivation and emotion regulation is intertwined with other processes of learning and can be captured from their temporal manifestation. We present an example from our empirical study to discuss how these claims have led us to employ multiple process-oriented methods that include both subjective and objective data sources, including different combinations of situation-specific self-reports, video and physiological data. We then describe opportunities and challenges involved in the empirical studies.

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“…Behrens, 2010;Määttä et al, 2016) oder auf die Wahrnehmung der Mitschüler und somit auf soziale Strukturen und Dynamiken im Klassengefüge (Grimminger, 2014;Strickland, 2012). Darüber hinaus wurde die Schülerwahrnehmung zu Lernen und Lernmethoden mit Video Stimulated Recall Interviews erfasst (Kriewaldt, 2009;Leiß et al, 2007;Mykkänen, Perry & Järvelä, 2017;Shubert & Meredith, 2015). Die Untersuchungen wurden sowohl mit jüngeren Schülern der Grundschule (z.B.…”

Section: Stand Der Forschungunclassified

“…Consuegra et al, 2015) oder bevorzugt an Grundschulen (z.B. Määttä et al, 2016;Mykkänen, Perry & Järvelä, 2017) durchgeführt werden. (Blömeke et al, 2003).…”

Section: Stand Der Forschungunclassified

Video-Stimulated Recall Interviews als methodischer Ansatz für die qualitative Unterrichtsforschung im Fach Musik

Schneider-Binkl

2018

b:em

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Forschung im Bereich Unterricht und Lernen steht vor der Herausforderung, geeignete Untersuchungsansätze für das komplexe Zusammenwirken einer Vielzahl an Einflussfaktoren zu entwickeln. Vieles deutet darauf hin, dass die Verwendung von videographierten Unterrichtsstunden als Stimulus für Reflexionen in Interviews mit Lehrern und Schülern tiefere Einsichten in individuelle handlungsleitende Denkweisen ermöglichen kann. Video-Stimulated Recall Interviews haben sich in diesem Kontext als eine sehr effektive Methode erwiesen. In der Literatur wurden bislang methodologische Aspekte fast ausschließlich spezifisch und selektiv im jeweiligen Forschungskontext thematisiert. Zur Erforschung des allgemeinbildenden Klassenunterrichts im Fach Musik fand die Methodik des Video-Stimulated Recall Interviews bis heute nur wenig Anwendung. Dieser Beitrag möchte daher ausgehend von der historischen Entwicklung sowie der bisherigen Anwendung in den verschiedenen Fachdisziplinen systematisch Charakteristiken und Potential dieser Methodik für die Forschung im Unterrichtsfach Musik darstellen und diskutieren.

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Finnish students’ reasons for their achievement in classroom activities: focus on features that support self-regulated learning

Cited by 7 publications

References 25 publications

Effect of Self-Regulated Learning on Students’ Academic Achievement in the Subject of English at Secondary Level

Effect of Self-Regulated Learning on Students’ Academic Achievement in the Subject of English at Secondary Level

Capturing motivation and emotion regulation during a learning process

Video-Stimulated Recall Interviews als methodischer Ansatz für die qualitative Unterrichtsforschung im Fach Musik

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