How students’ conceptions of learning science are related to their motivational beliefs and self-regulation

Soltani, Asghar; Askarizadeh, Ghasem

doi:10.1016/j.lmot.2021.101707

Cited by 25 publications

(17 citation statements)

References 47 publications

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“…In the current study, similar to the self-efficacy findings, it was found that the use of SRLS in the learning process had a positive impact on students' science motivation. This result was also in line with the relevant research in the field (Lavasani et al, 2011;Soltani & Askarizadeh, 2021;Schraw et al, 2006;Pintrich & De Groot, 1990;Pravesti et al, 2020). Motivation is a key factor triggering behavioral engagement and learning and, eventually, leading to greater academic performance in any given discipline.…”

Section: Discussionsupporting

confidence: 91%

“…If teachers inform students about how and when to use strategies and practice these procedures in class, the outcomes may potentially be more favorable for students (Weinstein et al, 2011). Designing the classroom instruction in such a way that would promote students' learning and practice of SRLS may strengthen the projected positive academic outcomes for students (Soltani & Askarizadeh, 2021).…”

Section: Research Problemmentioning

confidence: 99%

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Self-Regulated Learning Strategies Impact Fourth-Grade Students’ Positive Outcomes in Science Class

Cengiz-Istanbullu

Sakız

2022

JBSE

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For long years, researchers in the field believed that the development of self-regulated learning (SRL) behaviors of students could only be initiated around middle school years. Nowadays, a growing number of research around the world attempt to challenge this belief by demonstrating that SRL behaviors and strategies can emerge in students at an earlier age than expected through proper training and eventually affect students’ positive academic outcomes in the learning process. The purpose of this study was to examine the impact of the use of self-regulated learning strategies (SRLS) on fourth-grade students’ academic self-efficacy, science motivation, academic worry, and achievement in a primary school science classroom. A pre-test – post-test control group quasi-experimental design was used. The participants were 39 fourth-grade students from a private primary school in Istanbul, Turkey. The SRLS (goal-setting, planning, note-taking, monitoring and self-evaluation) used in the study were explicitly taught to the students in the experimental group. The data were collected using two self-report questionnaires and an achievement test. A 2x3 Split-plot ANOVA test was used for data analyses. The results revealed that the use of SRLS significantly positively impacted students’ perceived academic self-efficacy, science motivation and academic achievement; and, significantly negatively affected their academic worry. The results of the retention tests, however, showed the necessity of continuous stimulation of SRLS to obtain optimal benefits for student outcomes. Keywords: academic achievement, academic self-efficacy, academic worry, science motivation, self-regulated learning strategies (SRLS)

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Section: Discussionsupporting

confidence: 91%

Section: Research Problemmentioning

confidence: 99%

Self-Regulated Learning Strategies Impact Fourth-Grade Students’ Positive Outcomes in Science Class

Cengiz-Istanbullu

Sakız

2022

JBSE

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“…Based on data analysis, visual learning styles in class XI IPA 1 and IPA 2 have very low criteria. Factors that influence student learning outcomes include students' intellectual abilities, students' learning styles, and students' learning motivation (Lee & Osman, 2012;Soltani & Askarizadeh, 2021;Umrana et al, 2019). The results of the research as a whole show that there is no positive and significant relationship between learning styles in learning and students' cognitive competencies.…”

Section: Discussionmentioning

confidence: 99%

The Relationship Between Learning Styles and Cognitive Competencies in Biology Learning

Winalda

Ristiono

2022

TSCJ

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The problem often faced in the learning process is the low learning outcomes obtained by students. One of the factors that influence student learning outcomes is learning style. The observations show that teachers rarely use varied learning methods, models, and media. At the time of learning, each student did not understand their learning style (modality). It can cause an imbalance between students' learning styles and the models, methods, or learning media used by the teacher, causing low cognitive competence in students. This study analyzes the relationship between students' learning styles and cognitive competence. This research is a descriptive study. The total sample is 121 students—data collection techniques using learning outcomes tests, questionnaires, and documentation. Data analysis in this study used the Pearson Product Moment correlation formula. Correlation testing is done by using the t formula to determine whether the correlation coefficient is significant or not. The percentage contribution of students' learning styles on students' cognitive competence was analyzed using determinant coefficients. Based on the research that has been done, it is found that there is no significant correlation between learning styles and students' cognitive competencies. The dominant learning style is the visual learning style, then the kinesthetic learning style, and the least is the auditory learning style. This study concludes that there is no significant relationship between learning styles and students' cognitive competencies.

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“…SRL is a new learning strategy approach that effectively improves student learning performance [26]. SRL refers to learning involving students' beliefs, motivation, cognition, and self-regulation [27]. In SRL, students reflect on previous knowledge development and find new ideas to improve their higher-order thinking skills [23].…”

Section: Self-regulated Learning (Srl)mentioning

confidence: 99%

Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications

Hidajat

2022

Int. J. Interact. Mob. Technol.

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This study aims to determine the effect of self-regulated learning (SRL) on students' mathematical creativity through the "zoom" mobile e-learning application. SRL is learning that refers to activities to control and regulate the learning process independently of students to find creative ideas. This quantitative research uses a quasi-experiment approach. Participants in this study were 53 students at a secondary school in Malang, Indonesia. Participants were divided into two groups, namely 26 students in the experiment group and 27 students in the control group—grouping based on the purposive random sampling technique. The design of this study used a Nonequivalent Pre-Test and Post-test Control-Group design because the implementation of SRL was only for the experiment group, but both groups carried out pre-test and post-test. The data analysis technique used paired T-test analysis to compare and identify students' creativity from the experiment and control groups. Data analysis using the SPSS 23 application. The results showed that students' creativity in the experiment group was higher than in the control group. In the experiment group, students provided many creative solutions for various shapes of cube nets. This research will provide educators with suggestions to consider implementing SRL strategies to increase students' creativity in “Zoom” e-learning applications.

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How students’ conceptions of learning science are related to their motivational beliefs and self-regulation

Cited by 25 publications

References 47 publications

Self-Regulated Learning Strategies Impact Fourth-Grade Students’ Positive Outcomes in Science Class

Self-Regulated Learning Strategies Impact Fourth-Grade Students’ Positive Outcomes in Science Class

The Relationship Between Learning Styles and Cognitive Competencies in Biology Learning

Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications

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