Learning and Academic Self-efficacy in Self-regulated Learning: Validation Study with the BOPPPS Model and IRS Methods

Wang, Chung-Jen

doi:10.1007/s40299-021-00630-5

Cited by 13 publications

(3 citation statements)

References 54 publications

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“…Self-efficacy has been characterized as people's views in their capacities to complete a task with desired outcomes (Khan et al, 2020;Wang, 2021), and it is an essential component of social cognitive theory (SCT). Self-efficacy beliefs significantly impact many facets of modern life, including decision-making, cognitive processes, and problem-solving techniques (Dweck and Leggett, 1988).…”

Section: Social Cognitive Theorymentioning

confidence: 99%

How does self-efficacy, learner personality, and learner anxiety affect critical thinking of students

Fu,

Ding,

Nie

et al. 2023

Front. Psychol.

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The goal of critical thinking for students is to help them learn how to think critically and systematically so they can solve problems and make informed decisions. It aids students in developing their capacity for independent thought, allowing them to generate their own conclusions and base those decisions on facts and evidence. Therefore, one of the key goals of this study was to explore the factors affecting critical thinking of English as foreign language (EFL) learners. This article used social cognitive theory (SCT) to investigate how personal and cognitive factors affect EFL learners’ critical thinking. Data from 305 Chinese EFL learners were collected online, and structural equation modeling (SEM) was used to evaluate the data. The results showed that metacognitive learning strategies (MLS) were positively related to critical thinking and that self-efficacy, self-oriented learning perfectionism, and learner anxiety were significantly related to MLS. Moreover, MLS mediated the link between self-efficacy, self-oriented learning perfectionism, learner anxiety, and critical thinking. The findings further indicated that learner proactivity moderated the association between MLS and critical thinking. By applying social cognitive theory to examine the variables influencing EFL learners’ critical thinking, this study adds uniqueness. It does this by emphasizing the moderating influence of learner proactivity and the mediating function of metacognitive learning strategies. The findings of the research have significant ramifications for educators since they emphasize how vital it is to support metacognitive strategies for learning in order to improve EFL learners’ critical thinking abilities. Additionally, to create an atmosphere that is favorable for the development of critical thinking skills in EFL education, policymakers should think about implementing support systems and interventions that focus on learner anxiety, learner proactivity, and self-efficacy.

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Section: Social Cognitive Theorymentioning

confidence: 99%

How does self-efficacy, learner personality, and learner anxiety affect critical thinking of students

Fu,

Ding,

Nie

et al. 2023

Front. Psychol.

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“…The utilisation of Chat GPT in higher education warrants contemplation about its capacity for advancing self-regulated learning. Self-regulated learning is a student-centred methodology that focuses on individual freedom, decision, and contemplation in the learning procedure (Matsuyama et al, 2019;Michalsky, 2020;Wang, 2021). Self-regulated students take accountability for their learning and proactively search for assets and criticism that can improve their aptitudes and information (Hensley et al, 2022;Öztürk & Çakıroğlu, 2021;Segaran & Hasim, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Promises and Pitfalls of Using Chat GPT for Self-Determined Learning in Higher Education: An Argumentative Review

Baskara

2023

PROSIDING SENTIKJAR

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The potential of artificial intelligence language models, such as Chat GPT, to support self-determined learning in higher education has garnered increasing attention from educators, researchers, and policymakers. However, the promises and pitfalls of using Chat GPT for self-determined learning remain subject to debate and warrant further exploration. In this argumentative review, we examine the central questions and statements of the problem related to the use of Chat GPT for self-determined learning in higher education. We synthesise and critically evaluate the existing literature on the potential of Chat GPT to support self-directed and self-determined learning and highlight the main challenges and concerns associated with its use. According to our analysis, Chat GPT promises to improve self-determined learning by offering individualised feedback, resources, and assistance to learners that can foster their acquisition of knowledge and skills. However, using Chat GPT in self-determined learning also raises ethical and pragmatic concerns. These include issues about privacy, data security, and algorithmic bias, which could compromise the effectiveness and reliability of Chat GPT-based interventions. We posit that while the potential benefits of Chat GPT for self-determined learning are significant, they must be weighed against its potential drawbacks. As such, the design, implementation, and assessment of Chat GPT-based higher education interventions must be carefully considered. Our results indicate that the advancement of Chat GPT-based interventions for self-determined learning in higher education necessitates a nuanced and multidisciplinary approach that considers the viewpoints of educators, researchers, learners, and other interested stakeholders.

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“…However, since the new curriculum reform, teacher-student communication in college Civics classrooms generally has the phenomena of inadequate preparation for communication, narrow scope of communication, single way of communication, and weak awareness of communication, etc. To address these issues, it is crucial to increase the efficacy of teacher-student communication in college classrooms [4][5][6].…”

Section: Introductionmentioning

confidence: 99%

The application of BOPPPS teaching model in online and offline hybrid Civics teaching in universities

Xiong

2023

Applied Mathematics and Nonlinear Sciences

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This study examines the hybrid online-offline teaching of civics in colleges and universities, with a particular emphasis on the analysis of the BOPPPS teaching model. The study also evaluates and analyzes the civics application under the BOPPS teaching model using the ID3 decision tree algorithm and the information gain method as attribute selection criteria. By integrating BOPPS teaching and online and offline hybrid Civics teaching, an online, hybrid teaching model platform based on BOPPPS is constructed. The teaching impact of the BOPPS online and offline hybrid Civics education was confirmed when combined with the empirical data. According to the findings, 66% of students anticipate learning about civics online, and 77% anticipate learning about civics both online and offline. The standard deviation for traditional instruction is 5.7819; for “online resources + offline classroom teaching,” it is 5.832; for BOPPPS teaching, it is 8.3988; and for BOPPPS teaching with online and offline integration, it is 6.0921. This study is helpful for fostering innovation and growth in both offline and online education at colleges and institutions. Hybrid civics education’s evolution and innovation.

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Learning and Academic Self-efficacy in Self-regulated Learning: Validation Study with the BOPPPS Model and IRS Methods

Cited by 13 publications

References 54 publications

How does self-efficacy, learner personality, and learner anxiety affect critical thinking of students

How does self-efficacy, learner personality, and learner anxiety affect critical thinking of students

The Promises and Pitfalls of Using Chat GPT for Self-Determined Learning in Higher Education: An Argumentative Review

The application of BOPPPS teaching model in online and offline hybrid Civics teaching in universities

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