Self-Regulated Learning in Students’ Thesis Writing

Abstract

Abstract:The aim of this study was to find answers to how self-regulated learning (SRL) Keywords: self-regulated learning, inventory of learning styles, supervision, Vermunt JEL Classification: I23, I21Authors: DAVID HALLBERG , The Swedish Red Cross University College, Sweden, Email: hald@rkh.se ULF OLSSON, Stockholm University, Sweden, Email: ulf.olsson@su.se Citation: DAVID HALLBERG , ULF OLSSON (2017). Self-Regulated Learning in Students' Thesis Writing. International Journal of Teaching and Education, Vol. V(1), pp. 13-24., 10.20472/TE.2017.5.1.002 13 Copyright © 2017, DAVID HALLBERG et al., hald@rkh.se Students' thesis writingThe study was triggered by a significant number of students who did not take the thesis course despite being eligible to do so. Another challenge is that many of those who choose to take the thesis course do not complete it within the stipulated time.Focusing on aspects such as the culture and demography of the individual might provide an understanding of this phenomenon. For instance, students from upper classes are more likely to adapt to the university culture compared to their counterparts from lower classes (Georg, 2009). Walsh and Associates (2009) suggests that full-time degree students are more likely to continue the studies in the second year compared to part-time students. It suggests part-time students are more likely to have other commitments apart from studying, such as work or the responsibilities of being a parent. The study also suggests if postgraduate and final-year undergraduate students are engaged in university projects that offer support to first year-students, part-time students are less likely to withdraw from the university. Research also suggests lack of good practice may be one reason for low course completion (Wisker, 2007;Wisker, 2005).Research also suggests that a student's failure to formulate emotion-focused and problem-focused strategies needed to cope with academic stress is another reason (Rijavec & Brdar, 2002). Another concern connected to drop-out rates and learning style is the ability to keep deadlines. Some institutions have tried flexible deadlines with poor results (Hardin, 2004) -the reasons for which is that students tend not to complete their work if not given a fixed deadline. The lack of deadlines increases the number of dropouts. On the other hand, strict deadlines combined with having free rein over their academic responsibilities, such as completing homework, may increase plagiarism (Palazzo, Lee, Warnakulasooriya, & Pritchard, 2010).Often a thesis on master's level is to be written in a language that is not the first language of the student. This may cause problems when the student is to deal with academic arguments. Bacha (2010) has noted this in the context of teaching English as foreign language.Another factor mentioned as a key issue is the degree of self-regulated learning among the students. It has been concluded that when students are self-regulated they are likely to become more successful in their achievements (M...

Exploring Undergraduate Students’ Motivation-regulation Strategies in Thesis Writing

“…However, they encounter some problems which can lower their interest. The results of the interviews are in line with the point of view shared by Hallberg and Olsson (2017) who emphasize that students will encounter some difficulties in writing an academic paper. P1 states that "Menyenangkan sebenernya hehe cuma apa ya karena dosennya tidak mau memberi tahu kesalahannya di mana jadi ya males ngerjain juga (It is actually interesting but my advisor does not want to tell my mistake.…”

“…One of the fac-riences." Students who are self-regulated will be more successful in their achievements (Hallberg & Olsson, 2017).…”

Writing Anxiety and Academic Procrastination on Undergraduate Thesis Writing: The Role of Self-Regulation

“…To better understand the students' journey in their thesis writing process, an investigation of their self-regulation during thesis writing was conducted. As has been claimed by several researchers, self-regulation during academic writing is claimed to be a factor that facilitates students to make progress despite challenges and hindrances they encountered (Abadikhah et al, 2018;Ariyanti et al, 2018;Hallberg & Olsson, 2017;Mbato & Cendra, 2019). Based on the findings, the 12 students show that self-regulation they conducted had the highest performance on goal setting and help seeking, whereas, the lowest was on task strategies and time management.…”

Emotional Engagement in Undergraduate Thesis Writing: Systematic Review

“…Despite these difficulties, writing an undergraduate thesis is one of the graduation requirements for undergraduate-level students in Indonesia. The preparation for writing an undergraduate thesis in a limited time, corrective feedback from lecturers, and confusion about where to start writing are one of the causes of delays in the completion of the undergraduate thesis previously expected (Hallberg & Olsson, 2017;Jabali, 2018;Mbato & Cendra, 2019).…”