Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning

Cleary, Timothy J.; Zimmerman, Barry J.

doi:10.1002/pits.10177

Cited by 438 publications

(352 citation statements)

References 37 publications

Supporting

Mentioning

289

Contrasting

Unclassified

Order By: Relevance

“…As learners monitor, control or assess their own learning process, they become more competent in seeking, accepting and accommodating feedback from external sources (Hattie & Timperley, 2007). They also become more proactive and self-motivated (Cleary & Zimmerman, 2004;Nicol & Macfarlane-Dick, 2006). Indeed, Zimmerman (2002) explains that teachers usually expect students to display their self-regulation skills outside the classroom.…”

Section: Discussionmentioning

confidence: 99%

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

Muñiz-Rodríguez

Alonso

Rodrı́guez-Muñiz

et al. 2018

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The ability to give constructive, purposeful and timely feedback is essential to the teaching profession. Research indicates that this competence remains underdeveloped during initial teacher education. This paper focuses on the design, implementation, and evaluation of a competence development intervention with secondary mathematics student teachers. The intervention builds on videotaped response-based simulations. A pre-test/post-test design was used. Mathematics student teachers were invited to respond to open-ended questions while watching a series of video-vignettes which focused on providing feedback to students in different real-life classroom situations. Content analysis of student teachers' answers helped us map changes in their feedback competence development. A scale was developed to capture their related feedback self-efficacy. The results indicate that the intervention had a positive impact on the development of mathematics student teachers' feedback competence. Implications and directions for future research are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

Muñiz-Rodríguez

Alonso

Rodrı́guez-Muñiz

et al. 2018

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…This is due to the individual to motivate himself, directing its actions with various exercises, forming the belief that they were capable of, the individual to anticipate what will happen in the future, to recognize and realize the goals and thoughts, and turn it into action through self-regulatory mechanisms. Despite all the self-motivational beliefs are important, self-efficacy is the key motivational process for validity in predicting students' effort, persistence, and activity choices (Zimmerman, 1989;Pajares, 1996;Cleary & Zimmerman, 2004).…”

Section: Discussion and Implications Of Resultsmentioning

confidence: 99%

Relationship Model among Learning Environment, Learning Motivation, and Self-Regulated Learning

Ariani¹

2017

ASS

View full text Add to dashboard Cite

This study applies social capital theory, motivation theory, and systems theories to examine the role of the learning environment and motivation in learning to encourage self-regulation in learning especially effort regulation. This study examines the relationship among learning environment (i.e., student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity), learning motivation (i.e., learning goal orientation, task value, and self-efficacy), and self-regulated learning in effort regulation. This study also examines the mediating role of learning motivation on relation between learning environment and self-regulation in learning effort. Respondents were 307 students of undergraduate program on business, management, and economics in Yogyakarta and Bandung, Indonesia. Self-report questionnaires were administered to respondents during their regular class periods. Results revealed that students' perception of learning environment on all dimensions were significantly related to learning motivation and self-regulation in effort regulation. Students' perception of learning environment especially task orientation dimension was significantly influenced on three dimensions of learning motivation. The result of this study also indicated that learning goal orientation and self-efficacy are the mediating variables in the relationship model. These results supported many of the hypothesized relationships. Further explanations are discussed regarding both the expected and unexpected outcomes.

show abstract

“…According to Cleary and Zimmerman [21], they mentioned that the ability of the students to regulate their learning approaches is the key to succeeding academically and beyond. Several studies have been done on successful learning and the design of new learning environment for which attributes such as learning skills, knowledge and behaviours associated with self-regulated learning could be attained [22].…”

Section: Related Reviewmentioning

confidence: 99%

An Empirical Investigation of Students’ Perceptions of Self-Regulated Learning in Online Blended Learning: A Case Study of a Novel E-Learning Platform

Onah¹,

Sinclair²

2016

EDULEARN Proceedings

View full text Add to dashboard Cite

Emerging online learning technology such as massive open online courses (MOOCs) is a new trend in learning technology. With the propagation of MOOC as a vast learning platform, very little has been known nowadays about the online blended learning systems and how it improves students' performance. The blended classroom was conducted using traditional teaching method in a brick-andmortar classroom arrangement and online. The research focuses on the usefulness of blended classroom teaching for a single sample of first year undergraduate students (n = 27) in a computer security module. The sample students participated in this study in an online blended classroom incorporating the orthodox (traditional) class teaching methods. This research investigates the various techniques students used to motivate their studying habit. The computer security module was created in a novel e-learning platform known as eLDa. This is an online platform developed for the delivery of computing concepts, and python programming. This investigation aims at revealing students' perceptions on self-regulated learning (SRL) skills. Multi-dimensional questionnaires were designed to collate sufficient data on the learning skills and the motivation of the students to study. These surveys analyse the following: (i) the various students' patterns of motivation (ii) the manner of learning suitable to individual student (iii) the level of improvement attained. The research compared the new introduction of blended class seminar with an initial run of a previous cohort of a traditional class seminar on computer security module. The research approach expanded on an existing Online Selfregulated Learning Questionnaire (OSLQ) as the instrument for measuring the self-regulated learning skills. In order to collect the research data, hard copy questionnaires were distributed during the data collection process in two of the traditional face-to-face learning to obtain the students' response. Descriptive statistical method was applied for the data analysis and evaluation using a statistical package for the social sciences (SPSS) tool. The results indicated the support received from the orthodox methods of teaching and the feedback received help in informing a better blended classroom delivery. The study analysis has provided insights to good practice with respect to the future direction of the online blended course embedded in the eLDaMOOC-learning platform. In summary, the blended learning used in this context was to introduce learners to the 21 st century skills in learning, such as critical thinking skills, and self-regulated learning skills. Self-directed learning skills, we presume can lead and encourage learners to the era of autonomous e-learning in education.

show abstract

Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning

Cited by 438 publications

References 37 publications

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

Relationship Model among Learning Environment, Learning Motivation, and Self-Regulated Learning

An Empirical Investigation of Students’ Perceptions of Self-Regulated Learning in Online Blended Learning: A Case Study of a Novel E-Learning Platform

Contact Info

Product

Resources

About