Seminar for Master’s Thesis Projects: Promoting Students' Self-Regulation

Abstract

This study presents a thesis seminar model aimed at promoting students' self-regulation. Students' perceptions regarding the contribution of the seminar to their learning process were characterized and the seminar's effect upon their self-regulation expressions was examined. Data was collected using questionnaires and analyzed thematically. The most significant components of the seminar, according to the students, were cognitive knowledge and guidance regarding thesis writing, along with peer learning, and changes in self-efficacy and ability to regulate time and emotion. Students demonstrated self-regulating mechanisms for planning, setting goals, monitoring, self-encouragement, and emotion control. The results emphasize the significance of self-regulation in thesis-writing.

Improving Academic Writing in Nursing Education

“…Friberg and Dahlborg (2013) argues that a prerequisite to improve academic thesis writing is that students learn how a scientific article is structured ,then it is easier for them to structure and write as such. Students can be tutored to become more self-directed in their thesis writing through other means than the ordinary student-tutor situation during thesis writing (Miedijensky & Lichtinger, 2016). This way of arranging the pedagogical process involves changing the content and structure in the tutoring situations and for example arranging weekly or monthly seminars or workshops for the students.…”

“…Students can in this way increase their awareness of theoretical perspectives, such as the difference between qualitative and quantitative design and theoretical frameworks. Through these pedagogical methods students realize that nursing research should be used to improve caring for the patient (Friberg and Dahlborg, 2013;Miedijensky & Lichtinger, 2016). To strengthen the students in critical thinking and academic writing the tutoring and assessment throughout the education should support this learning and the tutor should adjust their own tutoring to the level they expect the thesis to reach (Kapborg and Berterö, 2002;Dysthe, 2002).…”

“…When tutors increased their skills, such as increased ability to critique and give relevant assessment on thesis writing, satisfaction became greater. Monthly seminars to discuss challenges in the tutoring situation have been fruitful in strengthening the tutors in the tutoring role (Friberg & Dahlborg, 2013;Miedijensky & Lichtinger, 2016). If tutors become better at linking theory to thesis writing, it can lead to better guidance of students and increased satisfaction among teachers.…”

“…In this study we acted on the findings from the first step (N 20) and started with academic writing and article reading as well as scientific discussions in the first course of the next intensive care course in accordance with suggestions made by (Friberg and Dahlborg, 2013;Miedijensky & Lichtinger, 2016). We clarified the principles for theses writing and assessment, to clarify the knowledge students are expected to acquire through science courses and thesis writing in the specialist nursing program, as suggested by Kapborg and Berertö (2002) and Hodges and Kuper (2012).…”

The Effectiveness of Using Self-Questioning Strategy in Developing Strategic Listening and Self-Regulation

“…Moreover, Zumbrunn, Tadlock and Roberts (2011: 4) defined it as "a process that assists students in managing their thoughts, behaviors, and emotions in order to successfully navigate their learning experiences". SR is important in increasing student's academic achievement (Montroy, Bowles, Skibbe & Foster, 2014;Zimmerman, 2008), improving their self-efficacy and self-satisfaction (Zimmerman, 1990;Zimmerman, 2002), fostering their life-long learning skills (Zimmerman, 2002;Zumbrunn, Tadlock & Roberts, 2011), promoting their academic motivation (Maralani, 2016;Zimmerman, 1990), enhancing their autonomy and allow them to learn independently and responsibly (Oruc & Arslan, 2016;Miedijensky & Lichtinger, 2016), and influencing their engagement, performance and success (Lichtinger & Kaplan, 2011;Zhao, 2016). It promotes different study skills such as speaking proficiency, reading comprehension and writing achievement (El-Sakka, 2016;Schunk & Zimmerman, 2007).…”