The Effect of Self-regulation Learning Strategies Training on the Academic Motivation and Self-efficacy

Lavasani, Masoud Gholamali; Mirhosseini, Fatemeh Sadat; Elaheh, Hejazi; Davoodi, Maryam

doi:10.1016/j.sbspro.2011.11.285

Cited by 66 publications

(56 citation statements)

References 20 publications

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“…The correlation coefficient between divergent learning style and students' self-regulation is significant over %1 level hence the null hypothesis 3 is also rejected and this finding that reveals a positive relationship between diverging learning style and self-regulation. Self-regulated learners according to (Lavasani et al, 2011) put metacognitive strategies into use to get advantage of learning process, and this is in line with the feature of the diverging learners who are thoughtful and have strong imagination, and consider one experience or event from different aspects. Finally, by the correlation coefficient between assimilating learning style and students' self-regulation, we can conclude that the null hypothesis 4 was rejected and there is a positive relationship between assimilating learning style and the student's self-regulation.…”

Section: Discussionmentioning

confidence: 77%

“…Furthermore, he indicated that if students be aware of self-regulation, they will achieve the goals more appropriately. Additionally, a study which had been conducted by Lavasani, Mirhosseini, Hejazi, and Davoodi (2011) emphasized on the benefits of self-regulation in the process of learning. They also claimed that "self-regulated learners are more active participants in the process of learning" (p.630).…”

Section: Review Of Literaturementioning

confidence: 99%

“…They also claimed that "self-regulated learners are more active participants in the process of learning" (p.630). Moreover, self-regulated learners put meta-cognition strategies into practice in order to get advantage of the learning process (Lavasani et al, 2011). A study done by Rakes and Dunn (2010) revealed that self-regulation has great impact on procrastination.…”

Section: Review Of Literaturementioning

confidence: 99%

See 2 more Smart Citations

Learning Styles and Self-regulation: An Associational Study on High School Students in Iran

Safari¹,

Hejazi²

2017

Mediterranean Journal of Social Sciences

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Section: Discussionmentioning

confidence: 77%

Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

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Learning Styles and Self-regulation: An Associational Study on High School Students in Iran

Safari¹,

Hejazi²

2017

Mediterranean Journal of Social Sciences

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“…The outcomes of previous researchers confirmed that attitude and strategies encourage students to get motivated for the accomplishment of tasks in school. The way in which students utilize their time at the university and expertise in their academic tasks may impact their skillfulness in academic performance 11 . Motivation can be defined as the strong desire to take part in academic tasks effectively and applications of motivation theories attempt to explain how such desire is developed and endorsed 12 .…”

Section: Literature Reviewmentioning

confidence: 99%

Motivation and Learning Strategies of High School and University Students

Mazumder¹,

Kilaru²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Dr. Quamrul Mazumder is currently an associate professor of mechanical engineering at University of Michigan-Flint. His areas of research include computational fluid dynamics, multiphase flow, quality in higher education, metacognition, motivation, and engagement of students. He is a Fulbright scholar travelled around the world to promote quality and globalization of higher education. Miss Motivation and Learning Strategies of High School and University Students AbstractThis research paper includes the survey questionnaire that consists of 18 categories. Out of 18 categories, six are related to motivation and nine are related to learning strategies. To investigate and compare the motivation and learning strategies implemented by first-year engineering students and high school students, a study was conducted using the motivation strategy and learning questionnaire (MSLQ). The sample includes seventy-five senior high school students who were dually enrolled in university courses similar to those being taken by university students, and fifty-five first year university students with the same levels participated in the survey. Both groups have the same instructor for offered courses and one of these courses were offered at the offsite location and the other one was at the university main campus. An independent sample t-test was performed showing a significant difference between dual enrolled high school and university students with high abilities in the categories of motivation and learning strategies. In addition, gender comparison also showed a significant difference in some areas. Results of this study may be useful for the development of strategies to improve the level of motivation among first-year engineering students. The results can also be used to develop an initiative that may help students become better learners.

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“…Previous investigators 1,2 reported that academic motivation is a powerful factor for students in terms of completing their academic work and making them more interested toward learning. High school and university students, based on their 3 theory of learning styles, map the differences in how they learn.…”

Section: Introductionmentioning

confidence: 99%

A Comparative Study of Motivation and Learning Strategies Between High School and University Students

Mazumder

Dakeev

2015 ASEE Annual Conference and Exposition Proceedings

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Dr. Quamrul Mazumder is currently an associate professor of mechanical engineering at University of Michigan-Flint. His areas of research include computational fluid dynamics, multiphase flow, quality in higher education, metacognition, motivation, and engagement of students. He is a Fulbright scholar travelled around the world to promote quality and globalization of higher education. Dr. Ulan Dakeev, University of Michigan, FlintDr. Ulan Dakeev is currently a faculty of mechanical engineering at the University of Michigan-Flint. His areas of research include renewable energy (wind energy), quality in higher education, motivation, and engagement of students.c American Society for Engineering Education, 2015 Page 26.23.1 A Comparative Study of Motivation and Learning Strategies between High School and University Students AbstractTo compare the level of motivation and strategies used by high school and university students, a study was conducted between two groups of students. One group was high school students who were dual enrolled in university courses and the other group was first year university students. Both groups were enrolled in similar courses with instructors using similar teaching methods and materials. The study used a Motivated Strategy Learning Questionnaire (MSLQ) that consisted of 18 categories, of which 6 related to motivation and 9 related to learning strategies. The participants included fifty two high school students and forty five university students. An independent sample t-test and variance analysis were performed to compare the responses of these two groups of students. The analysis results showed college student with higher levels of motivation and better learning strategies that high school students.Additionally, gender comparison showed Female students are more motivated with better learning strategies than male students. Introduction:

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The Effect of Self-regulation Learning Strategies Training on the Academic Motivation and Self-efficacy

Cited by 66 publications

References 20 publications

Learning Styles and Self-regulation: An Associational Study on High School Students in Iran

Learning Styles and Self-regulation: An Associational Study on High School Students in Iran

Motivation and Learning Strategies of High School and University Students

A Comparative Study of Motivation and Learning Strategies Between High School and University Students

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