The Effects of Self-Regulated Learning Strategies on Preschool Children’s Self-Efficacy and Performance in Early Writing

Abstract

To enhance the will and the skills to express thoughts explicitly and effectively in early writing among preschool children, self-regulated learning (SRL) was suggested for preschool children as one of the effective learning approaches. This quasi-experimental study involved seventy-five preschool children (5-6 years old) from two public preschools in Selangor, Malaysia. This study investigated the effects of SRL strategies on early writing self-efficacy and early writing performance among preschool children. Interview data was engaged and supported the quantitative result to obtain a deep insight of the findings. Two-way Repeated Measure ANCOVA was employed and confirmed the effectiveness of self-regulated learning intervention with an interaction effect between the test and group for early writing self-efficacy being statistically significant (F(1, 72) = 12.665; p = 0.001, 2= 0.150), with Cohen’s d = 0.84; and early writing performance statistically significant (F(1, 72) = 110.801; p < 0.001, 2= 0.606), with Cohen’s d = 2.84. The result also confirmed that self-monitoring and controlling (F (5, 69) = 17.934, p < 0.001), with an adjusted R² = 0.534, was a strong predictor for early writing self-efficacy, and planning and goal setting (F(5, 69) = 12.706, p< 0.001), with an adjusted R² = 0.442, were a strong predictor for early writing performance. Eleven self-regulated learning strategies used emerged from the interviews’ data pertaining to different contexts. According to the participant children, planning and goal setting, self-monitoring, and self-evaluation were the strategies that will assure their writing quality. These responses supported the results produced by the quantitative data. The findings of this research provide a useful insight into early writing and self-regulated learning instructions in the Malaysian preschool context.

Psychometric Properties of Self-Regulated Learning Strategies in Learning English Grammar and English Grammar Self-Efficacy Scales

“…Central to SRL strategies are metacognitive strategies (Efklides, 2008) such as planning, making predictions, monitoring, evaluating, and reflecting (Flavell, 1979;Moshman, 2018a), which can enhance students' learning outcomes (Donker et al, 2014) and have a sustained effect on their academic performance (De Boer et al, 2018). Although cognitive strategies made up the largest proportion of strategies in language learning (Pawlak, 2013b;Zhang et al, 2014), elements of metacognition and self-regulation have been integrated into recent strategic language learning studies in EFL contexts (e.g., Kim and Nor, 2019;An et al, 2020) to broaden the traditional strategy research.…”

Pandemi Covid-19: Problematika Belajar Melalui Media Daring Di Ra Salafiyah Surabaya

“…Di tingkat RA sendiri, pembelajaran daring memiliki kesulitan sekaligus tantangan tersendiri yang tidak ditemukan di tingkat lainnya. Hal ini terutama disebabkan subjek yang menjadi peserta didik masih berada pada usia-usia sangat muda yang tentu saja membutuhkan lebih banyak materi visual di satu sisi, dan lebih sedikit materi verbal di sisi lain, atau materi-materi yang membutuhkan nalar (S. S. Kim & Nor, 2019). Inilah yang menjadi tantangan bagi para pengajar RA.…”

Evaluation of the Self-regulated Learning Model in High Schools: A Systematic Literature Review

“…Furthermore, the concept of SRL developed in Indonesia includes three things, namely learning objectives, effective learning methods, and reflection. The emphasis of SRL in Indonesia is more on teacher strategies to improve the SRL skills of Indonesian students [14]. Moreover, to facilitate the understanding of concepts, in this article the term SRL is used as the core theory of developing SRL in Indonesia.…”