Self regulated Learning for Academic Success

Self regulated Learning for Academic Success

In this resource, Carrie Germeroth and Crystal Day-Hess of Mid-continent Research for Education and Learning (McREL) present instructional strategies and specific ideas you can implement in your classroom today to put all your students on ...

Author: Carrie Germeroth

Publisher: ASCD

ISBN: 9781416618560

Category: Education

Page: 46

View: 956

What can you do for students who struggle to set goals, can't seem to follow rules, and frequently go off task? This concise publication explains how teachers in every content area and at every grade level can teach students to be self-regulated learners. Discover instructional strategies that help students learn to Approach challenges with confidence. Plan their learning tactics and maintain focus. Monitor their progress and seek help when they need it. Work well with peers and adjust their approach. Learn how to put all students on the path to positive, empowered learning and greater academic success.
Categories: Education

Self Regulated Learning and Academic Achievement

Self Regulated Learning and Academic Achievement

This book focuses on the influences of student self-regulated learning practices on academic achievement and motivation.

Author: Barry J. Zimmerman

Publisher: Springer Science & Business Media

ISBN: 9781461236184

Category: Psychology

Page: 212

View: 264

Self-regulated learning is a new approach to studying student academic achievement. In contrast to previous ability or environmental formulations that address the why of achievement, self-regulation models focus on how students activate, alter, and sustain their learning practices using a variety of self-related processes. This book brings together a number of internationally known researchers representing different theoretical perspectives on students' self-regulated learning. In each chapter, the authors first describe a particular view of self-regulated learning to show how key subprocesses are defined and measured. Second, evidence that these key subprocesses affect student motivation and achievement is reviewed. Third, the authors describe and discuss how student self-regulated learning can be developed or taught based on their theoretical perspective. This book focuses on the influences of student self-regulated learning practices on academic achievement and motivation.
Categories: Psychology

Self Regulated Learning and Academic Achievement

Self Regulated Learning and Academic Achievement

This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning.

Author: Barry J. Zimmerman

Publisher: Routledge

ISBN: 9781135659134

Category: Education

Page: 336

View: 606

This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence. Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.
Categories: Education

Investigating Self efficacy and Self regulated Learning as Predictors of Academic Success in College Online Courses

Investigating Self efficacy and Self regulated Learning as Predictors of Academic Success in College Online Courses

Online education has been firmly established as a recognized instructional delivery format.

Author: Kellie Lynn Templeman

Publisher:

ISBN: OCLC:1224550934

Category: College students

Page: 88

View: 948

Online education has been firmly established as a recognized instructional delivery format. From its inception, the participation in online courses has continued to grow exponentially as many brick and mortar higher educational institutions have expanded their online programs. As students are autonomous and independent learners within these environments, it is important to investigate their motivation and self-regulation as these variables affect their academic success. Substantial research has demonstrated self-efficacy and academic success are related, but less is known about the role of self-regulation in relation to self-efficacy and academic outcomes in online classrooms. This study explored how self-efficacy and selfregulation impact academic outcome in fully online courses. Subjects were 563 undergraduate and graduate students enrolled in asynchronous online classes at the University of Georgia. Students responded to surveys on motivational beliefs, self-efficacy and metacognitive selfregulation subscales via the Motivated Strategies for Learning Questionnaire (MSLQ) and an additional survey that probed for task value and self-efficacy in an online environment. Academic outcome was measured by the students’ final end of course grades. Contrary to expectations, results indicated none of the demographic or subscale measures significantly correlated to academic outcome. Thus, the proposed mediation model of self-efficacy leading to self-regulation, which then impacts academic outcome was not able to be performed due to lack of fit. The study included high achieving students and a narrow margin of academic outcomes, which made teasing out self-efficacy and self-regulation effects amongst the sample difficult. While self-regulation has been identified as an important factor in student success in online courses throughout the literature, the findings of this study reflect a weak relationship between self-regulation learning and academic outcome in a sample of high achievers.
Categories: College students

Self regulated Learning for Academic Success

Self regulated Learning for Academic Success

The aim of this thesis was to identify and assess the most effective means of instructing self-regulated learning in order to improve academic outcomes.

Author: Lyn Lavery

Publisher:

ISBN: OCLC:427575208

Category: Academic achievement

Page: 390

View: 172

Categories: Academic achievement

Motivation and Learning Strategies for College Success

Motivation and Learning Strategies for College Success

Combining theory, research, and application, this popular text guides college students on how to improve their study skills and become self-regulated learners.

Author: Helena Seli

Publisher: Routledge

ISBN: 9780429683510

Category: Education

Page: 272

View: 815

Combining theory, research, and application, this popular text guides college students on how to improve their study skills and become self-regulated learners. Seli and Dembo focus on the most relevant information and features to help students identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and to complete self-regulation studies that teach a process for improving their academic behavior. Motivation and Learning Strategies for College Success provides a framework organized around motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance that makes it easy for students to recognize what they need to do to become academically successful. Full of rich pedagogical features and exercises, students will find Follow-Up Activities, opportunities for Reflection, Chapter-End Reviews, Key Points, and a Glossary. New in the Sixth Edition: General updates throughout to citations and research since the previous edition Additional coverage of digital media and mobile technology, and the impact of technology on productivity Added coverage of metacognition and test anxiety, and consideration of non-traditional students Updated companion website resources for students and instructors, including sample exercises, assessments, and instructors’ notes
Categories: Education

Motivation and Learning Strategies for College Success

Motivation and Learning Strategies for College Success

This popular text combines theory, research, and applications to teach college students how to become more self-regulated learners.

Author: Helena Seli

Publisher: Routledge

ISBN: 9781136702877

Category: Education

Page: 346

View: 284

This popular text combines theory, research, and applications to teach college students how to become more self-regulated learners. Study skills are treated as a serious academic course of study. Students learn about human motivation and learning as they improve their study skills. The focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-regulation studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance) makes it easy for students to understand what they need to do to become more successful in the classroom. Pedagogical Features include Exercises; Follow-Up Activities; Student Reflections; Chapter-end Reviews ; Key Point; and a Glossary. New in the Fourth Edition: More emphasis on research findings; expanded discussion of motivation ; more emphasis on the impact of students’ use of social networking and technology; research about neuroscience in relationship to motivation and learning; new exercises, including web-based activities; Companion Website, including an Instructor's Manual
Categories: Education

Self Regulated Learning Theory and Application Penerbit USM

Self Regulated Learning  Theory and Application  Penerbit USM

Self-regulated learning is recognized as one of the most essential skills that students should possess in this information age.

Author: Melissa Ng. Lee Yen Abdullah

Publisher: Penerbit USM

ISBN: 9789674610821

Category:

Page:

View: 597

Self-regulated learning is recognized as one of the most essential skills that students should possess in this information age. Nevertheless, most students are accustomed to the conventional teacher-centered way of learning, thus, they are not competent at self-regulated learning. A Self-Management Tool was developed to guide and enhance students' usage of self-regulated learning strategies. The tool comprises three components; Information-Management Tool, Personal-Management Tool and a Teacher's Manual. A quasi-experimental study was conducted to test its effectiveness and the details of this empirical research were documented in this monograph. The monograph is divided into six chapters, with detailed descriptions on the research methodology. The Self-Management Tool was found to be effective in improving students' self-regulated learning. The findings have significant research and educational implications. Recommendations for future research are included in the final chapter of the monograph.
Categories:

Self Regulated Learning

Self Regulated Learning

FROM THE EDITOR This volume reports new findings associating students' self-regulation of learning with their academic achievement, motivation for learning, and use of cognitive and learning strategies.

Author: Héfer Bembenutty

Publisher: John Wiley & Sons

ISBN: 9781118159149

Category: Education

Page: 136

View: 575

Self-regulation involves students' beliefs about their ownpotential for actions, thoughts, feelings and behaviors that willthen allow them to work toward their own academic goals. Clearly,the need for self-regulation in higher education is crucial, Thisvolume describes the theories, tools, and techniques that can beused to assist in the promotion of self-regulation in studentsincluding areas such as goal orientations, self-efficacy beliefs,social comparisons, self-monitoring, and self-evaluation. Edited by Héfer Bembenutty, assistant professor ofeducaitonal psychology at Queens College of the City University ofNew York, this is the 126th volume of the Jossey-Bass quarterlyreport series New Directions for Teaching andLearning, which offers a comprehensive range of ideas andtechniques for improving college teaching based on the experienceof seasoned instructors and the latest findings of educational andpsychological researchers.
Categories: Education

Self Regulated Learning and Academic Achievement

Self Regulated Learning and Academic Achievement

This book focuses on the influences of student self-regulated learning practices on academic achievement and motivation.

Author: Barry J. Zimmerman

Publisher: Springer

ISBN: 1461236193

Category: Psychology

Page: 212

View: 597

Self-regulated learning is a new approach to studying student academic achievement. In contrast to previous ability or environmental formulations that address the why of achievement, self-regulation models focus on how students activate, alter, and sustain their learning practices using a variety of self-related processes. This book brings together a number of internationally known researchers representing different theoretical perspectives on students' self-regulated learning. In each chapter, the authors first describe a particular view of self-regulated learning to show how key subprocesses are defined and measured. Second, evidence that these key subprocesses affect student motivation and achievement is reviewed. Third, the authors describe and discuss how student self-regulated learning can be developed or taught based on their theoretical perspective. This book focuses on the influences of student self-regulated learning practices on academic achievement and motivation.
Categories: Psychology

Self Regulation in Education

Self Regulation in Education

Written by a leading expert on self-regulation and self-regulated learning, this book situates the topic within the broader context of educational psychology research and theory, bringing it to a wider audience.

Author: Jeffrey A. Greene

Publisher: Routledge

ISBN: 9781134983247

Category: Education

Page: 162

View: 614

Self-regulation in education is a familiar and important topic for all educators: professors, administrators, teachers, researchers, journalists, and scholars. As educational standards require that students take control of what and how they learn, self-regulation skills are essential to student success. Written by a leading expert on self-regulation and self-regulated learning, this book situates the topic within the broader context of educational psychology research and theory, bringing it to a wider audience. With chapters on the fundamentals of self-regulation, explanations of its uses, and advice for best application, this concise volume is designed for any education course that includes self-regulation in the curriculum. It will be indispensable for education researchers and both pre- and in-service teachers alike. Jeffrey A. Greene is Associate Professor in the Learning Sciences and Psychological Studies program in the School of Education at the University of North Carolina at Chapel Hill, USA.
Categories: Education

Handbook of Self Regulation of Learning and Performance

Handbook of Self Regulation of Learning and Performance

This is the first volume to integrate into a single volume all aspects of the field of self-regulation of learning and performance: basic domains, applications to content areas, instructional issues, methodological issues, and individual ...

Author: Barry J Zimmerman, PhD

Publisher: Taylor & Francis

ISBN: 9781136881664

Category: Education

Page: 504

View: 284

Self-regulated learning (or self-regulation) refers to the process whereby learners personally activate and sustain cognitions, affects, and behaviours that are systematically oriented toward the attainment of learning goals. This is the first volume to integrate into a single volume all aspects of the field of self-regulation of learning and performance: basic domains, applications to content areas, instructional issues, methodological issues, and individual differences. It draws on research from such diverse areas as cognitive, educational, clinical, social, and organizational psychology. Distinguishing features include: Chapter Structure – To ensure uniformity and coherence across chapters, each chapter author addresses the theoretical ideas underlying their topic, research evidence bearing on these ideas, future research directions, and implications for educational practice. International – Because research on self-regulation is increasingly global, a significant number of interntional contributors are included (see table of contents). Readable – In order to make the book accessible to students, chapters have been carefully edited for clarity, conciseness, and organizational consistency. Expertise – All chapters are written by leading researchers from around the world who are highly regarded experts on their particular topics and are active contributors to the field.
Categories: Education

Developing Self regulation of Learning and Teaching Skills Among Teacher Candidates

Developing Self regulation of Learning and Teaching Skills Among Teacher Candidates

This book is written for teacher candidates to believe that if they heard a call to teach, they can see in each paragraph of this book that they can do it.

Author: Héfer Bembenutty

Publisher: Springer

ISBN: 9789401799508

Category: Education

Page: 134

View: 561

During the last several decades, self-regulation of learning has permeated all areas of learning and development, including teaching preparation programs. Self-regulatory competences are essential for successful academic achievement and performance. This book is written for teacher candidates to believe that if they heard a call to teach, they can see in each paragraph of this book that they can do it. Teacher candidates reading this book will find themselves vicariously portrayed in the journey of the four teacher candidates described in this book. They can empathize with their struggles but will also find assurance that through self-regulation their own journeys and dreams could have great outcomes. This book is also written for teacher educators in teaching education programs so that they would realize that by transforming their curriculum in light of new findings on self-regulation, they could facilitate the training process of teacher candidates under their supervision and that self-regulation of learning and teaching matters for teacher candidates. Drawing on a rich body of research and theory on self-regulation of learning, Bembenutty, White, and Vélez present compelling case studies indicating that the capability of teacher candidates to self-regulate their attainment of educational goals depends on their exposure to self-regulated teacher educators, especially as they model, scaffold, and mentor in classroom settings. This important text gives numerous examples of how teacher educators can become role models and agents for self-regulatory change, and it will be an invaluable resource for courses in education, psychology, and human development. Barry J. Zimmerman, Professor Emeritus Graduate Center, The City University of New York In an effective blend of theory and case histories, Bembenutty, White, and Vélez provide valuable information and advice for prospective teachers and teacher educators. Their focus on help seeking is critical given the array of resources available to overcome early difficulties especially for teachers with significant challenges. Also important is helping them understand the role of delay of gratification in the face of expanding sources of distraction. Stuart A. Karabenick, Research Professor University of Michigan This book builds a really strong case for the importance of self-regulation in teacher education. Moreover, it tells a fascinating story of educational success against the odds, made possible by personal stamina as well as contextual support. Both teacher students and teacher educators around the world will find this book a wonderful inspiration. Ivar Bråten, Professor University of Oslo, Norway This is a practical book which provides a compelling narrative with page after page on teacher self-regulatory functioning. I recommend this book for teacher preparation programs, and I will definitely share it with many of my students and colleagues. Anastasia Kitsantas, Professor George Mason University
Categories: Education

Learning Online

Learning Online

Implications for the theory, research, and practice of academic self-regulation and online learning are discussed, as are study limitations and future directions.

Author: Anthony R. Artino

Publisher:

ISBN: OCLC:232149316

Category:

Page: 324

View: 108

Categories:

Motivation and Learning Strategies for College Success

Motivation and Learning Strategies for College Success

This text teaches college students how to become more self-directed learners.

Author: Myron H. Dembo

Publisher: Routledge

ISBN: 9780805846485

Category: Education

Page: 341

View: 649

This text teaches college students how to become more self-directed learners. Students learn about human motivation and learning as they improve their study skills. Includes self management studies whereby students are taught a process for improving their learning and study strategies.
Categories: Education

Self Regulaton in Education

Self Regulaton in Education

Written by a leading expert on self-regulation and self-regulated learning, this book situates the topic within the broader context of educational psychology research and theory, bringing it to a wider audience.

Author: Jeffrey A. Greene

Publisher: Routledge

ISBN: 9781134983315

Category: Education

Page: 162

View: 827

Self-regulation in education is a familiar and important topic for all educators: professors, administrators, teachers, researchers, journalists, and scholars. As educational standards require that students take control of what and how they learn, self-regulation skills are essential to student success. Written by a leading expert on self-regulation and self-regulated learning, this book situates the topic within the broader context of educational psychology research and theory, bringing it to a wider audience. With chapters on the fundamentals of self-regulation, explanations of its uses, and advice for best application, this concise volume is designed for any education course that includes self-regulation in the curriculum. It will be indispensable for education researchers and both pre- and in-service teachers alike. Jeffrey A. Greene is Associate Professor in the Learning Sciences and Psychological Studies program in the School of Education at the University of North Carolina at Chapel Hill, USA.
Categories: Education

Self Regulated Learning Cognition and Metacognition

Self Regulated Learning  Cognition and Metacognition

The contribution of this book deals with a broad range of issues concerning self-regulated learning, cognition and metacognition.

Author: Eduard Balashov

Publisher:

ISBN: 1536170836

Category: Academic achievement

Page: 240

View: 937

"Self-regulated learning is one of the phenomena, which is seen as highly important for successful student academic performance. It is considered to be one of the key components for achieving academic success by the students, which has become topical in recent years in higher education. However, most studies on self-regulated learning have been prepared in the tradition more specifically focused at its mechanisms, types etc. Although self-regulated learning as a topic is far from being new, the studies, specifically placing self-regulated learning in the context of its cognitive and metacognitive aspects perspective, are rarer. The aim of this book is to precisely further explore this perspective, using theoretical and empirical data from various sources all over the globe. The contribution of this book deals with a broad range of issues concerning self-regulated learning, cognition and metacognition. However, this book deals not only with the theoretical research of the various aspects of self-regulated learning. Other intriguing issues have also been examined, such as why self-regulated learning is so effective, its linkage with cognitive psychology research; developmental trends of adolescents' learning strategies and academic motivation in relation to age and gender; self-regulatory climate in college math labs; metacognitive self-regulated models in math learning for students with special needs; cognitive and metacognitive strategy use in reading; students' goals, motivation and self-initiated actions for improving English and delivery skills for oral presentations; self-regulated cognitive and metacognitive learning strategy use and access to online learning activities to university students' academic success in a blended context etc. Qualitative and quantitative approaches to the research have produced better insight and deeper understanding of the students' goals and motives, as well as attitudes and differences in their academic achievements. Some of the chapters in this book present the empirical results of in-depth interviews, discussions and participant observation. I hope that my contribution in this book will advance our understanding of the variety in cognitive and metacognitive aspects of self-regulated learning; the differences between the attitudes and genders; the impact of cognition and metacognition on self-regulated learning of students and their academic excellence. I also hope that this book will contribute to further recognition of self-regulated learning as an interesting and important topic for further scientific research. I wish to thank to all those who have contributed to the preparation of this book. As editor, I invited scholars from different disciplines and countries to prepare their contributions in order to get the broadest possible overview of the current status of knowledge in the sphere of self-regulated learning, its connection with cognition and metacognition. I believe that the resulting variation has been properly reflected in this book. I thank all the authors not only for their contribution, but also for their accuracy during the preparation of the appropriate chapters"--
Categories: Academic achievement

Creating Self Regulated Learners

Creating Self Regulated Learners

The point of departure for this book is the literature on self-regulated learning that tells us that deep, lasting, independent learning requires learners to bring into play a range of cognitive skills, affective attitudes, and even ...

Author: Linda Nilson

Publisher: Stylus Publishing, LLC

ISBN: 9781579228699

Category: Education

Page: 180

View: 497

Most of our students neither know how learning works nor what they have to do to ensure it, to the detriment both of their studies and their development as lifelong learners. The point of departure for this book is the literature on self-regulated learning that tells us that deep, lasting, independent learning requires learners to bring into play a range of cognitive skills, affective attitudes, and even physical activities – about which most students are wholly unaware; and that self-regulation, which has little to do with measured intelligence, can be developed by just about anyone and is a fundamental prerequisite of academic success. Linda Nilson provides the theoretical background to student self-regulation,the evidence that it enhances achievement, and the strategies to help students develop it. She presents an array of tested activities and assignments through which students can progressively reflect on, monitor and improve their learning skills; describes how they can be integrated with different course components and on various schedules; and elucidates how to intentionally and seamlessly incorporate them into course design to effectively meet disciplinary and student development objectives. Recognizing that most faculty are unfamiliar with these strategies, she also recommends how to prepare for introducing them into the classroom and adding more as instructors become more confident using them. The book concludes with descriptions of courses from different fields to offer models and ideas for implementation. At a time of so much concern about what our students are learning in college and how well prepared they are for the challenges of tomorrow’s economy and society, self-regulated learning provides a reassuring solution, particularly as studies indicate that struggling students benefit the most from practicing it.
Categories: Education