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Self-regulated learning has been widely praised as a key competence for initiating and maintaining lifelong learning. However, despite its recognised value, the literature shows that it is still insufficiently rooted in schools and that students do not develop it automatically. The aim of this study was to validate an instrument for measuring self-regulation of learning in primary school students and to analyse differences in students' self-regulation of learning processes by sex and grade. The method was developed from a positivist paradigm and a quantitative approach. The sample consisted of 514 students from third to eighth grade of primary school in Chile. The results showed that the instrument has an acceptable structure [χ2/df = 3.55, p <0.001; CFI = 0.974; TLI = 0.972; AGFI = 0.973; SRMR = 0.079; RMSEA = 0.071]. It consists of 56 items and 7 related factors, with Cronbach's alpha values over .7 and AVE index over .5 in all cases, which is acceptable. Significant differences were detected in the self-regulation of study and learning and self-efficacy for disposition to study variables, where women displayed higher levels than men. Also, in the strategies for disposition to study and self-efficacy for disposition to study variables, at the seventh and fourth grade levels, with the latter having higher levels. The discussion presents the potential practical implications, possibilities for research directed at timely intervention, and the impact on the quality of school education. It is concluded that girls have better self-regulation than boys, that self-regulation levels are suboptimal, and that self-regulation does not increase during the primary school years without intentional training. [ABSTRACT FROM AUTHOR]

The general goal of this work is to carry out a systematic review of the specialized literature on the evaluation and promotion of self-regulated learning (SAR), as well as the relationship between self-regulation and school learning (SRL) in students of educational programs supported by ICT. Following this research methodology, specifically the systematic review, we carried out the five steps according to Khan, Kunz, Kleijnen and Antiguo (2003): 1) Identification of the research questions; 2) Identification of relevant studies; 3) Selection of studies; 4) Comparison of data, and 5) Summary and report of results. The main actions include: search for articles in different databases, analytical readings of summaries and full texts, and comparison with the inclusion criteria to evaluate the quality of the studies. The total number of articles selected was 11. The main categories of analysis are: Self- regulated learning processes, Learning evaluation, Instruments used and Techniques to promote or support self-regulated learning. In general, it is concluded that self-regulation has a significant impact, ranging from moderate to excellent, on learning in ICT-mediated educational programs. The relationship is complex and depends on the characteristics of the student, the task, and the context. [ABSTRACT FROM AUTHOR]

Real-world design settings can be complex, ill-structured, open and typically uncertain and/or ambiguous about their goals and solution paths. This study contributes to understanding how to work with these types of problems in a course project setting. The main objective of the study is to identify, propose and validate a set of practical guidelines for dealing with ill-structured, open-problem project assignments in courses that teach design engineering or design development planning. A literature review identifies key practices for proposing the guidelines, which are then validated by intervening in an engineering project management master's course. The intervention took place during the COVID-19 lockdown restrictions with 12 project groups created from 105 enrolled students. During the validation, qualitative and quantitative feedback was gathered from the students, and the results provide positive evidence for achieving the objective. Key to this outcome was the combination of the self-regulation of learning, co-regulation of learning and socially shared regulation of learning. In this sense, the proposed guidelines look promising for redesigning university courses that deal with open problems, thus enhancing students' capacity for handling uncertainty and ambiguity. [ABSTRACT FROM AUTHOR]

Background: The Metacognitive Awareness Inventory (MAI) is used all over the world to identify metacognitive components that are relevant to learning. However, there is not enough evidence confirming its factorial structure or the suitability of its Shortened Version, proposed by various authors. Also, to date, the MAI has not been validated in the Spanish context. Method: After adapting the MAI to Spanish, it was administered to 1076 university students from different regions of Spain. Different structures of the MAI Shortened Version, with 19 items, were compared with the structures of the original 52-item MAI. Indexes of validity and reliability were analyzed, considering the factorial structure and relationships to other validated questionnaires. Results: Only the MAI Shortened Version that differentiates between knowledge and regulation of cognition achieved a good fit. These two scales showed good convergent and divergent validity, high criterion validity in relation to academic achievement, high testretest reliability, and high internal reliability. Conclusions: results support the traditional differentiation between knowledge of cognition and regulation of cognition, but only for the Shortened Version of the MAI. This instrument allows quick evaluations and identification of these components in Spanish contexts with adequate metric properties. [ABSTRACT FROM AUTHOR]

Background: Several student-centred and game-based approaches have developed in the last 40 years. Publications intended to describe the underlying theory and/or mechanics of each particular teaching/learning model have usually focused on modalities related to teacher-student interactions, taking into account the particular pedagogical content knowledge pertaining to the activities concerned. The extent to which a particular approach has students taking charge of their learning varies from one model to the other. Underlying learning theories, such as constructivism and nonlinear pedagogy, play an important role in explaining or justifying reasons for pedagogical choices. However, whatever approach is favoured by a teacher, there remains the matter of the regulation of learning in a student-centred teaching/learning environment. Purpose: The main purpose of this paper was to discuss the regulation procedures implemented in a particular team-sport related teaching/learning strategy called the 'Tactical-Decision Learning Model' (T-DLM). A second and preliminary objective was to examine various AfL models with regard to the regulation of learning. Scaffold of the paper: In the first section of the paper, a review of the literature is presented with regard to the diversity of the student-learning regulation construct, spreading from self-regulation to co-regulation and to shared/socially-shared regulation. In the second part of the paper, the authors discuss the regulation of tactical learning in team sports through the lens of T-DLM, considering the contribution of four basic features of the model: game-play in a small-sided game format, student observation, debate, road map, and their iterations. Conclusion: In a team-sport teaching/learning context, cooperative learning becomes, by definition, the pivotal characteristic of the learning and learning-regulation processes. Although ever present, self-regulation is intermingled with socially shared regulation in the sense that each student's self-regulation activities voluntarily mingle with that of his/her teammates to bring about a collective action plan. Due to its socio-constructivist foundation and particular features, T-DLM offers many opportunities for socially-shared regulation of learning and may, given the right conditions, open the way for socially-shared metacognitive awareness of learning-regulation processes. [ABSTRACT FROM AUTHOR]

The present study presents as its theme the repertoire of strategies for reading comprehension of academic texts. This is a descriptive research with a quantitative approach. The aim of this research was to investigate the perception of beginning and final-year students of the Pedagogy, Literature and Law courses at a University in the North of Paraná in relation to the frequency with which they use strategies to carry out the activity of reading academic texts with a view to reading comprehension. A total of 274 students answered a Likert-type scale about reading strategies (KOPKE FILHO, 2001), composed of twenty items about the strategies used before, during and after reading. The data analysis indicated that there were significant differences between the averages for beginning and final course participants, which needs to be better investigated and highlights the need for effective teaching of reading strategies throughout these courses. [ABSTRACT FROM AUTHOR]

Teacher education programs should have as one of their purposes the promotion of self-regulatory skills for learning among students who aspire to be teachers so that they can take a leading role in their learning and foster these skills in their future students. Considering the importance of knowing what students in teacher education programs do to study and learn, as well as how efficacious they feel to deal with academic demands, this study is part of a larger research and aims to investigate the learning and study strategies and self-efficacy for learning beliefs of 220 students enrolled in teacher education programs in Biological Sciences, Chemistry, Physics and Mathematics of a Higher Education Institution in the state of Piauí, and examine them in relation to age, gender, licentiate area, and course semester. Brazilian translations of the Learning and Study Strategies Inventory (LASSI — Third Edition) and the Self-efficacy for Learning Form were used for data collection. Scales were administered in the classrooms both through online platforms and in paper and pencil. Nonparametric inferential statistical approaches were used to test hypotheses regarding group differences. Statistically significant differences were found in LASSI in relation to gender, licentiate area, and course semester. Overall, students in Physics dealt better with anxiety; in Mathematics showed more favorable attitudes towards learning; in Chemistry reported managing their time better; in Biological Science showed significantly lower scores on many scales than did other students. Findings from this study could help inform curricular design decisions regarding teacher education programs and inform the design of interventions to strengthen the learning and study strategies and the self-efficacy for learning beliefs of future teachers. [ABSTRACT FROM AUTHOR]

The present mixed-method longitudinal study examines students' experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies. At the first measurement point, 188 first-year students completed the questionnaire. At the second measurement point, 91 of the 188 students participated in the follow-up study at their fourth study year and completed the same questionnaire again. Of these, twelve students were interviewed. The results showed that experienced study-related exhaustion and self-regulation of content increased during studies. However, the results also showed a large individual variation in experienced study-related exhaustion. The students whose exhaustion decreased described experiences of peer support that helped them to develop their self-regulation skills. Students whose study-related exhaustion remained low evaluated their self-regulation skills as good. They experienced that they did not need other students' support in the regulation of learning. The students whose study-related exhaustion increased or remained high described more problems in self-regulation. Most students relied on peer support because of self-regulation problems. However, not all students used other students' support despite of problems in studying. It can be concluded that regulation skills have a key role in experienced study-related exhaustion during studies. [ABSTRACT FROM AUTHOR]

The purpose of this study was to analyze the psychometric qualities of the Self-Regulatory Messages Questionnaire (CMA) in 40 ninth-grade students from Colegio Cundinamarca IED in the city of Bogotá. It was adopted by a quantitative non-experimental design that sought to observe the phenomenon of self-regulation of learning in its natural context. The main findings revealed the existence of a significant correlation between performance and control of emotions. This allowed to recognize that students with low emotional self-regulation are associated with high indicators of failure in tasks and activities, and that these tend to generate negative effects on the emotions of individuals, which later lead to systematic avoidance. [ABSTRACT FROM AUTHOR]

Past research shows that both teachers' technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential to technology integration in the classroom. However, the interplay between teachers' TPACK ability and their metacognitive skills is still underexplored, especially in the context of developing technology‐infused lesson plans. This study examined how the interrelations among metacognitive activities and TPACK constructs affected preservice teachers' technology integration in instructional design. Sixty‐four preservice teachers designed a lesson with nBrowser, a computer‐based learning environment (CBLE) that helps teachers incorporate technology into instruction by promoting self‐regulated learning (SRL). Drawing on the lesson plans, we extracted six types of metacognitive processes preservice teachers exhibited while solving the task and generated two distinct SRL profiles according to the identified latent profile of metacognitive patterns. The competent self‐regulated learners demonstrated more efforts in metacognitive monitoring activities than the less competent self‐regulated learners in regulating their task solving processes. When comparing TPACK comprehension and design performance between the two profiles, the competent self‐regulated learners outperformed the less competent self‐regulated learners on comprehension and design outcomes. This study provides deep insights into teachers' self‐regulation in CBLEs and emphasizes the pivotal role of metacognition and SRL in teachers' TPACK development. Practitioner NotesWhat is already known about this topic Success in technology integration calls for teachers' conceptual understanding of technological pedagogical content knowledge (TPACK).Teachers' self‐regulated learning (SRL) ability mediates their TPACK development since metacognitive activities in the SRL process enable teachers to monitor and evaluate TPACK learning towards the sophisticated levels of TPACK.What this paper adds nBrowser, the computer‐based learning environment fosters teachers' engagement in regulated TPACK development.Analysis of teachers' lesson plans affords opportunities to identify teachers' specific metacognitive processes in self‐regulated TPACK development.Latent profile analysis helps to understand the heterogeneity of teachers' metacognitive processes and establish distinctive profiles regarding teachers' self‐regulation.Teachers' TPACK development differed significantly across distinctive SRL profiles.Implications for practice and/or policy Teacher educators should find ways to support teachers' SRL ability in technology education.The identification of SRL profiles could contribute to designing metacognitive scaffolds in the specific domain of teachers' technology education. [ABSTRACT FROM AUTHOR]

Given the official declaration of COVID-19 as a pandemic by the World Health Organization, Mexico declared in March 2020 the suspension of face-to-face activities in educational centers through an Agreement promulgated in the Official Journal of the Federation. This suspension lasted until the end of the school year, causing students, teachers and managers to implement a distance modality to continue the training process. The present study pursues the objective of determining if the degree of self-regulation of the learning of students of Middle and High school education suffered any significant change due to this new modality. For this, a non-experimental and longitudinal study was developed, with an exploratory and descriptive scope. A sample of 206 students from a private school in the municipality of Aguascalientes was considered, to whom an instrument designed to measure the study variable was applied. The analysis of results allows validating the designed instrument, by identifying good levels of internal consistency and construct validity. A statistically significant advance in the degree of self-regulation of learning in students was revealed between the periods of application of the scale, identifying a significantly higher degree of self-regulation in female students than in males. These results are relevant, since in addition to collaborating with the scientific support of the country's official educational approach, focused on the development of competencies, contributes with an instrument for Mexico and the shed of light related to the online modality that will inevitably continue to be applied until the COVID-19 as long as the pandemic demands it. [ABSTRACT FROM AUTHOR]

In this article, we present the results and interpretations of our research, the aim of which was to create a certain picture of how the preparation is set, but also the motivation of students in the programs of Preschool and Elementary Pedagogy for science subjects. We focused on the area of self-regulation of learning and motivation for science education for future teachers. We start from the methodological approach rooted in the theory of self-determination. We consider the most important finding to be the positive motivation of students for science. Within science subjects we see an opportunity to use the student's portfolio as a means of his trajectory of development and self-regulation of learning. [ABSTRACT FROM AUTHOR]

This study examines the profiles of self-regulation of learning, peer learning and peer support among students. The study investigates whether the profiles differ in terms of reported study-related exhaustion. Students completed a questionnaire regarding their use of self-regulation of learning and peer learning and perceived peer support and study-related exhaustion. Four different student profiles were found. The profiles differed in terms of self-reported study-related exhaustion. Self-regulated students with a low level of peer learning and low perceived value of peer support reported the lowest levels of study-related exhaustion, whereas students with self-regulation problems, a high level of peer learning and high perceived value of peer support reported the highest levels of study-related exhaustion. The results showed that problems in self-regulation were positively related to self-reported study-related exhaustion. Identifying different student profiles helps to recognise students who may need more support in studying. [ABSTRACT FROM AUTHOR]

In this work, an approach is made to the self-regulation of learning that is used, from a pedagogical approach, by a Colombian institution of higher education with first semester students of social work. The pedagogical approach, known as praxeology, consists of promoting the dimensions of the human being from the practice and its reflection in the environment. This article, corresponding to a master's research, exposes elements of educational practices of the praxeological pedagogical approach and responds to the need to form autonomous students in their learning process, with the capacity to «learn how to learn». In this process, the educational system must assume a leading role. [ABSTRACT FROM AUTHOR]

The article presents the results of research conducted with students of the career of Educational Intervention in the National Pedagogical University in Morelos. Its objective was to form competences for the self-regulation of apprenticeship learning and strengthen the students' autonomy in the learning processes, as well as theoretically generating and sustaining a system of psycho-pedagogical actions that mediate the development of self-regulation in the context of their professional training. The study is based on the historical-cultural approach and other theoretical conceptions that explain the self-regulation of learning and the formation of autonomous learners. It was carried out through the qualitative research approach and its methodological design articulates the principles of the genetic method and participatory action research. The results guarantee the relevance of educational processes and psychopedagogical mediation actions in the development of autonomy and self-regulation. [ABSTRACT FROM AUTHOR]

Critical thinking and creativity share numerous characteristics, since they are educational tools that are very useful in a society like today, in which mere conventional knowledge of the school curriculum is no longer enough to integrate into a variety of professional fields and social sectors. In this sense, it is necessary and urgent to train students to develop an inquiring, critical and investigative spirit, at the same time that they are committed and supportive of global sustainability. Added to this is the recent crisis of Covid-19, which has had a devastating impact on education, making face-to-face teaching impossible in most schools on the planet, which has brought to the fore the need to promote the selfregulation of students in their learning from home. [ABSTRACT FROM AUTHOR]

In this article, we present the results and interpretations of our research, the aim of which was to create a certain picture of how the preparation is set, but also the motivation of students in the programs of Preschool and Elementary Pedagogy for science subjects. We focused on the area of self-regulation of learning and motivation for science education for future teachers. We start from the methodological approach rooted in the theory of self-determination. We consider the most important finding to be the positive motivation of students for science. Within science subjects we see an opportunity to use the student's portfolio as a means of his trajectory of development and self-regulation of learning. [ABSTRACT FROM AUTHOR]

This investigation is part of a larger ongoing research carried out in interinstitutional exchange with several universities in Brazil, one in the United States, and one in Portugal. Its main objectives are to identify the study and learning strategies of Brazilian university students from a public educational institution in the state of São Paulo and to analyze them in relation to students' sociodemographic and academic life variables. The study included 163 university students enrolled in teacher education programs. Data were collected with the Learning and Study Strategies Inventory (LASSI - 3rd edition) - translated and adapted for use in Brazil - and a sociodemographic questionnaire. Descriptive and inferential statistical procedures were employed for data analysis. Students responded to the survey on the Platform Autorregular developed for the research. Overall, students reported using a range of learning and study strategies, with LASSI scale means near the mid-point of the five-point response scale. Significant relationships were found between LASSI scales and sociodemographic and academic life variables. We hope that data gathered in the present study can contribute to increase knowledge about factors that promote self-regulated learning and empower students towards college success in Brazil. [ABSTRACT FROM AUTHOR]

Background: The aim of the study was to analyze the infl uence of potentially important individual variables (motivation, satisfaction with the course, self-regulation, expectations of self-efficacy and perception of academic performance) on the intention to remain on university courses. Method: An ex-post-facto design was used, applying the University Life Questionnaire to a sample of 2,741 first-year students from six Chilean universities. Data were analyzed by path analysis. Results: The intention to remain is higher when intrinsic motivation is higher, self-efficacy expectations are higher, the perception of performance is higher and satisfaction with the course is higher. All the variables included in the model explained 26% of the intention to remain. Conclusions: The study confirms the suitability of studying this phenomenon through complex models (e.g., st ructural equat ion models, mult i level models), since it makes little sense to try to explain dropout only through direct effects (as in most previous research). Secondly, the percentage of variance explained by dropout intention means it is important to continue this kind of research (with better controls, other types of measures, etc.). [ABSTRACT FROM AUTHOR]

Background: Higher-education students with attention deficit hyperactivity disorder (ADHD) often face difficulties in self-regulation of learning (SRL). Studies of typical students have shown that SRL is less effective for digitally displayed texts. The current study investigated the influence of the media (digital, print) on reading comprehension and self-monitoring (a component of SRL) in higher-education students with and without ADHD.Methods: Forty-five students with ADHD and 61 matched controls read an expository text displayed digitally or in print. Then, they predicted their performance score and answered comprehension questions. Sustained attention and set-shifting abilities were also assessed.Results: In the digital condition, students with ADHD had significantly lower comprehension scores and were overconfident in their predictions of success relative to controls. In the print condition, the ADHD group spent more time reading the text, but their predictions of performance and comprehension scores were comparable to those of the control group. Poor sustained attention was significantly correlated with lower comprehension scores in both media conditions, whereas set-shifting correlated only with comprehension of the printed text.Conclusions: Understanding a digitally displayed text is more challenging for students with ADHD than their peers, particularly when the conditions of the comprehension task favor good SRL skills. [ABSTRACT FROM AUTHOR]

Students entering university are expected to be active, collaborative, self-regulated and self-directed in their learning. However, this expectation upon entry level is beyond their capacity due to the complex nature of tertiary education compared to that of secondary-level education. A novel hybrid pedagogical model integrating Team-based and case-based learning was employed to assist students to develop such skills. To explore the impact of the hybrid pedagogy, a mixed-methods research design was implemented examining students' academic performances and responses to a motivation and self-regulation of Learning questionnaire. Results revealed enhanced academic performance and high mean scores on questionnaire items, post intervention. Forty-four percent of total respondents provided some insight highlighting that curriculum contextualisation, relevance and positive social interdependence led to a positive student experience. In addition, student feedback also suggested that this model could be a useful analytical tool to personalise data-driven student feedback, identify students' gaps in knowledge and correct misconceptions. Overall, students' interactions with the learning material, their interactions with their instructors and their interactions among their peers are all enhanced, translating into increased academic performance in both summative and formative assessments. The success of implementing this hybrid pedagogical model may prove useful for different stakeholders such as curriculum designers, course coordinators and instructors in science units. [ABSTRACT FROM AUTHOR]

This work investigates the impact of formative evaluation procedures in the development of oral production competence in learners of Portuguese Foreign Language. We sought to determine how the appropriation of the oral evaluation criteria used in the Portuguese Language Proficiency Certificate exam contributes to the development of this ability in students preparing for the exam. The results of the action research analyzed here reveal that the implemented actions have enabled not only self-assessment practices that are more consistent with each criteria, but also the self-regulation of learning methods and strategies, leading students to a better level of preparation for the exam. [ABSTRACT FROM AUTHOR]

(Teaching in group and debate for the learning of theories related to the origin of life and biological evolution in the 3rd. years of High School of E. E. Pirassununga, SP.). It is considered that it is the teaching of Biology (Natural Sciences) in Brazil, to provide the students with keys essential for the solution of scientific and technical questions of everyday life related to socio-philosophical subjects, among which are discussions on theories related to the origin of life and evolutionary processes, interrelated subjects and permeated by beliefs and ideologies that, if they do not go through a wide and delicate planning by the teacher, can generate controversies and discussions in their approach in classrooms. Using the methodologies of Teaching in Groups and Discussions and Debates, the pedagogical intervention provided an active learning, promoting with dynamism, efficiency and effectiveness knowledge about the themes origin of life (Creationism, Panspermia, Intelligent Design) and Evolutionism (Lamarckism, Darwinism and Neo-Darwinism or Synthetic Theory of Evolution). Also, it was noted at the end of the project improvement in reading and writing skills. However, there is still a need to deepen text interpretation techniques with students. The project participants also expressed concern about the continuity of the project for future colleagues, highlighting guiding principles of conscientious and socially responsible citizens. [ABSTRACT FROM AUTHOR]

Purpose Grounded on components of experiential learning theory (ELT) and self-regulation of learning (SRL) theory, augmented by elements of action theory and script development, the purpose of this paper is to demonstrate the case-based modeling (CBM) instructional approach that stimulates learning in groups or teams. CBM is related to individual and group learning, reflective practices, and the growth mindset. The whole instructional approach is explained in detail as well as unintended consequences and benefits.Design/methodology/approach The important features of ELT and SRL are presented as well as details of the use of cases (case studies, scenarios, and stories), the creation of case material, and the dynamics of script development. A detailed presentation of the CBM approach with attendant explanation of how the various theories are connected to the steps of the approach is offered. Empirical evidence of the efficacy of CBM is expressed.Findings The CBM approach may be used effectively in collegiate instruction, employee training and problem solving (in groups), and in other settings. The outputs of the instruction and its processes should result in malleable performance (behavioral) scripts intended to improve both learning and performance. The approach requires high-level involvement and attention to detail.Originality/value The paper details the confluence of two important learning theories: experiential learning and SRL that result in a formal instructional model. Activities require learning on the individual and group level. The entire instructional model is presented in a way that a practitioner may implement the model. In addition, substantial detail is provided on the construction of case material and the sources of case material. [ABSTRACT FROM AUTHOR]

The present article reports on a formative experience of three masters students in pre-school education and elementary school education. The students used the Independent Learning Development List (CHILD) as an instrument to support the pedagogical practice in their curricular internship in kindergarten and school contexts. Through the analysis of their narratives recorded in logbooks, we were able to ascertain the potentialities of this instrument in the investigation of the practice itself, reflection and formation. The students considered this formative approach important because it contributed to provide effective and essential opportunities for the development of selfregulation skills adjusted to the needs of children from 5 to 7 years of age in school transition. It is suggested that future teachers should experience, during their initial formation, the theoretical and experiential knowledge of the construct of self-regulated learning so that they intentionally promote it in the school context from an early age with the children. [ABSTRACT FROM AUTHOR]

This study aimed to understand how children reflect about learning, report their regulation of learning activity, and develop their performance in contemporary English as a Foreign Language instructional settings. A quasi-experimental design was used with one experimental group working in a self-regulated learning computer-supported instructional setting and two control groups (the first with self-regulated learning and no computer support, the latter with no training) with process diary data and pre- and posttests (diary task entries, n = 440). A multilevel linear analysis of the diary data showed diverse growth rates of self-regulated learning activity throughout time between the three groups. Item Response Theory demonstrated that a higher percentage of children in the experimental group were accurate in their reports than the other groups. Results from pre- and posttests showed that the children in the experimental group wrote more specific and relevant comments when reporting their reflections and had better language performance. Implications for practice and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

Studies have shown that the students’ regulation of learning is associated to their learning outcomes, cognitive processing strategies and understanding of the content. In Pakistan, it was suggested that science students at secondary school possesses inadequate learning behaviours which diminished regulation of learning behaviours. This study was conducted with the intention to explore the issue of regulation of learning among secondary school science students in Pakistan. Twenty-four male students were selected purposefully to participate in the study. The data was collected through focus group interviews to understand their view of self-regulation of learning behaviour. The Applied Thematic Analysis was executed to analyse the student’s comments. It was found that the external regulation of learning in Pakistani secondary school science students were presence. Three common factors such as gender, teaching methods, and field of study were highlighted by the participants as a vital role in the development of external regulation of learning. The findings promote changes in teaching and learning approaches at the Pakistani secondary school level in science teaching. [ABSTRACT FROM AUTHOR]

Using the ICAP framework (Chi & Wiley, 2014) we examined the level of cognitive engagement of lesson tasks designed by teacher education students (TES). Explanations for task design were examined for structural complexity and types of self-regulated learning (SRL) activity. Two thirds of the participants designed lesson tasks that would stimulate constructive engagement while the tasks of the remaining participants would be unlikely to stimulate constructive activity in students. Explanations for task design primarily focussed on SRL activity related to cognition in stimulating students' understanding and showed limited structural complexity. Further attention could be given during teacher education to the importance of constructive task engagement and a wider range of SRL activity. • Examined cognitive engagement levels of teacher education students' tasks. • Examined types of self-regulatory activity in teacher education students' tasks. • Most participants' tasks would stimulate constructive and interactive engagement. • Explanations for task designs showed limited structural complexity. • Explanation focussed on cognitive activity, little metacognitive activity. [ABSTRACT FROM AUTHOR]

The aim of this research is two-fold: to investigate (a) the potential of computer-assisted argument mapping practices for promoting pre-service teachers' self-regulation of learning and problem-solving skills; and (b) the link between these two higher-order thinking skills. To address this aim, a pre-test post-test quasi-experimental design with a control group was adopted. Sixty pre-service teachers enrolled in an early childhood education department at a middle-sized university in Turkey were allocated to one of two groups: A computer-assisted argument mapping group or a control group. A problem-solving inventory and an online self-regulation of learning scale were used as data collection instruments, before and after a 14-week intervention period. Statistical significance was analyzed by using a multivariate analysis of variance. The results depicted statistically significant progress in pre-service teachers' self-regulation of learning and problem-solving skills of the students in the experimental group where computer-assisted argument mapping practices were used as homework assignments after the topics of the course were introduced by the instructor as compared to pre-service teachers in the control group who did not engage in any computer-assisted argument-based assignments. Experimental evidence further supported that self-regulation of learning skills are significantly positively correlated with problem-solving skills. This study advances our knowledge of engaging in computer-assisted argument mapping practices by using a free software tool (ARTOO) to be an appropriate course of action to encourage pre-service teachers to regulate their learning experiences and problem-solving processes. • The study explores the roles of CAAM practices as homework assignments in promoting SRL and PS skills. • The study explores the degree to which there is an association between SRL and PS skills. • The study adopts a pre-test post-test quasi-experimental design with a control group. • Focusing on authentic cases considers an important mechanism for promoting SR and PS skills through by using CAAM practices. • The findings successfully demonstrate that CAAM is a promising technological tool that facilitates PS and SRL skills. [ABSTRACT FROM AUTHOR]

Self-regulation of learning is the process by which a student monitors and guides his own learning. Therefore, taking into account its great importance for the quality of learning, the present study aims to investigating two variables related to self-regulation: causal attributions and use of self-handicapping strategies. The sample consisted of 164 participants, of both sexes, with age range varying from 18 to 48 years old, enrolled in the second and fourth year of Pedagogy at Brazilian public universities. Data collection was carried out by means of two self-reported Likert scales. Results indicated that students who attribute failure to internal causes and success to external ones were those who reported using self-handicapping strategies more frequently. Data is discussed in terms of the need of analyzing the college student's attributional beliefs and their strategic behavior in learning situations. [ABSTRACT FROM AUTHOR]

The growth in opportunities to enter higher education in the past two decades has led to a remarkable increase in the proportion of the British population who are now educated to graduate level. This transformation of the landscape of higher education has also been associated with an increase in student dropout, increasing dependence on lecturers, and ultimately failure. In short, although the agenda of widening participation has many worthy aspirations, it has also engendered some issues relating to students’ outcomes. As a new recruit to academia from teaching in the sixth form college sector, the author was interested to see how students made the transition from college to university study. The purpose of this paper is to investigate the approaches taken by two groups of undergraduate students to study during their first term at a business school. The research involved a cohort of 50 students and a 25-item structured questionnaire together with feedback from focus groups. This research sought to bridge the conventional methodological and theoretical divide between those who focus on self-regulated learning (SRL) and those, particularly in British context, who choose to investigate students’ approaches to learning (SAL). In doing so, this research serves both as a primer for further exploration and debate for a possible synthesis between these two approaches. In particular, the findings highlight the importance of self-efficacy, intrinsic motivation, and self-image, and how these concepts may be linked to strategic, deep and surface forms of learning. [ABSTRACT FROM PUBLISHER]

Objective. Observational learning has been suggested as a potential strategy for improving task performance and self-efficacy with stroke survivors. The present study explored the effectiveness of the use of peer mastery in addition to verbal instructions, to improve the task performance and self-efficacy, of a stroke survivor learning to exit a car. Method. A single-subject A-B-C design including a baseline observation phase (A) followed by two subsequent intervention phases, direct instruction (B) and peer mastery modeling (C), was used. Outcome measures, guided by Zimmerman's self-regulation of learning model, were obtained for task performance, perceived task performance, self-satisfaction, and self-efficacy. Results. While no improvement in task performance followed either intervention, improvements in perceived task performance, self-satisfaction, and self-efficacy were found following direct instruction. Peer mastery significantly strengthened the participant's self-efficacy. Conclusion. Perceived performance and self-satisfaction may be important factors to consider when investigating self-efficacy. Further investigations are needed to study the influence of these self-regulatory processes on task performance with stroke survivors. [ABSTRACT FROM AUTHOR]

Abstract: The commentary discusses phenomena highlighted in the studies of the special issue such as the hypercorrection effect, overconfidence, and the efficiency of interventions designed to increase monitoring accuracy. The discussion is based on a broader theoretical framework of self-regulation of learning that stresses the inferential character of metacognitive experiences, as posited by the cue utilization approach, the interrelations of metacognition with affect, and the influence of prior knowledge and individual differences factors on monitoring accuracy. The implications of the findings of the studies for learning in the classroom are also pointed out. [Copyright &y& Elsevier]