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Introduction: Self-regulation of learning is an essential variable in university students' educational process and integral development, especially in the first semesters. Given its relevance, significant, valid, and reliable instruments are required for its measurement. Therefore, this study aimed to determine the psychometric properties of the SRLI-U scale that assesses Self-Regulation of Learning in Undergraduates. Methods: An instrumental design was used, and the questionnaire was administered to 348 Chilean first-year university students (60.1% female) aged between 18 and 21 years (M = 18.85; SD = 0.773). Results: Adequate adjustment indexes of the second order model were evidenced considering three dimensions theoretically coherent with Zimmerman's model (1) Learning Disposition, Ω = 0.861, (2) Learning Performance, Ω = 0.842, and (3) Learning Self-evaluation, Ω = 0.887; and a general factor Ω = 0.936. Conclusion: It is a valid and reliable instrument for evaluating levels of self-regulation in Chilean university students. Discussion: The SRLI-U constitutes a valuable tool for educational practice because it allows for evaluating, monitoring, and intervening the self-regulation of learning levels. Theoretical and practical implications are discussed, as well as the study's limitations. [ABSTRACT FROM AUTHOR]

IntroductionSelf-regulation of learning is an essential variable in university students’ educational process and integral development, especially in the first semesters. Given its relevance, significant, valid, and reliable instruments are required for its measurement. Therefore, this study aimed to determine the psychometric properties of the SRLI-U scale that assesses Self-Regulation of Learning in Undergraduates.MethodsAn instrumental design was used, and the questionnaire was administered to 348 Chilean first-year university students (60.1% female) aged between 18 and 21 years (M = 18.85; SD = 0.773).ResultsAdequate adjustment indexes of the second order model were evidenced considering three dimensions theoretically coherent with Zimmerman’s model (1) Learning Disposition, Ω = 0.861, (2) Learning Performance, Ω = 0.842, and (3) Learning Self-evaluation, Ω = 0.887; and a general factor Ω = 0.936.ConclusionIt is a valid and reliable instrument for evaluating levels of self-regulation in Chilean university students.DiscussionThe SRLI-U constitutes a valuable tool for educational practice because it allows for evaluating, monitoring, and intervening the self-regulation of learning levels. Theoretical and practical implications are discussed, as well as the study’s limitations.

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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]

Self-regulation helps students develop various cognitive, metacognitive, and affective strategies to regulate their learning process and maximize learning gains. However, self-regulation demands i) an encouraging environment and ii) student motivation. First, adding Open Learner Models (OLM) to learning environments encourages self-regulation by providing clear feedback on which skills students need to prioritize. Second, gamifying these environments holds the potential to maximize student motivation. Nevertheless, empirical evidence on whether gamification improves learning self-regulation in OLM-based applications is lacking to our best knowledge. Therefore, we conducted a one-factor (gamification: yes or no) experimental study (n = 39) to test if gamification improves the self-regulation and performance of learners who used an OLM-based Intelligent Tutoring System to complete multiple-choice questions. Surprisingly, we found no significant differences in self-regulation and performance when comparing the gamified and non-gamified groups. Considering prior research did not investigate gamification in similar settings, the fact that gamification's effect varies depending on the context and learning outcome likely explains our findings. Thus, practitioners must be cautious in using gamification amid the lack of empirical evidence on its effectiveness in a given context/learning outcome. Researchers need to understand how gamification affects different learning outcomes in varied contexts. Accordingly, future research must investigate and ground how self-regulation, OLM, and gamification work together. [ABSTRACT FROM AUTHOR]

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This study investigated the potential impact of integrating the FlipGrid application within the genre-based framework (intervention used in the study), addressing both the enhancement of writing skills across writing genres and the cultivation of self-regulation among 30 Thai English as a Foreign Language (EFL) university students who participated in a 10-week writing course. This study employed a sequential mixed methods approach, utilizing a single group of pre- and post-test design. Study results demonstrated a significant improvement in students’ writing skills, as indicated by the higher scores in the post-test (x̄=15.35) compared to the pre-test (x̄=10.29). Regarding students’ four quiz performances, they exhibited the most improvement in the ‘narrative’ and ‘process’ genres, while the ‘argumentative’ genre showed the least progress. Notably, across these genres, the ‘content’ component saw the most improvement, whereas ‘lexical resources’ displayed the least. Additionally, the students’ SRL awareness significantly increased after the intervention, suggesting a greater understanding of self-regulatory skills such as planning, self-monitoring, evaluation, reflection, effort, and self-efficacy. The study likewise revealed a significant relationship between the students’ writing performance and their awareness of self-regulated learning (SRL). The qualitative data supported these findings, emphasizing the students’ positive experiences in the intervention. This study contributes to digital writing pedagogy by offering practical insights for innovative, technology-driven writing instruction, fostering proficient and self-directed digital-era writers.

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]

As educators increase their use of digital technologies across learning modalities, some schools are experimenting with highly flexible models of learning that maximize opportunities to support learner preferences. The perceptions of these programs by teachers, parents, and students are crucial for building and maintaining community support and securing funding for school practices that are innovative and educative. The purpose of this study was to understand the perceptions of teachers, parents, and students working in a school using hybrid learning with individualized schedules. Perceptions of the school emerged as a sense of shared responsibility and united advocacy for students. Advocacy centered on (1) making instruction accessible and (2) providing appropriate instructional support. While there was agreement across participant groups on these themes, teachers described additional workloads. Implications include the need to build a united purpose around students while also supporting teachers. [ABSTRACT FROM AUTHOR]

This study investigated the potential impact of integrating FlipGrid application within the genre-based framework (intervention used in the study), addressing both the enhancement of writing skills across writing genres and the cultivation of self-regulation among 30 Thai English as a Foreign Language (EFL) university students who participated in a 10-week writing course. This study employed a sequential mixed methods approach, utilizing a single group of pre- and post-test design. Study results demonstrated a significant improvement in students' writing skills, as indicated by the higher scores in the post-test (x=15.35) compared to the pre-test (x=10.29). Regarding students' four quiz performances, they exhibited the most improvement in the 'narrative' and 'process' genres, while the 'argumentative' genre showed the least progress. Notably, across these genres, the 'content' component saw the most improvement, whereas 'lexical resources' displayed the least. Additionally, the students' SRL awareness significantly increased after the intervention, suggesting a greater understanding of self-regulatory skills such as planning, self-monitoring, evaluation, reflection, effort, and self-efficacy. The study likewise revealed a significant relationship between the students' writing performance and their SRL awareness. The qualitative data supported these findings, emphasizing the students' positive experiences in the intervention. This study contributes to digital writing pedagogy by offering practical insights for innovative, technology-driven writing instruction, fostering proficient and self-directed digital-era writers. [ABSTRACT FROM AUTHOR]

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The purpose of this article was to examine the potential contribution of a particular student-oriented and socio-constructivist teaching model, T-DLM, with respect to (a) constructivism and nonlinear pedagogy and (b) the development of metacognitive awareness and self-regulation of learning in students engaged in a team-sport teaching/learning process. In the first section, we describe the main features of nonlinear pedagogy and of constructivism and socio-constructivism in view of relating them to T-DLM. Then, after a description of the context in which T-DLM was developed, the components of the model are discussed in relation to constructivism and nonlinear pedagogy. Several features of the model, such as observing, experiencing tactical problems while engaged in adapted sport activities, debating, and reflecting on prior game play, provide opportunities for the development of students' metacognitive awareness and self-regulation of learning. [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]

IntroductionSelf-regulated learning (SRL) is a multidimensional process that involves personal (cognitive and emotional), behavioral, and contextual components. Teachers, as mediators in socialization, can influence SRL in various direct and indirect ways: by instructing students on effective learning strategies and structuring the learning environment. Most teachers agree that students should be helped to become self-regulated in their learning, however, they are unsure of how to do this, which is why they encourage it to a limited degree. Therefore, the objectives of the research were: (1) to examine how much teachers know about SRL, to what degree and how they encourage it in students; (2) to examine the differences in encouraging SRL with regard to gender, seniority, type of school and status of school subjects they teach.MethodThe research was conducted using an online questionnaire at two measurement points. A total of 251/179 primary and secondary school teachers in Croatia participated in the study. To assess teaching knowledge and methods of encouraging SRL, the questionnaire employed both open-ended questions (“Provide your own subjective definition of self-regulated learning.”; “How you promote self-regulated learning in your practice? Which approaches are most effective?”) and the Self-Regulated Learning (SRL) Encouragement Scale (encouragement of learning planning and learning organization strategies, metacognitive monitoring of learning, elaboration and evaluation, understanding and effort investment).ResultsTeachers only partially know what self-regulated learning constitutes. About two-thirds of teachers have heard of the SRL, but only 14% accurately defines the construct. When defining SRL, they most often emphasize independently regulated/directed learning, and the definitions are mostly partially correct. On the other hand, teachers estimate that they encourage SRL to a significant extent. There are certain discrepancies in the data regarding the methods of encouraging SRL depending on the methodology (qualitative/quantitative). Teachers encourage SRL to a limited extent and provide implicit and indirect SRL encouragement. The results indicate that female teachers and teachers in humanities encourage SRL to a greater extent when compared to natural science and technical subject teachers, and the same goes for elective subject teachers when compared to compulsory subject teachers.DiscussionThe results have theoretical, but also great practical implications when it comes to the implementation of this multidimensional and complex construct in the educational system. They corroborate the theoretical foundations of SRL and SRL encouragement, whilst indicating the need for improving teachers’ knowledge and competencies in regard to SRL encouragement in students.

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Copyright of Revista de Investigación is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Contemporary research indicates that the effective regulation of learning is beneficial to performance, but that its use by college students has been shown to be limited. The aim of this study was to examine the effectiveness of a collaborative intervention with a female professor on self-regulatory processes and self-efficacy beliefs of her higher education students. The sample consisted of 20 students from a Pedagogy class at a public Brazilian university and applied an almost experimental design containing pre-test, intervention and post-test. The collaborative intervention took place during a school semester, with individual sessions between professor and researcher, in addition to participating in classroom. In the pre-test and post-test, all students answered the learning and study strategies inventory and the self-efficacy belief scale for academic training. Overall, the results showed an improvement in the perception of academic selfefficacy, decreased anxiety, greater attitude towards studies, use of strategies to perform tests and selection of the main ideas, which showed a positive effect through the collaborative intervention. Therefore, there is evidence regarding the need of teacher training and curriculum revisions with a view to promoting the self-regulation of student learning. [ABSTRACT FROM AUTHOR]

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The use of computational scaffolding is a crucial strategy to foster students' regulation of learning skills, which is associated with increased learning achievement. However, most interventions treat the regulatory processes as individual actions isolated from a social context. This view contradicts the most recent research that points to the importance of studying the regulatory phenomenon from a social-cognitive perspective, where students' interactions influence their regulation of the learning process. This work explores these problems and presents multiple scaffolds to promote Self-regulation of Learning (SRL), co-regulation, and socially shared regulation of learning (SSRL) embedded within a computer-supported collaborative learning environment. A single-blind randomized controlled trial was performed with students (n = 71) enrolled in an online introductory programming course. Students were randomly assigned to three groups: 1) SRL-only support, 2) SRL, co-regulation, and SSRL support, and 3) a no support control group. The findings revealed that students who received regulatory support achieved higher course grades than the control group. However, only students who received SSRL and co-regulation support achieved superior performance in collaborative activities, confirming the importance of this type of regulation. Even though students did not increase in SRL aptitude, the intervention provided support for achieving higher grades in the course. [ABSTRACT FROM AUTHOR]

Self-regulation of learning (SRL) in sports has received much attention from sport sciences researchers. Zimmerman's theory of SRL is frequently used in sport psychology, which, in turn, is derived from the social cognitive theory of self-regulation developed by Bandura. Despite all the contributions to the domain of expertise in general, and sport in particular, this approach has limitations for the understanding and evaluation of SRL in sport performance. Alternatively, we discuss an ecological dynamics perspective of SRL, emphasizing the transactional relationship established between performers and environment as an alternative to attribute to metacognition the explanation for goal directed behaviour, as they self-regulate their performance behaviours. We also discuss methodological consequences for capturing SRL in sport performance guided by an ecological dynamics framework.

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Teaching and training are becoming more student-oriented, thus requiring a higher degree of self-regulated learning, involving agency and cyclical adaptation to attain academic success and engagement in academic activities. Previous research has shown how students who set learning-oriented goals, have a greater ability to focus on cognitive tasks and establish a greater commitment to achievement, are more conscientious regarding their academic success. Thus, the purpose of this study was to identify how personality characteristics like goal orientation, self-control, organization and persistence, are reflected in self-regulated learning processes, considering differences in participants from two different cultures. The participants, 402 university students (218 female and 184 male; 50.7% from Brazil and 49.3% from Portugal; mean age 21.66) were asked to answer two inventories, assessing self-regulation and conscientiousness. The results revealed that conscientiousness seems to be a personality trait which is significantly correlated with self-regulated learning and with its different phases in both the Portuguese and Brazilian samples. Moreover, significant differences were found regarding self-regulated learning overall and performance/volition processes specifically in favour of the Brazilian students. However, Portuguese students revealed to be more conscientious. The results obtained in the present study are relevant for a better understanding of the personality, contextual and cultural factors in order to promote interventions that can create conditions for students to be more active and autonomous in managing their learning processes. [ABSTRACT FROM AUTHOR]

Abstract 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.

The reflective component of e-Portfolios is said to help students improve second or foreign language writing in terms of motivation and academic results. Despite this positive advocacy, scholars remain unclear about how e-Portfolios can develop students’ self-regulatory abilities in writing classrooms, especially when students engage in complex e-Portfolio construction processes with peers, parents, teachers, their community, digital tools, and online resources. Recently, researchers have argued that not only do e-Portfolios promote self-regulated learning, but they also support co-regulation of learning wherein the latter is socially mediated by curriculum design, instructional materials, and in-class interaction patterns. Indeed, students’ inner development of self-regulatory capacity is closely influenced by external forces, which deserve more scholarly investigation. The review fills this gap by emphasizing that besides self-regulated learning, e-Portfolios can support students’ co-regulation of learning by way of their connectivity, visibility, and circulation. This review has four sections. The first section defines key concepts, namely e-Portfolios, self-regulated, co-regulated, and socially shared-regulated learning, and introduces how e-Portfolios foster self-regulation of learning in second language writing. The second section unpacks two conceptual models that underpin self-regulated and co-regulated learning relating to e-Portfolios. The third section presents a brief review, showcasing how e-Portfolios featuring self-regulation of learning can also support co-regulation of learning. The final section recommends strategies that facilitate self-regulation and co-regulation of learning in e-Portfolios reciprocally, and discusses implications for pedagogy and research.

Through an initial documentary analysis of the flipped classroom in the context of a pandemic and of the new pedagogical models based on active methodologies or pedagogies and cooperative learning, the experience presented below is part of an innovation project based on the design of cooperative activities focused on students to enhance their meaningful learning and with the aim of improving their satisfaction and motivation and thus, as a consequence, their academic performance. For the evaluation of this experience, in which 29 students from the theoretical-experimental subject of General Chemistry participated from the Technological Bases Engineering training plan of the Universidad Católica del Norte, three data collection instruments were administered based on the use of the questionnaire and the interview with the students during and at the end of the experience. The main results show high acceptance and satisfaction with the design of the innovation; an improvement in the development of teamwork competence; and a significant impact of the active methodologies and cooperative learning strategies implemented in increasing the academic performance of students. [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]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Generally, children's education is dependent on their family backgrounds. The children utilize various cognitive, economic, and social resources to regulate their education and parents' socioeconomic class defines the availability of different resources for children's education. The current study, therefore, investigates the role of Pakistani students' socioeconomic classes in their mode of regulation of learning. The data has been collected through convenient sampling from secondary school students of Southern Punjab, Pakistan while linear regression analysis has been employed to find out the function of students' socioeconomic classes in the prediction of their regulation of learning. The results indicate that students' socioeconomic classes significantly predict the types of their regulation of learning. A decline in self-regulation of learning with a diminution in the superiority of socioeconomic classes and an increase in self-regulation of learning with a rise in the superiority of socioeconomic classes have a significant trend in sample data. The students of lower socioeconomic class appear to have more external regulation than self-regulation of learning. They depend more on others such as teachers, academic calendars, and classroom schedules for the regulation of their learning. These results suggest designing interventions for students of lower socioeconomic classes to help them to adopt self-regulation of learning in their studies. [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]

Abstract Background Self-regulation of learning is considered one of the key capabilities deemed essential for the healthcare system and its workers to cope successfully with the current challenges they are facing. Therefore, healthcare curricula are increasingly called upon to support self-regulation as a central learning outcome. With scant relevant publications describing how students of medicine and other healthcare professions regulate their learning, this study set out to design and assess a problem-based learning using digital concept mapping in an online course and to evaluate the set of connections between this intervention and Health Management students’ self-regulation of learning. Method Students of a Management of Health Service Organizations program (100) were presented with an ill-structured problem, relevant to their course content (accreditation process within hospitals) and were asked to argue for or against the implementation of the accreditation process. The participants were asked to detail five arguments to establish their decision by using Mindomo, a popular digital platform for designing concept maps. The students were given predefined criteria that allowed them to self-assess their maps. Data for the analysis were gathered by two measurements: Concept mapping for problem-based learning scale and the Online self-regulated learning scale and were analyzed by using Partial Least Squares - Structural Equation Modeling. Results The analyses showed that at the beginning of the process, students’ online self-regulation was found lower than at the end of the intervention, and only two self-regulation sub-factors: Goal setting and Task strategies, were positively linked to students’ perceptions of the intervention. After the intervention, the analyses showed that it increased the levels of four Online self-regulation sub-factors: Goal setting, Task strategies, Environment structuring, and Time management. Conclusions Teachers need to recognize and account for different types of learners and encourage and scaffold students’ effective use of self-regulation strategies. Low self-regulated learners might fail to see the advantages of concept mapping in problem-solving activities. Combining these teaching and learning tools together with the use of advanced technology in an online course that encourages active learning enables the development and acquisition of abilities of self-directed learning among students in the medical and health management professions.

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]

The papers shows the influence of the ARAGAME strategy on the development of the self-regulation of the learning of grade 8 students of the Los Garzones Educational Institution of the city of Montería. The classroom gamification strategy (ARAGAME) was designed and implemented to develop self-regulation of learning. The study has a quantitative approach and is framed within the quasi-experimental design with two intact groups. The instruments were the pretest questionnaire before the intervention and the posttest at the end. We compared means with student t for related and independent samples (intra and intergroup). The results obtained were able to establish that the implementation of the strategy allowed to substantially improve the self-regulation of learning, especially the cognitive dimension and motivation compared to the average results of the control group, in addition to allowing the appropriation of theories, contents and knowledge through a satisfactory process and integral from everyday life.

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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 article presents the concept of self-regulated learning as a key competence of a fourth grade student entering subject education. The increased number of school subjects and growing requirements for the student make it necessary to organise one's own learning process well. The presented concept, based on the model of self-regulated learning according to Monique Boekaerts, indicates its complexity and the presence of both cognitive and motivational components. Based on the Monique Boekaerts model of self-regulation, a tool was constructed to test the level of self-regulated learning for students at the stage of subject education. The tool enables testing the level of self-regulation of learning and may be of significant importance in building awareness of self-regulation of learning and its development. The Self-Regulated Learning Questionnaire (SRLQ) consists of 34 items and has a Likert-type response format. The examined person marks their degree of consent or disagreement with each of the statements on a 4-point scale. The tool has been subjected to validation tests. The analysis of the reliability of the test items included in the Self-Regulated Learning Questionnaire showed that the reliability of the tool is satisfactory and amounts for the entire scale: a = 0.91, for the motivational subscale a = 0.87, and for the cognitive subscale a = 0.82. [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]

Early dropout and retention of students are critical problems in both secondary and higher education. Existing models that predict the intention to drop out require the incorporation of complex variables strongly related to student success, such as self-regulated learning. Moreover, new possible predictors have emerged in the context of a pandemic. This study set out to validate scales that measure the phases of self-regulation of learning in Chilean secondary school students and determine the association between self-regulation, forced labor insertion, technological barrier, and intention to quit during COVID-19. An instrumental design was carried out, where 251 students participated, and a cross-sectional predictive design with a sample of 171. Results showed adequate psychometric properties in assessment scales for self-regulation. Furthermore, the logistic regression model carried out to predict the dropout intention was significant. The final model showed that external causal attributions, planning self-evaluation, forced labor insertion, and technological barriers were significant predictors, achieving a success rate of 84.8%. In conclusion, although many factors are considered in dropout intention models, this study incorporated self-regulation skills that can be promoted in students and systematically integrated into school programs to help reduce dropout rates in secondary education, therefore contributing to a successful transition to higher education.

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]

Present-day society calls for new student-centred didactic methodologies that make the student an active participant in their learning process. Strategies aimed at training citizens and professionals must adapt and respond to a society that is constantly changing. In this context, self-regulated learning and educational co-design emerge as key concepts in the development of new educational approaches. The present study seeks to identify the elements shared by models of self-regulation and educational co-design in technology-enhanced learning environments. To this end, a systematic review of the scientific literature during the period 2014-2019 has been conducted. The search was carried out using five databases: (1) Ebsco Host; (2) Web of Science; (3) Scopus; (4) ERIC; (5) Dialnet. A total of 830 references and 21 papers meeting the criteria for inclusion were identified. An analysis of the studies selected enabled us to identify the self-regulation models associated with co-design learning processes, as well as the elements they have in common. These include planning, motivation, cognition, task management, collaboration, and degree of success. The results provide the first steps for the construction of a co-design model, which includes guidelines for the creation of personalised learning pathways in technology-enhanced environments. [ABSTRACT FROM AUTHOR]

Self-regulation of learning (SRL) is a key psychological factor that supports young athletes aiming to reach the elite level by promoting their involvement in deliberate practice. We contributed to the validation of the Italian version of the Bartulovic et al. (2017) Self-Regulation of Learning – Self-Report Scale for Sport Practice by testing its factorial structure, reliability, and measurement invariance among elite and non-elite football players, involving 415 male professional, semi-professional, and amateur youth academy players (Mage = 16.2, SD = 1.51). The original six-factor structure (planning, reflection, effort, self-efficacy, self-monitoring, and evaluation) did not fit the data well and a five-factor solution (where self-monitoring and evaluation items load on the same factor, named “self-supervision”) was a better fit. This five-factor solution was measurement invariant across groups of elite and non-elite athletes. We found that elite athletes scored significantly higher than non-elite ones in each SRL subprocess. Implications for future validation studies and for the use of this tool are discussed.

Self-regulation of learning (SRL) is a key psychological factor that supports young athletes aiming to reach the elite level by promoting their involvement in deliberate practice. We contributed to the validation of the Italian version of the Bartulovic et al. (2017) Self-Regulation of Learning – Self-Report Scale for Sport Practice by testing its factorial structure, reliability, and measurement invariance among elite and non-elite football players, involving 415 male professional, semi-professional, and amateur youth academy players (M age = 16.2, SD = 1.51). The original six-factor structure (planning, reflection, effort, self-efficacy, self-monitoring, and evaluation) did not fit the data well and a five-factor solution (where self-monitoring and evaluation items load on the same factor, named "self-supervision") was a better fit. This five-factor solution was measurement invariant across groups of elite and non-elite athletes. We found that elite athletes scored significantly higher than non-elite ones in each SRL subprocess. Implications for future validation studies and for the use of this tool are discussed. [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]

Background: Self-regulation of learning is considered one of the key capabilities deemed essential for the healthcare system and its workers to cope successfully with the current challenges they are facing. Therefore, healthcare curricula are increasingly called upon to support self-regulation as a central learning outcome. With scant relevant publications describing how students of medicine and other healthcare professions regulate their learning, this study set out to design and assess a problem-based learning using digital concept mapping in an online course and to evaluate the set of connections between this intervention and Health Management students' self-regulation of learning. Method: Students of a Management of Health Service Organizations program (100) were presented with an ill-structured problem, relevant to their course content (accreditation process within hospitals) and were asked to argue for or against the implementation of the accreditation process. The participants were asked to detail five arguments to establish their decision by using Mindomo, a popular digital platform for designing concept maps. The students were given predefined criteria that allowed them to self-assess their maps. Data for the analysis were gathered by two measurements: Concept mapping for problem-based learning scale and the Online self-regulated learning scale and were analyzed by using Partial Least Squares - Structural Equation Modeling. Results: The analyses showed that at the beginning of the process, students' online self-regulation was found lower than at the end of the intervention, and only two self-regulation sub-factors: Goal setting and Task strategies, were positively linked to students' perceptions of the intervention. After the intervention, the analyses showed that it increased the levels of four Online self-regulation sub-factors: Goal setting, Task strategies, Environment structuring, and Time management. Conclusions: Teachers need to recognize and account for different types of learners and encourage and scaffold students' effective use of self-regulation strategies. Low self-regulated learners might fail to see the advantages of concept mapping in problem-solving activities. Combining these teaching and learning tools together with the use of advanced technology in an online course that encourages active learning enables the development and acquisition of abilities of self-directed learning among students in the medical and health management professions. [ABSTRACT FROM AUTHOR]