Academic challenges as opportunities to learn to self-regulate learning

Hadwin, Allyson F.; Davis, Sarah K.; Bakhtiar, Aishah; Winne, Philip H.

doi:10.4324/9780429400902-4

Cited by 6 publications

(13 citation statements)

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“…Being self-regulated learners provides building blocks for students to plan, monitor, manage thinking, behaviour, and emotions as they engage in their learning, which will then inevitably reduce academic challenges (Hadwin & Winne, 2012). Finally, it is essential for educators to understand the specific problems students face in their academic work before designing learning strategy intervention programs to support their academic challenges (Hadwin et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Typically, when students transition into a new situation and environment, they face new challenges and may not have the tools to cope. Consequently, significant transitions cause students to struggle to cope with academic challenges (Hadwin et al, 2019); for example, students transitioning into an independent learning environment is deemed challenging (Briggs et al, 2012). Successful university students adjust their learning process to meet unfamiliar challenges (Winne & Hadwin, 2008).…”

Section: The Impact Of Covid-19 Psychological Distress On Students' Academic Challenges In Universitymentioning

confidence: 99%

“…It is challenging to design and support students in their academic challenges without understanding the specific problems in their academic work (Hadwin et al, 2019). Understanding what academic challenges have increased due to COVID-19 will allow research to narrow down interventions to help students cope and manage these areas.…”

Section: The Impact Of Covid-19 Psychological Distress On Students' Academic Challenges In Universitymentioning

confidence: 99%

“…This process repeats itself as the students uses the reflection period to adjust and prepare for the next task (Winne, 2018). Self-regulatory theorists discuss the importance of understanding specific academic challenges students encounter to develop interventions and supporting materials that have the potential to help students adapt (Hadwin et al, 2019). In an online setting, SRL helps students to monitor their own learning and goals, thus, achieving better learning outcomes (Santhanam et al, 2008).…”

Section: The Impact Of Covid-19 Psychological Distress On Students' Academic Challenges In Universitymentioning

confidence: 99%

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The Impact of COVID-19 Psychological Distress on Students' Academic Challenges in University

Shostak

Hadwin

Sukhawathanakul

2021

TAR

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The COVID-19 pandemic has introduced significant disruptions in the learning environment for many post-secondary students with many shifting entirely to remote online learning, which can compound existing academic challenges. While emerging evidence has suggested that COVID-19 impacts students’ well-being and stress, little is known about how the pandemic has affected students academically. This study investigates how different types of academic challenges mediate the relationship between students’ COVID-19 psychological distress and their academic performance. Participants (n=496) completed an online survey that measured COVID-19 psychological distress, self-reported grade point average (GPA), and academic challenges. Mediational analyses estimating indirect pathways were conducted using structural equation modelling on Mplus. Our results showed that all challenges increased along with COVID-19 distress, but specific challenges had a significant relationship with the expected GPA. We found that out of the five academic challenge areas, metacognitive, motivational, and social and emotional challenges emerged as the salient challenge areas that fully mediated the relationship between COVID-19 distress and GPA. Contrary to our prediction, while more significant COVID-19 distress predicted more social and emotional challenges, these challenges were associated to higher GPA. Future research is invited to help students manage and cope with their academic challenges.

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Section: Discussionmentioning

confidence: 99%

Section: The Impact Of Covid-19 Psychological Distress On Students' Academic Challenges In Universitymentioning

confidence: 99%

Section: The Impact Of Covid-19 Psychological Distress On Students' Academic Challenges In Universitymentioning

confidence: 99%

Section: The Impact Of Covid-19 Psychological Distress On Students' Academic Challenges In Universitymentioning

confidence: 99%

See 2 more Smart Citations

The Impact of COVID-19 Psychological Distress on Students' Academic Challenges in University

Shostak

Hadwin

Sukhawathanakul

2021

TAR

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“…However, students face many challenges in learning how to self-regulate their learning to optimise study outcomes (Hadwin et al, 2019). While the incorporation of feedback has been shown to be central in the development of student SRL proficiency (Butler & Winne, 1995), there remain challenges in how such process feedback can be personalised and provided at scale.…”

Section: Introductionmentioning

confidence: 99%

Students’ sense-making of personalised feedback based on learning analytics

Lim

Dawson

Gašević

et al. 2020

AJET

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Although technological advances have brought about new opportunities for scaling feedback to students, there remain challenges in how such feedback is presented and interpreted. There is a need to better understand how students make sense of such feedback to adapt self-regulated learning processes. This study examined students’ sense-making of learning analytics–based personalised feedback across four courses. Results from a combination of thematic analysis and epistemic network analysis show an association between student perceptions of their personalised feedback and how these map to subsequent self-described self-regulated learning processes. Most notably, the results indicate that personalised feedback, elaborated by personal messages from course instructors, helps students refine or strengthen important forethought processes of goal-setting, as well as to reduce procrastination. The results highlight the need for instructors to increase the dialogic element in personalised feedback in order to reduce defensive reactions from students who hold to their own learning strategies. This approach may prompt reflection on the suitability of students’ current learning strategies and achievement of associated learning goals. Implications for practice or policy: Personalised feedback based on learning analytics should be informed by an understanding of students’ self-regulated learning. Instructors implementing personalised feedback should align this closely with the course curriculum. Instructors implementing personalised feedback in their courses should consider the relational element of feedback by using a positive tone. Personalised feedback can be further enhanced by increasing the dialogic element and by including more information about learning strategies.

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Motivation From a Self-Regulated Learning Perspective: Application to School Psychology

Bakhtiar

Hadwin

2021

Canadian Journal of School Psychology

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Self-regulation of learning involves developing metacognitive awareness (planning, monitoring, and evaluating) of (a) cognition—motivational beliefs, (b) behaviors—persistence, effort, engagement, and (c) affect—enjoyment, interest, and other emotions. Metacognitive awareness creates opportunities to exert metacognitive control as needed, which may involve sustaining or manipulating motivational cognition, behavior, and affect. By adopting a self-regulation perspective, this paper discusses the ways motivation develops within and across academic tasks and situations, as well as the ways learners can be supported to take control of their motivation in those contexts. Applying self-regulation principles in the practice of School Psychology means to consider the role of situation, context, and learners’ socio-historical experiences while empowering learners to focus attention on things they can control.

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Academic challenges as opportunities to learn to self-regulate learning

Cited by 6 publications

References 0 publications

The Impact of COVID-19 Psychological Distress on Students' Academic Challenges in University

The Impact of COVID-19 Psychological Distress on Students' Academic Challenges in University

Students’ sense-making of personalised feedback based on learning analytics

Motivation From a Self-Regulated Learning Perspective: Application to School Psychology

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