An examination of the self‐regulation for science learning of middle school students with different achievement levels

Abstract

This research aims to examine the self-regulation of students with different achievement levels toward science learning based on Zimmerman's model including three phases: forethought, performance, and self-reflection. The research was conducted based on the case study from the qualitative research method. The study group consisted of 12 students who have different academic achievement levels and are studying at different levels of a middle school in Kayseri province, Turkey. The data of the research were collectedthrough semistructured interviews and analyzed using content analysis. It was determined that each phase of self-regulation was not compatible with academic achievement, and individual differences came to the fore in students' self-regulation. The authors concluded that a student's level in all subdimensions of self-regulation was not the same.They also found that not only academic achievement affected the subdimensions of self-regulation, but also individual factors and differences.

The interplay between self-regulation, learning flow, academic stress and learning engagement as predictors for academic performance in a blended learning environment: A cross-sectional survey

“…In line with existing research, this study found that SRL significantly impacts both flow of learning and engagement [ [15] , [32] ]. Karaca et al [ 11 ], asserted that individuals classified as self-regulated learners tend to demonstrate proactive behaviours, actively overseeing and managing their own learning processes through diverse approaches. Similarly, insufficient control over one's own learning trajectory has been associated with detrimental academic findings, including unsuccessful completion of courses and withdrawal from educational programmes [ 33 ].…”

“…It can be defined as the process of planning, monitoring and assessing one's own learning to meet a particular aim [ 9 ]. Self-regulation is seen as a cyclical procedure with three distinct stages: forethought, performance and self-reflection [ 10 , 11 ]. Forethought processes take place prior to learning and include a task analysis phase, such as goal setting and tactical planning, as well as self-motivational and self-reflection phases, which are impacted by self-control and self-observations [ 9 ].…”

“…Forethought processes take place prior to learning and include a task analysis phase, such as goal setting and tactical planning, as well as self-motivational and self-reflection phases, which are impacted by self-control and self-observations [ 9 ]. The self-regulation process is cyclical because prior procedures of self-reflection impact future forethought processes [ 11 ]. Self-regulated learners are generally characterised as proactive learners who regulate their own learning processes in many different ways [ 11 ].…”

“…The self-regulation process is cyclical because prior procedures of self-reflection impact future forethought processes [ 11 ]. Self-regulated learners are generally characterised as proactive learners who regulate their own learning processes in many different ways [ 11 ]. Recent research on self-regulation focused on a variety of components, such as goals, self-esteem, beliefs in self-efficacy, emotions, values, expected outcomes and self-assessments [ 12 , 13 ].…”