Development and validation of a scale on self-regulation in learning (SSRL)

Erdoğan, Tolga; Senemoğlu, Nuray

doi:10.1186/s40064-016-3367-y

Cited by 16 publications

(24 citation statements)

References 21 publications

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“…The main reason for employing the selected scales was that they have been utilised in diverse range of research studies. There are also more recent scales of SRL (Erdogan & Senemoglu, 2016) or FLA (Alkan, Bümen & Uslu, 2019;Yağız, 2018) developed or adapted for the Turkish population, but the researchers did not use them in the study either due to the large number of items in the measure or due to skill-specific nature of the scales.…”

Section: Research Instrumentsmentioning

confidence: 99%

Examining the Roles of Self-Efficacy Beliefs, Self-Regulated Learning and Foreign Language Anxiety in the Academic Achievement of Tertiary EFL Learners

Özer¹

2021

Participatory Educational Research

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This quantitative study investigates the potential relationships among foreign-language self-efficacy (FL self-efficacy), self-regulation, foreign-language anxiety (FLA), class attendance and academic achievement in English language. The participants were 344 EFL learners who were enrolled in a one-year preparatory programme at a state university in Turkey to improve their overall English proficiency. Criterion sampling was used to select the respondents. The results indicate that class attendance significantly predicts the overall academic achievement of students. It is also striking to see that FL self-efficacy played the most significant and positive role in predicting EFL learners' academic achievement. Moreover, FLA was a negative predictor of students' academic performance. Therefore, students' FL achievement decreases as anxiety increases. The study shows that class attendance is still a strong predictor of academic achievement in foreign language learning. In addition, self-regulated learning (SRL) reflected a significant increase in class attendance. The findings also confirm the correlations among the three constructs. The analysis yielded a medium negative correlation between FL self-efficacy and FLA in addition to a small positive correlation between FL self-efficacy and SRL. Given the growing role of blended and online learning, we advocate for the publication of more studies with longitudinal research designs examining the inter-relations among SRL, academic performance and attendance in online and 'traditional' classrooms. The implications of the findings for teachers and language learners are also discussed.

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Section: Research Instrumentsmentioning

confidence: 99%

Examining the Roles of Self-Efficacy Beliefs, Self-Regulated Learning and Foreign Language Anxiety in the Academic Achievement of Tertiary EFL Learners

Özer¹

2021

Participatory Educational Research

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“…In order to gather the necessary data for the study, two quantitative data collection instruments were utilized: Self-Regulated Learning Scale adopted from the study of Erdogan and Senemoglu (2016) and writing preand post-tests.…”

Section: Data Collection and Analysismentioning

confidence: 99%

The Impact of Flipped Classroom Approach on the Writing Achievement and Self-Regulated Learning of Pre-Service English Teachers

Altas¹,

Mede²

2020

Turkish Online Journal of Distance Education

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The major purpose of this study is to investigate the impact of flipped classroom on pre-service English teachers' Advanced Writing achievement. The study also aims at exploring whether flipped classroom approach makes a difference, if any, on the self-regulated learning of the participants. The participants of this study were selected by convenience sampling method and consisted of fifty-five (N=55) pre-service ELT teachers attending Advanced Writing course and studying at English Language Teaching Department (ELT) at a foundation university in the fall semester of 2017-2018 academic year. Two intact classes were selected as control (N=28) and experimental group (N=27). The control group was exposed to traditional lecture based instruction, whereas the experimental group received the flipped classroom approach. In this quasi-experimental study, data were gathered through pre-post-tests of advanced writing and self-regulated learning scale. Mixed ANOVA analysis was used for data analysis. The obtained results demonstrated that the implementation of flipped classroom approach resulted in better writing achievement, yet self-regulated learning showed no significant difference between groups. Based on these findings, the study provides pedagogical implications and suggestions for integrating flipped classroom approach in the undergraduate programs.

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“…Uma parte dos estudos analisam quantitativa e qualitativamente fatores associados à autorregulação da aprendizagem, como a construção e validação de instrumentos, enquanto outros estudos que usaram a análise de conteúdo para estudantes no geral. Os fatores associados à autorregulação analisados pelos instrumentos, em linhas gerais, identificam os comportamentos autorregulatórios que afetam o desempenho acadêmico, as estratégias cognitivas e metacognitivas, bem como fatores associados ao contexto pessoal, emocional e social, que tendem à procrastinação ou ao sucesso acadêmico (Cunha & Boruchovitch, 2012;Marini & Boruchovitch, 2014;Boruchovitch & Santos, 2015;Camacho, Rodríguez & Vargas, 2015;Punhagui, 2012;Sampaio, Polydoro & Rosário, 2012;Avila, Frison & Simão, 2016;Erdogan & Senemoglu, 2016;Donche et al, 2013;Herndon & Bembenutty, 2016).…”

Section: Grupo 5 -Fatores Associados à Autorregulaçãounclassified

Meta-análise das pesquisas sobre autorregulação acadêmica

Silva

Ramos

Santos

et al. 2020

RSD

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Este artigo tem como objetivo construir um panorama das pesquisas sobre a autorregulação da aprendizagem (ARA) em universitários. Para tanto, se configura como uma Revisão Sistemática da Literatura, referente ao período de 2007 a 2019, abrangendo artigos nacionais e internacionais, das bases de dados Periódicos da Capes, SciELO, LILACS e REDALYC. Para análise de dados, aplica a Análise de Conteúdo de Bardin (1977), utilizando o software Iramuteq. Analisa um total de 22 artigos, sendo a maioria (86,36%) empírica, e apenas 13,64% teóricos. Dos empíricos, 36,36% foram de caráter qualitativo, 31,82% quantitativo e 22,73% optaram pelas duas abordagens. Sugere-se que pesquisas futuras investiguem as estratégias de promoção da ARA de professores em formação, abordando técnicas qualitativas e quantitativas para dimensionar de maneira mais ampla o objeto de estudo.

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Development and validation of a scale on self-regulation in learning (SSRL)

Cited by 16 publications

References 21 publications

Examining the Roles of Self-Efficacy Beliefs, Self-Regulated Learning and Foreign Language Anxiety in the Academic Achievement of Tertiary EFL Learners

Examining the Roles of Self-Efficacy Beliefs, Self-Regulated Learning and Foreign Language Anxiety in the Academic Achievement of Tertiary EFL Learners

The Impact of Flipped Classroom Approach on the Writing Achievement and Self-Regulated Learning of Pre-Service English Teachers

Meta-análise das pesquisas sobre autorregulação acadêmica

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