Do Lifestyles Shape Self-Regulated Learning Strategies?

Tezci, Erdoğan; Sezer, Fahri; Aktan, Sümer; Gürgân, Uğur

doi:10.14689/ejer.2016.65.14

Cited by 4 publications

(7 citation statements)

References 52 publications

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“…Na elaboração do conjunto de bons hábitos, é preciso considerar que a perspectiva de vida de cada pessoa orienta a escolha de seus hábitos e comportamentos, de modo que é fundamental, entender como estimular a aprendizagem autorregulada dos estudantes universitários (TEZCI et al, 2016). Para haver aprendizagem, Chen et al (2020) destacam a importância de despertar o interesse do aluno, ao deixar claro o porquê aprender, como aprender e, por fim, com que frequência irá se efetuar a nova prática, para que se alcance o objetivo da aprendizagem.…”

Section: Fundamentaçãounclassified

A construção de um padrão de escolhas de modo de vida saudável entre estudantes de pedagogia e sua relação com o processo educativo

Goetz

Teixeira

2022

EOL

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Este estudo acompanhou a construção de um estilo de vida saudável entre estudantes de pedagogia, em resposta às ações realizadas por meio de uma disciplina de tema transversal durante a graduação. Os dados foram obtidos através do registro diário de hábitos de vida sobre dez aspectos relacionados à saúde. Os resultados apontam uma influência positiva com significância estatística dos conteúdos da disciplina sobre as escolhas dos alunos, ao longo do estudo. O registro dos hábitos por parte dos alunos demonstrou ser uma eficiente estratégia para avaliar a efetividade da abordagem dos conteúdos, indicando ao professor da disciplina, os pontos a serem retomados ou fortalecidos para o desenvolvimento da autonomia e autorregulação do estudante. Além do benefício pessoal, os futuros pedagogos são preparados para difundir a cultura da saúde entre os alunos da educação básica quando adentrarem ao mercado de trabalho.

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Section: Fundamentaçãounclassified

A construção de um padrão de escolhas de modo de vida saudável entre estudantes de pedagogia e sua relação com o processo educativo

Goetz

Teixeira

2022

EOL

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“…With the growing emphasis on life-long learning supported by advancements in available learning technologies, more adult students are enrolling in ODE (Rivzi et al, 2019). A characteristic of ODE is that students study at their own pace, chosen time, and place (Latanich et al, 2001;Eurydice, 2011;Eurostat, 2016) and that the study takes place via interactive telecommunication (Simonson, 2003;Broadbent and Poon, 2015). As a result, there is often less physical face-to-face contact, less guidance, and less external monitoring as compared to traditional face-toface education.…”

Section: Introductionmentioning

confidence: 99%

The Relation Between Cognitively Measured Executive Functions and Reported Self-Regulated Learning Strategy Use in Adult Online Distance Education

Meijs

Gijselaers

et al. 2021

Front. Psychol.

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While executive functions (EFs) and self-regulated learning (SRL) strategy use have been found to be related in several populations, this relationship has not been studied in adult online distance education (ODE). This is surprising as self-regulation, and thus using such strategies, is very important here. In this setting, we studied the relation between basic executive functions (i.e., working memory and shifting, measured with cognitive tests) and reported SRL-strategy use (i.e., management of time and effort, complex and simple cognitive strategy use, contacts with others, and academic thinking) within a correlational design with 889 adult online distance students. In this study, we performed regression analyses and took age and processing speed into consideration, as processing speed and EFs decrease with age, whereas self-regulation is reported to increase with age. Cognitively measured working memory was not related to reported SRL-strategy use in adult ODE students. Thus, even though the SRL-components within the strategies seem to elicit working memory, reported SRL-strategy use is not related to the functioning of this basic EF (measured with cognitive tests). This means that if SRL-strategy use needs to be increased in adult ODE students, training of working memory might not be an effective manner for achieving that goal. Better shifting and processing speed were related to less reported SRL-strategy use, which might suggest that SRL-strategies might be used to compensate for lower shifting (in academic thinking) and lower processing speed (in simple cognitive strategy use and contacts with others). With increasing age, the number of contacts with peers or teachers decreases. This latter finding might be of relevance during the pandemic since contacts with others is importance during lockdown.

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“…Among the variety of terms used in this context, the most important ones are "self-regulation", "socially shared regulation" and "co-regulation" (Zimmerman, 2001;Hadwin, Järvelä, Miller, 2018, p. 83;Tezci et al, 2016;Mahmoodi, Kalantarib, & Ghaslanic, 2014;Kaplan et al, 2017). Self-regulation is explained as "the degree to which learners are active participants in their own learning" (Dörnyei, 2005, p. 191) and are "proactive in their pursuit of language learning" (Macaro, 2001, p. 264).…”

Section: Introductionmentioning

confidence: 99%

Regulation Aspect of Learners’ Language Learning Style in Differentiated Esp Instruction

Synekop

2020

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This study aims to investigate the issue of regulation aspect of learner's language learning style in differentiated instruction of English for Specific Purposes (ESP) at technical universities. In particular, we defined and characterised the self-regulation levels of information technology (IT) students; outlined recommendations for improvement of students' regulation while developing listening, speaking, reading and writing skills. To achieve that purpose we used mixed research methods in our study which involved 382 thirdand fourth-year IT students. To collect the data, "Self-regulation Style of Learning Activities" questionnaire developed by Morosanova and Bondarenko (2015), was used. As shown by the survey, most learners had a medium level of self-regulation, smaller number of students had a high level of self-regulation, and only some of them had a low level of self-regulation, which implies that students need to develop their regulation skill. Using the descriptors suggested by Morosanova and Bondarenko (2015), we defined students' self-regulation levels in ESP instruction. To enhance the level of self-regulation, share-regulation and coregulation in ESP learning the recommendations were given. In particular, since learning can be conducted individually, in pairs, teams and groups, various specifics of students' regulation in ESP study was reflected in checklists for self-regulation, socially shared regulation and co-regulation. For creating the checklists, the phases of Zimmerman (2003) model and cognition, metacognition, motivation, emotion, and behaviour regulation areas were used. Finally, recommendations were suggested to ESP teachers for improvement of learners' regulation while developing listening, speaking, reading and writing skills in differentiated ESP instruction.

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Do Lifestyles Shape Self-Regulated Learning Strategies?

Cited by 4 publications

References 52 publications

A construção de um padrão de escolhas de modo de vida saudável entre estudantes de pedagogia e sua relação com o processo educativo

A construção de um padrão de escolhas de modo de vida saudável entre estudantes de pedagogia e sua relação com o processo educativo

The Relation Between Cognitively Measured Executive Functions and Reported Self-Regulated Learning Strategy Use in Adult Online Distance Education

Regulation Aspect of Learners’ Language Learning Style in Differentiated Esp Instruction

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