Effect of teaching of self-regulated learning strategies on attribution styles in students

Tavakolizadeh, Jahanshir; Qavam, Soqra Ebrahimi

doi:10.25115/ejrep.v9i25.1470

Cited by 9 publications

(6 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results of the current study demonstrated that SRSD is found to be effective on writing persuasive essay for (AFL) students in general, in accordance with the previous studies (Ghanizadeh, 2012;Tavakolizadeh, & Qavam, 2011;Cleary, & Zimmerman, 2004;Kitsantas, Winsler, Huie, 2008;Duckworth, Akerman, MacGregor, Salter, & Vorhaus, 2009). A practical clarification for these findings is that having received training of self-regulated strategies, such as modeling, graphic organizer, mnemonics, self-directions, and self evaluation, increase self efficacy, and self management; because writers engaged in their learning as they know what to do to perform a task, visualize the argument, state the goal, and manipulate their learning environments to meet their needs, which seems to have an impact on enhancing the effort and perseverance during the task of writing, and help student concentrate on content, structure, and other comprehensive factors.…”

Section: Resultssupporting

confidence: 93%

See 1 more Smart Citation

Improving the Persuasive Essay Writing of Students of Arabic as a Foreign Language (AFL): Effects of Self-Regulated Strategy Development

Bakry

Alsamadani

2015

Procedia - Social and Behavioral Sciences

View full text Add to dashboard Cite

The current study is an attempt to study the impact of self-regulation development strategies (SRDS) on writing persuasive essay for students of Arabic as a foreign language (AFL). Therefore, 24 learners of the second semester in the department of Arabic language teachers' preparation for non-native speakers, institute of the Arabic language for non native Speakers at Umm Al-Qura University were selected as the sample. The sample was divided into two groups: experimental (n = 12) received 9 training sessions using SRDS. and control (n= 12) taught using teacher-centered based model, The results of the study indicate that SRDS are found effective on writing persuasive essay for (AFL) students in general, also that the most predictable skills to be improved are respectively: paragraph writing, creating ideas, organization, clarity of position, and sentence structure and vocabulary.

show abstract

Section: Resultssupporting

confidence: 93%

“…, University learners (Ghanizadeh, 2012;Tavakolizadeh, Qavam, S. E, 2011;Cleary, Zimmerman, 2004;Kitsantas, Winsler, Huie, 2008;& Duckworth, Akerman, MacGregor, Salter & Vorhaus, J., 2009).…”

Section: Introductionmentioning

confidence: 96%

Improving the Persuasive Essay Writing of Students of Arabic as a Foreign Language (AFL): Effects of Self-Regulated Strategy Development

Bakry

Alsamadani

2015

Procedia - Social and Behavioral Sciences

View full text Add to dashboard Cite

show abstract

“…Various different studies have evidenced the relationship between self-regulation and different behavorial problems, both internalized and externalized. In this vein, a lack of self-regulation has been related to anxiety, depression, aggressive conduct, bullying, and delinquency ( Muris et al, 1999 ; Beauchaine et al, 2007 ; de la Fuente et al, 2009 ; Brooks et al, 2010 ; Garner and Hinton, 2010 ; Tavakolizadeh and Ebrahimi-Qavam, 2011 ; Rhodes et al, 2013 ; White et al, 2013 ).…”

Section: Introductionmentioning

confidence: 99%

Self-Regulation Questionnaire (SRQ) in Spanish Adolescents: Factor Structure and Rasch Analysis

et al. 2018

View full text Add to dashboard Cite

Background: The Self-Regulation Questionnaire (SRQ) is an instrument employed to measure the generalized ability to regulate behavior. Self-regulation is related to the management of risk behaviors, such as drug abuse or anti-social behaviors. The SRQ has been used in young adult samples. However, some risk behaviors are increasing among adolescents. The aim of this study is to examine the psychometric properties of the SRQ among Spanish adolescents.Methods: 845 high-school Spanish students (N = 443; 52.43% women), from 12 to 17 years old and ranging from the first to the fourth year of studies, completed the SRQ. A confirmatory factor analysis (CFA) was carried out in order to establish structural adequacy. Then, a study of each subscale was conducted using the Rasch model for dimensionality, adjustment of the sample questions, functionality of the response categories, and reliability.Results: While controlling for method effects, the data showed goodness of fit with the four-factor solution and 17 items (Goal setting, Decision making, Learning from mistakes, and Perseverance), and the four sub-scales were unidimensional according to the Rasch analysis. The Rasch model itself was shown to be reliable, but not at the level of persons. This means that the instrument was not sensitive enough to discriminate people with different self-regulation levels.Discussion: These results support the use of the Spanish Short SRQ in adolescent samples. Some suggestions are made to improve the instrument, particularly in its application as a diagnostic tool.

show abstract

“…Students operating from uncontrolled motivations tend to execute more effective strategies, such as management, concentration, and self-testing (Wijnia, Loyena, & Derous, 2011). Focusing more on the student’s expectations and values reduces several problems caused by controlled motivation and content-driven education, including the maintenance of gender disparities in academic subjects, decreased motivation, learned helplessness, reduced productivity, maladaptive social behaviors, self-handicapping, and undermined learning (Bandura & Schunk, 1981; Butler, 2006; Chen, Wu, Kee, Lin, & Shui, 2009; Lüftenegger et al, 2012; Oortvliet & Darnon, 2010; Tavakolizadeh & Qavam, 2011).…”

Section: Principles That Support the Eight Components Of H2o-centered Educationmentioning

confidence: 99%

H2O-Centered Education: Helping Education Excellence Flow More Freely

Higley¹,

Heesacker

Brenneman

2019

Journal of Education

View full text Add to dashboard Cite

U.S. colleges and universities have been demonstrably ineffective at facilitating scholarship among their students. To become effective, psychological science suggests institutions must tap students’ intrinsic motivations and address their core values from Day 1 through graduation. This article describes a science-based, integrated set of solutions, labeled H2O-centered education, which creates and sustains instructional environments in which students develop and implement well-defined goals aligned with their intrinsic motivations and values, and the institution’s goals. The objective of H2O-centered education is to create educational environments that tap students’ genuine interest, resulting in meaningful student self-exploration and development and enduring and transferable learning.

show abstract

Effect of teaching of self-regulated learning strategies on attribution styles in students

Abstract: Introduction. Nowadays, self-regulated learning has become an important focus in research

Cited by 9 publications

References 16 publications

Improving the Persuasive Essay Writing of Students of Arabic as a Foreign Language (AFL): Effects of Self-Regulated Strategy Development

Improving the Persuasive Essay Writing of Students of Arabic as a Foreign Language (AFL): Effects of Self-Regulated Strategy Development

Self-Regulation Questionnaire (SRQ) in Spanish Adolescents: Factor Structure and Rasch Analysis

H2O-Centered Education: Helping Education Excellence Flow More Freely

Contact Info

Product

Resources

About