Effects of Metacognitive Strategies on the Self-Regulated Learning Process: The Mediating Effects of Self-Efficacy

Akamatsu, Daisuke; Nakaya, Masato; Koizumi, Ryuhei

doi:10.3390/bs9120128

Cited by 28 publications

(23 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Social cognitive researchers paid attention to social and motivational factors [58]. Selfregulation was viewed through the prism of metacognition [59,60]. Nowadays, the theory of self-regulation combines cognitive, motivational, social, and behavioral factors taking into account the cultural organizational, and contextual variables [61].…”

Section: Self-regulated Learning Modelmentioning

confidence: 99%

Self-Regulation in E-Learning Environment

et al. 2021

View full text Add to dashboard Cite

The COVID-19 pandemic has contributed to the accelerated spread of e-learning around the world. In e-learning, self-regulation becomes more relevant than ever. Reducing the influence of traditional features of the face-to-face learning environment and increasing the impact of the e-environment place high demands on students’ self-regulation. The author’s self-regulation e-learning model emphasizes the position of e-learning at the intersection of the electronic environment and the learning environment. We observe a collision of the concepts of these two environments. The Internet is a more common environment that provokes the use of unacceptable tools and hints, which is a logical consequence of such behavior to pass the test, and not to gain knowledge. Therefore, the most important thing is that students have their own goals and strategies, and use the large resources of the electronic environment for development, and not for cheating. The authors conducted a survey (N = 767), which showed that students rate their self-efficacy of online learning higher in the e-environment than in the offline learning environment. Self-regulation indicators are the highest in the field of environment, and the lowest when setting goals and in time management.

show abstract

Section: Self-regulated Learning Modelmentioning

confidence: 99%

Self-Regulation in E-Learning Environment

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Interdisciplinary findings [12]: o Many students identified as the most relevant progress area as being able to recognize and articulate the "other side of a coin" in seeing beyond their own discipline. o Modeling transdisciplinary working relationship between faculty members of different backgrounds and mentors from stakeholders gave students an insight into a higher understanding of the sustainability problems through the confrontation of different perspectives.…”

Section: Resultsmentioning

confidence: 99%

Experiences in Transdisciplinary Education for the Sustainable Development of the Built Environment, the ISAlab Workshop

2020

View full text Add to dashboard Cite

There is a growing recognition and acceptance that society needs to develop new pathways to achieve a more sustainable future. Our current model of development poses significant challenges when it comes to achieving a more just society based on respect for nature and human rights, and demands a sustainable economy supported by a new circular model supporting the UN sustainable development goals. Higher Education Institutions (HEIs) accordingly have developed Master programs that are responsible for providing fundamental services in the joint effort towards sustainability. Meanwhile, leading Universities around the world have developed other very relevant programs. The open and unstructured challenge of sustainability poses an obstacle to existing academic structures. Specifically, the built environment is one of the leading contributors to challenges addressed in the programs such as: Anthropogenic climate change, resource depletion, waste generation and pollution, poverty, and inequity. The Interdisciplinary Sustainable Architecture lab (ISAlab) explores these issues as part of a multidisciplinary approach involving the collaboration of leading Universities from different areas on the world through an innovative initiative. This paper explores the experiences of the ISAlab workshop, which has been taking place yearly in Valencia since 2017. The workshop draws together students from a range of disciplines from across engineering and science, law and the social sciences and from a range of countries and backgrounds, including North and South America, Europe, and Asia. Its purpose is to facilitate a rich co-creative learning environment led by (engineering) academic faculties from across Europe (Spain, the UK, France, Germany, Netherlands and Ireland) as well as North America (the US and Canada), as well as local experts who helped provide participants with appropriate context and guidance. The objective is educating future engineers that are capable of finding robust ways to implement sustainability at a practical level on the built environment, taking account of the multidisciplinary perspective and with the incentive of solving real-life problems.

show abstract

“…Los resultados encontrados, en lo que concierne a la relación entre las estrategias de aprendizaje y la autoeficacia académica, se encuentran apoyados con estudios previos en población universitaria (Akamatsu et al, 2019;Hayat, & Shateri, 2019;Hayat et al, 2020;Martins, & Santos, 2019) y secundaria (Dantas et al, 2015). Específicamente, Hayat et al (2020) al investigar a los estudiantes de medicina, propusieron un modelo basado en una ecuación estructural que sugería que, la autoeficacia de los estudiantes afectaba las emociones relacionadas con el aprendizaje y las estrategias de aprendizaje metacognitivas, lo que a su vez, afectaba el rendimiento académico de los mismos.…”

Section: Discussionunclassified

“…Aunque algunos estudios ya han identificado la relación entre las estrategias de aprendizaje y la autoeficacia académica, la mayoría de estudios examinan a la población universitaria para la obtención de dichos resultados (Akamatsu et al, 2019;Hayat, & Shateri, 2019;Hayat et al, 2020;Martins, & Santos, 2019) en comparación a los estudios de enseñanza básica (Dantas et al, 2015), según revisión de la literatura (Rosa, & Cunha, 2020). Comprender cómo se relacionan estas variables en los estudiantes de primaria contribuirá a la promoción de intervenciones tempranas centradas en el rendimiento escolar y la motivación en el aprendizaje de estos estudiantes.…”

unclassified