Effects of Self-Regulated Learning on Student’s Reading Literacy: Evidence From Shanghai

Qi, Xiang

doi:10.3389/fpsyg.2020.555849

Cited by 14 publications

(17 citation statements)

References 33 publications

(54 reference statements)

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“…As for the detailed strategies applied, the results also coincide with the previous literature. They are in line with the study by Qi (2021), which established that using cognitive strategies is highly correlated to control strategy and higher output, i.e. better reading literacy.…”

Section: Discussionsupporting

confidence: 90%

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Correlation of Self-regulated Learning on Blackboard and Academic Achievement of Islamic Studies Students

Al-Dawood

2022

IJLTER

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Focusing on learners’ active roles has brought Self-regulated Learning (SRL) to attention. Since its introduction in the mid-eighties, research has discussed several models and conceptual frameworks pertaining to SRL. Yet, more studies are required to explain how students achieve SRL and how it associates with academic achievement. Additionally, the potential of modern learning tools such as the Blackboard Learning Management System LMS and their role in promoting SRL are highly valued. To this end, the current study adopted a 27-item questionnaire based on different SRL models. It surveyed a sample of 165 students regarding their use of SRL strategies while they were engaged in online courses through Blackboard. The correlation between students’ use of such strategies and their academic achievement was ultimately calculated. It was found that students with higher academic performance apply a broader range of SRL strategies. Also, a variance can be seen in the type of strategies used. These findings are traced back to the features afforded by Blackboard, which result in SRL if they are appropriately deployed. Accordingly, teachers are called to utilise LMSs to promote SRL strategies and train their students in their use. These results are considered significant as most previous research has focused on the SRL concept rather than its effect on academic achievement. However, further empirical research on LMS features and their impact on developing SRL is recommended.

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Section: Discussionsupporting

confidence: 90%

“…They found that the experimental group had developed robust creative thinking and academic self-efficacy after applying such techniques. Also, Qi (2021) explored the effect of SRL on students' reading literacy. The research sample was composed of 15-year-old students from Shanghai.…”

Section: Self-regulated Learningmentioning

confidence: 99%

Correlation of Self-regulated Learning on Blackboard and Academic Achievement of Islamic Studies Students

Al-Dawood

2022

IJLTER

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“…The high correlations between memorization, elaboration and control strategies (Lau & Ho, 2016;Qi, 2020) and the development of these strategies during school years have been revealed by existing studies (Pressley, 1982). These correlations raised the question of how memorization, elaboration and control strategies interact over time.…”

Section: The Relationship Between Memorization Elaboration and Contro...mentioning

confidence: 98%

Learning strategies and reading achievement in primary schools: Longitudinal relationship and gender differences

Qin,

Zhou,

Wang

2023

Brit J of Edu Psychol

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BackgroundLearning is a self‐regulated loop where learning strategies and achievements are interrelated. In reading, although some studies have explored the relationship between different learning strategies (memorization, elaboration and control) and reading achievement, little is known about how they interact over time. Even though the longitudinal relationship was revealed in some studies, most of the evidence was based on the whole population, regardless of gender differences.AimsThis study was designed to examine the longitudinal relationship between memorization, elaboration, control strategies and reading achievement, as well as the gender difference in the longitudinal relationship.SampleThe sample consisted of 3878 Chinese students (2025 boys, 1853 girls) who were surveyed in Grade 4 and Grade 6.MethodsA cross‐lagged model was conducted to examine the longitudinal relationship between memorization, elaboration, control strategies and reading achievement while controlling for gender, age and parents' educational levels. Multigroup cross‐lagged models were conducted to examine gender differences in the longitudinal relationship between these variables.ResultsMemorization and elaboration strategies were reciprocally related. Both predicted subsequent control strategies, but not vice versa. Only memorization strategies positively predicted subsequent reading achievement, while prior reading achievement positively predicted the subsequent three strategies. The effects of prior reading achievement on subsequent learning strategies were stronger for boys.ConclusionsMemorization strategies play a prominent role in promoting deeper strategies and reading achievement in Chinese primary schools, which might relate to culture and developmental stages. Higher achievement or positive feedback from learning results might be motivation for using different strategies, especially for boys.

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“…Similarly, their study on junior undergraduate students (Mohammadi et al, 2020) highlighted that SRL instruction significantly improved EFL learners' reading comprehension and problem-solving. Studies conducted on primary school students have shown that some SRL components were the main predictors of reading comprehension processes (Qi, 2021); (Mohammadi et al, 2020); (Lau & Ho, 2016); (Ayşe & Ali, 2016); (Eissa, 2015); (Souvignier & Mokhlesgerami, 2006b).…”

Section: Introductionmentioning

confidence: 99%

Reading Comprehension and Self-Regulated Learning: A Cross Sectional Study of University Students

Sutiono

Triana

Arapah

2022

PJEE

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Reading is a critical component of academic life. Undergraduate students' course success depends much on how they process their reading. However, some studies show that students face difficulties in their reading in several terms. These difficulties are twofold for English as a Foreign Language students who have to deal with reading and language content. In this respect, students must be able to self-regulate their reading activities in and outside classrooms. This study was intended to investigate the students' levels of self-regulated learning in reading comprehension. This study used a cross-sectional design with 40 English Language Education Study Program students at Universitas Lambung Mangkurat. The instrument was a questionnaire adapted from Zimmerman's Academic Self-Regulated Learning Scale (2000). The questionnaire was distributed online to the students using Microsoft Forms. The data were analyzed using a t-test. The findings show that the ways both groups of students regulate their cognitive processes, motivation, and behavior within an educational setting are similar. Nevertheless, concerning that the fourth-semester students might be more organized SRL students than the second-semester ones, reading instructions must be structured to develop students' self-regulated learning. In other words, lecturers should condition the instructions to enhance the students' self-regulation

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Effects of Self-Regulated Learning on Student’s Reading Literacy: Evidence From Shanghai

Cited by 14 publications

References 33 publications

Correlation of Self-regulated Learning on Blackboard and Academic Achievement of Islamic Studies Students

Correlation of Self-regulated Learning on Blackboard and Academic Achievement of Islamic Studies Students

Learning strategies and reading achievement in primary schools: Longitudinal relationship and gender differences

Reading Comprehension and Self-Regulated Learning: A Cross Sectional Study of University Students

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