Examining the critical role of evaluation and adaptation in self-regulated learning

Raković, Mladen; Bernacki, Matthew L.; Greene, Jeffrey A.; Plumley, Robert D.; Hogan, Kelly A.; Gates, Kathleen M.; Panter, A. T.

doi:10.1016/j.cedpsych.2021.102027

Cited by 52 publications

(40 citation statements)

References 46 publications

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“…For example, a score obtained from an achievement test, progress made compared to previous performance, performance level in comparison to others and efficiency in completing a given responsibility in teamwork can be considered as self-evaluative actions. Studies demonstrate that the use of the self-evaluation strategy in the learning process results in higher academic outcomes in students from different developmental periods (Dignath et al, 2008;Lavasani et al, 2011;Raković et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Self-Regulated Learning Strategies Impact Fourth-Grade Students’ Positive Outcomes in Science Class

Cengiz-Istanbullu

Sakız

2022

JBSE

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For long years, researchers in the field believed that the development of self-regulated learning (SRL) behaviors of students could only be initiated around middle school years. Nowadays, a growing number of research around the world attempt to challenge this belief by demonstrating that SRL behaviors and strategies can emerge in students at an earlier age than expected through proper training and eventually affect students’ positive academic outcomes in the learning process. The purpose of this study was to examine the impact of the use of self-regulated learning strategies (SRLS) on fourth-grade students’ academic self-efficacy, science motivation, academic worry, and achievement in a primary school science classroom. A pre-test – post-test control group quasi-experimental design was used. The participants were 39 fourth-grade students from a private primary school in Istanbul, Turkey. The SRLS (goal-setting, planning, note-taking, monitoring and self-evaluation) used in the study were explicitly taught to the students in the experimental group. The data were collected using two self-report questionnaires and an achievement test. A 2x3 Split-plot ANOVA test was used for data analyses. The results revealed that the use of SRLS significantly positively impacted students’ perceived academic self-efficacy, science motivation and academic achievement; and, significantly negatively affected their academic worry. The results of the retention tests, however, showed the necessity of continuous stimulation of SRLS to obtain optimal benefits for student outcomes. Keywords: academic achievement, academic self-efficacy, academic worry, science motivation, self-regulated learning strategies (SRLS)

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Section: Introductionmentioning

confidence: 99%

Self-Regulated Learning Strategies Impact Fourth-Grade Students’ Positive Outcomes in Science Class

Cengiz-Istanbullu

Sakız

2022

JBSE

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“…In addition, higher students' cognitive, behavioral, and thought processes can be assisted by implying self-regulated learning [28]. Research by Raković et al (2022) also state that self-regulated learning can anticipate learning difficulties, adapt, control learning performance, and improve academic achievement and students' thinking levels [29]. Case study research by Porter and Peters-Burton (2021) shows that most teachers design SRL strategies by linking the self-reflection phase to students' SRL to improve students' higher-order thinking skills [23].…”

Section: Discussionmentioning

confidence: 99%

“…SRL strategy is a cognitive learning approach that actively controls Learning [28]. SRL strategy can be said to be an effective learning strategy to improve the performance of complex tasks through an independent evaluation and adaptation process [29]. SRL is also professional teaching that applies reflection and guides students to new ideas [23].…”

Section: Self-regulated Learning (Srl)mentioning

confidence: 99%

Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications

Hidajat

2022

Int. J. Interact. Mob. Technol.

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This study aims to determine the effect of self-regulated learning (SRL) on students' mathematical creativity through the "zoom" mobile e-learning application. SRL is learning that refers to activities to control and regulate the learning process independently of students to find creative ideas. This quantitative research uses a quasi-experiment approach. Participants in this study were 53 students at a secondary school in Malang, Indonesia. Participants were divided into two groups, namely 26 students in the experiment group and 27 students in the control group—grouping based on the purposive random sampling technique. The design of this study used a Nonequivalent Pre-Test and Post-test Control-Group design because the implementation of SRL was only for the experiment group, but both groups carried out pre-test and post-test. The data analysis technique used paired T-test analysis to compare and identify students' creativity from the experiment and control groups. Data analysis using the SPSS 23 application. The results showed that students' creativity in the experiment group was higher than in the control group. In the experiment group, students provided many creative solutions for various shapes of cube nets. This research will provide educators with suggestions to consider implementing SRL strategies to increase students' creativity in “Zoom” e-learning applications.

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“…Sebaliknya, evaluasi dimaksudkan untuk mengukur mengenai tingkat keberhasilan dari proses pembelajaran yang telah dilangsungkan. Hasil evaluasi pada akhir pembelajaran dapat dijadikan sebagai landasan untuk melakukan perencanaan dan perubahan perilaku dalam siklus pembelajaran berikutnya, [4].…”

Section: Pendahuluanunclassified

Pelatihan Penyusunan Instrumen Evaluasi Berstandar HOTS bagi Guru Sekolah Dasar Kelas VI Kecamatan Sukatani

Tarmini

Safi’i

Purnama

et al. 2022

bemas

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Artikel ini bertujuan untuk mendeskripsikan mengenai kegiatan pelatihan penyusunan instrumen evaluasi berstandar HOTS muatan pelajaran bahasa Indonesia bagi Guru Sekolah Dasar Kelas VI Kecamatan Sukatani Kabupaten Bekasi. Tahapan kegiatan yang dilakukan terdiri dari 1) penjelasan mengenai berbagai temuan kesalahan dalam penyusunan instrumen evaluasi, 2) penjelasan mengenai perbedaan antara soal-soal yang bersifat LOST dan HOTS, 3) Penyusunan indikator penyusunan instrumen evaluasi yang berstandar HOTS, dan 4) penyusunan instrumen evaluasi untuk muatan pelajaran bahasa Indonesia yang berstandar HOTS. Berdasarkan hasil observasi serta tes akhir dapat diperoleh gambaran, bahwa kegiatan pelatihan yang telah dilangsungkan mampu meningkatkan kompetensi para Guru Sekolah Dasar Kelas VI Kecamatan Sukatani Kabupaten Bekasi mengembangkan instrumen evaluasi dalam muatan pelajaran bahasa Indonesia yang berstandar HOTS.

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Examining the critical role of evaluation and adaptation in self-regulated learning

Cited by 52 publications

References 46 publications

Self-Regulated Learning Strategies Impact Fourth-Grade Students’ Positive Outcomes in Science Class

Self-Regulated Learning Strategies Impact Fourth-Grade Students’ Positive Outcomes in Science Class

Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications

Pelatihan Penyusunan Instrumen Evaluasi Berstandar HOTS bagi Guru Sekolah Dasar Kelas VI Kecamatan Sukatani

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