Fostering Self-Regulated Learning by Journal Writing

Nückles, Matthias; Hübner, Sandra; Renkl, Alexander

doi:10.1017/cbo9781139048224.012

Cited by 14 publications

(8 citation statements)

References 33 publications

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“…Research on the general use of blogging in higher education has shown that journal writing is not something that comes naturally, and it can even be considered stressful in itself (Sim & Hew, 2010). Evidence shows that blogging needs to be scaffolded by structured assignments (Berthold, Nückles, & Renkl, 2007;Boniel-Nissim & Barak, 2013;Freeman & Brett, 2012;Nückles, Hübner, & Renkl, 2012) and accompanied by affirmative coaching (Brandt, Dalum, Skov-Ettrup, & Tolstrup, 2013;Lepore, Buzaglo, Lieberman, Golant, & Davey, 2011). In addition, effects might not only come from individual blogging but from participation in a particular part of the "blogosphere" (Leggatt-Cook & Chamberlain, 2012).…”

Section: Discussionmentioning

confidence: 99%

Coping through blogging: A review of studies on the potential benefits of weblogs for stress reduction

Petko¹,

Egger²,

Schmitz³

et al. 2015

Cyberpsychology

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This paper provides a descriptive overview of the empirical evidence for potential effects of reflective weblog writing for coping with stress. Seventeen studies meeting the inclusion criteria are summarized in a systematic synopsis. Sixteen studies focus on self-initiated blogging in informal contexts. Only one study examines mandated weblog writing for coping in an institutionalized context. Results indicate that the public nature of weblogs opens up a variety of possibilities for both problem-focused and emotion-focused coping, most importantly through social support. Although these studies show promising results, it remains unclear if and how the benefits of self-initiated blogging can be transferred to more formal settings. Thus, future research should examine how blogging can be mandated and scaffolded in order to foster coping strategies and decrease stress levels. For this purpose, experimentally controlled and longitudinal studies are needed to evaluate the effectiveness of this approach.

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Section: Discussionmentioning

confidence: 99%

Coping through blogging: A review of studies on the potential benefits of weblogs for stress reduction

Petko¹,

Egger²,

Schmitz³

et al. 2015

Cyberpsychology

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“…Students who reflect regularly are actively engaged in their regulation of learning efforts and behaviour. They are able to exercise deep learning strategies through regular reflection (Körkkö et al, 2019;Nückles et al, 2012). Students need to constantly review and asses their leaning process and outcome in order to exercise deep learning strategies.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Reflection in action requires a person to reflect while carrying out a task. It requires intentional effort and skills to iteratively self-reflect and adjust strategies to ensure goals are achieved (Körkkö et al, 2019;Nückles et al, 2012). Students are required to carry out both reflection on action and in action during their course of study and these endeavours need to be guided accordingly.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In this process, they need to organise their learning materials and self-assess the learning outcomes. These cognitive processes would help them to gain a deeper understanding of their learning progress (Nückles et al, 2012) Part Two of the Personalized Weekly e-Learning Journals. The second part contained prompts that require students to self-evaluate their academic self-efficacy as well as their perception on the usefulness in writing weekly e-learning journals.…”

Section: Instrument 2: Personalized Weekly E-learning Journalsmentioning

confidence: 99%

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Perception and Benefits of Writing Personalized Weekly e-Learning Journals and the Effect on University Students’ Academic Self-efficacy

Fung,

Ng,

Hashim

2021

AJER

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Academic self-efficacy is an essential element for effective and engaging learning. In order to improve academic self-efficacy, students need to engage in regular and effective self-reflection to form realistic beliefs about their own academic capabilities. However, students may not be motivated to sustain effective self-reflection. Suitable tools are needed to assist students to self-reflect effectively. The objectives of this study were to determine the effect of writing personalized weekly e-learning journals on students’ academic self-efficacy, the perception of its usefulness, and how it has helped students improve their academic self-efficacy. Multiple data collection methods were used in order to provide data for better explanations on the causality of the dependent and independent variables. Fifty-four students studying a degree program wrote personalized weekly e-learning journals over a ten-week period. Pre-tests and post-tests on their academic self-efficacy were administered in study week one and eleven respectively. The personalized weekly e-learning journals contained personalized prompts. The purposes of these prompts were not only to scaffold students to self-evaluate and self-reflective effectively but also to collect weekly time series data on academic self-efficacy and perceived usefulness in writing these journals. The post-test scores and time series data showed that the academic self-efficacy and the perceived usefulness of writing e-learning journals over the intervention period have improved. Writing personalized weekly e-learning journals has motivated the students to self-evaluate regularly, sustain their self-reflection, and promote positive academic self-efficacy. This study highlighted the benefits of writing personalized e-learning journals. Key words: academic self-efficacy, learning journals, self-reflection, higher education, time series L'auto-efficacité académique est un élément essentiel pour un apprentissage efficace et engageant. Afin d'améliorer leur auto-efficacité académique, les étudiants doivent s'engager dans une autoréflexion régulière et efficace pour se forger des convictions réalistes sur leurs propres capacités académiques. Cependant, les étudiants peuvent ne pas toujours être motivés pour mener une réflexion personnelle efficace. Des outils adéquats sont nécessaires pour aider les étudiants à s’engager dans une autoréflexion efficace. Les objectifs de cette étude étaient de déterminer l'effet de la rédaction de journaux hebdomadaires personnalisés d'apprentissage en ligne sur l'auto-efficacité académique des étudiants, la perception de l’utilité de cet exercice et la manière dont elle a aidé les étudiants à améliorer leur auto-efficacité académique. Plusieurs méthodes de collecte de données ont été utilisées afin de fournir des données permettant de mieux expliquer la causalité des variables dépendantes et indépendantes. Cinquante-quatre étudiants suivant un programme menant à un diplôme ont rédigé des journaux hebdomadaires d'apprentissage en ligne personnalisés sur une période de dix semaines. Des pré-tests et des post-tests sur leur auto-efficacité académique ont été administrés respectivement lors de la première et de la onzième semaine d'étude. Les journaux hebdomadaires d'apprentissage en ligne personnalisés contenaient des messages-guides personnalisés. Ces messages avaient pour but non seulement d'aider les étudiants à s'auto-évaluer et à réfléchir efficacement, mais aussi de recueillir des données hebdomadaires sur l'auto-efficacité scolaire et l'utilité perçue de la rédaction de ces journaux. Les résultats du post-test et les données chronologiques ont montré que l'auto-efficacité académique et l'utilité perçue de la rédaction de journaux d'apprentissage en ligne se sont améliorées pendant la période d'intervention. La rédaction de journaux hebdomadaires d'apprentissage en ligne personnalisés a motivé les étudiants à s'auto-évaluer régulièrement, à soutenir leur autoréflexion et à promouvoir une auto-efficacité académique positive. Cette étude a mis en évidence les avantages de la rédaction de journaux d'apprentissage en ligne personnalisés. Mots clés : auto-efficacité académique; journaux d'apprentissage; autoréflexion; enseignement supérieur; série chronologique

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“…There are several distinct models of SRL, but all agee that learning can be improved and that it is more effective when students have the knowledge and strategies required to control their cognition, motivation and emotion (Panadero, 2017). Educational research has provided considerable evidence for the beneficial impact of SRL strategy interventions on student achievement (Boekaerts et al, 2000;Mayer, 2008;McCombs, 2017;Nückles et al, 2012;Perry et al, 2015;Winne, 2011;Zimmerman, 2011). Five meta-analyses have shown that learning strategy interventions that improve students' self-regulation and metacognitive awareness improve learning outcomes (Dignath & Büttner, 2008;Donker et al, 2014;Hattie et al, 1996;Sitzmann & Ely, 2011).…”

Section: Introductionmentioning

confidence: 99%

The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study

Vosniadou,

Bodner,

Stephenson

et al. 2024

Metacognition Learning

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The paper describes a theoretical framework for the study of teachers’ promotion of self-regulated learning in the classroom. The Self-Regulated Learning Teacher Promotion Framework (SRL-TPF) utilizes the ICAP theory to assess the affordances of the learning environment for the indirect promotion of SRL, proposes new variables in the investigation of the direct promotion of SRL, and examines how these two ways to promote SRL are related. The SRL-TPF was used to examine the direct and indirect promotion of SRL in filmed observations of 23 Australian classrooms. The results revealed a paucity in the design of Constructive and Interactive lesson tasks that support the indirect promotion of SRL and a preference for the direct support of SRL through implicit strategy instruction and the provision of metacognitive reflection and support. There were important teacher differences in both the direct and indirect promotion of SRL, but the teachers who were more likely to design Constructive and Interactive lesson tasks did not necessarily promote SRL directly and vice versa. The research contributes to a better understanding of the relationship between teaching what to learn (subject content) and how to learn (SRL knowledge and strategies).

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Fostering Self-Regulated Learning by Journal Writing

Cited by 14 publications

References 33 publications

Coping through blogging: A review of studies on the potential benefits of weblogs for stress reduction

Coping through blogging: A review of studies on the potential benefits of weblogs for stress reduction

Perception and Benefits of Writing Personalized Weekly e-Learning Journals and the Effect on University Students’ Academic Self-efficacy

The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study

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