Influences on the Development of Academic Self-Regulatory Processes

Wigfield, Allan; Klauda, Susan Lutz; Cambria, Jenna

doi:10.4324/9780203839010.ch3

Cited by 64 publications

(86 citation statements)

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“…The students, probably, valued school-related activities highly, and, simultaneously, tried to satisfy their parents' high expectations for school achievement. The age of the participants might be an additional exploratory factor to this finding, since, within SDT, intrinsic motivation reflects growth-oriented tendency, and elementary school student have not yet achieved autonomy (see Artelt et al, 2012;Bakracevic-Vukman & Licardo, 2010;Wigfield, Klauda, & Cambria, 2011). Also, the context of the primary education is supportive to the students, resulting in the certain regulatory learning styles (see Haselhuhn et al, 2007).…”

Section: Self-regulatory Learning Stylementioning

confidence: 99%

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Στεφάνου¹,

Mpiontini²

2017

PSYCH

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This study aimed at examining: (a) students' metacognitive knowledge and metacognitive regulation when they are doing school work or homework, and their self-regulated learning style regarding the four different types of behavioral regulation: external, introjected, identified and intrinsic; and (b) the role of metacognition in self-regulated learning style, and in the impact of self-regulated learning style on performance expectations, and subsequent performance in the school subjects of language, mathematics and physical education. The sample comprised of 243 primary school students, fifth and sixth grades, boys and girls, who randomly came from 20 state primary schools of various regions of Greece. The participants completed the scales at the middle of a school year, while their school performance was estimated by the teachers. The results showed that: (a) the students used metacognitive knowledge (predominately, declarative) and metacognitive regulation (mainly, planning) at a moderate extent, and they reported a mixed profile of self-regulatory learning style, favoring identified; (b) metacognitive regulation, compared with metacognitive knowledge, was a more powerful formulator of regulatory learning styles, mainly intrinsic and identified; (c) metacognition explained a small percentage of variance of both performance expectations, beyond self-regulatory style, and performance, beyond the interactive effect of performance expectations and regulatory learning style, in both language and mathematics, while it had no significant unique contribution in physical education; (d) external regulation had negative contribution in school performance across the three school subjects, while intrinsic regulation

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Section: Self-regulatory Learning Stylementioning

confidence: 99%

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Στεφάνου¹,

Mpiontini²

2017

PSYCH

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“…It is also significant whether feedback is positive or negative. Studies have confirmed that feedback enhances academic achievement, supports academic motivation (Wigfield, Klauda, and Cambria, 2011) and self-regulation (Zimmerman, Schunk, 2001). http://dx.doi.org/10.15405/epsbs.2017.12.4 Corresponding Author: Irina Bondarenko Selection and peer-review under …”

Section: Problem Statementmentioning

confidence: 98%

The Role Of Feedback Type In Self-Regulation Of Learning Goals Achievement

Bondarеnko

2017

The European Proceedings of Social and Behavioural Sciences

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In the present article, we investigate how students with high and low conscious self-regulation and different preferred strategies of goal achieving use intentionally organized feedback to gain maximum points in experimental tasks. Consistent with previous research our results revealed that feedback played an important role in achieving learning goals. Based on the proposition that feedback can be attributed to one of the two types (discrepancy and velocity), we compared the dynamics of results in the groups with different goal achievement strategies and different levels of self-regulation. We hypothesize that discrepancy feedback will significantly increase experimental test results for students with high level of self-regulation and discrepancy strategy preference. Students with preference of velocity strategy will not improve their test results significantly. We used software application for diagnosis and experimental study of individual self-regulation actions «Diagnosis of situational specificity of self-regulation -DSSSR» . DSSSR includes Self-Regulation Profile Questionnaire (SRPLQM, Morosanova, 2011) to diagnose students' self-regulation stylistic features. The obtained results (N=103) allow us to state that we revealed differences in the dynamics of students' results enhancement when they carried out the same experimental tasks in testing with intentionally organized feedback. The results of the students who preferred discrepancy strategy (regardless their self-regulation levels) increased significantly. The students with the strategy of velocity increased their results slightly. This trend is especially noticeable for students with low self-regulation. The role of velocity feedback in self-regulation of learning goals achievement for students with strategy of velocity was discussed.

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“…Dönütler, öğrencinin sadece akademik başarısını değil, aynı zamanda öğrencinin öğrenme sürecine etkin katılımını sağlamada (Brookhart, 2011) ve motivasyonunu sürdürmesinde etkin bir araçtır (Wigfield, Klauda & Cambria, 2008). Bu nedenle öğrencinin öğrenmeyi düzenleme yeterliğini de etkilemektedir.…”

Section: Introductionunclassified

“…Feedback not only has an effect on the academic achievement of student but is also effective in maintaining the active participation of students in the learning process (Brookhart, 2011) and in keeping them motivated (Wigfield, Klauda &Cambria, 2008). For this reason, it also influences students' competency in learning.…”

Section: Introductionmentioning

confidence: 99%

Middle School Mathematics Teachers' Opinions on Feedback

Beydoğan¹

2017

International Journal of Assessment Tools in Education

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This article may be used for research, teaching, and private study purposes.Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles.The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.

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Influences on the Development of Academic Self-Regulatory Processes

Cited by 64 publications

References 0 publications

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

The Role Of Feedback Type In Self-Regulation Of Learning Goals Achievement

Middle School Mathematics Teachers' Opinions on Feedback

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