Motivation to Use Self-Regulated Learning Strategies in Learning Management System amongst Science and Social Science Undergraduates

Hashemyolia, Shayesteh; Asmuni, Azizan; Ayub, Ahmad Fauzi Mohd; Daud, Shaffe Mohd; Shah, Jasmin Arif

doi:10.5539/ass.v11n3p49

Cited by 11 publications

(8 citation statements)

References 27 publications

(26 reference statements)

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“…This result is also comparable to college students’ learning strategies use in other countries (e.g. Hashemyolia et al, 2014; Turan and Konan, 2012; Vrugt and Ourt, 2008). For instance, Buzza and Allinotte (2013) reported that Canadian teacher candidates majoring in education scored 4.82 on average on SRL strategies scales.…”

Section: Discussionsupporting

confidence: 78%

Self-regulated learning strategies and achievement goals among preservice physical education teachers

Liu

Xiang

McBride

et al. 2019

European Physical Education Review

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Self-regulated learning is critical to student academic success as well as healthy lifestyles. Although widely conducted among students from various disciplines, self-regulated learning research seems not to have paid much attention to preservice physical education teachers. Attempting to amend this literature gap as well as inform the current status of self-regulated learning among preservice physical education (PE) teachers, this study focused on two essential components: learning strategies and motivation. Participants included 419 preservice PE teachers from five teacher preparation programmes in the USA. They responded to two questionnaires that assessed self-regulated learning strategies use and achievement goals. Each item on the questionnaires was on a seven-point Likert scale. Results showed that this group of preservice teachers’ use of cognitive and metacognitive strategies was at a medium level. Their mastery-approach goals demonstrated a predominant effect on general cognitive strategies and elaboration. Performance-approach and performance-avoidance goals also had a positive association with general cognitive strategies and critical thinking. Based on these results, we recommend PE teacher educators integrate self-regulated learning into instructions and focus preservice teachers on endorsing mastery-oriented goals for their learning.

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Section: Discussionsupporting

confidence: 78%

Self-regulated learning strategies and achievement goals among preservice physical education teachers

Liu

Xiang

McBride

et al. 2019

European Physical Education Review

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“…In the studies surveyed in this study, the MSLQ instrument was administered online. The studies carried out by Hashemyolia et al (2015), Müller and Seufert (2018), and Yamada et al (2017) used the MSLQ tool to measure SRL strategies in online learning which included both the MOOCs and LMS environments.…”

Section: Resultsmentioning

confidence: 99%

Research trends in measurement and intervention tools for self-regulated learning for e-learning environments—systematic review (2008–2018)

Araka

Maina

Gitonga

et al. 2020

RPTEL

113

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For the last one decade, research in self-regulated learning (SRL) and educational psychology has proliferated. Researchers and educators have focused on how to support leaners grow their SRL skills on both face-to-face and e-learning environments. In addition, recent studies and meta-analysis have greatly contributed to the domain knowledge on the use of SRL strategies and how they contribute and boost academic performance for learners. However, there is little systematic review on the literature on the techniques and tools used to measure SRL on e-learning platforms. This review sought to outline recent advances and the trends in this area to make it more efficient for researchers to establish the empirical studies and research patterns among different studies in the field of SRL. The findings from this study are concurrent with existing empirical evidence that traditional methods designed for classroom supports are being used for measuring SRL on e-learning environments. Few studies have used learner analytics and educational data mining (EDM) techniques to measure and promote SRL strategies for learners. The paper finally points out the existing gaps with the tools presently used to measure and support SRL on learning management systems and recommends further studies on the areas of EDM which can support SRL.

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“…This finding resonated with the findings of studies by Hashemyolia et al and Anthonysamy et. al., both of which reported that Malaysian university students had shown a very low usage of metacognitive strategies (Hashemyolia et al, 2015;Anthonysamy et al, 2020). Metacognition is a tool that not only involves students in the process of learning, but also places their learning responsibilities on their own shoulders.…”

Section: Discussionmentioning

confidence: 99%

Investigating Self-Regulated Learning Strategies for Digital Learning Relevancy

Anthonysamy

Koo

Hin

2021

Malaysian Journal of Learning and Instruction

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Purpose – The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack of ability to self-regulate learning processes has led to poor learning performance among undergraduates. Therefore, this study examined the effects of self-regulated learning strategies (SRLS) on learning performance among Malaysian IT undergraduates. Methodology – A sample of IT undergraduates from private higher education institutions in Malaysia participated in the study. Quantitative data from a total of 563 respondents was collected through questionnaire surveys and analysed using PLS-SEM. The common method variance was utilized in this paper. Findings – The findings of this study constitute essential results that three out of four SRLS domains (cognitive engagement, resource management, and motivational beliefs) positively influenced the students’ perception of learning performance. Significance – This study provides insight into the best SRLS to excel in digital learning for deeper learning particularly in the Malaysian context. Implications of the findings on higher education institutions as well as recommendations for future research are discussed. Keywords: Self-regulated learning strategies, digital learning, higher education, learning performance, subjective learning outcomes.

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Motivation to Use Self-Regulated Learning Strategies in Learning Management System amongst Science and Social Science Undergraduates

Cited by 11 publications

References 27 publications

Self-regulated learning strategies and achievement goals among preservice physical education teachers

Self-regulated learning strategies and achievement goals among preservice physical education teachers

Research trends in measurement and intervention tools for self-regulated learning for e-learning environments—systematic review (2008–2018)

Investigating Self-Regulated Learning Strategies for Digital Learning Relevancy

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