Self-Regulated Learning Strategies And Pre-University Math Performance Of International Students In Malaysia

Loong, Tang Eng

doi:10.19030/jier.v8i3.7104

Cited by 7 publications

(7 citation statements)

References 13 publications

(8 reference statements)

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“…Therefore, we can assume as the reason for the result we obtained from the study for the 4 th class prospective teachers that they become distanced from all "chemistry courses" due to their class level and they have different examinations to prepare beyond their graduate program. All these obtained results were in parallel with the results of many studies in literature in which the relations between the self-regulatory strategies of students/prospective teachers and both academic chemistry performances/chemistry success (Zimmerman & Resemberg, 1997;Chen, 2002) and chemistry self-efficacy/teacher self-efficacy in were examined in terms of gender/class level/ethnical group (Alderman, 1999;Loong, 2012;Ongowo & Hungi, 2014;Tunde, 2014;Zimmerman & Martines-Pons, 1990). The results of the study by Tunde (2014) showed that self-regulated strategies have a significantly influence on predicting the students' academic performance in chemistry.…”

Section: Discussionsupporting

confidence: 81%

“…The results of the study by Tunde (2014) showed that self-regulated strategies have a significantly influence on predicting the students' academic performance in chemistry. Loong (2012) found that effort regulation was an effective instructional strategy in science class. Again, in a study in which motivational beliefs, test anxiety, self-efficacy and self-regulatory strategies of students in 9 th , 10 th , 11 th and 12 th grades were examined in terms of ethnical groups and grade level, it was observed that there was a higher participation in using self-regulatory strategies in favor of 12 th class level in the interval from 9 th class level to 12 th grade level (Ongowo & Hungi, 2014).…”

Section: Discussionmentioning

confidence: 99%

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Effects of Self-regulatory Strategy on Prospective Science Teachers' Chemistry Self Efficacy According to Class Level and Gender

Seyhan

2015

Journal of Education and Training Studies

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This study aimed at determining the self-regulatory strategies and the chemistry self-efficacies of a total of one hundred and eighty-nine prospective science teachers in a state university in Turkey while studying the chemistry lesson according to the class level and gender factors. An additional goal was to examine the relationship level between the self-regulatory strategies and their chemistry self-efficacies of prospective science teachers. In the study, "Self-Regulatory Strategies Scale" and "Chemistry Self-Efficacy Scale" were used. As a result of the study, it was observed that these strategies used by prospective science teachers while studying for chemistry lesson and their chemistry self-efficacies changed according to the class level and gender factors. It was observed also at the end of the study that the significant of the relationship between self-regulatory strategies and chemistry self-efficacy levels differed depending on the class level.

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Section: Discussionsupporting

confidence: 81%

Section: Discussionmentioning

confidence: 99%

Effects of Self-regulatory Strategy on Prospective Science Teachers' Chemistry Self Efficacy According to Class Level and Gender

Seyhan

2015

Journal of Education and Training Studies

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“…Wolters and Pintrich (1998) explored the use of SRL strategies of junior high school students in three academic subjects (i.e., mathematics, English, and social studies), and different subjects were reported to be different in value and interest for self-efficacy, academic tasks and test anxiety. The demand of cognitive ability in mathematics is higher than those of linguistics and social science (Loong, 2012), and cognitive ability closely related to SRL. Metallidou and Vlachou (2010) examined the SRL profile of fifth and sixth grade students who were differentiated in their task value beliefs in mathematics and language, and found that teachers' ratings for their students' knowledge and use of strategies significantly predicted students' mathematics performance, but not language performance.…”

Section: Discussionmentioning

confidence: 99%

What Are the Effects of Self-Regulation Phases and Strategies for Chinese Students? A Meta-Analysis of Two Decades Research of the Association Between Self-Regulation and Academic Performance

Tang

et al. 2018

Front. Psychol.

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Background: Self-regulated learning refers to the monitoring and controlling of one's own cognitive performance before, during, and after a learning episode. Previous literature suggested that self-regulated learning had a significant relationship with academic achievement, but not all self-regulated learning strategies exerted the same influences. Using an invalid strategy may waste the limited psychological resources, which will cause the ego depletion effect. The present meta-analysis study intended to search for the best self-regulated learning strategies and inefficient strategies for Chinese students in elementary and secondary school, and analyzed the critical phases of self-regulated learning according to Zimmerman's theory. The moderating effects of gender, grade, and publication year were also analyzed.Methods: Empirical studies which conducted in real teaching situations of elementary and secondary education were systematically searched using Chinese academic databases. Studies focused on undergraduate students, students of special education, or online learning environments were excluded. Fifty-five cross-sectional studies and four intervention studies (which generated 264 independent samples) were included with a total sample size of 23,497 participants. Random effects model was chosen in the current meta-analysis, and publication bias was also examined.Results: The results indicated that the overall effect size of self-regulated learning on academic achievement was small for primary and secondary school students in China. The effect sizes of self-efficacy, task strategies, and self-evaluation were relatively higher than other strategies. Self-regulated learning strategies have the largest effect size on science disciplines (including mathematics and physics). Performance phase and self-reflection phase are key phases of self-regulated learning. From 1998 to 2016, the effect size between self-regulated learning and academic achievement was gradually decreasing.Conclusions: The main findings of the current study showed that self-efficacy, task strategies, and self-evaluation were key self-regulated learning strategies for Chinese students. Performance phase and self-reflection phase played significant roles in the process of self-regulated learning. Future studies need to include more intervention studies with rigorous treatment fidelity control and provide more empirical evidence from online learning, so as to compare the different effects of self-regulated learning between traditional education and online education.

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“…Nevertheless, findings remain inconclusive on the relationship between self-regulation and students' performance. In this regard, Loong (2012) found that there was no significant relationship between self-regulated learning strategies and Mathematics performance of pre-university students in Malaysia. In a similar vein, self-regulated learning has also been linked to ICT utilization among undergraduate students.…”

Section: Introductionmentioning

confidence: 84%

The Relationship Among Information and Communication Technology Utilization, Self-Regulated Learning and Academic Performance of Prospective Teachers

Adams¹,

Kabir²,

Onyinyechi³

et al. 2018

ADN

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This study investigated the relationship among Information Communication Technology utilization, self-regulated learning and academic performance of prospective teachers. The ex-post facto design (correlation method) was employed for the study. The research subjects were 580 prospective teachers who were drawn using multi-stage sampling technique from University of Ilorin, Nigeria. Seven research questions were generated while four hypotheses were tested at 0.05 level of significance. A researcher-constructed questionnaire tagged "Information Communication Technology Utilization and Self-Regulated Learning Questionnaire (ICTUSRLQ)" was used for data collection. The instrument was administered on 60 selected prospective teachers outside the sample location through test-retest method; it yielded a reliability coefficient of 0.79 that was obtained through the Cronbach's Alpha formula. Data were analysed with percentage, mean and rank order, t-test, Pearson Product Moment Correlation and multiple regression statistical tools. The findings revealed that prospective teachers have a high level of ICT utilization, self-regulation and academic performance; gender did not influence prospective teachers' ICT utilization, selfregulation and academic performance; there was a significant relationship between Information Communication Technology utilization and self-regulated learning and that there was a significant composite relationship among ICT utilization, self-regulation (elaboration, organization, critical thinking, metacognition, peer learning and help seeking) and academic performance of prospective teachers. The researchers recommended that self-regulation training and ICT competence capacity building workshops should be organized for prospective teachers in University of Ilorin.

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Self-Regulated Learning Strategies And Pre-University Math Performance Of International Students In Malaysia

Abstract: ABSTRACT

Cited by 7 publications

References 13 publications

Effects of Self-regulatory Strategy on Prospective Science Teachers' Chemistry Self Efficacy According to Class Level and Gender

Effects of Self-regulatory Strategy on Prospective Science Teachers' Chemistry Self Efficacy According to Class Level and Gender

What Are the Effects of Self-Regulation Phases and Strategies for Chinese Students? A Meta-Analysis of Two Decades Research of the Association Between Self-Regulation and Academic Performance

The Relationship Among Information and Communication Technology Utilization, Self-Regulated Learning and Academic Performance of Prospective Teachers

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