Student-teachers’ self-efficacy for instructing self-regulated learning in the classroom

Gan, Zhengdong; Liu, Fulan; Yang, Chi Cheung Ruby

doi:10.1080/02607476.2019.1708632

Cited by 28 publications

(20 citation statements)

References 6 publications

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“…Schunk (2001) defined self-regulated learning as "learning that results from students' selfgenerated thoughts and behaviours that are systematically oriented toward the attainment of their learning goals" (p. 125). It is a highly-regarded, key life-long-learning competence in learners acquiring subject content knowledge both at school and in life (Gan, Liu & Yang, 2020). Self-regulated learning has been reported to be a significant predictor of foreignlanguage achievement and performance, and this relationship has been documented in several research studies across the world (e.g.…”

Section: Introductionmentioning

confidence: 99%

Examining the Roles of Self-Efficacy Beliefs, Self-Regulated Learning and Foreign Language Anxiety in the Academic Achievement of Tertiary EFL Learners

Özer¹

2021

Participatory Educational Research

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This quantitative study investigates the potential relationships among foreign-language self-efficacy (FL self-efficacy), self-regulation, foreign-language anxiety (FLA), class attendance and academic achievement in English language. The participants were 344 EFL learners who were enrolled in a one-year preparatory programme at a state university in Turkey to improve their overall English proficiency. Criterion sampling was used to select the respondents. The results indicate that class attendance significantly predicts the overall academic achievement of students. It is also striking to see that FL self-efficacy played the most significant and positive role in predicting EFL learners' academic achievement. Moreover, FLA was a negative predictor of students' academic performance. Therefore, students' FL achievement decreases as anxiety increases. The study shows that class attendance is still a strong predictor of academic achievement in foreign language learning. In addition, self-regulated learning (SRL) reflected a significant increase in class attendance. The findings also confirm the correlations among the three constructs. The analysis yielded a medium negative correlation between FL self-efficacy and FLA in addition to a small positive correlation between FL self-efficacy and SRL. Given the growing role of blended and online learning, we advocate for the publication of more studies with longitudinal research designs examining the inter-relations among SRL, academic performance and attendance in online and 'traditional' classrooms. The implications of the findings for teachers and language learners are also discussed.

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Section: Introductionmentioning

confidence: 99%

Examining the Roles of Self-Efficacy Beliefs, Self-Regulated Learning and Foreign Language Anxiety in the Academic Achievement of Tertiary EFL Learners

Özer¹

2021

Participatory Educational Research

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“…According to the findings, it is essential for school advisors to introduce SRL principles to student teachers and to help them implement SRL strategies in the classroom. The research also highlights the importance of SRL planning in university curricula in order to foster selfregulated instruction and teaching methods (Gan, Liu, & Yang, 2020).…”

Section: Introductionmentioning

confidence: 94%

Comparison of Self-Efficacy beliefs of Urdu and English Teachers on the Basis of Job Designation

Arshad

Minas²,

Munir

2021

GESR

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The decision of the Punjab Government to change teaching methods from Urdu to English has disturbed the students. They displayed less faith in their capacities and encountered difficulties adapting to the new world and providing students with education effectively. The thesis aims to examine schoolteachers self-efficacy and compare them based on career designation, i.e. PST, EST, SST or other. The sample of teachers who taught Urdu or English to Grade 1 to 10. The survey method used to collect data, and the multi-stage random sample method was stratified. Consequently, 452 taught English and 412 Urdu selected randomly from primary, elementary and secondary schools. The study concluded that Urdu teachers had a higher degree of automatic effectiveness than English teachers did on the total TSES scores and three instrument subscales.

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“…Meanwhile, the Cyclical Phases model proposed by Zimmerman can be presented in Figure 2. In the forethought phase, students assess their assignments as students and set goals for completing the given assignment [28]. However, when students learn new chapters, they mostly have difficulty in completing assignments given by the teacher.…”

Section: Zimmerman (A Socio-cognitive View As Thementioning

confidence: 99%

Evaluation of the Self-regulated Learning Model in High Schools: A Systematic Literature Review

Kesuma¹,

Harun²,

Zamroni³

et al. 2020

ujer

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Self-regulated learning (SRL) is used to learn things that affect student learning and learning outcomes. This research type is review research, which critically examines and sees the application of the SRL model in Indonesia. The criteria taken in this review research are learning models that have a theoretical and practical foundation. The learning models analyzed include learning models from Boekaerts; Winne; Zimmerman; Efklides; Hadwin, Järvelä and Miller; and Pintrich because it was used as a basis for various SRL studies. Each learning model is explored in detail, including a description of the model, a practical foundation, and instruments built on the model. After that, the learning model is compared with a number of aspects in each phase, so a newer and simpler learning model synthesis appears. The empirical evidence from the SRL meta-analysis was raised regarding the evaluation of the model. The SRL model can improve students' SRL skills, especially students who are still dependent on the teacher's role. Therefore, it is necessary to categorize students before applying the SRL development model consisting of goals, strategies, and reflections. Teachers should have various lists of SRL models, so they can adjust their interventions to improve these skills more effectively.

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Student-teachers’ self-efficacy for instructing self-regulated learning in the classroom

Cited by 28 publications

References 6 publications

Examining the Roles of Self-Efficacy Beliefs, Self-Regulated Learning and Foreign Language Anxiety in the Academic Achievement of Tertiary EFL Learners

Examining the Roles of Self-Efficacy Beliefs, Self-Regulated Learning and Foreign Language Anxiety in the Academic Achievement of Tertiary EFL Learners

Comparison of Self-Efficacy beliefs of Urdu and English Teachers on the Basis of Job Designation

Evaluation of the Self-regulated Learning Model in High Schools: A Systematic Literature Review

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