Students’ self-regulated learning strategies and science achievement: exploring the moderating effect of learners’ emotional skills

Ha, Cheyeon

doi:10.1080/0305764x.2023.2175787

Cited by 2 publications

(3 citation statements)

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“…For those reasons, self-regulation skills have been considered an important key to explaining students' learning success [4]. In the initial research on SRL, scholars found that self-regulated learners tend to use effective cognitive strategies (e.g., rehearsal, elaboration, organization, and metacognition) and behavioral strategies (e.g., regulation of task, effort, time, environment, and help-seeking) in their learning [5][6][7]. Pintrich's model [8,9] of self-regulated learning, widely used in SRL studies, comprises both learning strategies and motivational beliefs.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, most previous studies of learners' self-regulation of academic achievement have been carried out in the context of higher education. Some evidence-based studies investigated children's self-regulation abilities at elementary and middle school levels (e.g., [6,[11][12][13][14]); however, small sample sizes present potential limitations to the generalizability of the prior findings. Findings of the literature highlight still a lack of evidence of the early development of elementary education and the studies conducted in the Asian context.…”

Section: Introductionmentioning

confidence: 99%

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Self-regulated learning strategies and academic achievement in South Korean 6th-graders: A two-level hierarchical linear modeling analysis

Roehrig

Zhang

2023

PLoS ONE

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The aim of the study was to explain the relationships between self-regulated learning strategy use and academic achievement of 6th-grade students in South Korea. An existing database (i.e., the Korean Educational Longitudinal Study; KELS) with 6th-grade students (n = 7,065) from 446 schools was used to run a series of 2-level hierarchical linear models (HLM). This large dataset enabled us to consider how the relationship between learners’ self-regulated learning strategy use and academic achievement may differ at individual and school levels. We found that students’ metacognition and effort regulation positively predicted their literacy and math achievement both within and across schools. The average literacy and math achievement were significantly higher in private schools than in public schools. Also, the math achievement of urban schools was significantly higher than in non-urban schools when controlling other cognitive and behavioral learning strategies. This study on 6th-grade learners’ self-regulated learning (SRL) on academic achievement explores how their SRL strategies may be different from the features of successful adult learners from the previous findings, offering new insights into the development of SRL in elementary education.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Self-regulated learning strategies and academic achievement in South Korean 6th-graders: A two-level hierarchical linear modeling analysis

Roehrig

Zhang

2023

PLoS ONE

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“…Emotional intelligence is a form or ability that a person has to handle and overcome the emotions of himself or others (Zarifsanaiey et al, 2022;Ha, 2023;Ojala, 2023). In emotional intelligence in students, several aspects are essential, namely recognizing self-emotions, managing emotions, knowing other people's feelings, and fostering good relationships with others.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Emotional Intelligence on Science Learning Achievement

Nada,

Mustapa,

Harahap

et al. 2023

Edu. Jur. Pend. Fis

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This research is one of the first studies to explore the level of emotional intelligence and level of learning achievement of class VIII students on style material in Indonesia. The research method used is quantitative research. The population in this study consisted of all students in class VIII of Junior high school 16 Jambi City and Junior high school Izzuddin Shah. The sampling technique used was random sampling. The research instrument used was a statement questionnaire given to students. The data analysis used was descriptive statistics. The results of research on students’ emotional intelligence showed that they were in the good category with a percentage of 42% at Junior high school 16 Jambi City and in the good category with a percentage of 52% at Junior high school Izzuddin Shah. The findings provide new insights and implications for enhancing the emotional intelligence and learning achievement of students, especially on style material, in the Indonesian context.

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Students’ self-regulated learning strategies and science achievement: exploring the moderating effect of learners’ emotional skills

Cited by 2 publications

References 45 publications

Self-regulated learning strategies and academic achievement in South Korean 6th-graders: A two-level hierarchical linear modeling analysis

Self-regulated learning strategies and academic achievement in South Korean 6th-graders: A two-level hierarchical linear modeling analysis

Analysis of Emotional Intelligence on Science Learning Achievement

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