The Effect of Self-regulation on Student Achievement

Danışman, Şahin

doi:10.1007/978-3-319-56083-0_8

Cited by 4 publications

(1 citation statement)

References 145 publications

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“…Theoretically, Hofer and Pintrich (1997) ascertain that metacognitive practices are thought to influence academic achievement. A meta-analysis by Danişman (2017) was due to questioning. The act of questioning is high-level in that it requires other members to display understanding rather than rehearse facts and information (Volet et al, 2009).…”

Section: Relations Between Social Emotions and Learning Processesmentioning

confidence: 99%

The Role of Social Emotions and Co-regulation of Learning During Complex Math Problem Solving

Singh

Muis

2021

Trends and Prospects in Metacognition Research Across the Life Span

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This study seeks to deepen the understanding of the social aspects of emotion in the classroom. Collaboration and conversation have the potential to generate positive emotions and foster motivation and support progressive communication and collaboration (Jones and Isroff, 2005). However, these same circumstances may bring about negative emotions and produce unique motivational barriers for students when personalities, objectives, and ideas clash (Järvelä, Lehtinen, & Salonen, 2000). As researchers (Muis et al., 2015) have shown, emotions may facilitate or constrain self-regulatory processes during learning but, to date, no research has explored how social emotions may similarly affect the co-regulation of learning (Järvelä & Hadwin, 2013), especially during learning of complex content. This study investigated the social emotions that arise during the collaborative process and explored the antecedents (control, value, and basic psychological needs) and consequences (co-regulatory processes and learning outcomes) of social emotions in the context of solving complex mathematics problems in a collaborative learning setting with elementary students. Twentynine, fifth grade students in the Montreal area were asked to solve a complex math problem in groups. Measures of task value, academic control for learning mathematics, and basic needs satisfaction in that group context were collected. Audio-recordings of the session were transcribed and coded to investigate co-regulatory processes. Results revealed that task value, control and basic needs were antecedents to the emotions that students experienced in the social context. Social emotions subsequently mediated relations between relatedness and functional co-regulatory strategies.

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Section: Relations Between Social Emotions and Learning Processesmentioning

confidence: 99%

The Role of Social Emotions and Co-regulation of Learning During Complex Math Problem Solving

Singh

Muis

2021

Trends and Prospects in Metacognition Research Across the Life Span

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Academic Performance: Prompting Strategic Selection of Resource Use

Dulaney¹,

Davlin-Pater²,

Cagle³

2023

College Teaching

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Trends and Future Perspectives of Studies on Self-Regulated Learning and Related Research Areas in Japan:

Okada

2022

The Annual Report of Educational Psychology in Japan

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The purposes of this review were to reveal trends in research about self-regulated learning (SRL) and related research areas and to suggest future perspectives of studies in Japan. In particular, the review focused on studies in school education. Fifty-two papers were extracted from a search through some leading Japanese journals (2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020). The review revealed that (a) the participants of studies ranged from elementary school to high school students, and most studies focused on English and mathematics, (b) few studies treated all of three major components (metacognition, motivation, and learning strategies), and (c) there was various research such as investigative research and practical intervention studies. From the review, it was predicted that the number of applied field research studies based on SRL theory would increase. The two future directions "research to create educational practices based on SRL theory" and "research to describe educational practices from the view of SRL theory" were suggested.

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The Effect of Self-regulation on Student Achievement

Cited by 4 publications

References 145 publications

The Role of Social Emotions and Co-regulation of Learning During Complex Math Problem Solving

The Role of Social Emotions and Co-regulation of Learning During Complex Math Problem Solving

Academic Performance: Prompting Strategic Selection of Resource Use

Trends and Future Perspectives of Studies on Self-Regulated Learning and Related Research Areas in Japan:

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