The Effects of a Self-Regulated Learning Teaching Unit on Students’ Performance Calibration, Goal Attainment, and Attributions in Physical Education

Kolovelonis, Athanasios; Γούδας, Μάριος; Samara, Evdoxia

doi:10.1080/00220973.2020.1724852

Cited by 16 publications

(11 citation statements)

References 51 publications

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“…Zimmerman revealed SRL is divided into three phases, forethought, performance, and reflection [24]. In this research, it was found that traditional classes would have difficulty entering the SRL cycle.…”

Section: Figure 1 Traditional Class Patternsmentioning

confidence: 82%

Analysis of Self-Regulated Learning Skills in Senior High School Students: A Phenomenological Study

Kesuma¹,

Retnawati²,

Putranta³

2021

TEM Journal

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The purpose of this research is to analyze self-regulated learning (SRL) level of senior high school students. This research is qualitative research with a phenomenological approach. The research sample consisted of 21 high school students who were selected using purposive sampling technique. Data collection techniques are used in-depth interviews to reveal participant experiences related to SRL. Data analysis techniques are done by using Creswell's analysis model that uses the stages of data collection, reduction, and interpretation. The results showed that several main themes were found that support the SRL skills that senior high school students have to possess, including the preparation phase, performance, and the reflection. To be able to develop SRL skills senior high school students, the school, teachers, and parents need to provide opportunities for exploration to students in order to gain knowledge and solve problems on their own. Students also need to be given the freedom to arrange their learning process by their goals.

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Section: Figure 1 Traditional Class Patternsmentioning

confidence: 82%

Analysis of Self-Regulated Learning Skills in Senior High School Students: A Phenomenological Study

Kesuma¹,

Retnawati²,

Putranta³

2021

TEM Journal

View full text Add to dashboard Cite

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“…For example, studies show that a student-activated teaching style [91,92] and teacher learning support [33] can promote SRL in PE. Students who get training in the use of self-regulatory techniques learn more efficiently [50][51][52]. In other words, there are clear signals that teachers and the content of the subject play a central role in the student's degree of SRL.…”

Section: Practical Implications Of the Results For Students And Teach...mentioning

confidence: 99%

“…Greek researchers later expanded these studies and found similar positive effects of SRL for students' learning of motoric skills and achievement in PE [46][47][48][49]. For example, their work shows that students learn more efficiently when they have been instructed in the use of SRL strategies [50][51][52]. Elliot's study further shows that SRL mediates the relationship between achievement goals and performance, something they supported through two studies in academic subjects [8].…”

Section: Links Of Self-regulation To Performance In Pementioning

confidence: 88%

Students’ Performance in Physical Education: The Role of Differential Achievement Goals and Self-Regulated Learning

Olsen

Mehus

2022

Education Sciences

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The purpose of this study was to examine the relationship between differential achievement goals and self-regulated learning, as well as motivational mechanisms’ consequences for performance in physical education. This was done by using the 2 × 2 achievement goals framework, and the cyclical model for self-regulated learning. The participants (N = 571, 51.7% girls) were physical education students in grades 11–13 from two upper secondary schools in Norway. A cross-sectional questionnaire was conducted, and data were analysed with a multiple-regression-based structural equation model. The modified structural model yielded an adequate fit (X2 = [df = 124] 429.79, p < 0.01; RMSEA = 0.07; CFI = 0.93), and results revealed that achievement goals have consequences for students’ self-regulation in physical education. More specifically, mastery goals have a positive association with self-regulation, whereas performance avoidance is found to have a negative association. Further, the results support claims that self-regulated learning plays a role in students’ performance. Finally, the model showed that self-regulation mediates the relationship between mastery approach goals and performance avoidance goals in relation to performance.

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“…Broadly speaking, this review provided substantial data to support the relevance, use, and applicability of SRL microanalysis in school settings. In fact, SRL microanalysis has been used for several school‐related purposes, such as examining the effects of academic and SRL interventions in middle and high school settings (Cleary et al, 2017; Kolovelonis et al, 2020; Zimmerman & Kitsantas, 1999), describing the SRL characteristics of specific student populations, differentiating important subgroups (e.g., high vs low achieving), and examining its link with other constructs, such as motivation and achievement (Artino et al, 2014; Callan & Cleary, 2018; DiBenedetto & Zimmerman, 2010). Across these studies, evidence exists to support claims about content validity, predictive and concurrent validity, convergent validity, and consequential validity of scores generated by SRL microanalysis.…”

Section: Srep—diagnostic Assessment Processmentioning

confidence: 99%

A multilevel framework for assessing self‐regulated learning in school contexts: Innovations, challenges, and future directions

Cleary

Russo

2023

Psychology in the Schools

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As the importance of student self‐regulated learning (SRL) among school‐aged populations continues to increase, there is an emerging need for school psychologists and other school professionals to develop the knowledge and skills to effectively assess this process. The current paper provides a conceptual and empirical overview of a multimethod SRL diagnostic assessment framework included as part of the Self‐Regulation Empowerment Program (SREP). In addition to providing information about the operation and sequence of the SREP diagnostic assessment process, the current paper underscores the commonly used measures of SRL (e.g., self‐report questionnaires, teacher rating scales, SRL microanalysis, think‐aloud protocols) and provides evidence supporting their psychometric rigor and utility in school settings. This paper also serves as a roadmap that school psychologists can use to increase the frequency and quality of school‐based SRL assessments. Future research directions regarding the SREP diagnostic assessment process are also emphasized.

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The Effects of a Self-Regulated Learning Teaching Unit on Students’ Performance Calibration, Goal Attainment, and Attributions in Physical Education

Cited by 16 publications

References 51 publications

Analysis of Self-Regulated Learning Skills in Senior High School Students: A Phenomenological Study

Analysis of Self-Regulated Learning Skills in Senior High School Students: A Phenomenological Study

Students’ Performance in Physical Education: The Role of Differential Achievement Goals and Self-Regulated Learning

A multilevel framework for assessing self‐regulated learning in school contexts: Innovations, challenges, and future directions

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