Use of self-regulated learning strategies Among Teacher Education students: A latent profile analysis

Muwonge, Charles Magoba; Ssenyonga, Joseph; Kibedi, Henry; Schiefele, Ulrich

doi:10.1016/j.ssaho.2020.100037

Cited by 19 publications

(21 citation statements)

References 25 publications

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“…This finding is congruous with previous studies in that those students feeling more eager about engaging in oral communication in English could exhibit higher task value driven by their belief that developing their competence in EFL speaking is valuable ( Chou, 2018 ; Uztosun, 2020 ; Zhang et al., 2020 ). Therefore, they employ more self-regulated learning strategies in their endeavor of improving their EFL competence ( Cho et al., 2020 ; Diasti and Mbato, 2020 ; Muwonge et al., 2020 ; Teng et al., 2020 ; Yu et al., 2019 ).…”

Section: Discussionmentioning

confidence: 99%

“…Students may activate task value by connecting it to their academic goals, interests, or making it more enjoyable ( Efklides et al., 2017 ; Teng et al., 2020 ; Wang et al., 2021 ). In this sense, students with higher levels of task value and interest were found to employ more self-regulatory metacognitive techniques such as concentration, planning, monitoring, evaluating, and regulation ( Bai and Wang, 2021 ; Cho et al., 2020 ; Diasti and Mbato, 2020 ; Gao and Shen, 2020 ; Muwonge et al., 2020 ; Teng et al., 2020 ; Yu et al., 2019 ). Concerning English speaking, EFL students exhibiting higher task value could feel more enthusiastic about participating in oral communication in English when they sense that developing English-speaking competence is valuable ( Uztosun, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

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EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

Alotumi

2021

Heliyon

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Despite majoring in English, many junior and senior college students face limited opportunities to practice their EFL speaking in class. Some self-motivated students, through self-regulated learning, seek beyond-class opportunities to tap into physical and virtual human interaction to hone their spoken English. This study examined junior and senior college students' level of self-regulated motivation to improve their speaking of English as a foreign language (SRMIS-EFL). It looked into the interaction of students' academic level and gender to their SRMIS-EFL. Participants were 300 EFL college junior and senior students from an English Department of a Yemeni university. This study utilized an online self-reported SRMIS-EFL questionnaire to gather data. Its descriptive and inferential statistical analyses revealed that senior students' overall level of SRMIS-ELF was high, while junior students' level was medium. It found that students used a range of motivation self-regulation strategies to improve their EFL speaking competence. It also indicated no significant relationship between students' SRMIS-EFL and their academic level. However, it evinced that students' gender had a small but significant effect, in favor of female students, on their SRMIS-EFL. The study suggests incorporating motivation regulation training into EFL programs to raise awareness of motivational self-regulatory strategies to cultivate student motivation.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

Alotumi

2021

Heliyon

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“…Several studies have shown that students have difficulty improving their self-regulation skills. Muwonge et al (2020) have discovered that many students still have low self-regulation ability. They cannot apply self-regulated abilities in their learning process (Van Alten et al, 2021).…”

Section: Conceptual or Theoretical Frameworkmentioning

confidence: 99%

“…Self-regulated ability refers to students' ability to regulate their thinking, control performance, and do self-reflection independently (Alten et al, 2020). However, every student finds it difficult to improve self-regulated abilities (Muwonge et al, 2020;Tsai & Shen, 2009). Low selfregulated learning abilities can be improved by providing appropriate and effective interventions.…”

Section: Introductionmentioning

confidence: 99%

The effects of E-learning based on a creatively cooperative method on student’s self-regulation ability in mathematics

Hidajat

2022

CJES

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This study aims to determine the effect of the creatively cooperative learning method on students’ self-regulation abilities in mathematics. This study employed quantitative research with a One-Group Posttest-only design. The research participants were 93 students from the seventh grade at a secondary school. The data were collected using a mathematical problem-solving test and a self-regulated ability questionnaire. The data were analyzed using linear regression analysis. This study indicates that the implementation of the creatively cooperative learning method positively influences students’ self-regulated abilities in mathematics. This study informs educators about the importance of creatively cooperative learning methods to improve students’ self-regulation abilities in mathematics and achievement. Thus, educators can combine the creatively cooperative learning method to make effective and suitable teaching materials or learning plans. Keywords: mathematics learning; self-regulation ability; creative cooperative; learning methods; students’ creativity

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“…As per the nominal gross domestic product (GDP), it is the 15 th largest economy in the world, and as per GDP (PPP), it is the 7 th largest economy in the world. The estimated nominal GDP of Indonesia is $ 1.16 trillion, and GPD (PPP) will be $3.51 trillion in 2021 (Fitriani, Zubaidah, Susilo, & Al Muhdhar, 2020;Girgin, 2020;Muwonge, Ssenyonga, Kibedi, & Schiefele, 2020;Sparrow, Dartanto, & Hartwig, 2020). According to the Regulation of the Minister of Higher Education, Technology, and Research of Indonesia Number 51, 2018 is concerned with the Establishment, Amendment, Revocation of Private Higher Education, and Establishment, Amendment, and Discontinuation of State Higher Education.…”

Section: Introductionmentioning

confidence: 99%

The role of inductive learning models on the students self-regulated learning in math journaling

Amiruddin

Qorib

Naimi

et al. 2022

CJES

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Students’ self-regulated learning has become an essential element of student’s success in the education sector and therefore, needs the attention of policymakers and scholars alike. Thus, the current study investigates into the role of different learning styles such as just-in-time learning, case-based learning, inquiry learning, project-based learning and problem-based learning on students’ self-regulated learning in the context of public sector universities in Indonesia. Questionnaires are used by researchers to gather the data from respondents. The purposive sampling technique is used to select the student respondents who are using math journaling. Researchers also execute the PLS-SEM for the purpose of analysis and tests the validity, reliability and relationships among variables. The results indicate that all learning styles such as just-in-time learning, case-based learning, inquiry learning, project-based learning and problem-based learning have a positive nexus with students’ self-regulated learning in public sector universities in Indonesia. This study provides valuable insights to policymakers regarding formulating new policies about student self-regulated learning. Keywords: Just-in-time learning, inquiry learning, project-based learning, problem-based learning, students’ self-regulated learning

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Use of self-regulated learning strategies Among Teacher Education students: A latent profile analysis

Cited by 19 publications

References 25 publications

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

The effects of E-learning based on a creatively cooperative method on student’s self-regulation ability in mathematics

The role of inductive learning models on the students self-regulated learning in math journaling

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