What makes high achievers different from low achievers? Self-regulated learners in the context of a high-stakes academic long-term task

The effect of educational computer games on the academic resilience, academic self-regulation, and academic achievement of EFL students

“…It is said that the use of educational computer games has effectively increased the variable of students' academic selfregulation. Comparison with previous results about the variable of academic resilience is consistent with the results of this research (Zimmerman and Schunk, 2001;Alt and Naamati-Schneider, 2021;Hirt et al, 2021;Jantakun and Jantakoon, 2021;Luo, 2021;Staller et al, 2021;Bransen et al, 2022;Raković et al, 2022). This study was found to be inconsistent in the variable of academic self-regulation (The reason for this inconsistency can be because, firstly, the game used in Soltanizadeh and Bazizadeh's research is an intellectual and action style game, and secondly, the statistical population of this research is the city of Isfahan, Iran).…”

Latent Profiles of Online Self-Regulated Learning: Relationships with Predicted and Final Course Grades

“…Together with other emerging studies (Abar & Loken, 2010;Barnard-Brak et al, 2010;Broadbent & Poon, 2015;Broadbent & Fuller-Tyszkiewicz, 2018;Hirt et al, 2021;Schwinger et al, 2009Schwinger et al, , 2012, the current research demonstrated the advantages of using a combined person-centered and variable-centered approach in the research of SRL in the online environment. Our results showed that viewing SRL as a multidimensional construct, and particularly as a discrete latent variable, could help us better understand the self-regulation of online learning.…”

“…Understanding how students developed and deployed an optimal combination of the SRL knowledge and skills for enhanced learning and achievement has gained attention in the recent research on OSRL. This research has often focused on identifying motivation factors (Puzziferro, 2008;Wang et al, 2013) and the most effective strategies to help students learn and achieve academic goals (Cleary & Callan, 2018;Greene, 2018;Hirt et al, 2021;Lynch & Dembo, 2004;Reimann & Bannert, 2018;Schunk & Greene, 2018). Such studies have been criticized for using predominantly self-reported measures of student satisfaction, feelings, or perceived value of the educational experience (Deimann & Bastiaens, 2010;Wang et al, 2013) and for their lack of accurate determinants of the effectiveness of SRL (Broadbent & Fuller-Tysiewicz, 2018;Reimann & Bannert, 2018;Schunk & Greene, 2018;Zimmerman, 1989Zimmerman, , 1990.…”

“…Including a broader range of OSRL techniques allowed us to determine whether high-performing students used all SRL strategies more than did other students or whether they employed only the most effective ones (Broadbent & Fuller-Tysiewicz, 2018;Hirt et al, 2021). The person-centered approach enabled us to (a) identify several distinct self-regulation profiles with unique characteristics, (b) determine whether the academic performance anticipated at the beginning of the course impacted the self-regulation profile employed by online learners, and (c) determine which of the identified profiles predicted increased academic performance.…”

Analysis of the Deep Learning Strategies Questionnaire with Ecuadorian students

“…However, applying these strategies may be very demanding for novice students, especially when the tasks are complex, the strategy requires other specific knowledge (e.g., learning software to create maps or organize domain concepts), there is little time for study, or it is not clear which strategy is more effective for the task (e.g., narrated or written self-explanations for learning The independence of Latin America) (Van Gog et al, 2011;Baars et al, 2017;Dong et al, 2020). Consequently, the study of self-regulated learning strategies and their effectiveness may not be generalized to all learning conditions and groups of students (Hirt et al, 2021).…”