› › The Relationship Self Regulated Learning Strategies And Test Anxiety Among Insted Iium Students

The Relationship Self-regulated Learning Strategies and Test Anxiety Among INSTED IIUM Students

Author : Sri Nurul Milla

Publisher :

Page : 146 pages

File Size : 40,19 MB

Release : 2012

Category :

ISBN :

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Book Description

The main purpose of this study is to determine whether students' use of self-regulated learning strategies has any significant relationship with their level of test-anxiety. Besides, this study aimed to assess the current status of INSTED students' level of test anxiety, to evaluate variations of INSTED IIUM students' level of test anxiety based on their age, gender, and degree programme, and to assess the extent of use of self-regulated learning strategies among INSTED students. The questionnaire adapted from the Spielberger (1988) Test Anxiety Inventory and Magno (2010) Academic Self-Regulated Learning Scale was distributed to 280 INSTED IIUM students. The data were analyzed using the descriptive, independent t-test analysis, one-way ANOVAs, post-hoc test, and Pearson product-moment correlation. The major finding of the study revealed that: most of the INSTED IIUM students experience a high level of test anxiety; there was a significant mean difference in INSTED IIUM students' level of test anxiety between the genders, age groups, and degree programmes; INSTED IIUM students' level of test-anxiety was not significantly related to their use of self-regulated learning strategies in general; however, it was significantly correlated with the use of memory strategy and environmental structuring.



The Effect of Self-regulated Learning Strategies on Students' Test Anxiety and Their Ability to Cope with Test Situations

Author : Amira Mohamad Natout

Publisher :

Page : 200 pages

File Size : 31,99 MB

Release : 1998

Category :

ISBN :

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Book Description

This study investigated whether training students in self-regulated learning strategies will have a differential effect on the students" test anxiety and their ability to cope with test situations. One hundred and forty two students took the Test Anxiety-Inventory (TAI) as a pretest. Those who scored 50 and above on the TAI were considered test-anxious. The final sample consisted of 79 (34 males and 45 females) second secondary students from two private schools in Si don. Lebanon. The experimental group received training in five self-regulatory strategies that are mostly related to test anxiety: self- instruction, goal-setting and planning, self-monitoring, reviewing records, and organizing and transforming. After the last training session, students in the experimental and control groups filled in the Test Anxiety Inventory as a posttcst and responded to seven questions on coping with test situations. The data was analyzed by using a two-way analy sis of variance ANOVA to investigate the effect of training in self-regulated learning strategies on test anxiety (TAI) scores and the interaction effect of training and levels of test anxiety (high, low). For the coping with test situations questions, the number of individuals* reported thought patterns, steps, and strategies related to test situations were transformed to frequencies. These frequencies, in turn, wrere transformed to percentages computed relative to the number of students in each of the experimental and control groups. The findings in this study show that the training provided was effective in decreasing test anxiety scores. Moreover, students with high and low levels of test anxiety were not affected differentially by the training, finally, students in the experimental group had [letter coping strategies in dealing with test situations than those in the control group. The results of this study were discussed in terms of self-regulation and test anxiety theories.



Creating Self-Regulated Learners

Author : Linda B. Nilson

Publisher : Taylor & Francis

Page : 127 pages

File Size : 37,50 MB

Release : 2023-07-03

Category : Education

ISBN : 1000976831

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Book Description

Most of our students neither know how learning works nor what they have to do to ensure it, to the detriment both of their studies and their development as lifelong learners.The point of departure for this book is the literature on self-regulated learning that tells us that deep, lasting, independent learning requires learners to bring into play a range of cognitive skills, affective attitudes, and even physical activities – about which most students are wholly unaware; and that self-regulation, which has little to do with measured intelligence, can be developed by just about anyone and is a fundamental prerequisite of academic success.Linda Nilson provides the theoretical background to student self-regulation,the evidence that it enhances achievement, and the strategies to help students develop it. She presents an array of tested activities and assignments through which students can progressively reflect on, monitor and improve their learning skills; describes how they can be integrated with different course components and on various schedules; and elucidates how to intentionally and seamlessly incorporate them into course design to effectively meet disciplinary and student development objectives. Recognizing that most faculty are unfamiliar with these strategies, she also recommends how to prepare for introducing them into the classroom and adding more as instructors become more confident using them.The book concludes with descriptions of courses from different fields to offer models and ideas for implementation. At a time of so much concern about what our students are learning in college and how well prepared they are for the challenges of tomorrow’s economy and society, self-regulated learning provides a reassuring solution, particularly as studies indicate that struggling students benefit the most from practicing it.



Self-Regulated Learning for Academic Success

Author : Carrie Germeroth

Publisher : ASCD

Page : 53 pages

File Size : 26,68 MB

Release : 2013

Category : Education

ISBN : 1416618562

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Book Description

What can you do for students who struggle to set goals, can't seem to follow rules, and frequently go off task? This concise publication explains how teachers in every content area and at every grade level can teach students to be self-regulated learners. Discover instructional strategies that help students learn to Approach challenges with confidence. Plan their learning tactics and maintain focus. Monitor their progress and seek help when they need it. Work well with peers and adjust their approach. Learn how to put all students on the path to positive, empowered learning and greater academic success.



Self-Regulated Learning and Academic Achievement

Author : Barry J. Zimmerman

Publisher : Springer Science & Business Media

Page : 318 pages

File Size : 22,90 MB

Release : 2012-12-06

Category : Psychology

ISBN : 1461236185

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Book Description

Self-regulated learning is a new approach to studying student academic achievement. In contrast to previous ability or environmental formulations that address the why of achievement, self-regulation models focus on how students activate, alter, and sustain their learning practices using a variety of self-related processes. This book brings together a number of internationally known researchers representing different theoretical perspectives on students' self-regulated learning. In each chapter, the authors first describe a particular view of self-regulated learning to show how key subprocesses are defined and measured. Second, evidence that these key subprocesses affect student motivation and achievement is reviewed. Third, the authors describe and discuss how student self-regulated learning can be developed or taught based on their theoretical perspective. This book focuses on the influences of student self-regulated learning practices on academic achievement and motivation.



Handbook of Self-Regulation of Learning and Performance

Author : Dale H. Schunk

Publisher : Routledge

Page : 1003 pages

File Size : 40,45 MB

Release : 2011-05-15

Category : Education

ISBN : 1136881654

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Book Description

Self-regulated learning (or self-regulation) refers to the process whereby learners personally activate and sustain cognitions, affects, and behaviours that are systematically oriented toward the attainment of learning goals. This is the first volume to integrate into a single volume all aspects of the field of self-regulation of learning and performance: basic domains, applications to content areas, instructional issues, methodological issues, and individual differences. It draws on research from such diverse areas as cognitive, educational, clinical, social, and organizational psychology. Distinguishing features include: Chapter Structure – To ensure uniformity and coherence across chapters, each chapter author addresses the theoretical ideas underlying their topic, research evidence bearing on these ideas, future research directions, and implications for educational practice. International – Because research on self-regulation is increasingly global, a significant number of interntional contributors are included (see table of contents). Readable – In order to make the book accessible to students, chapters have been carefully edited for clarity, conciseness, and organizational consistency. Expertise – All chapters are written by leading researchers from around the world who are highly regarded experts on their particular topics and are active contributors to the field.



Effects of Self Regulated Learning, Academic Self-Concept and Help-Seeking Behaviour on Students' Academic Achievement

Author : Alelign Jemberie

Publisher :

Page : 28 pages

File Size : 31,73 MB

Release : 2020-03-11

Category :

ISBN : 9783346161239

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Book Description

Scientific Essay from the year 2020 in the subject Psychology - Developmental Psychology, course: PSYCHOLOGY, language: English, abstract: The main objective of the study is to investigate the effect of self regulated learning, academic self-concept and help- seeking behavior on students' academic achievement in the Finote Selam College of Teacher Education, Ethiopia. The research design is a descriptive survey design with quantitative research approach. The participants of the study were 201 (m=98 and f=103) second year regular students of the college. In selection of the research participants, both probabilistic and non-probabilistic sampling techniques were employed. The instrument used to gather the data were questionnaire sand other document. In addition, to answer the research questions inferential statistics such independent sample t-test, correlation, ANOVA and multiple regression analysis were performed. Furthermore, the beta coefficient analysis was used to determine the direct effects of variables on students' academic achievement. The independent samples t-test indicated that there is a significant sex difference in academic self concept, help- seeking behavior and academic achievement. As the study revealed, all male college students relatively scored higher mean scores than their female counterparts. But the difference in self regulated learning is not significant. As the correlation coefficient results demonstrated that there were statistically significant positive correlation between Academic self concept and help-seeking behavior and also Academic self concept and academic achievement. Again academic achievement and help- seeking behavior correlates positively. But, the significance seen between self regulated learning and academic achievement and self regulated learning and Academic self concept is not that mach significant.



Creating Self-regulated Learners

Author : Linda Burzotta Nilson

Publisher :

Page : 0 pages

File Size : 15,33 MB

Release : 2023

Category : Learning

ISBN : 9781003443803

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Book Description

Most of our students neither know how learning works nor what they have to do to ensure it, to the detriment both of their studies and their development as lifelong learners. The point of departure for this book is the literature on self-regulated learning that tells us that deep, lasting, independent learning requires learners to bring into play a range of cognitive skills, affective attitudes, and even physical activities--about which most students are wholly unaware; and that self-regulation, which has little to do with measured intelligence, can be developed by just about anyone and is a fundamental prerequisite of academic success. Linda Nilson provides the theoretical background to student self-regulation, the evidence that it enhances achievement, and the strategies to help students develop it. She presents an array of tested activities and assignments through which students can progressively reflect on, monitor and improve their learning skills; describes how they can be integrated with different course components and on various schedules; and elucidates how to intentionally and seamlessly incorporate them into course design to effectively meet disciplinary and student development objectives. Recognizing that most faculty are unfamiliar with these strategies, she also recommends how to prepare for introducing them into the classroom and adding more as instructors become more confident using them. The book concludes with descriptions of courses from different fields to offer models and ideas for implementation. At a time of so much concern about what our students are learning in college and how well prepared they are for the challenges of tomorrow's economy and society, self-regulated learning provides a reassuring solution, particularly as studies indicate that struggling students benefit the most from practicing it.--Publisher website.



Incorporation of Self-regulated Learning Strategies in Reading

Author : Gholam-Reza Abbasian

Publisher : LAP Lambert Academic Publishing

Page : 136 pages

File Size : 50,22 MB

Release : 2014-02

Category :

ISBN : 9783659489341

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Book Description

Self-regulated learning strategies have recently received a remarkable attention by researchers. The aim of this study was to explore the relationship between self-regulated learning strategies and students' reading comprehension ability as well as their language proficiency. To do so, 115 university students majoring in TEFL were selected. First, a TOEFL test was given to the participants so as to determine their language proficiency as well as reading comprehension ability. Then, they were asked to fill out self-regulated learning strategies questionnaire. In order to analyze the data obtained, descriptive statistics and Pearson correlation were conducted. The results of data analyses revealed that there is a significant relationship between the students' use of self-regulated learning strategies and their reading comprehension ability. Also, a significant correlation between the students' use of self-regulated learning strategies and their language proficiency was found. Finally, the pedagogical message of this study is that teachers and students should incorporate self-regulated learning strategies into their teaching and learning process.



A Comparison of Learner Self-regulation in Online and Face-to-face Problem-based Learning Courses

Author : Christopher Andrew Glenn

Publisher :

Page : pages

File Size : 19,60 MB

Release : 2014

Category :

ISBN :

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Book Description

A posttest-only, quasi-experimental study was conducted to investigate the effect of two problem-based learning environments on students’ self-regulation of learning and students’ level of cognitive load. The study involved 40 graduate nursing students from two intact nursing courses where problem-based learning was the principal method of instruction. Twenty students from an online course and 20 students from a face-to-face course received one ill-structured problem per week in their respective courses over the 4-week duration of this study. All participants completed the Motivated Strategies for Learning Questionnaire after their 4-week participation in the study to describe their learning motivation and their use of learning strategies. Students’ 4-week participation in the study also involved a weekly measure of students’ cognitive load after the completion of an ill-structured problem distributed weekly. A total of four cognitive load measures (i.e., one measure per week) were generated to assess students’ cognitive load across the duration of the study. The results of the study revealed that students did not differ in motivation, cognitive load, and eight of nine self-regulated learning strategies. A MANOVA statistical test indicated that students who received problem-based learning in the online course used fewer metacognitive strategies than students who received problem-based learning in the face-to-face course. Students in the online course were comparable to students in the face-to-face course with respect to the learning strategies rehearsal, elaboration, organization, critical thinking, peer learning, help seeking, effort regulation, and time and study environment. A second MANOVA statistical test indicated that students who received problem-based learning in an online course did not differ from students who received problem-based learning in the face-to-face course with respect to learning motivation. Students in both problem-based learning environments reported comparable intrinsic goal orientation, extrinsic goal orientation, control of learning beliefs, task value, test anxiety, and self-efficacy for learning and performance. Both groups of students experienced a high level of cognitive load but did not experience different levels of cognitive load, as determined by a mixed ANOVA statistical test. A multiple regression analysis indicated that cognitive load was not predicted by students’ learning motivation or use of learning strategies. .