Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation

Betül BALDAN BABAYİĞİT, (Anadolu Üniversitesi, Eskişehir, Türkiye)
Meral GÜVEN (Anadolu Üniversitesi, Eskişehir, Türkiye)
Eurasian Journal of Educational Research
15 3
Yıl: 2020 Cilt: 20 Sayı: 89 Sayfa Aralığı: 47 - 70 Metin Dili: İngilizce DOI: 10.14689/ejer.2020.89.3 İndeks Tarihi: 14-06-2021

Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation

Öz:
Purpose: This research aims to examine selfregulated learning (SRL) skills of undergraduatestudents (USs) and reveal the role of higher educationprograms in promoting SRL skills.Research Methods: In this mixed-method research,the participants consisted of 1411 freshmen andsenior students and 17 senior-year interviewees. Datacollection tools included Personal Information Form,Self-Regulatory Learning Scale and semi-structuredinterview form.Findings: The findings obtained in this study showedthat SRL skills of USs were moderate.SRL skills of USs significantly differed in accordance with gender, grade level, foreignlanguage preparatory education, the high school type students graduated from and the motivefor choosing the program. The qualitative findings of the study revealed that a wide range ofelements regarding curriculum, instruction, instructors and other components of highereducation programs were substantially significant in enhancing SRL.Implications for Research and Practice: As a result of this research, it can be suggested thathigher education programs in the sample do not adequately promote SRL skills ofundergraduate students. The inclusion of SRL-promoting-elements in the curriculum andinstructional processes are bound to the instructors who design their own courses.Considering most of the faculty members have not received a comprehensive pedagogical andandragogical education, SRL might have a long way to get in to the agenda of tertiaryinstructors. Therefore, the tertiary instructors are highly suggested participating in acontinuous and comprehensive pedagogical training focusing on the good teaching practicesthat can foster SRL and desirable learning outcomes.
Anahtar Kelime:

Lisans Öğrencilerinin Öz Düzenlemeli Öğrenme Becerileri ve Öz Düzenlemeyi Desteklemede Yükseköğretimin Rolü

Öz:
-
Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Abar, B., Loken, E. (2010). Self-regulated learning and self-directed study in a precollege sample. Learning and Individual Differences, 20, 25-29.
  • Alvi, E., Gillies, R. M. (2015). Social interactions that support students’ self-regulated learning: a case study of one teacher’s experiences. International Journal of Educational Research, 72, 14-25.
  • Bandura, A. (2015). On regarding deconstructive commentaries regarding alternative theories of self-regulation. Journal of Management, 41(4), 1025-1044.
  • Bembenutty, H. (2011). Introduction: Self-regulation of learning in post-secondary education. H. Bembenutty (ed.), Self-regulated Learning (p.2-8). San Francisco, CA: Jossey-Bass.
  • Bempechat, J., Li, J., Ronfard, S. (2018). Relations among cultural learning beliefs, selfregulated learning and academic achievement for low-income Chinese American adolescents. Child Development, 89(3), 851-861.
  • Betsy, N. G. (2016). Towards lifelong learning: Identifying learner profiles on procrastination and self-regulation. Educational Research & Development; 19(1), 41-54.
  • Brown, R., Pressley, M., Van Meter, P., Schuder, T. (1996). A quasi-experimental validation of transactional strategies instruction with low-achieving secondgrade readers. Journal of Educational Psychology, 88(1), 18-37.
  • Butler, D. L. (2002). Individualizing instruction in self-regulated learning. Theory into Practice, 41(2), 81-92.
  • Caprara, G. V., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbanelli, C., Bandura, A. (2008). A longitudinal analysis of the role of perceived self-efficacy for selfregulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525-534.
  • Caughy, M. O., Mills, B., Brinkley, D., Owen, M. T. (2018). Behavioral self-regulation, early academic achievement and the effectiveness of urban schools for lowincome ethnic minority children. Am J Community Psychol, 61(3-4), 372–385.
  • Clark, N. M., Zimmerman, B. J. (1990). A social cognitive view of self-regulated learning about health. Health Education Research: Theory into Practice, 5(3), 371- 379.
  • Cleary, T. J., Chen, P. P. (2009). Self-regulation, motivation, and math achievement in middle school: variations across grade level and math context. Journal of School Psychology, 47(5), 291-314.
  • Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1-35.
  • Cox, S. P. (2000). Leader character: A model of personality and moral development (Order No. 9970542). Available from ProQuest Dissertations & Theses Global. (304631311). Retrieved from https://search.proquest.com/docview/304631311?accountid=7181 on October 30th, 2018.
  • Celik, N. (2012). Matematik ogretmen adaylarının ve ogretmenlerinin oz duzenleme becerilerinin ve yeterlik algilarinin incelenmesi (Unpublished master’s thesis). Erzurum, Turkey: Ataturk University.
  • De La Harpe, B., Radloff, A. (2006). Changes over time in learning and self-regulation strategies of beginning and mature-age university students: Implications for learning for life. In D. Orr, F. Nouwens, C. Macpherson, R. E. Harreveld, & P. A. Danaher (Eds.), Lifelong learning: partners, pathways, and pedagogies, (pp. 72- 77). Rockhampton: Central Queensland University Press.
  • Dignath, C., Buettner, G., Langfeldt, H. P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3, 101-129.
  • Eshel, Y., Kohavi, R. (2003). Perceived classroom control, self-regulated learning strategies, and academic achievement. Educational Psychology, 23(3), 249-260.
  • Florez, I. R. (2011). Developing young children’s self-regulation through everyday experiences. Young Children, July 2011, 46-51.
  • García-Martín, M. (2012). Academic self-regulation as an explanatory variable of university learning processes. Faculty, 16 (1), 203-221.
  • Goulão, M. F., Menedez, R. C. (2015). Learner autonomy and self-regulation in eLearning. Procedia – Social and Behavioral Sciences 174, 1900-1907.
  • Gundogan-Cogenli, A., Guven, M. (2015). The predictive power of metacognitive learning strategies on achievement of pre-service teachers. Anadolu Journal of Educational Sciences International, 5(2), 131-150.
  • Johnson, R. B., Onwuegbuzie, A. J., Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112-133.
  • Kitsansas, A., Winsler, A., Huie, F. (2008). Self-regulation and ability predictors of academic success during college: a predictive validity study. Journal of Advanced Academics, 20(1), 42-68.
  • Lau, K. L. (2013). Chinese language teachers’ perception and implementation of selfregulated learning-based instruction. Teaching and Teacher Education, 31, 56- 66.
  • Leidinger, M., Perels, F. (2012). Training self-regulated learning in the classroom development and evaluation of learning materials to train self-regulated learning during regular mathematics lessons at primary school. Education Research International, 2012, 1-14.
  • Ley, K., Young, D. B. (2001). Instructional principles for self-regulation. Educational Technology Research and Development, 49(2), 93-103.
  • Luftenegger, M., Finsterwald, M., Klug, J., Bergsman, E., van de Schoot, R., Schober, B., Wagner, P. (2016). Fostering pupils’ lifelong learning competencies in the classroom: evaluation of a training programme using a multivariate multilevel growth curve approach. European Journal of Developmental Psychology, 13(6), 719-736.
  • Luftenegger, M., Schober, B., de Schoot, R. V., Wagner, P., Finsterwald, M. (2012). Lifelong learning as a goal: do autonomy and self-regulation in school result in well-prepared students? Learning and Instruction, 22, 27-36.
  • Miles, M. B., Huberman, A. M. (1994). Qualitative Data Analysis: An expanded sourcebook. (Second ed.). California: Sage Publications.
  • Paris, S. G., Winograd, P. (2003). The role of self-regulated learning in contextual teaching: Principles and practices for teacher preparation. A Commissioned Paper for the U.S. Department of Education Project Preparing Teachers to Use Contextual Teaching and Learning Strategies to Improve Student Success In and Beyond School. Dr. Kenneth R. Howey, Project Director. Retrieved from http://www.ciera.org/library/archive/2001-04/0104prwn.pdf on December 17th, 2018.
  • Pei-Ching, C., Min-Nin, Y. (2012). An empirical study of the relationships among selfregulated learning strategies, learning interests, and academic achievements. Bulletin of Educational Research, 58(3), 1-31.
  • Pino-Pasternak, D., Basilio, M., Whitebread, D. (2014). Interventions and classroom contexts that promote self-regulated learning: two intervention studies in United Kingdom primary classrooms. Psykhe, 23(2), 1-13.
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich, and M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 451–502). Orlando: Academic Press.
  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and selfregulated learning in college students. Educational Psychology Review, 16(4), 385-407.
  • Pintrich, P. R., de Groot, E. V. (1990). Motivation and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
  • Pintrich, P.R., Smith, D. A. F., Garcia, T., McKeachie, W.J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ), (Technical Report No. 91-B-004). University of Michigan, School of Education, Ann Arbor, MI.
  • Pintrich, P. R., Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield and J. Eccles (Eds.), Development of Achievement Motivation (p.249-284). Academic Press.
  • Randi, J., Corno, L. (2000). Teacher innovations in self-regulated learning. In M. Boekaerts, P.R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation. San Diego, CA: Academic Press.
  • Schmidt, M., Schmitz, B. (2008). Training to improve young scientists’ self-regulation competencies: Promoting lifelong leaning. International Journal of Psychology, 43(34), 1-5.
  • Severiens, S., Ten Dam, G., Van Hout Wolters, B. (2001). Stability of processing and regulation strategies: two longitudinal studies on student learning. Higher Education, 42, 437-453.
  • Skibbe, L. E., Montroy, J. J., Bowles, R. P., Morrison, F. J. (2018). Self-regulation and the development of literacy and language achievement from preschool through second grade. Early Childhood Research Quarterly, 46, 240-251.
  • Turan, S. (2009). Probleme dayalı ogrenmeye iliskin tutumlar, ogrenme becerileri ve basari arasindaki iliskiler, (Unpublished doctoral thesis). Ankara, Turkey: Hacettepe University.
  • Uredi, I., Uredi, L. (2007). Ogrencilerin oz duzenleme becerilerini gelistiren ogrenme ortaminin olusturulmasi. Edu7, 2(2), 1-30.
  • Whitebread, D., Basilio, M., Kuvalja, M. and Verma, M. (2012). The importance of play. Brussels, Belgium: Toy Industries of Europe. Retrieved on 21 June 2020 from https://www.toyindustries.eu/wp-content/uploads/2012/11/Dr-DavidWhitebread-The-importance-of-play-final.pdf
  • Winne, P. H. (2015). Self-regulated learning. International Encyclopedia of the Social and Behavioral Sciences (Second edition), 535-540.
  • Wlodkowski, R. J. (1985). How to plan motivational strategies for adult instruction. Performance & Instruction Journal, 24(9), 1-6.
  • Wolters, C. A., Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in Mathematics, English, and Social Studies classrooms. Instructional Science, 26, 27-47.
  • Zhao, H., Chen, L., Panda, S. (2014). Self-regulated learning ability of Chinese distance learners. British Journal of Educational Technology, 45(5), 941-958.
  • Zimmerman, B. J., Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and overview. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulated learning and performance (pp. 1–2). New York, NY: Routledge.
  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
  • Zimmerman, B. J. (1990). Self-regulated learning academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
  • Zimmerman, B. J. (2000). Attaining self-regulation: a social cognitive perspective. In M. Boekaerst, P. R. Pintrich ve M. Zeidner (ed), Handbook of Self-Regulation (p.13-41). London, Academic Press.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
  • Zimmerman, B. J., Martinez Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628.
  • Zimmerman, B. J., Martinez Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.
  • Zumbrunn, S., Tadlock, J., Roberts, E. D. (2011). Encouraging self-regulated learning in the classroom: review of literature. Metropolitan Educational Research Consortium (MERC).
APA BALDAN BABAYİĞİT B, Güven M (2020). Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation. , 47 - 70. 10.14689/ejer.2020.89.3
Chicago BALDAN BABAYİĞİT Betül,Güven Meral Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation. (2020): 47 - 70. 10.14689/ejer.2020.89.3
MLA BALDAN BABAYİĞİT Betül,Güven Meral Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation. , 2020, ss.47 - 70. 10.14689/ejer.2020.89.3
AMA BALDAN BABAYİĞİT B,Güven M Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation. . 2020; 47 - 70. 10.14689/ejer.2020.89.3
Vancouver BALDAN BABAYİĞİT B,Güven M Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation. . 2020; 47 - 70. 10.14689/ejer.2020.89.3
IEEE BALDAN BABAYİĞİT B,Güven M "Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation." , ss.47 - 70, 2020. 10.14689/ejer.2020.89.3
ISNAD BALDAN BABAYİĞİT, Betül - Güven, Meral. "Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation". (2020), 47-70. https://doi.org/10.14689/ejer.2020.89.3
APA BALDAN BABAYİĞİT B, Güven M (2020). Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation. Eurasian Journal of Educational Research, 20(89), 47 - 70. 10.14689/ejer.2020.89.3
Chicago BALDAN BABAYİĞİT Betül,Güven Meral Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation. Eurasian Journal of Educational Research 20, no.89 (2020): 47 - 70. 10.14689/ejer.2020.89.3
MLA BALDAN BABAYİĞİT Betül,Güven Meral Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation. Eurasian Journal of Educational Research, vol.20, no.89, 2020, ss.47 - 70. 10.14689/ejer.2020.89.3
AMA BALDAN BABAYİĞİT B,Güven M Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation. Eurasian Journal of Educational Research. 2020; 20(89): 47 - 70. 10.14689/ejer.2020.89.3
Vancouver BALDAN BABAYİĞİT B,Güven M Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation. Eurasian Journal of Educational Research. 2020; 20(89): 47 - 70. 10.14689/ejer.2020.89.3
IEEE BALDAN BABAYİĞİT B,Güven M "Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation." Eurasian Journal of Educational Research, 20, ss.47 - 70, 2020. 10.14689/ejer.2020.89.3
ISNAD BALDAN BABAYİĞİT, Betül - Güven, Meral. "Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation". Eurasian Journal of Educational Research 20/89 (2020), 47-70. https://doi.org/10.14689/ejer.2020.89.3
Sayfa Oluşturulma Tarihi
23-04-2024 18:20

İLETİŞİM

TÜBİTAK ULAKBİM TR Dizin

Yüzüncüyıl, İşçi Blokları Mahallesi

Muhsin Yazıcıoğlu Caddesi No:51/C

06530 Çankaya / ANKARA +90 (312) 298 92 00

trdizin@tubitak.gov.tr

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © Tüm Hakları Saklıdır. Gizlilik Politikası Kullanım Şartları