Download or read book Metacognitive Self regulation Self efficacy for Learning and Performance and Critical Thinking as Predictors of Academic Success and Course Retention Among Community College Students Enrolled in Online Telecourse and Traditional Public Speaking Courses written by Edie S. Gaythwaite and published by . This book was released on 2006 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: Data were analyzed and found self-efficacy was a significant predictor of final course grade. There was a significant relationship between critical thinking and selfregulation but not final grade. Self-efficacy was a predictor of informative speech grade however; self-regulation and critical thinking were not. No variable was a significant predictor of course completion which may be due to the small sample size among students who took the survey and did not complete the course. There was no statistically significant difference found with self-efficacy, self-regulation, critical thinking and course type (online, telecourse, traditional).
Download or read book Investigating Self efficacy and Self regulated Learning as Predictors of Academic Success in College Online Courses written by Kellie Lynn Templeman and published by . This book was released on 2020 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online education has been firmly established as a recognized instructional delivery format. From its inception, the participation in online courses has continued to grow exponentially as many brick and mortar higher educational institutions have expanded their online programs. As students are autonomous and independent learners within these environments, it is important to investigate their motivation and self-regulation as these variables affect their academic success. Substantial research has demonstrated self-efficacy and academic success are related, but less is known about the role of self-regulation in relation to self-efficacy and academic outcomes in online classrooms. This study explored how self-efficacy and selfregulation impact academic outcome in fully online courses. Subjects were 563 undergraduate and graduate students enrolled in asynchronous online classes at the University of Georgia. Students responded to surveys on motivational beliefs, self-efficacy and metacognitive selfregulation subscales via the Motivated Strategies for Learning Questionnaire (MSLQ) and an additional survey that probed for task value and self-efficacy in an online environment. Academic outcome was measured by the students’ final end of course grades. Contrary to expectations, results indicated none of the demographic or subscale measures significantly correlated to academic outcome. Thus, the proposed mediation model of self-efficacy leading to self-regulation, which then impacts academic outcome was not able to be performed due to lack of fit. The study included high achieving students and a narrow margin of academic outcomes, which made teasing out self-efficacy and self-regulation effects amongst the sample difficult. While self-regulation has been identified as an important factor in student success in online courses throughout the literature, the findings of this study reflect a weak relationship between self-regulation learning and academic outcome in a sample of high achievers.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2006 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Self Regulated Learning Cognition and Metacognition written by Eduard Balashov and published by . This book was released on 2020 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Self-regulated learning is one of the phenomena, which is seen as highly important for successful student academic performance. It is considered to be one of the key components for achieving academic success by the students, which has become topical in recent years in higher education. However, most studies on self-regulated learning have been prepared in the tradition more specifically focused at its mechanisms, types etc. Although self-regulated learning as a topic is far from being new, the studies, specifically placing self-regulated learning in the context of its cognitive and metacognitive aspects perspective, are rarer. The aim of this book is to precisely further explore this perspective, using theoretical and empirical data from various sources all over the globe. The contribution of this book deals with a broad range of issues concerning self-regulated learning, cognition and metacognition. However, this book deals not only with the theoretical research of the various aspects of self-regulated learning. Other intriguing issues have also been examined, such as why self-regulated learning is so effective, its linkage with cognitive psychology research; developmental trends of adolescents' learning strategies and academic motivation in relation to age and gender; self-regulatory climate in college math labs; metacognitive self-regulated models in math learning for students with special needs; cognitive and metacognitive strategy use in reading; students' goals, motivation and self-initiated actions for improving English and delivery skills for oral presentations; self-regulated cognitive and metacognitive learning strategy use and access to online learning activities to university students' academic success in a blended context etc. Qualitative and quantitative approaches to the research have produced better insight and deeper understanding of the students' goals and motives, as well as attitudes and differences in their academic achievements. Some of the chapters in this book present the empirical results of in-depth interviews, discussions and participant observation. I hope that my contribution in this book will advance our understanding of the variety in cognitive and metacognitive aspects of self-regulated learning; the differences between the attitudes and genders; the impact of cognition and metacognition on self-regulated learning of students and their academic excellence. I also hope that this book will contribute to further recognition of self-regulated learning as an interesting and important topic for further scientific research. I wish to thank to all those who have contributed to the preparation of this book. As editor, I invited scholars from different disciplines and countries to prepare their contributions in order to get the broadest possible overview of the current status of knowledge in the sphere of self-regulated learning, its connection with cognition and metacognition. I believe that the resulting variation has been properly reflected in this book. I thank all the authors not only for their contribution, but also for their accuracy during the preparation of the appropriate chapters"--
Download or read book An Exploration of the Relationship Between Self regulated Learning and Cognitive Skills written by Alisa Michelle Fallon and published by . This book was released on 2006 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Self Regulated Learning and Academic Achievement written by Barry J. Zimmerman and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Issues in Self regulated Learning written by Christopher Albert Wolters and published by . This book was released on 1996 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Identifying Self regulatory Factors that Influence the Academic Achievement Motivation of Underprepared College Students written by Seth R. Langley and published by . This book was released on 2007 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of a Metacognitive Study Strategy written by Janice Lee Thornton McIntyre and published by . This book was released on 1993 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Within the Pipeline written by Maria K. DiBenedetto and published by . This book was released on 2011 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study examined the associations between self-regulated learning and science achievement and whether the academic self-regulation variables described, such as self-efficacy, delay of gratification, and help seeking, predict science achievement in courses deemed necessary for a major in science. It was hypothesized that students who do not use academic self-regulation in the science courses, would perform poorly, and thus leak out of the pipeline rather than proceed further down the funnel. The results of this study provide support for the expected association between self-regulated learning and academic achievement among college students in science courses. These findings suggest that students' self-regulation of learning, self-efficacy beliefs, academic delay gratification, and final course grade are related. Three appendices present: (1) Academic Delay of Gratification Scale (Sample Items) (Bembenutty and Karabenick, 1988); (2) Self-Regulation of Learning Scale (Sample Items) (Bembenutty, 2009b); and (3) Self-Efficacy Scale (Sample Items (Bembenutty, 2009b). (Contains 6 tables.).
Download or read book Self Regulated Learning Metacognition and Soft Skills written by Marcia L. Laskey and published by . This book was released on 2010 with total page 17 pages. Available in PDF, EPUB and Kindle. Book excerpt: Numerous studies have investigated the effect of metacognition and self-regulated learning on college students' achievement and retention. This study extended the research by examining the relationship between metacognition and "at-risk" student achievement and retention. Data were collected through personal interviews and the use of "The Motivated Strategies Learning Questionnaire." Results were analyzed using analysis of variance and indicated that a relationship existed between metacognition and at-risk student success. However, students' metacognitive skills were often inadequate for ongoing academic success at the postsecondary level. The incorporation of soft skills in the literature on metacognition and academic achievement is suggested, and future research is called for to determine the significance of noncognitive skills in the metacognitive process. (Contains 2 tables.).
Download or read book The Effects of Self regulated Learning on Community College Students Metacognition and Achievement in Developmental Math Courses written by Karen D. Y. Campbell and published by . This book was released on 2013 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Self regulated Learning Strategy Training and Question Generation on Metacognitive Awareness and Achievement Among College Students Enrolled in Science Courses written by Derrick L. Wilkins and published by . This book was released on 2014 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Achievement goals self efficacy metacognition and learning strategies as predictors of asynchronous learners academic success written by Janice M. Minnella and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Self efficacy Self doubt and Metacognitive Judgments for Exam Performance in College Classrooms written by Marissa Kay Hartwig and published by . This book was released on 2006 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study sought to explore the relationships among college students' predictions of exam performance, metacognitive judgments, perceived self-efficacy, generalized self- doubt, and actual exam performance. Self-doubt, measured by the Subjective Overachievement Scale, was found to be relatively stable across three time points of measurement in this study, even when one point was immediately prior to a midterm examination. Additionally, self-doubt was found to be significantly negatively related to students' metacognitive judgments, self- efficacy judgments, and score predictions. No significant relationship was found between self-doubt and calibration of predictions. Metacognitive judgments and self-efficacy judgments were found to be significantly correlated. Both were related to students' score predictions, although self- efficacy made a larger unique contribution to the variance in predictions. The relationship between metacognitive judgments and self-efficacy judgments is discussed. Further, students' test score predictions were strong predictors of their actual exam performance. An even stronger predictor of performance, however, was students' absolute accuracy (i.e. their non-directional bias) in their predictions. That is, high performance and high prediction accuracy were strongly positively related.
Download or read book Associations Between Self efficacy Beliefs Self regulated Learning Strategies and Students Performance on Model eliciting Tasks written by Anu Sharma and published by . This book was released on 2013 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: The confirmatory factor analysis indicated an acceptable fit of the data with the hypothesized measurement model. The structural model tested using Structural Equation Modeling techniques suggested that perceived modeling self-efficacy beliefs ([lowercase beta] = .50, p [less than] .001) directly and positively predicted students' performance in solving modeling problems. However, organization strategy use ([lowercase beta] = - 62, p [less than] .05) had a significant negative direct effect on students' modeling success. The direct effects of students' use of critical thinking ([lowercase beta] = -, p = .08), elaboration ([lowercase beta] = .40, p = .41), and metacognitive strategies ([lowercase beta] = .46, p = .16) on their performance in solving modeling tasks were non-significant. Also, indirect effects of students' self-efficacy beliefs on modeling task success through their effect on their use of cognitive and metacognitive strategies were non-significant. The implications for future research along with limitations of this study are discussed.
Download or read book Self regulated Learning written by Karena T. Valkyrie and published by . This book was released on 2006 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
