جستجوی مقالات مرتبط با کلیدواژه « یادگیری خودتنظیم » در نشریات گروه « علوم تربیتی »

The present study aimed to determine the effectiveness of mobile learning based on social networks on self-regulated learning strategies, academic well-being and achievement motivation of sixth grade elementary students in Marvast. The research method was quasi-experimental with pre-test-post-test design with control group and the statistical population included all sixth-grade elementary students in the city. The sample size consisted of 30 students who were selected by convenience sampling method and randomly assigned to experimental (n = 15) and control (n = 15) groups. The research tools for data collection were Hermans Progress Motivation Questionnaire (1970), Petrinen et al.'s Standard Academic Welfare Questionnaire (2014) and Pintrich and Grout (1990) Self-Regulated Learning Strategies Questionnaire. Students were taught mobile learning based on social networks, via mobile phones and virtual networks, in regular sessions twice a week. The results of examining the hypotheses through covariance analysis (significance level 0.05) showed that the hypotheses are significant. The results showed that mobile learning based on social networks is effective on self-regulation learning strategies, academic well-being, and motivation to improve the sixth-grade students in Marvast. Mobile learning based on social networks is a new approach in education that should be used.

The present study aimed to investigate the effect of metacognitive and emotional prompts on monitoring accuracy, regulation accuracy and the types of cognitive load in students. The research method was experimental with pretest-posttest and control group design. For this purpose, 64 female students of the seventh grade were randomly assigned to three experimental groups and one control group. In the pre-test, after studying the exam text, they were asked to predict their score on the exam, identify the paragraphs that needed to be restudied, and answer the Cognitive Load Questionnaire. Finally, an exam was taken from the content of the studied text to determine the accuracy of the participants' predictions. In the post-test, the procedure was the same, except that the experimental groups received diagnostic monitoring cues including metacognitive and emotional prompts after studying the text; the first experimental group received metacognitive monitoring cues in the form of stimulating questions (Metacognitive prompts), the second experimental group was stimulated to think about their epistemic emotions (Emotional prompts) and the third experimental group received both types of prompts while the control group did not receive any prompts. The results showed that the scores of monitoring accuracy, regulation accuracy and the germane load of the experimental groups were significantly higher than those of the control group in the post-test. However, no significant difference was observed across the groups with respect to their intrinsic loads. Notwithstanding, the score of extraneous load in the group that received metacognitive prompts was significantly different from that of the control group and of the group that received emotional prompts. The finding suggests that in the process of education, prompts by providing appropriate cues to students, allow them to use their working memory capacity for learning new constructs and to make realistic judgements of their learning.

The aim of this study was to determine the mediating role of metacognition between executive functions and self-regulated learning in students. This research was a correlation study using structural equation analysis. The statistical population of the study included all junior high school students in Mako city of 5000 people. From this population, 370 people were selected by stepwise cluster sampling using Sloven formula. Data collection tools included Wisconsin Card Classification Test (WCST), Self-Regulated Learning (MSLQ), and Metacognitive Beliefs (MCQ). Data analysis was performed using Pearson correlation and structural equation analysis. Data analysis showed that the direct path from executive functions to self-regulated learning, and metacognitive beliefs, and the direct path from metacognitive beliefs to self-regulated learning were statistically significant. Also, executive function indirectly predicts self-regulated learning through metacognition (p <0.05). According to the results, it can be argued that executive functions directly and also indirectly through metacognition play an important role in students' self-regulated learning

The purpose of this study was to determine the effectiveness of Brain–based Learning on self-regulation learning among students. This research was carried out in a quasi-experimental and pre-test-post-test design. The statistical population of this research is all female high school students who are in the first year of state high schools in Yazd. The sample consisted of 40 students who were randomly selected from multiple regions and each group (20 subjects) was divided into two experimental and control groups. The learning environment was changed based on the components affecting the brain. During the two 45-minute sessions, students were given the necessary training for brain–based Learning. Courses are also based on the principles of brain–based Learning. Buffer self-regulation learning scale was used to collect data. Data were analyzed using covariance test and paired t-test. The results of variance analysis of covariance showed that brain–based Learning has an effect on self-regulation learning and this effect is stable for 3 months.

The purpose of this research is survey of relation between control resource، learn-ing styles and self-regulated learning and academic success of online course stu-dents. Statistical population in this research is all master-level students attendant in first virtual courses of University of Tehran. A sample of 200 students was selected using random stratified sampling. Three questionnaires: Rotter’s control resource (1996)، Kolb learning inventory (1971)، Pnitrich and De Groot self-regulated learning (1990) were used for data gathering. Pearson correlation coeffi-cient indicated that there is meaningful positive relation between internal control resource، homework internal valuation، self-efficiency and self-regulation and academic success of online course students. Also، linear regression test results showed that 16% of academic success changes could be predictable by self-regulation variable.

The main purpose of this study was to investigate the effectiveness and sustainability of impacts of using multimedia on students ’ self-regulation and academic achievement of girls in Izeh high schools. This was an -experimental study. 40 students were selected by using multi-stage clustering method and put them randomly in two groups of control and experimental. For gathering data; teacher made mathematics tests and Buford ’ s Self Regulated Inventory were used in pre-test, post test and follow up stages for both experimental and control groups. Experimental group were taught mathematics by using multimedia software for 9 weeks, the control group have training in traditional way by teacher based instruction method. After training, both groups were tested in terms of their academic achievement and their self efficacy ’ s skills. Follow up tests and questionnaires were given to students of both groups after two months. Results indicated that there was a significant difference between two groups according to their academic achievement and their self- efficacy. The experimental group was better in both tests than control group (p ≤ 0.001) these results were confirmed again after 2 months in the follow up stage. The results of this study were consistent with other researches and showed that the use of multimedia had continuous impact on students ’ self-regulation and academic achievement in mathematics.

The present research aims to study the relation between self-regulated learning strategies and strategies of Motivation for learning, and academic achievement of students. The method used is of correlation studies in nature. The statistical universe consisted of 8341 third and over third semester non-medical students who were busy studying during the second semester of the academic year 2008-2009 of Ardebil Islamic Azad University. The statistical sample consisted of 319 students (193 girl students and 126 boy students) who were selected using the random sampling method. The sample size was computed using Kukran formula. The research instrument of the research consisted of a 24-question questionnaire of Zimmerman and Pons (1986) Self- Regulated Learning Strategies (SRLS) with a reliability of (α= 0.89) and a 44-question achievement questionnaire of Ekelze (1983) with a reliability of (α= 0.91). The overall educational average of students during the previous semesters was also considered as an index for their academic achievement. The data was analyzed using multiple regression Enter Model method. The findings from the research showed that the variables of self-regulated learning strategies and strategies of motivation for learning were significant foretellers for the academic achievement of students (P<0.01). The strategies of motivation for learning among the students whas above average (P<0.01). However, self-regulated learning strategies of students were not significantly different from the average (P>0.05). Considering the structure of educational environments, the compiling method of educational contexts and also teaching models used by professors lacked highness concerning self-regulated learning strategies of students seems a logical concept.