جستجوی مقالات مرتبط با کلیدواژه « Self-regulated learning » در نشریات گروه « پزشکی »

The classroom is one of the smallest and most effective educational units, and the management of the classroom is important due to the creation of the teaching-learning process, therefore, learning strategies in line with classroom management for the educational dynamics of learners and the educational capability of teachers require the use of management styles. They are efficient. The present study has been conducted with the aim of classroom management style with an interactive approach of self-regulation learning strategies in the health system. The present study is a review study that was conducted during three stages of screening by searching in information databases: Magiran, SID, Barakat Knowledge Network System, Google Scholar, Pubmed during the years 1394 to 1401 with The keywords of class management, class, management style, learning strategy, learning, self-regulated learning, health system were searched. In the initial screening, due to the use of the keywords class and class management, the number of articles found was very wide, but by limiting the terms to class management and self-regulated learning, the number of Persian and English language articles was reduced to 263 articles. After the initial screening of the articles related to classroom management in the health system and self-regulated learning, it was separated from the classroom, management and learning articles. In the next stage, the specialized criteria of the articles such as classroom management in medical sciences, self-regulated learning, and classroom management style were examined. Farsi and English articles whose full text was not available were removed from the scope of the search. In the next step, unrelated articles were screened. The result of the step-by-step search and screening were 96 articles and books, and finally 18 Persian articles and 15 articles. English speakers, who met the entry criteria and content intercourse with the purpose, were included in the study. The result of the search was 33 articles. The results showed that classroom management is one of the most important trends in classroom management in the health system, in line with the application of learning styles and the development of curricula by integrating management style and learning style. It is recommended that all classic and modern methods should be developed in the direction of classroom management because the classroom is the first level of educational management and requires the use of a correct and efficient teaching-learning process.

 Global developments, environmental uncertainty and the need to adapt to the challenges posed by them, lead educational systems to train learners who have independent and self-directed learning competencies. The aim of this study was to model the structural relationships of self-regulated learning based on moral identity mediated by spiritual intelligence in high school students.

 The present study was descriptive correlational (structural equations). The statistical population of the study consisted of all male high school students studying in public schools in Ardabil. A total of 250 students were selected by available sampling method and answered the self-regulatory learning, spiritual intelligence and moral identity questionnaires online. Data were analyzed using Pearson correlation coefficient statistical tests and structural equation modeling. In the present study, all ethical considerations were observed and the authors reported no conflict of interests.

 The results showed that self-regulation in learning has a positive and significant relationship with the total score in spiritual intelligence, moral identity and their components. Also, spiritual intelligence has a positive and significant relationship with the total score in moral identity and its components (P<0.001).

 The modeling results show that moral identity has a direct and indirect effect -through spiritual intelligence- on self-regulation learning; According to the obtained results, holding educational workshops by school psychologists is recommended to promote spirituality and moral identity and to teach self-regulatory learning strategies.

During the covid-19 epidemic, the use of online electronic education in Islamic Azad University centers grew especially. The use of this educational system among the students of these centers was considered new and associated with educational consequences. Therefore, on this basis, the present study was conducted with the aim of investigating the relationship between self-efficacy with self-regulated learning in virtual education of students during the epidemic of Covid-19.

This study was conducted with a descriptive correlational method. The statistical population was all the nursing and midwifery students of the nursing and midwifery faculties of the Islamic Azad University of Mazandaran province, in the number of 1248 people, of which 297 people were selected by stratified random sampling according to the Karajesi and Morgan table (midwifery = 125 people and nursing = 172 people). The research tools are Pinterich and Diegrot's (1990) self-regulation learning strategies questionnaires with 47 items and Scherer's (1982) general self-efficacy questionnaires with 17 items. In order to analyze the data, descriptive tests such as mean, standard deviation and Pearson's correlation coefficient were used. All statistical topics were analyzed using SPSS version 23 statistical software and significance level (p<0.05).

Resuls: 

The results showed that between self-efficacy and its dimensions (effort, perseverance, and initiative) with self-regulation learning (p<0.001) and its dimensions (internal goal orientation (p<0.001), task value (There is a significant positive (direct) relationship between critical thinking (p<0.001) and critical thinking (p<0.001) in online courses.

In general, it can be concluded that with the increase in self-efficacy, the level of self-regulated learning in nursing and midwifery students increases. Therefore, one effective way to increase students' self-regulated learning in online courses is to pay attention and focus on their self-efficacy.

Education is the vital and economic engine of any society that changed from traditional to electronic mode following the Covid-19 epidemic and provided the necessary context for self-teaching thinking. In the field of education, there is a concept called self-directed learning, which consists of three separate parts: self means personal, directed means guidance and learning means learning. In fact, self- directed learning includes all cognitive and motivational processes which the learner determines goals accordingly and plans in that direction.

 This research is a narrative review study of some articles and books published in the field of self- directed learning from 1975 to 2020.

 To achieve self- direction in learning, it is necessary to strengthen skills and characteristics. In fact, both learner and teacher have roles that the learner can contribute to the effectiveness of their learning.

One of the effective ways to be self- directed in learning, motivation and commitment. In fact, self- directed learning will be effective when the person first feels the need to learn, then determines goals for successful learning, and finally, to achieve the goals from communication tools, participation and teacher monitoring get help.

Self-regulated learning has a very important role in students’ education and learning processes and academic self-efficacy and achievement goals are effective factors in developing this ability. In this regard, the purpose of this study was examining a prediction model of self-regulated learning based on students’ motivational beliefs, intelligence beliefs, and perception of classroom atmosphere while considering the mediating role of self-efficacy and achievement goals in students at Iranian gigted schools.

The present study was a descriptive correlational study. The statistical population included all eighth grade high school students at gifted schools in Tehran in 2020-21 school year. Four hundred students were selected through cluster random sampling. The research tools consisted of the General Self-Efficacy Scale (GSES) (Sherer et al., 1982), Motivational Strategies for Learning Questionnaire (MSLQ) (Pintrich et al., 1990), Perceptions of Classroom Atmosphere Questionnaire (Rovy, 2002), Intelligence Beliefs Questionnaire (Abdolfattah and Yiths, 2006), and Achievement Goals Questionnaire (Midgley, 1988). The collected data were analyzed through structural equation modeling (SEM) technique.

According to the results, the variables of achievement goals, self-efficacy, intelligence beliefs, motivational beliefs, and perception of classroom atmosphere had a positive and significant relationship with self-regulated learning (P<0.01). Moreover, the findings confirmed the mediating role of self-efficacy in the relationship between self-regulated learning and motivational beliefs and perception of classroom atmosphere and the mediating role of achievement goals in the relationship between self-regulated learning and motivational beliefs.

The results showed the desirable status of the fit indices of the research model. Furthermore, motivational beliefs variable had both direct and indirect effects on self-regulated learning variable.

The aim of this study was to investigate the effect of e-learning readiness on self-regulated learning strategies and students' behavioral tendency to learn on the web.

The present study is applied in terms of its purpose and it is descriptive-correlational in terms of its nature and method. The participants of this study were the whole students of Tabriz Payam-e-Noor University in 2016-2017. Among whom 223 were chosen using stratified random sampling method. Four types of measurement instruments were used in the present study including e-learning readiness of Watkins et al. (2004), motivating beliefs of Pintrige et al., (1991), Self-regulated learning strategies in online and web-based learning of Bernard et al., (2008), and behavioral tendency to web-based learning of Davis et al., (1989). Structural equation modeling was used to analyze the data in AMOS and SPSS software.

The findings of this study indicated that the given conceptual model was confirmed statistically with respect to the goodness of fit indices. Moreover, e-learning readiness through the mediating role of motivational beliefs has direct, positive and significant effect on the motivational beliefs and indirect positive and significant effect on self-regulated learning strategies and behavioral tendency to web-based learning. In addition, motivational beliefs have direct positive and significant effect on self-regulated learning strategies and behavioral tendencies in web-based learning. The direct effect of e-learning readiness on e-learning strategies and behavioral tendency toward web learning was positive but was not statistically significant.

E-learning readiness has a positive and significant effect on students’ motivational beliefs. So, increasing the amount of this factor will increase the students’ motivation in the web-based educational environment and their success.

In recent decades, self-regulated learning has been identified as an important factor in academic achievement and performance. The aim of this study was to present a causal model for factors affecting self-regulated learning among MSc students of Paramedical Sciences in Shahid Beheshti University of Medical Sciences.

In this descriptive correlational study, the data were collected through a combined questionnaire which was completed by a number of 310 of Paramedical Students. The participants of the study were selected through a multistage method (cluster, stratified and random sampling) in 2018-19 at Shahid Beheshti University of Medical Sciences. The data were analyzed by path analysis using Amos, Lisrel and SPSS.

The results showed that the three endogenous factors (perfectionism, task value, future orientation) had a significant effect on the academic self-regulation in the students. The highest total effect on self-regulation was related to perfectionism and academic self-efficacy (0.43) among the exogenous variables.

Considering the goodness of fit indices and investigation of the model as a whole in the study group, the model had a good fit for the indices and can be used in decision making and policy making.