Search Results (56)

Self-regulated learning (SRL) has been widely recognized as a critical skill for academic success in online and blended learning contexts. However, many students experience difficulty in effectively applying SRL strategies in the absence of structured instructional guidance. To address this challenge, this study developed and implemented a learning management system integrated with SRL support (SRL-LMS), specifically designed for the online component of a blended learning course. The SRL-LMS consisted of two sections: a conventional course content section and a SRL training section designed to support students in applying SRL strategies. A quasi-experimental design was adopted with 69 college students assigned to either an experimental group, with access to both course and SRL sections, or a control group, which accessed only the course section. Results indicated that students in the experimental group reported higher levels of self-regulation and showed more frequent and diverse application of SRL strategies compared to the control group. In terms of academic performance, the experimental group performed significantly better than the control group on the first exam, though no significant difference was observed on the second exam. These results highlight the effectiveness of structured SRL interventions within digital learning platforms for improving students’ self-regulatory behaviors. Future implementations should address cognitive load and incorporate strategic approaches to sustain student motivation. This study advances current SRL intervention designs and offers valuable insights for educators and instructional designers aiming to integrate targeted SRL supports in online and blended learning environments. Full article

COVID-19 school closures forced German high-school graduates (Abitur 2022 cohort) to prepare for their final examinations with lengthy learning times at home. Guided by transactional stress theory, we tested how personal resources—self-regulated learning (SRL) skills and academic self-efficacy—and contextual resources—perceived teacher support and teacher digital competence—jointly predicted perceived stress during exam preparation. A cross-sectional online survey (June–July 2022) yielded complete data from N = 2379 students (68% female; Mage = 18.3). Six latent constructs were measured with 23 items and showed adequate reliability (0.71 ≤ α/ω ≤ 0.89). A six-factor CFA fit the data acceptably (CFI = 0.909, RMSEA = 0.064). The structural equation model (CFI = 0.935, RMSEA = 0.064) explained 35% of the variance in stress and 23% of the variance in SRL—action. Academic self-efficacy (β = −0.31, p < 0.001), perceived support (β = −0.28, p < 0.001), teacher digital competence (β = −0.08, p < 0.001), COVID-19 learning disruptions (β = +0.13, p < 0.001), and gender (male = 0.32 SD lower stress, p < 0.001) had direct effects on stress. SRL—action’s direct path was small and non-significant (β = −0.02). Teacher digital competence also reduced stress indirectly through greater perceived support (standardized indirect β = −0.11, p < 0.001). The results highlight self-efficacy and perceived instructional support as the most potent buffers of pandemic-related stress, whereas cancelled lessons added strain. Boosting teachers’ digital pedagogical skills has a dual payoff—raising students’ sense of support and lowering their stress. Full article

This study presents a case of community-integrated project-based learning (PBL) at a Japanese National Institute of Technology (KOSEN). Three students collaborated to design and build a rideable 5-inch gauge railway system, integrating mechanical design, brushless motor control, and computer vision. The project was showcased at public events and a partner high school, providing authentic feedback and enhancing learning relevance. Over 15 weeks, students engaged in hands-on prototyping, interdisciplinary teamwork, and real-world problem-solving. The course design was grounded in four educational frameworks: experiential learning, situated learning, constructive alignment, and self-regulated learning (SRL). SRL refers to students’ ability to plan, monitor, and reflect on their learning—a key skill for managing complex engineering tasks. A mixed-methods evaluation—including surveys, reflections, classroom observations, and communication logs—revealed significant gains in technical competence, engagement, and learner autonomy. Although limited by a small sample size, the study offers detailed insights into how small-scale, resource-conscious PBL can support meaningful interdisciplinary learning and community involvement. This case illustrates how the KOSEN approach, combining technical education with real-world application, can foster both domain-specific and transferable skills, and provides a model for broader implementation of authentic, student-driven engineering education. Full article

This study investigates the integration of mentorship, self-regulated learning (SRL), and generative artificial intelligence (gen-AI) to support pre-service teachers (PSTs) before and during work-integrated learning (WIL) placements. Utilising the Mentoring and SRL Pyramid Model (MSPM), it examines how mentors’ dual roles as coaches and assessors influence PSTs’ SRL and explores to what extent gen-AI can assist PSTs in meeting the demands of WIL placements. Quantitative and qualitative data from 151 PSTs, including survey, interview, placement scores, and mentor feedback were analysed using statistical correlation analysis and thematic analysis to reveal varied mentorship approaches. Gen-AI tools are highlighted as valuable in enhancing PSTs’ SRL, providing tactical and emotional guidance where traditional mentorship is limited. However, challenges remain in gen-AI’s ability to navigate complex interpersonal dynamics. The study advocates for balanced mentorship training that integrates technical and emotional support, and equitable access to gen-AI tools. These insights are critical for educational institutions aiming to optimise PST experiences and outcomes in WIL through strategic integration of gen-AI and mentorship. Full article

The integration of generative artificial intelligence (GAI) into higher education is transforming students’ learning processes, academic performance, and psychological well-being. Despite the increasing adoption of GAI tools, the mechanisms through which students’ AI literacy and self-regulated learning (SRL) relate to their academic and emotional experiences remain underexplored. This study investigates how AI literacy and SRL are associated with writing performance and digital well-being among university students in GAI-supported higher learning contexts. A survey was administered to 257 students from universities in China, and structural equation modeling was used to examine the hypothesized relationships. Results show that both AI literacy and SRL significantly and positively predict students’ writing performance, with SRL having a stronger effect. Moreover, AI literacy shows a positive association with GAI-driven well-being, with writing performance serving as a partial mediator in this relationship. These findings suggest that fostering both technological competencies and effective learning strategies may support students’ academic outcomes while supporting their psychological well-being in AI-enriched educational environments. By integrating AI literacy and SRL into a unified model, this study contributes to the growing body of research on GAI-driven well-being in higher education and offers practical implications for cultivating balanced and sustainable learning experiences in the age of GAI. Full article

Background/Objectives: Dementia is a growing public health issue, especially in rapidly aging societies like Taiwan, where nearly 10% of adults over 65 show signs of cognitive decline. Given that mild cognitive impairment (MCI) serves as a critical stage for early intervention, this study examined the feasibility and preliminary effectiveness of a virtual reality (VR)-based dementia prevention program, specifically designed based on self-regulated learning (SRL) principles to enhance dementia knowledge, health literacy, and self-efficacy among older adults with MCI. Methods: A pilot randomized controlled trial (RCT) was conducted with 60 older adults aged 65 and above with MCI. Participants were randomly assigned to either an experimental group, which received a VR-based dementia prevention program, or a comparison group, which received routine paper-based educational materials. Results: The experimental group demonstrated significant improvements in overall dementia knowledge and all subdomains. Significant gains were also observed in critical health literacy and self-efficacy, though no significant changes were found in overall health literacy. Conclusions: The preliminary findings suggest that the SRL-informed VR program showed initial effectiveness in enhancing dementia knowledge, critical health literacy, and self-efficacy among older adults with MCI, highlighting its potential as an innovative approach to dementia prevention education. Full article

Previous research has shown a significant percentage of dropouts in university studies, particularly in the first years. Furthermore, evidence links higher motivation and curricular improvement in students when they enhance their self-regulated learning (SRL). A systematic review was conducted using the PRISMA method to identify and analyze interventions to improve SRL in first-year undergraduate students. The interventions analyzed addressed student learning, classroom management by teachers, evaluation processes, and administrative management. Additionally, the need for a holistic and continuous approach was identified, covering cognitive, metacognitive, motivational, behavioral, and affective dimensions. The combination of self-perception questionnaires and academic grades was the most used strategy to measure intervention effectiveness. These findings emphasize the importance of adapting interventions to specific contexts and ensuring their continuity to maximize the impact on the development of students’ self-regulated learning. The results reveal a high heterogeneity in the approaches applied, highlighting the most effective techniques as follows: specialized workshops, the use of virtual tools, and group and individual tutoring. Intracurricular interventions, integrated within course content and led by the faculty, demonstrated greater success by embedding SRL strategies into the teaching–learning process. In contrast, extracurricular interventions, conducted by tutors or academic advisors, faced challenges related to student motivation and participation. Full article

Self-regulated learning (SRL) is often defined as goal-directed behavior of learners that they display on a regular basis. Models of SRL present general stages of SRL through which learners go without making a difference between different fields of learning. However, there is also research showing that there is not one set of self-regulated actions which assist learners in regulating their behavior in every context. Instead, there are types of self-regulated actions which fit into different contexts for different learners and for different tasks as well as different domains. To shed light on this matter, this study investigated whether self-regulation is a general concept or a domain-specific characteristic. The data of the study were collected from high achieving students studying at the top-ranking science high schools of Türkiye which accept students through a competitive centralized exam. The data were collected via interviews (n = 15) whose participants were selected among the ones receiving the highest score from Self-regulatory Strategies Scale (SRSS). The results of the study showed that self-regulated learning can be depicted as a general characteristic as well as a domain-specific one, as it is a complex process that subsumes both general and domain attributes. The results of this study can be utilized to design impactful SRL interventions, as it provides a comprehensive report of the general and domain-specific phases of SRL. Full article

The implications of the presence and usage of smartphone technology in learning contexts are not fully understood. Self-regulated learning (SRL) theory offers a framework in which smartphone use can be explored. The current study seeks to extend our understanding of the role of the smartphone while studying through a qualitative thematic analysis of responses to open-ended questions regarding smartphone use. A sample of 210 college students responded to questions about their smartphone use and multitasking behavior while studying. The findings indicate that college students use smartphones while studying to communicate, find information, and entertain themselves by media multitasking with their smartphones. Full article

There are many influences on the piano playing learning process. Research on combining it with self-regulated learning (SRL) methods has rarely been reported. This study aimed to elucidate the complex relationships between social skills, anxiety, and self-efficacy (SE) in piano learning and performance contexts. The question of whether reflection enhances SRL effectiveness was also raised. The participants included 24 Chinese piano students, who were divided into three groups and received different emotional interventions. Over the course of an eight-week study program, the groups were exposed to different teaching methods. One group received positive emotional input designed to boost confidence, another group encountered negative emotional input that triggered stress, and a control group received a routine without emotional manipulation. The relationship between anxiety, self-efficacy, social skills, mood, and reflection were explained through quantitative academic performance results and qualitative return interviews. The results showed that self-efficacy was significantly negatively related to anxiety levels, while transient emotional states had minimal impact on immediate learning outcomes. Reflection, on the other hand, led to the increased effectiveness of SRL, which could quickly alleviate anxiety and increase self-efficacy by enhancing students’ reflective process after class. This study also highlights the complexity of the interplay between social skills and self-efficacy, as well as anxiety levels. These findings suggest that fostering self-efficacy and reflective practices in piano education can help manage student anxiety and improve learning outcomes, providing valuable insights for teaching strategies. Full article

Self-regulated learning (SRL) is a sustainable development skill that involves learners actively monitoring and adjusting their learning processes, which is essential for lifelong learning. Learning feedback plays a crucial role in SRL by aiding in self-observation and self-judgment. In this context, large language models (LLMs), with their ability to use human language and continuously interact with learners, not only provide personalized feedback but also offer a data-driven approach to sustainable development in education. By leveraging real-time data, LLMs have the potential to deliver more effective and interactive feedback that enhances both individual learning experiences and scalable, long-term educational strategies. Therefore, this study utilized a quasi-experimental design to examine the effects of LLM-based feedback on learners’ SRL, aiming to explore how this data-driven application could support learners’ sustainable development in computer programming learning. The findings indicate that LLM-based feedback significantly improves learners’ SRL by providing tailored, interactive support that enhances motivation and metacognitive strategies. Additionally, learners receiving LLM-based feedback demonstrated better academic performance, suggesting that these models can effectively support learners’ sustainable development in computer programming learning. However, the study acknowledges limitations, including the short experimental period and the initial unfamiliarity with LLM tools, which may have influenced the results. Future research should focus on refining LLM integration, exploring the impact of different feedback types, and extending the application of these tools to other educational contexts. Full article

Information and communication technology considerably impacts students’ engagement with self-regulated learning (SRL) methodologies. However, there has been a lack of any comprehensive visualization of the SRL process, making it difficult to interpret student behaviors. To address this issue, the REXX platform is used in this study to visualize SRL outputs. While REXX has previously been used to present educational metrics more comprehensively and personally in the learning management system (LMS) framework, research on understanding student behavior through the learning analytics platform (LAP) remains unexplored. This study focused on transforming REXX from an LMS to an LAP to capture detailed features of individual student profiles, thereby reflecting specific SRL characteristics. We collected profile data from 215 high school students via an e-learning web application and used K-means clustering to categorize their behaviors. The method yielded a Davies–-Bouldin score of 0.9718, a silhouette score of 0.54, and a Calinski–Harabasz score of 124.1805. This study addresses both teaching and learning strategies for educators and students. It represents a considerable step toward understanding student behavior in the e-learning environment. However, we recommend integrating machine learning models to enhance automated learning strategies alongside this baseline framework. Full article

Self-regulated learning (SRL) has become increasingly important for learners in the 21st century as they engage more frequently in student-centered education. Accurate self-monitoring of one’s learning process is central to SRL. However, research has shown that learners often struggle with monitoring accuracy. One possible explanation is that the process of self-monitoring itself may add cognitive load, potentially reducing both self-monitoring accuracy and overall performance. In the current study, we investigated the effects of self-monitoring on perceived mental effort and performance during problem-solving tasks of increasing complexity. Participants in the experimental condition were instructed to think aloud while problem-solving, while those in the control condition did not receive such instructions. Our findings indicate no interaction effect between the requirement for explicit and continuous self-monitoring and task complexity on perceived mental effort and performance. However, task complexity significantly impacted the perceived mental effort and performance in both conditions, while it affected monitoring accuracy exclusively in the experimental condition. Furthermore, qualitative analyses showed that the participants in the experimental conditions engaged in self-monitoring during 21.2 % of their think-aloud protocols. Contrary to previous research, self-monitoring did not appear to increase cognitive load, although the experimental participants took significantly longer to complete all the tasks. Possible explanations for these findings are discussed. Full article

Self-regulated learning (SRL) is a crucial competence in our rapidly changing society, yet its systematic promotion in the classroom remains limited. Addressing this gap, this study reports on a teacher-led intervention to promote SRL within reading tasks among 5th and 6th grade students. Although some interventions have been implemented to promote SRL, little attention has been paid to promoting SRL in primary schools. Building on a previous SRL intervention, the current study added cooperative learning among students and parental involvement, two aspects that are assumed to add value when fostering SRL. A randomized controlled field trial was designed to evaluate the effect of an intervention using pre-test, post-test and follow-up measures. A total of 757 students from 40 classes participated in the study. The data were analyzed using a multilevel approach. This study revealed no significant difference in SRL or reading comprehension outcomes in the post-test and the follow-up test between students of the experimental and control group. Further investigations showed that several aspects of treatment integrity had a significant impact on SRL outcome. This study encourages future SRL and reading intervention studies to assess and analyze the multiple aspects of treatment integrity. Full article

This study aimed to understand how different dimensions of online learning engagement were influenced by learners’ self-regulated learning (SRL) and their perceptions of teaching, cognitive, and social presence in the community of inquiry (CoI) framework. A structural equation modelling analysis of survey responses from 154 online Chinese-as-a-foreign-language learners showed that the level of learners’ SRL positively influenced their perceptions of teaching, cognitive, and social presence and consistently directly impacted all dimensions of students’ learning engagement. Regarding the different dimensions of engagement, learner’ perceived CoI had different mediating effects. Affective engagement was influenced by learners’ perceptions of cognitive and social presence, while social engagement was influenced by learners’ perceptions of social presence. Cognitive and behavioural engagements were influenced by learners’ perceptions of teaching presence. The results highlight the importance of SRL in the CoI framework for enhancing learning engagement, suggesting integrating SRL training into instructional design in the online learning environment. In addition, the effects of various dimensions of the CoI framework on learning engagement inform pedagogical implications to enhance online learning engagement, such as building an online learning community to strengthen affective and social engagement while strengthening teaching presence to improve cognitive and behavioural engagement. Full article