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Structural equation model for the estimation of the relations between latent variables at T1 and T2 for students who experienced ambiguous teacher adherence to the instructional principles.
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This study investigates the influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing over time. This was done in the context of the Interactive Learning group System (ILS®): a large-scale innovation program in Dutch vocational schools. A total of 185 students were grouped post facto...
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... model of the 'ambiguous adherence' group ( Fig. 2) also had a good fit (c 2 Z 90.59, df Z 49, c 2 /df Z 1.85, CFI Z 0.78). The test and retest values in the model ranged from 0.31 to 0.66, and were all significant at the p ! 0.01 level (t dlp (49) Z 3.06, r bdlp Z 0.40, t anx (49) Z 6.13, r banx Z 0.66, t ti (49) Z 4.43, r bti Z 0.53), except for surface-level processing (t slp (49) Z ...
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The purpose of this study is to analyze, in a sample of 281 vocational education students learning mathematics, the relations between numerical reasoning abilities, self-perception and task value, achievement goals, and learning strategies. Path analyses revealed that various achievement goals are differentially predicted by self-perception and tas...
Citations
... In addition, when such a schoolwide program is missing, primary school teachers feel like they are left on their own with regard to differentiation (Gheyssens et al., 2023). Furthermore, within pre-vocational education, Rozendaal et al. (2005) found that only when teachers strongly adhere to instruction and differentiation, students experience long-term positive impacts on motivation and learning. Conversely, weak or moderate adherence results in detrimental effects. ...
Differentiation is rarely investigated from a system perspective, while we need this to support teachers’ engagement in differentiated instruction and foster students’ learning. We interviewed teachers and interpreted their perspectives with the Implementation Science Framework and Complexity Leadership Theory. Teachers described many types of complex leadership, more absent than present implementation drivers, and many interactions between leadership and implementation drivers. Furthermore, teachers expressed constraints to and a couple of seized opportunities for differentiation. We conclude that the schools of this study’s teachers are stalled in the process to a transition to implementing differentiation, and offer suggestions for breaking that stall.
... Vor diesem Hintergrund konnte van Velzen (van Velzen, 2004;van Velzen/ Tillema, 2004) allerdings zeigen, dass Berufsschüler:innen im Unterricht selten Gelegenheit zur Selbstreflexion durch Lehrpersonen erhalten. Dies führt zu einer geringeren Nutzung metakognitiver Regulationsstrategien seitens der Lernenden und schlägt sich in der Folge in unterschiedlichen Zielsetzungen von Berufsschüler:innen und Lehrpersonen nieder (Rozendaal et al., 2005). Dabei zeigt sich, dass bereits die bloße Anregung zur Selbstreflexion der Berufsschüler:innen durch die Lehrkräfte zur Förderung der Selbstreflexion selbst führt, wobei die Wahrnehmung der Lehrperson durch die Lernenden besonders relevant ist (van Velzen/Tillema, 2004). ...
Selbstreguliertes Lernen (SRL) ist essenziell für lebenslanges Lernen. Selbst-wirksamkeit spielt eine zentrale Rolle für das SRL von Lernenden und wird durch SRL-förder-liche Lernumgebungen unterstützt. In unserem Beitrag gehen wir der Frage nach, inwiefern Quellen der Selbstwirksamkeit in Lerncoachinggesprächen mittels Selbstreflexion von Berufs-lernenden und Feedback durch Lehrpersonen identifiziert werden können. Insgesamt wurden 38 Aufnahmen von Lerncoachings, die 5 Lehrpersonen mit 13 Berufslernenden durchführten, erhoben und mittels einer qualitativ deduktiven Inhaltsanalyse ausgewertet. Die Ergebnisse zeigen, dass in der Selbstreflexion der Lernenden die verschiedenen Quellen der Selbstwirk-samkeit identifiziert werden können, während dies für das Feedback durch die Lehrpersonen so nicht zutrifft. Es wird deutlich, dass Lerncoachinggespräche einen bedeutenden Raum für selbstwirksamkeitsfördernde Selbstreflexion bieten. Die Qualität des Feedbacks seitens der Lehrpersonen an die Lernenden ist jedoch ebenfalls von entscheidender Bedeutung für eine effektive Förderung der Selbstwirksamkeit im Rahmen des Lerncoachings. Aus den Ergebnis-sen lässt sich ableiten, dass Lerncoachinggespräche nicht automatisch die Selbstwirksamkeit von Berufslernenden fördern. Für ein erfolgreiches Lerncoaching benötigen Lehrpersonen theoretisches und methodisches Wissen, das in entsprechenden Weiterbildungsangeboten sys-tematisch gefördert werden kann. Abstract: Self-regulated learning (SRL) is essential for lifelong learning. Self-efficacy plays a central role in learners' SRL and is supported by SRL-enhancing learning environments. In our paper, we explore the extent to which sources of self-efficacy can be identified in learning coaching conversations through self-reflection by vocational learners and feedback from teachers. A total of 38 recordings of learning coaching sessions conducted by 5 teachers with 13 vocational learners were collected and analyzed using a qualitative deductive content analysis. The results show that the various sources of self-efficacy can be identified in the learners' self-reflection, whereas this is not the case for the feedback by teachers. It becomes clear that learning coaching discussions offer an important space for self-efficacy-promoting self-reflection. However, the quality of feedback from teachers to learners is also of crucial importance for the effective promotion of self-efficacy in the context of learning coaching. It can be deduced © Franz Steiner Verlag, Stuttgart 2024 Mathias Mejeh / Carmen Gähwiler 90 from the results that learning coaching does not automatically promote the self-efficacy of vocational learners. For successful learning coaching, teachers need theoretical and methodolog-ical knowledge, which can be systematically promoted in appropriate further training courses.
... In addition to fulfilling this need for social connection, teachers who consistently foster student collaboration for reading activities may also encourage deeper reading in addition to shared reading. Students are inspired to read more carefully and reflect more deeply on the text's meaning when they have a genuine reading purpose of sharing information and opinions about a text with others (Rozendaal et al., 2005). This indicates that students are more driven to devote cognitive effort to critical reading comprehension-related tasks like (a) identifying new vocabulary; (b) drawing local inferences that link information within the text; and (c) drawing global inferences that relate the text to prior knowledge and experience (Cain & Oakhill, 2014). ...
This study explored the reading comprehension level of the grade 7 students at the University of La Salette, Incorporated High School. It utilized a quantitative, descriptive research design to analyze the data from the CEM Reading Test Level 3 of three hundred sixty-eight (368) grade 7 students who served as the sample population of this study. The result revealed the students performed better in the content areas of scanning, point of view, and literal compared to the norm group. However, students were rated low average in the following content areas: synonyms, literal, inferential, reorganization, summary cloze, references, labels, and tables. The CEM Reading Test Level 3 revealed that the students’ sub-test scores, percent correct scores, and standard score only ranged from low average to average. It also revealed that there are 32.88% of students who were classified in the range of low average to very poor level of reading comprehension. The study recommends that teachers focus on developing skills in vocabulary development and reading study aids and utilize the reading intervention program proposed by the researcher to determine its effectiveness in improving the reading comprehension level of the students.
... In this sense, it is found that the studies in [20] describe interventions that improved student self-regulation by combining training in self-regulation with the teaching of problem-solving, being especially effective in improving performance. In the case of [21], teachers who practised interactive and collaborative teaching strategies promoted deep cognitive processing in their students. Therefore, we can establish these determining factors to favour good self-regulation and, consequently, an improvement in student performance in the STEAM project "Machining in Ancient Egypt": problem-solving, self-assessment, metacognition, and collaborative learning. ...
Self-regulated learning refers to the learner’s ability to regulate his or her behaviour, focusing on the acquisition of academic content, skill, or task. This concept includes aspects related to cognitive and emotional self-regulation. According to research studies, the aspect of STEAM education is a crucial determinant of academic success. Thus, in this type of education, attitudes towards science are also important, considering different aspects such as enjoyment, interest, usefulness, and self-efficacy and factors like age, educational stage, gender, family context, and self-concept. This study aims to analyse how Primary School students, who participated in a STEAM project, perceive their own learning process in aspects related to metacognition and self-efficacy, as well as their interest and enjoyment during the activities; furthermore, how the connections between these aspects are. In this project, 109 students between 9 and 11 years old from two different schools participated, using a questionnaire validated by experts. The results show that students show a high appreciation for STEAM work through this type of project as it enables problem-solving and critical thinking associated with the development of satisfaction and positive self-concept in doing it. These distinct aspects show significant correlations between them favoured by the designed STEAM project.
... Teachers appreciated the self-regulated learners after their performance with a mean score of 3.36, indicating that students perceive teacher appreciation as an important factor in motivating their self-regulated learning. Strong teacher adherence to self-regulated learning principles significantly increases students' motivation and deep-level processing strategies over time in the Interactive Learning Group System (ILS) (Rozendaal et al., 2005). Teacher beliefs, knowledge of selfregulated learning, and attributional styles mediate the association between student characteristics and teachers' support of self-regulated learning (Peeters et al., 2016). ...
Self-regulation is regarded as important due to its positive impact on educational and behavioural results. Therefore, this study was conducted to explore motivational determinants of self-regulated learning for postgraduate students. This study was conducted at the University of Agriculture Faisalabad. A total of 202 randomly selected students were interviewed using the structured questionnaire, and collected data were analysed using Statistical Package for Social Sciences (SPSS). Results indicated that the determinants of internal motivation vary in their influence on students' motivation levels. The highest-ranked determinants were related to the student's belief in their capabilities, the perception of self-regulated learning as valuable, and the positive impact on self-esteem. Students perceived various positive outcomes and benefits associated with self-regulated learning. They believe it enhances their understanding, improves their grades, provides satisfaction, broadens knowledge, and motivates further learning. Students also value the ability to demonstrate their abilities to others and the opportunity to learn from mistakes. This implies that self-regulated learning seems to have a positive impact on students’ development, thus, continuous motivation is deemed important to increase the outcomes.
... Numerous researchers have agreed that classroom interventions should ideally be designed and implemented by teachers (Callan et al., 2022;Dignath & Veenman, 2021;Perry & VandeKamp, 2000;Rozendaal et al., 2005). It is because teachers are the most knowledgeable about their students and well-positioned to freely adjust details of interventions to their classroom contexts in an ecologically valid manner (De Corte, 2000). ...
Background: Self-regulated learning has been deemed an essential skill that must be explicitly learned and repeatedly practiced for young students. The need for research on teacher-led self-regulated learning interventions embedded in regular classroom instructions has escalated steadily. Aims: We aimed to investigate self-regulated learning interventions' effectiveness led by teachers applicable to three primary subjects (i.e., writing, mathematics, reading) based on Zimmerman's cyclical model of self-regulated learning. Samples: 214 Korean upper elementary school students participated in a series of three intervention studies (n Study1 = 70, n Study2 = 69, n Study3 = 75). Methods: Trained homeroom teachers implemented the interventions-incorporating explicit instructions about domain-specific strategies in writing (Study 1), mathematics (Study 2), and reading (Study 3)-in Korean elementary school classrooms. Participants were assigned to one of the three groups: regular classroom instruction (REG), domain-specific strategy instruction (STR), and strategy instruction within the framework of eight-phase self-regulated learning instruction (STR + SRL). Results: Synthesized results revealed that the STR + SRL group used more self-regulated strategies, performed better in achievement tests, and was less distracted by task-irrelevant thoughts than the STR and REG groups. Conclusions: Our interventions are compatible with domain-specific instructions in multiple subjects and can guide and prompt self-regulatory learning processes in elementary classrooms. Current findings also reiterate the importance of the teachers' role in research-based interventions to increase ecological validity and applicability. We shed light on the potential mechanism that underlies the relationship between enhanced self-regulated learning and motivational and cognitive outcomes.
... Next to the effect sizes, Gaspard (2023) recommends more in-depth analyses of the fidelity of implementation, that is to what extent is the intervention implemented according to plan and which are the facilitating and debilitating factors in the implementation efficacy. This is undeniably of added value as teachers' level and quality of adherence to the intervention have strong positive effects on motivation in case of a strong adherence, but rather negative effects on motivation in case of a weak adherence (Rozendaal et al., 2005). So, checking for the fidelity of implementation is of utmost importance to estimate the true level of heterogeneity in intervention effects. ...
The author considers all chapters of Section II, highlighting that the most underlying and unequivocal message is the well-determined shift in emotion and motivation research from static, variable-centred, highly controlled, single-method studies (like surveys, randomised-control trials, or laboratory experimental designs) to a holistic, multi-method approach, tapping the dynamics of emotions and motivation and capturing situated within-person next to between-person change in the real habitat of the person. Demonstrating how readers can strive towards this epistemological shift, the author reflects on the chapters first by addressing the major insights and by reasoning on the opportunities and challenges in the methodological zone of proximal research in motivation and emotion.
... Pintrich (2000) presented a learning conceptual framework model that divided SRL into four stages: thinking activation, monitoring, control, and reflection. Rozendaal et al. (2005) investigated a dual SRL model that described the interaction between the growth goals and the wellbeing goals. Zimmerman (2000) developed a social cognitive model that divided SRL into three stages: planning, behavior or volition control stage, and self-reflection. ...
In the field of self-regulated learning ability for college students, prior research usually neglected the role of parents when considering the physical distance between college and home. Indeed, an underlying describable driving force of learning remains embedded in the relationship between parents and students, even at the college stage. This study aimed to explore the relationships among perceived parental academic expectations, mastery goal orientation, self-reflection, and self-regulated learning ability of college students. Mediation and moderated mediation analyses were employed to analyze a sample of 691 college students. The results indicate that mastery goal orientation partially mediates the relationship between perceived parental academic expectations and self-regulated learning. In addition, self-reflection moderates the relationship between perceived parental academic expectations and self-regulated learning. The positive correlation between perceived parental academic expectation and self-regulated learning is stronger for students with low self-reflection than those with high self-reflection.
... In response to this Rozendaal et al. (2005) state that nowadays knowledge tends to become obsolete very quickly due to the rapid technological changes outlined above, in addition to market changes and continuous innovations in how work is organised to keep pace with our turbulent society. These contemporary trends in development demand the evolution of the learning landscape and in turn, the adoption of a mindset that calls for greater adjustments in learners' actions, behaviours and learning (Chong, 2006). ...
Taking the form of a portfolio of papers written across my six-year research journey, this professional doctoral thesis presents the findings of a discipline-independent curriculum intervention designed to improve students’ self-regulated learning skills. The study also examines the relationship between students’ self-regulated learning skills and their academic achievement. Research suggests that discipline-independent training interventions improve students’ self-regulated learning skills, also having a major impact on students’ academic achievement across childhood and adolescence. Founded on Zimmerman's (2000) cyclic model of self-regulated learning, the 10-week discipline-independent intervention underpinning this research was designed and implemented to support the development of Year 9 (13-14 year old) students’ self-regulated learning skills. Following a pre-test post-test non-equivalent group design, participants were divided into two groups by way of purposeful sampling, with each group receiving the training intervention consecutively during the academic year 2017/18. Data was collected at three timepoints (before the start of Phase 1, at the end of Phase 1, and at the end of Phase 2) using the Motivated Strategies for Learning Questionnaire (MSLQ) and an original and tailored instrument created specifically for this research; the Self-Regulated Learning Experimental Design Survey (SRLEDS). Forming a significant contribution to the field, this instrument was validated using the MSLQ. Results show that although students’ self-regulated learning skills and academic achievement improved across timepoint, there were not any significant differences between group and nor did students’ self-regulated learning skills predict their level of academic achievement. In light of this, the discussion focuses on providing context to these results, exploring local changes within the research setting that account for the findings before outlining the implications of this study for both research and practice. In addition to the development and validation of the SRLEDS, this study also contributes to the fields of research and practice by offering a critical reflection on the challenges of using control groups within a live school research setting. In response to this, an alternative research design is proposed as well as a range of future research directions, with implications for practice highlighted and discussed.
... 15]. Research has also explored the degree to which teachers or peers [28,34] and technology [5,26] can influence students' academic regulation. ...
