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Weighted Least Squares Regression Results for Moderators of the Relationships Between Self-Regulation Constructs and Learning
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Researchers have been applying their knowledge of goal-oriented behavior to the self-regulated learning domain for more than 30 years. This review examines the current state of research on self-regulated learning and gaps in the field's understanding of how adults regulate their learning of work-related knowledge and skills. Self-regulation theory...
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Context 1
... we examined whether the relationships between selfregulatory processes and learning were influenced by five potential moderators: study population (college students or employees), length of the training course, publication status (published or unpublished), research design (experimental or correlational), and year of the publication, dissertation, or presentation. Together the five moderators accounted for between 4% and 49% of the variance in the relationships between self-regulatory processes and learning (see Table 5). However, the impact of four of the moderators-study population, length of course, research design, and year-were minimal. ...Similar publications
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A central factor in research guided by the Cognitive Load Theory (CLT) is the mental effort people invest in performing a task. Mental effort is commonly assessed by asking people to report their effort throughout performing, learning, or problem-solving tasks. Although this measurement is considered reliable and valid in CLT research, metacognitiv...
Citations
... Accordingly, successful BL students rely on planning, monitoring, regulating, and higher-order learning skills, such as note-taking and summarising [22]. Nevertheless, the shift from secondary to tertiary education is commonly marked by a decrease in the amount of scheduled class time per week, a decrease in face-to-face interaction with lecturers, and greater dependence on self-regulated learning [23]. ...
The emergence of COVID-19 has expedited the implementation of blended learning, leading to a lack of regular interaction between students and lecturers and posing challenges in terms of study schedule regulation. Consequently, there has been an increased demand for self-regulated learning in which students proactively engage in their learning processes. This shift resulted in students facing multiple responsibilities as they engaged in more learning activities outside the traditional classroom setting, taking charge of their learning process. Effective time management is pivotal in this educational process as it contributes to students’ academic achievement and helps them avoid academic procrastination. Blended learning, often incorporating technological tools, encourages self-regulation and independence and provides students with resources to integrate time-management practices effectively. This chapter aims to contribute to the ongoing discussion on self-regulated learning by highlighting the effectiveness of time-management strategies within a blended learning environment, specifically focusing on their impact on student academic performance.
... Nevertheless, with the abundance of educational resources accessible in the dynamic digital realm [2], learners now have more chances to expand their knowledge beyond the confines of conventional classrooms. Meanwhile, learners are required to possess sophisticated skills [3] and develop strategies for learning independently [4,5], namely selfregulated learning behaviors. It has been well demonstrated that these behaviors could enhance academic performance [6,7] and potentially boost career prospects [8]; thus, they are regarded as one crucial survival skill in the 21st century. ...
Background
Self-regulated learning (SRL) is a pivotal skill in the digital era, closely correlating to academic performance and professional development, particularly within medicine, where rapid advancements in knowledge and technology demand continuous learning. The Self-Regulated Learning Perception Scale (SRLPS), validated for reliability and validity, is a critical tool for assessing SRL among medical students. However, its application in Chinese medical education remains largely unexplored. This study aims to adapt the SRLPS for Chinese medical students and to develop a concise version to reduce participant burden and enhance the scale’s practicality and generalizability.
Methods
Two stages of surveys were conducted. In Stage 1, SRLPS was translated into Chinese through forward translation, back translation, and review and then was administered to 339 medical students. To assess the internal reliability and construct validity of the Chinese version of SRLPS, we calculated Cronbach’s α values and conducted Confirmatory Factor Analysis (CFA), respectively. According to psychometric performance, some items were removed to create a short version of SRLPS (SRLPS-S). In Stage 2, the SRLPS-S was administered to 736 medical students to verify its reliability and construct validity using Cronbach’s α and CFA. Wilcoxon rank-sum tests were used to examine the associations between self-regulated learning perceptions and personal and household characteristics, including gender, maternal education level, and annual household income.
Results
The Chinese SRLPS demonstrated acceptable internal consistency reliability and construct validity, although the elevated Cronbach’s α indicated possible item redundancy. The SRLPS-S exhibited satisfactory internal consistency reliability and construct validity, confirming the four-domain structure of the original SRLPS. Wilcoxon Rank-sum test showed students’ self-regulated learning positively linked to higher maternal education levels, higher annual household income, and male gender.
Conclusion
The Chinese SRLPS and its short version are reliable and valid for assessing self-regulated learning. These scales can assist educators in identifying students who might require additional support in their learning strategies and can also be used for personal development. The short version is recommended for its enhanced psychometric properties and greater cost-efficiency.
... More specifically, our scoping search identified six reviews on the usefulness of these programs. Sitzmann and Ely's (2011) review was particularly centered on how adults manage their learning in work contexts and provided a parsimonious framework for adult SRL based on the results of the study. Jansen et al.'s (2019) study found evidence that the effect of SRL interventions on university students' academic performance was only partially mediated by SRL activity, while Theobald, (2021) review concluded that SRL programs enhanced academic performance, SRL strategies, and university student motivation. ...
... In summary, the results of previous systematic reviews suggest that, first, most research on SRL training programs has been conducted with high school and university students (e.g., Hattie, Biggs, and Purdie 1996;Jansen et al. 2019;Sitzmann and Ely 2011;Theobald 2021). Some authors, like Patrick et al. (2007, cited in Dent and Koenka 2016), have argued that "young children […] could not yet coordinate the many metacognitive processes of self-regulated learning" (p. ...
The aims of this systematic review were to identify, describe, and synthesize the characteristics and effectiveness of self-regulated learning training programs on primary education students' self-regulated learning and academic achievement. The study implemented a systematic review protocol that encompassed both primary and complementary literature searches to ensure the comprehensive inclusion of unbiased studies. Subsequently, the results were analyzed by narrative content analysis. After the selection process, 10 studies were finally qualified for data extraction and review. The results revealed that the selected interventions had a statistically significant positive impact and effectiveness in fostering students' self-regulated learning. Additionally, many of them seemed to be effective in terms of improving pupils' academic performance. Nevertheless, this systematic review emphasizes the necessity for additional studies employing robust evaluation research designs to enhance the quality of research in this domain.
... Research shows that engaging in planning strategies, such as goal setting and time management, positively influences academic performance (Zimmerman, 2008). Students who actively engage in planning and goal setting outperform those who struggle with self-regulation (Davis et al., 2016;Sitzmann and Ely, 2011). Self-monitoring involves continuously assessing progress toward goals and adapting learning behaviors to enhance performance (Nelson and Narens, 1994). ...
... The finding that experimental-group students who did not complete the first module were significantly less likely to use MS Planner for planning suggests that failing to complete this module decreases the likelihood of utilizing these features. This aligns with previous research indicating that goalsetting interventions can significantly enhance students' planning and organizational skills (Davis et al., 2016;Sitzmann and Ely, 2011). While Winne (2006) and Efklides (2019) noted that digital interventions alone may not suffice for sustained planning behaviors without additional support, the blended learning format of this course provided opportunities for tutors to offer necessary guidance. ...
Introduction
Students pursuing science, technology, engineering, and math (STEM) majors often struggle with essential skills critical to their academic success and future careers. Traditional self-regulated learning (SRL) training programs, while effective, require significant time investments from both students and instructors, limiting their feasibility in large lecture-based STEM courses.
Methods
This study investigates whether completion of three AI-powered virtual-human training modules—focused on planning, self-monitoring, and reflection—leads to increased use of corresponding MS Planner tools among STEM majors compared to a control group.
Results
Results indicate that students who did not complete the first two training modules were less likely to use MS Planner features for planning and self-monitoring; however, the reflection module did not yield comparable results.
Discussion
These findings highlight the potential of AI-powered virtual-human training as a scalable solution to enhance desirable learning behaviors among STEM majors, particularly in large and diverse classrooms. This research contributes to the understanding of effective interventions for fostering SRL behaviors in STEM education and suggests avenues for future refinement and implementation of digital training tools.
... (2) How does it enhance their critical thinking skills? (3) What are students' perceptions of the effectiveness of this instructional method? ...
... [2] he conducted a longitudinal study indicating that reflective learning practices significantly enhance students' critical thinking abilities over time. Similarly [3],it's meta-analysis demonstrated that reflective learning strategies lead to improved knowledge retention and application. Integrating reflective and collaborative learning has been proposed as a method to maximize the benefits of both approaches. ...
In the context of contemporary higher education, cultivating students' analytical and critical thinking capabilities is essential for their achievement in both academic and professional arenas. Conventional pedagogical approaches frequently fail to adequately support the advancement of these sophisticated cognitive competencies. Recent studies suggest that reflective and collaborative learning methodologies can significantly strengthen these skills. Nevertheless, there remains a paucity of research concerning the overall effects of these educational strategies on university students. This initial investigation seeks to fill this void by assessing a blended instructional model that combines reflective and collaborative learning techniques to enhance the analytical and critical thinking abilities of students at Yunnan University of Traditional Chinese Medicine. The results indicate that this holistic approach not only improves cognitive skills but also fosters a more engaging and effective educational atmosphere. This research provides empirical validation for the incorporation of reflective and collaborative learning, offering valuable insights for curriculum design and instructional practices within higher education.
... Credé and Phillips (2011) highlight the influential role of self-efficacy, particularly in relation to college GPA and grades. Sitzmann and Ely (2011) offer insights into the connections between pre-training self-efficacy and self-efficacy in learning. Investigating the direction of this relationship, Sitzmann and Yeo (2013) suggest that self-efficacy expectations are more likely influenced by past performance rather than functioning as a predictor of future performance. ...
This article provides a concise overview of three contemporary theories-the Expectancy-Value Theory, Achievement Goal Theory, and Social Cognitive Theory with a particular emphasis on self-efficacy. It explores the unique constructs or concepts inherent in these theories, outlining their specific contributions, especially concerning academic performance. Additionally, the article examines the instruments and analytical methodologies employed by previous researchers to understand these constructs, offering a detailed insight into their significance within academic contexts. Drawing on an International Journal of Communicology, VOL 05 80 K.V. Dhanapala extensive analysis of over 98 selective journal articles published from 2000 to the present, the study focuses on the application of these theories to assess academic motivation. Moreover, it delves into critical developments and nuances characterizing these motivational theories, while also proposing implications for future research in this field.
... Contemporary insights are somewhat scarce, particularly after a prolonged focus on intervention features such as instructional design (e.g., learning principles, structure of learning objectives, and types of assessments; Ford et al., 2018). Furthermore, the research on self-regulated transfer interventions is mainly limited to studies that use student samples and single-source measurement or lack an experimental study design (Sitzmann & Ely, 2011). Therefore, field experiments are needed to test the causal effects of self-regulated transfer interventions using various measurement sources, to better understand their value in addressing the transfer problem in organizations. ...
... and Ely (2011) highlights learner beliefs -specifically, self-efficacy as a regulatory appraisal and motivation as a regulatory mechanism -as key contributors to self-regulatory activities during learning (see also Pintrich, 2000;Zimmerman, 2002). For example, prior research indicates that while learners' positive sense of self-efficacy and high motivation benefit training effectiveness, less is known about their effect on successful training transfer (see Sitzmann & Ely, 2011). The lack of comprehensive knowledge about the effects of transfer interventions and individual learner beliefs is even more pronounced and particularly concerning in leadership training and development. ...
... This study aims to contribute to the literature on SRL, training transfer, and leadership development. First, building on recent research on workplace learning (Hemmler & Ifenthaler, 2024;Kraiger & Ford, 2021) and an established SRL framework (Sitzmann & Ely, 2011), this study generates knowledge on the effectiveness of training transfer interventions. Specifically, it addresses whether an SRL-based transfer intervention yields better training transfer than a waiting control group. ...
Despite extensive investments in workplace learning, the failure to transfer the skills and knowledgeacquired during training is common. To improve the transfer of training content to the workplace,scholars and practitioners have shown increased interest in setting up transfer interventions. However,there is limited understanding of how transfer interventions, as a form of self-regulated learning, affecttraining transfer. Using an experimental study design with leaders (N = 253) and their subordinates(N = 717), the present research examines the effectiveness of a transfer intervention, administered via aweb-based app, which employs a goal-oriented microlearning approach to prompt leaders’ self-regula-tion in the context of leadership training. The use of this app-based transfer intervention by an experi-mental group is then compared to a waiting control group. Furthermore, this study examines the effectsof leaders’ mindset (i.e. leadership self-efficacy and motivation to lead) on training transfer. Results fromleader self-reports and subordinate ratings largely support the proposed impact of our app-basedtransfer intervention and leaders’ mindset on strengthening training transfer.
... These strategies help individuals set, monitor, and achieve goals and enable individuals to monitor, control, and adapt their goal-oriented behavior to changing environments (Schmitz & Wiese, 2006;Zimmerman, 2000). CSR competence is a learned ability (Higgins, 1998), and meta-analyses on self-regulated learning clearly demonstrate its trainability (Dignath & Büttner, 2008;Sitzmann & Ely, 2011). There is substantial evidence of the positive relationship between teachers' self-regulation and occupational well-being, i.e., emotional exhaustion and job satisfaction (Author 2014;Capa-Aydin et al., 2009;Grund et al., 2006;Holzberger et al., 2021;Klusmann et al., 2008;Klusmann & Richter, 2014;Pietarinen et al., 2013). ...
... Effective self-regulators have clear standards for their goals, monitor their goal-directed behavior, and adjust their behaviors or cognitions when there are discrepancies between their current state of goal achievement and their established standards (Lord et al., 2010). Successful CSR has been shown to have beneficial effects on performance in various contexts, such as academic achievement (e.g., Dignath & Büttner, 2008;Sitzmann & Ely, 2011) or motivation, commitment, and goal achievement in organizational settings (e.g., Lord et al., 2010). In the teaching profession, cognitive self-regulation plays a triple role (Kramarski & Heaysman, 2021): (1) teachers regulating their own learning to improve the self-directed acquisition of new knowledge and skills, (2) teachers incorporating CSR into their classroom teaching to activate their students' self-regulated learning, and (3) teachers regulating their teaching practice to perform their job successfully. ...
... Despite this brevity, the intervention adhered to Desimone's (2009) criteria for effective teacher professional development. The training content aligned with the process model of teachers' CSR outlined earlier, which is based on the regulatory mechanisms and appraisals identified in self-regulation theory (Sitzmann & Ely, 2011; see section 1.1.1). The training addressed self-regulation strategies for action planning, self-monitoring/performance control, and self-reflection. ...
Workload stress is a significant challenge for many novice teachers, often resulting in increased turnover intentions. This longitudinal quasi-experiment, involving 189 novice teachers, investigates whether brief cognitive self-regulation training (two 4-h training sessions) can improve coping with workload stress (indicated by reduced emotional exhaustion and increased leisure satisfaction, assessed by questionnaire). Results from latent true change models show that improved cognitive self-regulation strategy use can positively affect emotional exhaustion (at follow-up) and leisure satisfaction (at post-test and follow-up). The study results should encourage teacher educators to include such interventions in teacher induction to mitigate teacher attrition.
... Individuals are constantly required to participate in CE activities and to acquire new knowledge, skills, and competences to successfully adapt to these changes (Cuyvers et al., 2021;Kittel, Kunz, & Seufert, 2021;Manuti, Pastore, Scardigno, Giancaspro, & Morciano, 2015). CE is usually characterized by high learner autonomy and requires learners to engage in self-regulated learning (SRL) processes (Nawrot & Doucet, 2014;Sitzmann & Ely, 2011). SRL describes active and dynamic processes whereby learners monitor and control their own cognitions, affects, and behaviors to achieve personal learning goals (Pintrich, 2000;Zimmerman & Schunk, 2011). ...
... They want to be treated as responsible individuals being capable of controlling their own learning and resist when others try to force their wills upon them (Knowles, 1985;Knowles et al., 2012;Manning, 2007). Accordingly, in contrast to K-12 and higher education, learners in CE are usually given a higher degree of autonomy to decide when, how, and what they would like to learn (Sitzmann & Ely, 2011). Hence, learners in CE need to apply SRL strategies to deal with the autonomy they are granted (Jansen, van Leeuwen, Janssen, & Conjin, 2020;Sitzmann & Ely, 2011). ...
... Accordingly, in contrast to K-12 and higher education, learners in CE are usually given a higher degree of autonomy to decide when, how, and what they would like to learn (Sitzmann & Ely, 2011). Hence, learners in CE need to apply SRL strategies to deal with the autonomy they are granted (Jansen, van Leeuwen, Janssen, & Conjin, 2020;Sitzmann & Ely, 2011). However, in some cases of work-related CE, learning activities might also be mandatory and externally regulated by the employer. ...
... Self-regulated learning (SRL) is a cyclical process wherein individuals work toward achieving their goals in specific social settings, including the modulation of affect, cognition, and behavior (Panadero, 2017). Existing meta-analyses have confirmed a positive relationship between SRL (or the use of SRL strategies) and learning outcomes in various academic domains with diverse age groups (Dent & Koenka, 2016;Dignath & Büttner, 2008;Donker et al., 2014;Sitzmann & Ely, 2011). The effectiveness of SRL has also frequently been reported in the field of second language (L2) education (R. Zhang & Zou, 2024); and Chen's (2022) meta-analysis concluded that SRL interventions improve self-regulatory behaviors in language learning and L2 test/task performance across age groups and educational levels. ...
... The unique associations of self-efficacy and enjoyment imply that different teaching approaches can be taken in promoting learners' POE and COI, depending on the context. When there is a specific need for increased persistence in L2 learning, then goal settings and perceived progress, factors known to contribute to higher levels of self-efficacy (Dent & Koenka, 2016;Sitzmann & Ely, 2011;Zimmerman, 1990Zimmerman, , 2000, could also promote perseverance. The use of formative assessment is one way to achieve this by (1) providing students with feedback on their performance against their L2 goals and (2) enabling them to make necessary improvements (Xiao & Yang, 2019). ...
Evidence from recent studies has shown that sustained perseverance and passion for long-term goals in the domain of second language (L2) learning – a personality trait called L2 grit – is associated with various aspects of language learning, including positive psychological attributes (e.g. motivation, beliefs, and emotions), actions (e.g. learning efforts and strategy use), and achievement (e.g. course and task performance). Meanwhile, relatively little has been written about the mechanism through which such relationships emerge. Expanding upon L2 grit’s association with self-regulated learning (SRL) behaviors and SRL-related psychological variables, this study explores the development of L2 grit and its role in language achievement using the SRL framework. One hundred and eight English majors in Japan responded to a questionnaire, granted permission to access their L2 class records, and completed a standardized L2 test. The main findings include: (1) the psychological attributes that facilitate SRL may play a critical role in increasing levels of L2 grit, (2) the relationship between L2 grit and achievement in language classes was mediated by behavioral self-regulation (intensified learning efforts), and (3) L2 grit may promote different types of self-regulatory behaviors depending on learners’ status (i.e. learning experience and proficiency levels) and learning situations (e.g. learning content and goals). The results provide one explanation for the superior performance of gritty learners in L2 classes observed in previous studies.
