Ji Eun Kim’s scientific contributions

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Publications (1)


Domain-specific self-regulated learning interventions for elementary school students
  • Article
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December 2023

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354 Reads

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29 Citations

Learning and Instruction

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Sun Young Lee

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Ji Eun Kim

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Hyun Jae Lee

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.

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Citations (1)


... Numerous studies have investigated the relationship between primary students' adoption of SRL strategies and their academic achievement (e.g., Cengiz-Istanbullu & Sakiz, 2022;Lee et al., 2023). For example, research conducted in South Korea indicated that upper primary school students' academic achievement could be positively predicted by their application of SRL strategies . ...

Reference:

Examining the relationship between self-regulated learning strategies and reading comprehension in Chinese and English among primary school students in mainland China: An extension of Tse, Lin, & Ng (2022)
Domain-specific self-regulated learning interventions for elementary school students

Learning and Instruction