Self-regulation and Self-identity Changes among Iranian EFL Learners

The present study aims to investigate the probable association between self-regulated strategies and self-identity changes among Iranian EFL learners. To achieve this purpose, 80 EFL students were selected according to convenience sampling from different language institutes in Mashhad. They were requested to complete the \u27 Motivated Strategies for Learning Questionnaires\u27 (MSLQ) and \u27Self-identity Changes\u27 questionnaires. The findings yielded via correlation supported the theoretical expectation of a linkage between self-regulation and self-identity changes. The result revealed that there is a significant relationship between teachers\u27 self-regulation high scores and self-confidence changes. Subsequent data from step-wise regression indicated that among sub-components of self-regulation, regulation, efficacy, and intrinsic value are the best predictors of learners\u27 self-confidence changes. The conclusions and implications of the research are further discussed with reference to earlier finding

Learning What you Really, Really Want: Towards a Conceptual Framework of New Learning in the Digital Work Environment

Digitization and globalization are leading to changing demands in the world of work. To cope with these, employees must constantly learn and develop. Analogous to the New Work movement, the future of learning seems to belong to New Learning, in which protean and empowered learners pursue learning opportunities to achieve subjectively valuable learning outcomes and personal growth. This meaningful and socially-embedded kind of learning enables learners to learn what they really, really want to learn. In the literature, however, there is a lack of models and theories on New Learning. The present paper introduces a conceptual framework of New Learning building on psychological theories in terms of a causal chain whose ten propositions can be empirically examined in future studies. An important premise is that, in addition to personal characteristics of the learner, the socio-technical environment and (digital) tools and methods play an important role for New Learning. The paper concludes by setting a future research agenda and discussing the practical implications of New Learning

The Effect of Learning Styles on Academic Performance in Technology Mediated Learning

In this document we describe the formatting requirements for the Proceedings of the AMCIS Conference. Please review this document carefully. You can use this document as a template and copy/paste your paper content here (this might be the best or easiest way). Please be sure to adhere to the formatting requirements as this will be your camera-ready version, and a PDF format will be generated directly from your submitted final Word version. Please note several limitations on length: (1) your abstract should be no more than 150 words, as the abstract will also be used for the conference program, (2) your entire paper should be no more than 5,000 words, including all materials and sections such as figures, tables, and references. This paper length is intended to encourage authors to publish full-length papers in journals or other outlets at a later date

Team Learning, Development, and Adaptation

[Excerpt] Our purpose is to explore conceptually these themes centered on team learning, development, and adaptation. We note at the onset that this chapter is not a comprehensive review of the literature. Indeed, solid conceptual and empirical work on these themes are sparse relative to the vast amount of work on team effectiveness more generally, and therefore a thematic set of topics that are ripe for conceptual development and integration. We draw on an ongoing stream of theory development and research in these areas to integrate and sculpt a distinct perspective on team learning, development, and adaptation

Assessing Students' Self-Efficacy for Learning at an International University in Thailand

Development of a commitment to lifelong learning among students has become a key objective of education throughout the world. This is particularly the case in university study at both the undergraduate and, more especially, at the graduate levels, where the students are expected to shoulder increasingly greater responsibility for their own learning in both classroom-based and online learning contexts. An important aspect of that responsibility lies in the acquisition of metacognitive self-regulatory skills whereby students are enabled to manage their own learning in a variety of environments. Social cognitive self-regulation theory posits that an individuals’ beliefs in their ability to manage their own learning will be predictive of their active participation in current learning which will in turn be predictive of their commitment to lifelong learning. This paper describes a small scale validation study – prelude to an intended large scale university-wide study - of a questionnaire to measure self-efficacy for university level learning. The original 10-item scale, composed of 2 sub-scales (self-efficacy for information processing and self-efficacy for information finding), was first developed by researchers in Italy in 2007. It was slightly modified for the current study (a further 2-item sub-scale being added to measure self-efficacy for English listening and reading comprehension) and completed by a convenience sample of graduate (M.Ed.) students (n = 38) at an English-medium international university in Thailand. Each of the 3 sub-scales attained satisfactory degrees of internal consistency reliability. As well, in line with selfefficacy theory, correlations between each of the 3 sub-scales as well as the total scale and the respondents’ self-reported expected grades were robust and statistically significant

Best practices of motivation in a self-directed distance education at a community college

The purpose of the study was to identify predictors that influence a learner’s motivation in a self-directed online business administration course in learning contexts by collecting a sample size population, sample of demographics, and indicators from online students from Business Administration Department at a Southern California Community College. The study explored significant correlation between students’ motivation and learning strategies in a self-directed online business administration course using demographics. Results from this study show demographics including age, education, and ethnicity were statistically significant, but none of the gender differences were statistically significant. This research also explored the educational needs of adult learners by examining motivation, self-efficacy, existing learning models, adult learning theories, and constraints of adult learners that affect students’ performance in computer-based instruction (CBI) format such as the andragogical approach versus the pedagogical approach to education. Since prior studies have since used both the Motivational Strategies Learning Questionnaire (MSLQ) and Online Technology Self-Efficacy Survey (OTSES) instruments that was used in this study, a pilot study was not conducted. Additionally, distance education courses are increasing rapidly and this study supported the type of students who are enrolling in these courses such as re-entry of adult learners

An experimental study of self-regulated learning in biology with special reference to instructional control, locus of control, and academic performance

Bibliography: pages 189-198.Applying theoretical conceptualisations of current theories of self-regulated learning, a biology instructional programme facilitating learner perceptions of control by offering choices in task engagement was undertaken with two intact samples of Caucasian standard ten higher grade biology pupils in Cape Town, with the student groups matched for IQ and ability. A counter-balanced, quasi-experimental research design was implemented for two five-day cycles. Learner locus of control and self-regulatory behaviour were established using, respectively, the Intellectual Achievement Responsibility Questionnaire (Crandall, et al, 1965), and the Motivated Strategies for Learning Questionnaire (Pintrich and De Groot, 1990). The primary aim was to test the prediction that, in contrast to teacher-regulated instruction, academic performance after learner self-regulation would be appreciably greater. Differences between the experimental and control group mean achievement scores at the end of the programme were highly significant

Development of an Instrument to Measure Self-Directedness

The purpose of this study was to develop a reliable and valid instrument to measure self-directedness in learning within the framework of the teaching-learning (TL) and learner characteristics (LC) components of the Personal Responsibility Orientation (PRO) Model of Self-Direction (Brockett & Hiemstra, 1991) among college students. Accomplishing this purpose involved two states: (a) the identification and operationization of reliable scale items that validly reflected the two components of the PRO model, and (b) the validation of the developed scale items with other related measures of self-direction. The resultant 35-item Personal Responsibility Orientation to Self-Direction in Learning Scale (PRO-SDLS) was a highly reliable (coefficient alpha = .92) instrument in the selected sample (N = 219) of graduate and undergraduate education students. Both TL and LC items were highly correlated with the scale total. The scores from the PRO-SDLS were significantly related to criterion variables thought to demonstrate self-direction. However, PRO-SDLS scores were not significantly related to professor-ratings of students\u27 self-direction. Additionally, scores from the PRO-SDLS were significantly related (r =.76, p \u3c.01) to a known instrument of self-direction (SDLRS) and accounted for additional variance beyond the SDLRS in predicting age, GPA, and class performance. Experts who examined the content of items on the PRO-SDLS rated 31 out of 35 items appearing on the final version of the PRO-SDLS as representative of the PRO model. Recommendations for further research in the on-going process of scale validation are provided as well as strategies to promote self-direction. These latter strategies include (a) allowing learner control over the TL process, (b) modeling effective learning strategies, and (c) using encouragement to support a student\u27s proximal goals

Youtube for Self-Regulated Language Learning: An EFL Perspective

In the last few decades[N.K1] , self-regulated language learning has become topics of prime interest in education and important topic in educational research. Moreover in this digital era the technologies are growing rapidly. Technology-enhanced learning provides opportunities and fosters the development of SRL abilities. Hence, this study aims to investigate EFL university student’s use of YouTube as a tool or media for self-regulate their English learning. To reach the objective, a qualitative research method was used in this study. In this study, twelve participants were purposively selected because they were considered had experience of watching English videos on YouTube and could give sufficient information to answer the research question. Student’s questionnaire and interview are used to bring to light their perceptions of this self-directed language learning approach. Their responses were analyzed to provide insights towards learner’s perception toward this technology-enhanced learning. This research was still in the process of collecting data. The findings of this study were expected to provide an overview of the activity of learning English using YouTube could be beneficial to improve English skills. In addition, learning English through YouTube is considered to be more fun, interesting, and flexible than formal learning in the classroom. Through this research, educators and students were expected to be more aware of the benefits of using technology to learn English. So the quality teaching and learning improved

A PARENT EDUCATION CURRICULUM FOR DECREASING STRESS IN FAMILIES RAISING A CHILD WITH AN AUTISM SPECTRUM DISORDER

Research has consistently shown that parents raising a child with autism spectrum disorders, or ASDs, have higher levels of stress than parents of typically-developing children or children with other disabilities. These parents’ higher levels of stress are attributed to a number of different factors, including early atypical development, getting the diagnosis, lack of awareness of resources, lack of support from their communities, unmet resource and schooling needs for their ASD child, financial strain, strain on the couple relationship, managing maladaptive behaviors, regulatory problems of the ASD child may experience, communication problems between ASD child and parent, parents’ perception of their own competency, ambiguity of the ASD child’s future, and the future of the family as a whole. The purpose of this project was to decrease parents’ levels of stress (while increasing their perception of competency and knowledge of autism) in a four-session course. Pre- and post- test data showed that participating parents decreased their stress level, increased their knowledge about autism, and felt more competent in raising their child. For future trainings, it would be important to encourage participation and retention of participants by offering an incentive. In addition, including more specific criteria for parents eligible for the program in order to target more families raising a child with an ASD