• Journal of Gifted/Talented Education
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• v.26 no.2
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• pp.365-387
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• 2016

This study examined the effects of students'perceptions of classroom on self-regulatory strategy use, persistent intention, and achievement in an online Science gifted program. The sample included 434 middle and high school students who participated in the 3-months online gifted program. Participants volunteerly surveyed on their perceptions of classroom (appeal, challenge, choice, meaningfulness, academic self-efficacy), self-regulatory strategy use, and persistent intention. Student achievement data was collected from online learning system. Multiple Regression was conducted to analyze the effect of students'perceptions of classroom on various dependent variables. The results of this study showed that (1) students use of rehearsal strategy was positively related to academic self-efficacy among the sub-variables of students'perceptions of classroom and the use of rehearsal strategy was negatively related to challenge; (2) the use of elaboration strategy was positively related to challenge and meaningfulness; (3) the use of time management strategy was positively related to academic self-efficacy and the use of resource management strategy was positively related to challenge; and (4) students' persistent intention was related to appeal, challenge and meaningfulness, achievement was related to challenge.

• Journal of KIISE:Software and Applications
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• v.32 no.4
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• pp.327-334
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• 2005

Recently, ICT has emerged as an indispensable tool for teaching a variety of subjects in education systems. In this paper, we examine the effect of the instructional models for ICT on the practical ability in the application of information with relation to the levels of self-regulated learning strategies. Students were divided into 3 groups, according to the instructional model for ICT which were problem search learning, problem solution learning, and discussion learning. As an experimental tools, we did pretest using self-regulated learning strategies measurement questionnaire and did pretest and posttest using practical ability in the application of information measurement questionnaire. The results show that higher level of self-regulated teaming strategies group has high practical ability in the application of information than lower level group. Other interesting results are also provided.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.7 no.1
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• pp.27-33
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• 2012

The purpose of this research is to investigate the effects of Lubric Learning Strategy Program, to solve problems of the Middle School Students' learning, on learning motivation, self-efficacy and self-regulation. The objects of this investigation was 60 students sampled from the first, second and third year students of Y Middle school in Seoul, which was divided equally -30 students each- into experimental group and control group. The progress covered 10 weeks period, a hour and half every week on Tuesdays and Thursdays. The conclusion derived from the results and discussion is as follows: First, the learning motivation of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. It showed positive changes in all suborn ate variables such as class motivation, continuing motivation, intrinsic motivation, and extrinsic motivation. Second, the self-efficacy of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. These results showed positive changes in subordinate variables such as preference level to subjects and self-control efficacy, though did not show notable changes in confidence area. However as confidence area doesn't really matter in total score, Lubric Learning Strategy Program is considered to have good influence in self-efficacy. Third, the self-regulation of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. It showed positive changes in all subordinate variables such as self-control mode and inhibitory will mode. Fourth, the use on learning strategy of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. These results showed positive changes in subordinate variables such as rehearsal, elaboration, organization and inspection, though did not show notable changes in schedule and control area. However, as the total score of use on learning strategy has changed prominently, Lubric Learning Strategy Program is considered to have good influence in use of learning strategy.

• Journal of Korea Society of Industrial Information Systems
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• v.12 no.4
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• pp.97-106
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• 2007

According to the 2004 Sloan Consortium Report, distance education is the fastest growing sector of higher education. This study suggests a research model, based on an e-Learning success model, the relationship of the e-learner's self-regulated learning strategy, computer self-efficacy, and system quality perception of the e-Learning environment. As a result, perceived usefulness, perceived ease of use, and service quality effect on e-learner's satisfaction. In addition to, self-regulated learning strategy based on computer self-efficacy is also important variable regarding e-learner's satisfaction.

• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.21-39
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• 2016

The purpose of this study was to investigate the differences in the school life satisfaction of middle school students according to self-directed learning capability and emotion regulation strategy. The subject of this study were 499 middle school students in Daegu. In order to analyze the data, two way ANOVA were employed for analysis and $Scheff{\acute{e}}$ test for post-hoc analysis. The main finding of this study were as follows; First, there were significant differences in the school life satisfaction of middle school students according to self-directed learning capability and behavioral emotion regulation strategy. Second, there were significant differences in the school life satisfaction of middle school students by cognitive emotion regulation strategy. But there were no significant differences in the school life satisfaction according to self-directed learning capability and cognitive emotion regulation strategy. Third, there were significant differences in the school life satisfaction of middle school students according to negative avoidant and emotion regulation strategy. However there were no significant differences in the school life satisfaction according to self-directed learning capability and negative avoidant emotion regulation strategy.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.273-288
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• 2008

Types of motivation for self-determination studied in the current research included intrinsic motivation (IM) to know, IM to accomplish, IM to experience stimulation; external, introjected, identified regulation; and amotivation as related to children's self-regulated learning strategies (use of cognitive strategy and self-regulation). The Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990) and the Academic Motivation Scale (Vallerand et al., 1992, 1993) were administered to 123 $5^{th}$ graders (63 girls, 60 boys). Data were analyzed by Pearson's correlation, multiple regression, and canonical correlation analysis. Results indicated that IM to accomplish, IM to know, and identified regulation positively and amotivation negatively affected self-regulated learning strategies. IM to accomplish and IM to know positively and amotivation negatively contributed to use of cognitive strategy and self-regulation.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.135-152
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• 2008

The purpose of this study is to research psychological and social devices to foster self-regulated learning of Korean adolescents. This study investigated metacognitive, motivational, and behavioral factors of self-regulated learning through current research. In terms of metacognitive factors, we reviewed the importance of cognitive and metacognitive learning strategies of adolescents for better self-regulated learning. Especially we gave a great emphasis on the role of comprehension monitoring metacognitive strategy for the learning to read in this review. For motivational factors, recent research of self-regulated learning has tended to focus on self-efficacy and goal orientation. The current research examining behavioral factors of self-regulated learning has tended to focus on time management and academic procrastination. Research findings in the motivational aspect suggest that we need to develop the program to improve adolescents' self-efficacy and recognize new re-conceptualization of the goal theory. Research findings in the behavioral aspect recommend practical tips and strategies to improve time management skills and to overcome academic procrastination. Finally, future directions for research are discussed.

• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.95-117
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• 2009

This study investigated the relationships of the self-regulated learning strategies used in both science and English classes and motivation to academic performance of science-gifted high school students. Participants of this study were 144 freshmen of Korea Science Academy It was found out that the use of self-regulation learning strategies and motivation exerts differential influence on the academic performance of science-gifted students, depending on the subjects they study. Results showed that they used more vigorously in science class those self-regulated strategies which consist of cognition, metacognition, and resource management strategies than in English class. In addition, their motivation level in science class was significantly higher than that in English class. Self-regulated strategies did not explain any variance in physics GPA. Task value among the motivation variables accounted for 2 percent of variance in physics GPA. Metacognition and time and study environment variables explained 8 percent and 15 percent of variance in English GPA, respectively. Self-efficacy in motivation accounted for 30 percent of variance in English GPA, These results were discussed in the light of instruction for science-gifted high students.

• The Journal of Korean Association of Computer Education
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• v.16 no.5
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• pp.69-83
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• 2013

This study aims towards developing design guidelines for teachers' professional development programs (PDP) that help to improve self-regulated learning skills through OER (Open Educational Resources). To achieve the research objective, first, literature review and case studies about famous OER collections were conducted, and from these reviews, twenty-six guidelines according to ten categories suggested by Zimmerman & Martinez-Pons were derived and finalized into fifteen items in nine categories through review of five experts. Based on the guidelines, a prototype of a teacher's PDP was implemented and evaluated by seven teachers. Results of the usability evaluation proved that the design strategies implemented in the prototype might contribute to improving teacher's self-regulated learning skills and helped to find the teacher's needs based on their PDP.

• The Journal of the Convergence on Culture Technology
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• v.5 no.3
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• pp.171-176
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• 2019

The objective of this study was to investigate the effect of undergraduates' self-directed learning on the school life satisfaction and interpersonal relation ability. For this purpose, 341 undergraduates were targeted and analyzed. The results of the study are as follows. First, as a result of analyzing school life satisfaction, a sub-factor of self-directed learning, all of gender, grade, and age affected. In addition, sub-factors such as study confidence, study passion, study responsibility seemed to affect positively significantly in order. Second, as a result of analyzing the effect on interpersonal relation skills of self-directed study, there was no significant relation in gender, grade, and age. Based on the results of this study, it was confirmed that school life satisfaction and interpersonal relation abilities are closely related to self-directed learning. This is significant in that to revitalize institutions such as educational service, study support for students, self-directed learning programs development in education field at the university, etc. are required.