• Title/Summary/Keyword: self-regulated cognitive strategy

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A Case Study on Engineering Experiment Lesson Using on-line pre-Learning for Improvement of Self-regulated Learning Ability (온라인 사전학습을 적용한 공학 실험 수업에서 자기조절학습 능력 개선 사례 연구)

  • Kang, Moon-sang
    • Journal of Engineering Education Research
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    • v.18 no.5
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    • pp.59-66
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    • 2015
  • In the on-line pre-learning which is applied in this study, on line pre-learning, in-class, post-learning are circulated together in the same experiments. The on-line pre-learning has been tried to 136 students in A junior college in Seoul for 3 years. The effects of their self-regulated learning are as follows. First, the self-regulated learning ability has increased by 0.42 point. The point after the self-regulated learning and before it is 3.24 and 3.66 respectively. Second, cognitive regulation, motivational regulation and behavioral regulation have also increased. Out of them, cognitive control has increased the most. Metacognitive strategy is higher than cognitive strategy. In conclusion, the result shows that the on-line pre-learning is helpful to develop the self-regulated learning ability and it is also suitable to teaching-learning method for junior college.

Types of Motivation for Self-Determination : Children's Self-Regulated Learning Strategies (아동의 자기조절 학습전략과 관련이 있는 자기결정성 동기 유형 분석)

  • Lee, Hye Joo
    • 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.

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Effects of Individual Self-Regulated Cognitive Strategies and Public Education on Academic Achievement : Application of the Hierarchical Linear Model (개인의 자기조절 인지전략과 공교육 수업제도가 학업성취에 미치는 효과 : 위계적 선형모형의 적용)

  • Lee, Ju-Rhee
    • Korean Journal of Child Studies
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    • v.30 no.4
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    • pp.87-97
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    • 2009
  • This study used Hierarchical Linear Modeling analysis to investigate the effects of individual self-regulated cognitive strategies and public education on middle school students' academic achievement. Participants were 6389 (boys 3287, girls 3102) middle school students from the 2005 data of the Korea Education Longitudinal Study. Results were as follows : (1) there were significant differences among different schools in middle school students' academic achievement, i.e. 20% of variance in English achievement and 15% of variance in mathematics achievement were explained by school differences. (2) Students' elaboration and meta-cognitive strategy influenced academic achievement positively. (3) Predictor variables by ability grouping, supplementary class, and/or self-learning class had no significant effects on students' academic achievement.

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Aspects of Self-Regulated Learning Strategy in mathematical journal writing (수학저널 쓰기학습에서 자기조절학습전략의 양상)

  • Lee, Ji Eun;Whang, Woo Hyung
    • Journal of the Korean School Mathematics Society
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    • v.17 no.4
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    • pp.565-587
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    • 2014
  • Self-Regulated Learning Strategy is a kind of learning strategy that learners could choose and apply metacognitive, cognitive, motivational, and behavioral strategy autonomically and could take an active part in the classes. The purpose of the study was to identify aspects of self-regulated learning strategy with mathematical journal writing. Mathematical journal was composed of 13 questions and each of factor had 1~2 questions. The results of the study have revealed that metacognitive strategies were identified as setting up learning goals, seeking problem solving strategies, reflective thinking and providing examples. Cognitive strategy was identified as understanding the structure among ideas, sequential ranking and key ideas. Motivational strategy was identified as satisfaction and anxiety for studies, confidence and frustration for next studies. There are implications for mathematics education that self-regulated learning strategy can be improved with mathematical journal writing and help students to study mathematics efficiently and successfully.

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An Analysis of Structural Relationship Among the Attitude Toward Science, Science Motivation, Self-Regulated Learning Strategy, and Science Achievement in Middle School Students (중학생의 과학에 대한 태도, 과학 학습 동기 및 자기조절학습 전략과 과학 학업성취도의 구조적 관계 분석)

  • Lee, Jungsoo;Chung, Younglan
    • Journal of The Korean Association For Science Education
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    • v.34 no.5
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    • pp.491-497
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    • 2014
  • The purpose of this study is to investigate the structural relationships among the attitude toward science and science motivation such as affective characteristics, and self-regulated learning strategy such as cognitive factor of science achievement. 853 middle school students residing in Seoul completed questionnaires about attitude toward science, science motivation, and self-regulated learning strategy. The sample variance-covariance matrix was analysed using AMOS 20.0, and a maximum likelihood minimization function. The results are as follows: First, attitude toward science, science motivation and self-regulated learning strategy of middle school students were all found to have a significant direct effect on science achievement. Second, attitude toward science and science motivation in middle school students has a direct effect on the self-regulated learning strategy. Third, attitude toward science in middle school students has a substantial indirect effect on science achievement mediated by their self-regulated learning strategy. Forth, science motivation in middle school students has indirect effect on science achievement mediated by their self-regulated learning strategy. Therefore, in order to improve science achievement among middle school students, teachers should consider synthetically the affective characteristics such as attitude toward science and science motivation, and cognitive factor such as self-regulated learning strategy.

The Effects of Learner's Self-Regulated Learning Strategy to the Discussion Satisfaction Levels and Mode of Participation Message in the Non-Real-Time Online Discussion (비실시간 온라인 토론에서 학습자의 자기조절학습전략이 토론 만족도와 참여 메시지 유형에 미치는 효과)

  • Kim, Tae-Woong
    • Journal of Engineering Education Research
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    • v.12 no.4
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    • pp.150-158
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    • 2009
  • This study deals with the effect of learner's self-regulated learning strategy in the non-real-time online discussion. Based on these research results, it was suggested self-regulated learning strategy should be utilized in order to enhance the cognitive dimension participation and discussion satisfaction quality of non-real-time online discussion.

Cognitive Conflict and Causal Attributions to Successful Conceptual Change in Physics Learning

  • Kim, Yeoun-Soo;Kwon, Jae-Sool
    • Journal of The Korean Association For Science Education
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    • v.24 no.4
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    • pp.687-708
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    • 2004
  • The purpose of this study is to investigate the relationships between cognitive conflict and students' causal attributions and to find out what kinds of attributions affect successful resolution of cognitive conflict in learning physics. Twenty-nine college students who attended a base general physics course took an attribution test and a conceptual pretest related to action and reaction concept. Of these, twenty students who revealed alternative conceptions were selected. They were confronted with a discrepant demonstration and took part in the cognitive conflict level test, a posttest, and delayed posttest. Those students who experienced high levels of cognitive conflict were selected and interviewed to find out what kinds of attributions affect resolving the conflict. When confronted with the discrepant event, the students who attributed success outcomes to "effort" experienced higher levels of cognitive conflict than those to "task difficulty." However, those students who revealed high levels of cognitive conflict and attributed success outcomes to effort did not always produce conceptual change. They had different perspectives on effort and conducted different effort activities to resolve the cognitive conflict. In addition, these effort activities appeared to include their motivational beliefs, metacognitive and volitional strategies. The results of this study indicate that in order for the conflicts to lead to change, students need to have the perspective on effort implying the use of the self-regulated learning strategy and to conduct effort activities based on them. Beyond cold conceptual change, this article suggests that there is a management strategy of cognitive conflict in the classroom context.

Relationships Between Student Cognitive . Affective Characteristics and Conceptual Understanding from Individual CAl for Science Learning (과학 학습을 위한 개별적인 CAI에서 학생들의 인지적.정의적 특성과 개념 이해도의 관계)

  • Noh, Tae-Hee;Kim, Kyung-Sun
    • Journal of The Korean Association For Science Education
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    • v.25 no.7
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    • pp.728-735
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    • 2005
  • In this study, relationships between student the cognitive affective characteristics and conceptual understanding from individual computer-assisted instruction were investigated. Tests regarding field dependence-independence, learning strategy, self-regulated ability, visual learning preference, goal orientation, self-efficacy on ability, and computer attitude were administered. After having been taught by means of a CAl program, a conception test on molecular motion was administered. It was found that student conceptual understanding was significantly related to field independence, learning strategy, self-regulated ability among the cognitive characteristics and visual learning preference, goal orientation, self-efficacy on ability among the affective characteristics. Multiple regression analysis of the cognitive characteristics on conceptual understanding found that field dependence-independence was the most significant predictor. Self-regulated ability and a deep learning strategy were also found to have predictive power. Lastly, analysis of the affective characteristics, visual learning preference and self-efficacy on ability exposed them to be significant predictors of student conceptual understanding.

An Analysis of Structural Relationship among the Self-Regulated Learning Strategy, Attitude toward Science, Scientific Self-Efficacy, and Science Core Competency in Middle School Students (중학생의 자기조절학습 전략, 과학에 대한 태도, 과학적 자기효능감과 과학 핵심역량의 구조적 관계 분석)

  • Ki Rak Park
    • Journal of the Korean Society of Earth Science Education
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    • v.16 no.3
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    • pp.351-362
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    • 2023
  • This study aimed to identify structural relationships among variables by examining the direct and indirect effects of cognitive factors such as self-regulated learning strategy and definitional factors such as attitude toward science and scientific self-efficacy on science core competency in middle school students. To this end, the researcher examined the causal relationships among the variables using data from 438 students in all grades at S middle school in a metropolitan city. The results showed that middle school students' self-regulated learning strategy, attitude toward science, and scientific self-efficacy had a direct effect on science core competency, and that self-regulated learning strategy had a direct effect on attitude toward science and scientific self-efficacy. In addition, middle school students' self-regulated learning strategy had an indirect effect on science core competency through attitude toward science and scientific self-efficacy. Therefore, it is necessary to educate students from a comprehensive perspective that considers cognitive factors such as self-regulated learning strategy and defining factors such as attitude toward science and scientific self-efficacy in order to foster science core competency in middle school students.

The Differences of Attribution Tendency and Self-regulated Learning Strategy between Gifted Students and General Students in Elementary School (초등 영재와 일반학생간의 학업성패에 대한 귀인성향과 자기조절학습전략 사용의 차이)

  • Lee, Shin-Dong;You, Mi-Sun;Choi, Byung-Yeon
    • Journal of Gifted/Talented Education
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    • v.18 no.3
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    • pp.425-442
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    • 2008
  • This study aims to investigate the differences between gifted students and general students in elementary school by comparing their attribution tendency and self-regulated learning strategy and verify the attribution tendency and self-regulated learning strategy of gifted students in elementary school. The subjects of this study were 105 gifted students in the fifth and sixth grades from the gifted education center and 105 general students in the fifth and sixth grades. The study findings were as follows: First, The gifted students showed a higher score on the success attribution while the general students showed a higher score on the failure attribution Second, the gifted students showed a higher score on all over the self-regulated learning strategy with its subordinate factors. Third, the gifted students in humanity showed a higher score on the control factor of cognitive strategy, the gifted students in mathematics on the action control factor of motive strategy and the gifted students in science on the other subordinate factors and all over the self-regulated learning strategy. Fourth, the boys showed a higher score on the factor of action control while the girls on all the other subordinate factors and all over the self-regulated learning strategy.