The purpose of this study was to examine the effect of training in self-regulated learning strategies on math anxiety and mathematics achievement among preservice teachers. The self-regulated learning strategies examined included personal time management, how to read your mathematics textbook for understanding, organizational skills, mathematics test taking and preparation, and the use of estimation in solving mathematics problems. Preservice elementary teachers with these improved learning skills may in turn become more successful teachers of mathematics. The effect of training in self-regulated learning as a treatment for math anxiety is not well established. However, self-regulated learning has been associated with improved mathematics and science problem solving (De Corte, Verschaffel, & Op't Eynde, 2000; Taylor & Corrigan, 2005; Zan, 2000). Increased use of self-regulated learning strategies has also been associated with a reduction in test anxiety (Hofer & Yu, 2003; Pintrich, 2000; Zeidner, 1998). Therefore, training in self-regulated learning strategies has the potential to reduce math anxiety among preservice elementary teachers. Elementary education majors in a course in mathematics concepts were given training in self-regulated learning strategies. A control group of similar students received the same classroom instruction by the same college professor. The professor did not participate in the training sessions that were led by this researcher. Both treatment and control groups were given pretests and posttests: the Abbreviated Mathematics Anxiety Scale - to measure math anxiety, the Motivated Strategies for Learning Questionnaire - to measure use of self-regulated learning strategies, and a Mathematics Achievement Test - to measure changes in content knowledge. The analyses used t-tests and correlations to compare the participants' pretest and posttest scores on the three scales. The use of self-regulated learning strategies was not shown to reduce math anxiety or improve achievement among the elementary education majors in this study. This result may have been due to various limitations, such as insufficient time for applying and following up on the training and an inability to fully embed the training into the course content. Future research should investigate if, given the proper conditions, self-regulated learning strategies will reduce math anxiety and improve the learning of mathematics concepts, leading to more effective mathematics teaching in the elementary classrooms. / CITE/Mathematics and Science Education

<p> Increasing evidence indicates that giving individuals control over their practice schedule facilitates motor learning (Titzer, Shea, & Romack, 1993; Wu & Magill, 2004, 2005). A recent study within cognitive psychology (Son, 2004) found that individuals massed practice on tasks they judged as hard but spaced practice on tasks they judged as easy. The purpose of this experiment was to examine how self-regulated practice impacts motor learning and the strategies used by individuals as a function of task complexity. Participants were required to move a mouse-driven cursor through a pattern of coloured squares, pausing only long enough in each square to make an appropriate button press (white square=left button, black square=right button). Task complexity (4 easy and 4 hard patterns) was determined by the combined effects of the arrangement of the grid of squares and the hand used to manipulate the mouse (easy =dominant hand, hard=non-dominant hand). Participants were randomly assigned to one of eight groups: blocked, random, self-regulated, and yoked to self-regulated, performing either the easy or hard tasks. The number of switches between patterns were recorded as well as temporal and accuracy measures. The self-regulated groups were ineffective in acquisition, but showed the most stable and improved performance in retention, irrespective of task difficulty. Moreover, although switch strategies of the self-regulated groups differed between and within task complexity, the motor learning advantage was generalized. Taken together, these results reveal that an individual's strategic approach to practice may change as a function of task complexity, with no detriment to motor learning and adds to the growing body of literature that suggests self-regulated practice is an important variable for effective motor learning.</p> / Thesis / Master of Science (MSc)

The study investigated the effects of self-monitoring on students' academic achievement and self-regulation in an interactive television (ITV) classroom. High school students taking the Japanese courses via ITV were asked to engage in self-monitoring activities, including goal setting, self-recording, and self-evaluation for 6 weeks using online databases. The study employed a quasi-experimental design with pre- and post-tests. and two groups: control and experimental groups, were formed to examine the effects of self-monitoring. Students' test grades and the Motivated Strategies for Learning Questionnaires were used to measure academic achievement and self-regulation. Hierarchical regressions were conducted to analyze the data. While no significant difference was found between two groups, the study provided directions for future research. / Ph. D.

The following study investigates the use of a web-based mechanism that was designed to attempt to influence levels of self-efficacy by engaging participants in an experimental procedure. The process encouraged participants to monitor their time management behaviors and engage in a self-regulated learning process. The study utilized a web-based tool in order to attempt to evoke these changes using current and emerging instructional technologies and tools. This mechanism provided participants with feedback on their time management behaviors as they progressed through a two-week process of setting goals, monitoring their time management practices, and receiving feedback. Although no significant findings were discovered via the statistical analyses, many implications regarding the development and implementation of future interventions can be inferred. / Ph. D.

An independent learner is one who actively takes responsibility for his or her own acquisition of knowledge, skills, and expertise. The capacity to self-regulate one's own learning is a necessity for success in higher education. Researchers have found that characteristics of independent learners begin to emerge in young children and continue to develop throughout childhood and adolescence as students grow into self-governing adults. The purpose of this study is to assess students' levels of independent learning attitudes and behaviors and to examine the relationships among parents' actions, family structure, independent learning, and academic achievement. Using a national sample of 10th grade students from the Education Longitudinal Study of 2002, several statistical analyses were performed in order to answer these research questions: 1. How do parents' actions relate to children's independent learning characteristics? 2. How do students' independent learning behaviors and attitudes correlate with their academic achievement? 3. How are parents' actions associated with their children's academic achievement? 4. Are single-parent children less likely to have developed characteristics of independent learning by grade 10 than children living with both of their parents? Exploratory factor analysis was conducted to arrange the available variables into appropriate subscales to be used in the statistical procedures for this study. Canonical correlations were used to measure the magnitude of relationships between three pairs of concepts: parents' actions and students' independent learning; students' independent learning and academic achievement; and parents' actions and students' academic achievement. Structural equation modeling was employed to test the hypothesized model of relationships among parents' actions, students' independent learning behaviors, and academic achievement. Finally, multivariate analysis of variance was used to compare the independent learning scores of students living in four different family structures to determine if a significant difference in the development of independent learning between groups exists. Results suggest actions that parents can take to help their children develop as independent learners and succeed in the academic realm. / Ph. D.

This study investigated self-regulated learning behaviors and their relationships with academic performance in web-based courses. The participants (n = 106) were distance learners taking humanities and technical coursed offered by a community college in Virginia. Data was collected using 28 items from the Motivated Strategies for Learning Questionnaire and 5 demographically related items. Data analysis included factor analyses, multivariate analysis of variance, and regression analyses. The employment of self-regulated learning behaviors differed between humanities and technical courses (p = .0138). Time and study environment management (p = .0009) and intrinsic goal orientation (p = .0373) categories reported significant findings in their relationship to academic performance. The factors affiliated with time and study environment management and intrinsic goal orientation were used as predictors in the development of a mathematical formula used to predict academic success in a web-based course. These predictors explain 21 percent of the variance in the academic success rating calculated using the mathematical formula developed from this study. / Ph. D.

Submitted by Simone Maisonave (simonemaisonave@hotmail.com) on 2016-09-01T13:10:03Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Glediane Saldanha Goetzke da Rosa_Dissertacao.pdf: 4102365 bytes, checksum: 2bc9271079c76f0a5c5916b3f631a161 (MD5) / Approved for entry into archive by Simone Maisonave (simonemaisonave@hotmail.com) on 2016-09-01T13:10:13Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Glediane Saldanha Goetzke da Rosa_Dissertacao.pdf: 4102365 bytes, checksum: 2bc9271079c76f0a5c5916b3f631a161 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-09-05T19:53:03Z (GMT) No. of bitstreams: 2 Glediane Saldanha Goetzke da Rosa_Dissertacao.pdf: 4102365 bytes, checksum: 2bc9271079c76f0a5c5916b3f631a161 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-09-05T19:53:30Z (GMT). No. of bitstreams: 2 Glediane Saldanha Goetzke da Rosa_Dissertacao.pdf: 4102365 bytes, checksum: 2bc9271079c76f0a5c5916b3f631a161 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-06-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / O estudo aqui apresentado teve como objetivo geral verificar nas produções textuais de alunos do 3º ano do ciclo de alfabetização, se houve e quais foram as mudanças ocorridas nos componentes linguístico e convencional a partir de uma intervenção pedagógica ancorada no construto da autorregulação da aprendizagem que investiu no ensino explícito e uso de estratégias autorregulatórias nas fases de planejamento, execução e avaliação da escrita dos textos. Durante o período de intervenção pedagógica foram realizadas, semanalmente, oficinas que tiveram como principal estratégia a utilização do livro As Travessuras do Amarelo a partir do qual foram elaboradas atividades relacionadas à escrita de textos. No decorrer da intervenção, investiu-se no ensino e incentivo ao uso de estratégias autorregulatórias nas fases de planejamento, execução e avaliação da tarefa. Os dados para a avaliação das mudanças ocorridas na escrita de textos foram coletados por meio de produções de textos e entrevista realizada após a conclusão da tarefa. Com base na análise de conteúdo, foi verificado o uso de estratégias autorregulatórias específicas para cada uma das fases do processo cíclico da autorregulação. Na fase de planejamento, as estratégias utilizadas pelos participantes foram organização das ideias, formulação de esquema, vivência anterior e busca de recursos. Percebeu-se que essas estratégias favoreceram os avanços percebidos no componente linguístico. Na fase de execução, as estratégias abordadas foram leitura, correção e busca de ajuda. De acordo com a fala dos participantes, essas estratégias foram utilizadas com o objetivo de melhorar sua ortografia. Na fase de avaliação, as estratégias leitura de todo o texto e avaliação contribuíram para que os participantes avaliassem aspectos relativos à sua própria atuação e os componentes linguístico e convencional da produção escrita. Os resultados obtidos no estudo demonstram que os participantes apresentaram: I) avanços significativos em relação aos componentes linguístico e convencional, estimulados por atividades de aprendizagem desenvolvidas em uma intervenção pedagógica que oportunizou maior controle e consciência sobre a escrita de textos; II) os avanços foram potencializados pela adoção e ampliação do uso de estratégias autorregulatórias de planejamento, execução e avaliação no desenvolvimento de suas atividades, em específico, na escrita de textos. / The present study aimed to verify, on the textual productions by students of the third year of the alphabetization cycle, whether there were and what were the changes occured on the linguistic and conventional components, from a pedagogical view based on the self-regulated learning, which invested on the explicit teaching and on the use of self-regulated strategies on the planning, execution and evaluation phases of writing. During the educational intervention period were conducted weekly workshops which had the main strategy to use the book The Yellow Trick from which activities were developed related to written texts. Throughout the intervention we invested on teach and use of self-regulation strategies in the planning, execution and evaluation phases. The data for the assessment of the changes occurred on the written texts were collected through textual productions and interviews, which were held after the child completed the task. On the basis of content analysis, the use of specific self-regulation strategies for each phase of the cyclic process was verified. On the planning phase, the strategies used by the participants were idea organization, scheme formulation, previous experience and search for resources. It became apparent that these strategies favored progress on the linguistic component. During the execution phase, the strategies used were reading, correction and look for help. According to participants interview, those strategies were used as to improve the orthography. On the evaluation phase strategies such as reading the entire text and assessment, contributed to the evaluated participants the performance and the linguistic and conventional components of the their writing production. The results obtained by the study demonstrate that the participants exhibited: I) significant improvement in relation to the linguistic and conventional components, which was stimulated by learning activities developed in a pedagogical intervention that gave to the participants opportunity to more control and conscience over the textual production; II) the advances were enlarged by the implementation and amplification of the use of self-regulation strategies to planning, execution and evaluation during the development of their activities, specifically in the textual productions.

This longitudinal qualitative research case study analyzed how international students in their first semester at an intensive English program (IEP) managed their English language learning experiences while transitioning to a new academic learning environment. Their experiences of cultural and educational transition were viewed through the lens of self-regulatory learning habits and behavior. Three linguistically and internationally diverse students who identified as highly self-regulated learners through Likert-scale questionnaire responses were interviewed at the beginning, middle, and end of their first semester at a large university-affiliated IEP in the western part of the US. The three students came from Central America (Spanish speaking), Sub-Saharan Africa (Malagasy & French speaking), and Asia (Mandarin Chinese speaking). Semi-structured interviews yielded data about what self-regulated learning (SRL) principles and practices the students brought with them to the IEP and which SRL principles and practices were maintained, newly developed, or not used throughout their first semester. Data collected from the semi-structured interviews about their transition experiences were organized and analyzed within a six-dimensional model of SRL that included how students managed their motives, in-class and out-of-class learning methods, time, physical environments, social environments, and language performance. Implications for researchers, administrators, and teachers are discussed, including the role of resilience as an important self-regulated learning practice for language learners.

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Collaboration is a vital skill in today’s knowledge economy. Regrettably, many learners lack the regulatory skills required for complex collaborative tasks. In particular, groups struggle to construct shared task perceptions of collaborative tasks on which to launch engagement. Thus, the purpose of this dissertation was to examine how computer supported collaborative learning (CSCL) tools can be leveraged to support shared task perceptions for regulating collaboration. Because investigating this process brings forth a wide array of methodological challenges, a second purpose of this dissertation was to explore how CSCL tools can be used as a methodological solution for capturing this process. Towards this end, research unfolded across one conceptual paper and two empirical studies: (a) Miller & Hadwin (2015a) extended work conceptualizing self-, co-, and shared-regulation in successful collaboration and drew on this theoretical framework to propose ways in which CSCL tools can be designed to support and research regulation of collaboration; (b) Miller, Malmberg, Hadwin, & Järvelä (2015) investigated the processes that contributed to and constrained groups’ construction of shared task perceptions in a CSCL environment in order to inform further refinement of supports; (c) Miller & Hadwin (2015b) examined the effects of tools providing different levels of individual and group support on construction of shared task perceptions and task performance. Together, findings revealed the potential of blending pedagogical tools to support shared task perceptions with research tools for examining and understanding regulation. In particular, findings evidenced shared task perceptions to be a complex and challenging social phenomenon and shed light on ways in which CSCL tools may prompt and promote this process. In addition, data generated by learners as they interacted with CSCL supports created valuable opportunities to capture shared task perceptions as they unfolded in the context of meaningful collaborative tasks across the individual and group level. / Graduate / 0525 / fgage@uvic.ca