Self-regulated learning theory explains how it is not only the amount of time musicians spend practising that affects achievement, but also the nature of the strategies employed. Because practice is self-directed, motivational effects on its efficiency are especially salient. One construct that has received little attention in relation to practising is self-determination theory, which interprets motivation as lying along a continuum of perceived autonomy. This mixed-methods study investigated links between motivational beliefs and self-regulated practising behaviour through a two-phase design. In Phase One, 677 music examination candidates aged 8-19 completed a questionnaire consisting of items addressing practising behaviour and perceived musical competence; in addition, the Self-Regulation Questionnaire (SRQ; Ryan & Connell, 1989) was adapted to explore intrinsic-extrinsic motives for learning an instrument. Factor analysis of the SRQ revealed five dimensions with partial correspondence to earlier research: internal, external, social, shame-related, and exam-related motives. Three practice behaviour factors consistent with self-regulated learning theory emerged: effort management, monitoring, and strategy use. Results of structural equation modelling showed that internal motivation accounted best for variance in these three types of practising behaviour, with a small added effect from competence beliefs and exam-related motivation. Phase Two consisted of observational case studies of four of the questionnaire participants preparing for their subsequent annual examination. Adolescent, intermediate-level musicians were recorded while practising at home; immediately afterwards, they watched the videotape and verbalised any recollected thoughts. The procedure concluded with a semi-structured interview and debriefing. The videotapes were analysed with The Observer Video-Pro and combined with verbal data; emerging themes were then compared with issues arising from the interviews. The observational aspect of the case studies largely confirmed the importance of three cyclical self-regulatory processes emerging from Phase One: (a) effort management and motivational self-regulation, (b) the role of self-monitoring of accuracy, and (c) the use of corrective strategies, such as structured repetition, task simplification, and vocalisation. The mixture of quantitative and qualitative methods used in the study has uncovered a rich body of information that begins to clarify the complex motivational and behavioural nature of young people practising a musical instrument.

The experiments described in this thesis tested whether encouraging the use of self-regulatory learning strategies enhances the effectiveness of autonomous study for novices in a learning domain. Previous research and theory have suggested that high-achieving students are proficient at self-regulating their learning, and they do so using a range of learning strategies for planning their study, monitoring the effectiveness of their efforts and elaborating their knowledge. Information processing theories of instructional design suggest that learning is optimal when working memory load is managed effectively. Accordingly, methods have been devised for reducing load associated with unnecessary task requirements, as well as dedicating additional capacity to the construction and automation of knowledge schemas. Less is known, however, about instructional methods for encouraging self-regulatory learning strategies. Experiments 1, 2 and 4 examined the effect of encouraging participants to reflect on their understanding of topics they had been taught previously. Although these participants were able to accurately estimate their level of understanding in some situations, they failed to consistently use this knowledge to guide their study of topics they had previously understood poorly. In light of this finding, Experiments 3 and 5 examined the effect of encouraging participants to plan a free study period, with the direction to prioritise the topics that they had understood the least well. This intervention had a modest positive effect on post-test performance. Experiment 6 examined the effect of encouraging two elaborative strategies, namely explanation generation and summarisation. The former benefited performance, whereas the effectiveness of the latter depended on the comprehensiveness of the summaries produced by the participants. Finally, Experiment 7 examined the effect of providing broad-spectrum instruction in learning strategies, with minimal requirements to engage in specific strategies. This intervention resulted in an overall benefit to performance. Overall, the results of this dissertation suggest that certain instructional aids for self-regulation yield benefits to the autonomous study by domain novices without overburdening working memory.

The purpose of this study was to investigate the effectiveness of an intervention drawing on the instructional principles of the Self-Regulated Strategy Development Model (SRSD) to support the use of three writing strategies (PREP, TALK and CHECK) combined with the use of assistive technology for post-secondary students with learning disabilities (LD) and writing difficulties. Participants were four students between the ages of 18 and 32, registered with a campus disability service office at a mid-sized western Canadian university. In a multiple-probe, multiple-baseline within-subjects design, participants received intervention support during one-on-one sessions with a writing tutor. Intervention support covered planning, composing and revision processes and the integration of speech-recognition technology into participants’ academic routines. Percentage of non-overlapping data points (PNDs) indicated strong effects for spelling error rate (PNDs = 100), correct word sequences (PNDs = 91.3) and rate of incorrect word sequences (PNDs = 100). Effects were moderate for word count (PNDs = 82.6) and small for punctuation (PNDs = 60) and précis quality (PNDs = 56.5). Results indicate that the intervention was effective for reducing errors in participants’ writing, particularly along the dimensions of spelling, punctuation, capitalization, grammar and semantics. Results also indicate that the intervention was strongly effective at increasing the sequences of correct words, and therefore aided participants in generating higher-quality writing assignments to meet the academic demands of university. Implications for educators and psychological service providers working with postsecondary students with disabilities are discussed. / Graduate / 2015-11-06 / 0525 / kellyleemcmanus@gmail.com

Orientador: Soely Aparecida Jorge Polydoro / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-19T10:32:51Z (GMT). No. of bitstreams: 1 Sampaio_RitaKarinaNobre_M.pdf: 1065274 bytes, checksum: bacf1e991dc882095c2259cdcb8debd6 (MD5) Previous issue date: 2011 / Resumo: A vida universitária é caracterizada por uma variedade de compromissos acadêmicos que exigem a gestão de múltiplas atividades, objetivos complexos, sendo preciso lidar com prazos delimitados, muitas vezes, simultâneos. Contudo, alguns estudantes procrastinam tarefas acadêmicas e atividades de estudo com frequência. Esse comportamento pode prejudicar o desempenho acadêmico e estar associado a uma dificuldade no processo de autorregulação da aprendizagem dos estudantes. A procrastinação acadêmica pode ser entendida como um fenômeno dinâmico, que envolve aspectos pessoais, comportamentais e ambientais e se caracteriza pelo adiamento não estratégico de ações. O presente estudo objetivou analisar a percepção dos estudantes universitários a respeito da procrastinação acadêmica, bem como investigar a natureza de sua relação com a autorregulação da aprendizagem e variáveis de caracterização. Participaram deste estudo 663 universitários, com idades entre 18 e 56 anos (M= 22,76; dp= 5,75), sendo que 459 (69,44%) eram do sexo feminino. Os estudantes eram provenientes de oito Universidades, das cinco regiões do Brasil, de diferentes cursos e semestres. Os materiais utilizados neste estudo foram: o Termo de Consentimento Livre e Esclarecido, a Escala de Procrastinação Acadêmica e o Inventário de Autorregulação da Aprendizagem. Os dois instrumentos eram respondidos por meio de uma escala tipo Likert, variando de nunca (1) a sempre (5). Além disso, foi apresentada uma questão dissertativa que indagava sobre as tarefas acadêmicas mais procrastinadas. O conjunto de resultados encontrados neste estudo identificou uma correlação negativa e significante entre a procrastinação acadêmica e a autorregulação da aprendizagem e entre a procrastinação acadêmica e a idade dos estudantes. Também foram identificadas mudanças na procrastinação e autorregulação da aprendizagem em função da faixa de idade dos participantes, indicando que estudantes mais novos tendiam a procrastinar com mais frequência que os mais velhos, do mesmo modo que estudantes mais velhos tinham maior probabilidade de autorregular sua aprendizagem que os mais novos. Verificou-se ainda alteração na procrastinação acadêmica e na autorregulação da aprendizagem em função do período de estudo. Sendo que os universitários do período integral e noturno relataram procrastinar com mais frequência que os estudantes de outros períodos. Assim como, os universitários dos turnos matutino ou vespertino tendiam a autorregular mais sua aprendizagem. Complementando esses dados, foi realizada análise qualitativa sobre o relato das atividades acadêmicas mais adiadas pelos universitários. Houve destaque para o adiamento de leituras, trabalhos e estudo para prova. Também foram identificadas justificativas que sugerem que além do tipo de atividade protelada é preciso investigar ainda as semelhanças e características das tarefas e das disciplinas que as propõem. Estes resultados corroboram com evidências de estudos internacionais que entendem a procrastinação acadêmica como uma falha do processo de autorregulação da aprendizagem e oferece sustentação para novos estudos sobre o tema. / Abstract: Life at the university is characterized by several academic appointments. They demand to manage multiple activities, complex objectives, and the need to deal with limited and sometimes simultaneous deadlines. Therefore, some students frequently procrastinate their academic tasks and study activities. This behavior may affect the academic performance and the students' processes of selfregulated learning. Academic procrastination has been understood as a dynamic phenomenon, which involves personal, behavioral and environmental issues and is characterized by the postponement of non-strategic actions. This study aimed at analyzing the university students' perceptions about academic procrastination, as well as to investigate the nature of its relationship with self-regulated learning. 663 university students participated in this study, with average age between 18 and 56 years old (M= 22,76; dp= 5,75). There were 459 (69,44%) female. The subjects were from eight universities, from the five geographic regions of Brazil. The used instruments were: Free Informed Term of Consent, Academic Procrastination Scale and Self-Regulated Learning Inventory. Both scales were Likert-type, ranging from never (1) to always (5). Besides, it was asked to dissertate about the procrastinated academic tasks. The results identified a negative and significant correlation between academic procrastination and self-regulated learning, indicating that the more the student procrastinates, the less likely he self-regulates his learning. It was also found a negative correlation between academic procrastination and the age of the students from the sample. Also, changes in selfregulated learning were identified according to the age. These changes suggest that younger students tend to procrastinate more often than the older ones, and that the older ones are more likely to self-regulate their learning than do the younger ones. There was also change in the academic procrastination and in the self-regulation of learning according to the study period. Students from full-time and evening classes tend to procrastinate more often than the ones from other periods. The ones from morning or afternoon classes tended to self-regulate their learning more. In order to complement these data, a qualitative analysis was performed on the most postponed academic activities by the students. Results highlighted the postponing of readings, school work and studying for tests. Moreover, identified justifications suggest that besides the kind of postponed activity, it is necessary to investigate the similarities and characteristics of the tasks and the school subjects that propose those tasks. These results corroborate with evidence of international studies that understand academic procrastination as a failure in the process of self-regulation of learning and present basis for new studies about the topic. / Mestrado / Psicologia Educacional / Mestre em Educação

With the popularization of mobile technology and the explosion of apps, Chinese college students can use mobile apps to improve their English ability. While there is considerable enthusiasm for using apps to support learning with their multimedia capabilities, portability, connectivity, and flexibility, there is a paucity of research evidence about whether such approach can facilitate English learning for college students and what students’ attitudes are towards the new approach. Besides, there is a lack of research about which apps are good and suitable for them in specific aspects of English studies, such as spoken English, reading comprehension, listening or writing.In order to figure out them, the semi-interview survey and experiment are used in our study. The interviewees were 5 college students studying at USST or SDTU, China. They talked about their attitudes towards using apps to study on their own. In the experiment, the subjects were 15 exchange students, now studying at the University of Borås. The experiment examined the effect that college students use mobile devices to learn English by themselves.The finding suggests that the new learning approach is effective and helpful for college students to improve English by using their mobile devices, as well as undergraduates are willing to use apps to learn English with self-regulated learning approach instead of traditional learning approach. Some apps well suited for college students are presented. Based on the findings, we provide useful instructional strategies for college students to learn English by themselves in the end.

Doctor of Education / Department of Special Education, Counseling and Student Affairs / Mickey L. Losinski / Students with emotional and behavioral disorders frequently display deficits in reading. One emerging method for addressing these deficits is known as self-regulated strategy development (SRSD). One specific SRSD reading strategy is TWA (Think before reading, think While reading, and think After reading), which teaches students to self-monitor and self-evaluate while reading. The purpose of this study was to determine if TWA is effective in increasing reading comprehension of fourth, fifth, and sixth grade students with or at-risk for emotional and behavioral disorders, using a randomized control trial pretest-posttest design. Results suggested no statistical significance between the reading comprehension of the treatment and control group following the intervention. Limitations are discussed and suggestions for future research are presented.

Abstract This study focuses on motivation and emotions in collaborative learning. The aim is to investigate the kinds of socio-emotional challenges learners experience during learning processes, and to examine how motivation and emotions are regulated during challenging situations, in order to develop appropriate methods of identifying socially shared regulation of emotions from situated, real life data. The study includes the development and implementation of an instrument that collects data regarding learners’ situation-specific interpretations of their socio-emotional experiences, as well as analyses of the data derived from two different data collections. The first empirical data set is composed of elementary school students’ interviews and video-observations. The second data set includes higher education students’ self-reports, video-observations, and interviews. The analyses combine different data sources and qualitative and descriptive quantitative methods in order to create a comprehensive understanding of the regulation of motivation and emotions in collaborative learning situations. A lack of instruments that gather data of learners’ situation-specific, real-life experiences has been evident in motivation and self-regulated learning research, where static, general self-report measures have been dominant. In this study, the results from the first empirical data collection are implemented in the development of an AIRE (Adaptive Instrument for Regulation of Emotions) instrument. The AIRE collects situation-specific data dealing with learners. experienced socio-emotional challenges and their regulation within a group. The second empirical data collection of this study employs the AIRE instrument as a method. In social learning situations, learners’ can experience a variety of emotions that influence learning. The results of this study show that students can regulate their emotions in order to maintain a goal-oriented learning process. Furthermore, the results indicate that group members can regulate emotions and motivation together within the group. This socially shared regulation is distinct from self-regulation as well as from co-regulation, where development of self-regulation is supported by others, or where group members regulate their own learning processes in parallel with each other. / Tiivistelmä Tämä tutkimus tarkastelee motivaation ja emootion ilmentymistä yhteisöllisessä oppimisessa. Tavoitteena on selvittää, millaisia sosio-emotionaalisia haasteita oppijat kohtaavat oppimisprosessin aikana ja miten motivaatiota ja emotionaalisia tuntemuksia säädellään näissä tilanteissa. Lisäksi tavoitteena on löytää ja kehittää tilannekohtaisia analysointimenetelmiä erityisesti sosiaalisesti jaetun emootion säätelyn tutkimiseksi. Tutkimus koostuu oppijoiden tilannesidonnaisia sosio-emotionaalisia tulkintoja keräävän instrumentin kehittelystä sekä kahdesta empiirisestä tutkimusaineistosta. Ensimmäinen tutkimusaineisto koostuu peruskoulun oppilaiden haastatteluista ja videoidusta työskentelystä. Toinen tutkimusaineisto sisältää korkeakouluopiskelijoiden kyselyaineistoa, videoitua työskentelyä ja haastatteluita. Kokonaisvaltaisen ymmärryksen luomiseksi aineiston analyysissä yhdistetään näitä erityyppisiä aineistoja ja kuvailevaa kvantitatiivista analyysiä käytetään tukemaan kvalitatiivisia tulkintoja. Itsesäädellyn oppimisen tutkimuksessa on ollut nähtävillä tarve löytää metodisia ratkaisuja, joiden avulla voidaan kerätä aineistoa yksilöiden vaihtelevista kokemuksista todellisissa oppimistilanteissa. Aikaisemmin pääpaino on ollut staattisissa, yksilöiden yleisiä käsityksiä mittaavien aineistojen analyysissä. Tässä tutkimuksessa ensimmäisen tutkimusaineiston tuloksia hyödynnetään AIRE (Adaptive Instrument for Regulation of Emotions) -instrumentin kehittelyssä. AIRE kerää tilannekohtaista tietoa sosio-emotionaalisten haasteiden kokemuksista ja näihin liittyvästä ryhmässä tapahtuvasta emootioiden säätelystä. AIRE:a käytetään toisen tutkimusaineiston yhtenä keruuvälineenä. Sosiaalisten oppimistilanteiden aikana oppijoissa herää erilaisia tuntemuksia, jotka vaikuttavat oppimistilanteeseen. Tämän tutkimuksen tulokset osoittavat, että oppijat voivat säädellä emotionaalisia tuntemuksia ylläpitääkseen tavoitesuuntautunutta opiskelua. Tulosten perusteella voidaan todeta, että yhteisöllisen oppimisen tilanteissa ryhmän jäsenet voivat yhdessä kontrolloida motivationaalisia ja sosio-emotionaalisia haasteita. Tämä sosiaalisesti jaettu emootioiden säätely (socially shared regulation) eroaa itsesäätelystä sekä yhdessä säätelemisestä (co-regulation), jossa tuetaan yksilön kehittymistä itsesäätöiseksi oppijaksi tai jossa ryhmän jäsenet säätelevät kukin rinnakkain omaa toimintaansa.

The complex task of reading, understanding, analyzing, synthesizing, and subsequently writing in response to a prompt about multiple texts required by the Common Core writing standards is difficult for many students, especially struggling writers and students with learning disabilities. The majority of elementary teachers report having less than adequate preparation in writing pedagogy and identify writing as the area they feel least prepared to teach. In this multiple probe across participants study, two teachers, a special education teacher and a cooperating general education teacher in whose classroom he worked, served as teacher participants. The special education teacher implemented Self-regulated Strategy Development (SRSD) for informational writing citing text-based evidence from two sources following practice-based professional development (PBPD) with small groups of students. Three female and five male fifth-grade African American students teacher-identified as struggling writers or receiving Special Education services for a specific learning disability (LD) participated in the study. Research questions were: To what extent can SRSD be implemented with fidelity in small groups by a special education teacher in an inclusive general education setting? To what extent does SRSD instruction in the informational genre citing text-based evidence improve the writing skills of fifth grade students with LD or those who struggle in writing in terms of (a) analytic quality, (b) evidence of strategy use, and (c) length? To what extent is SRSD considered to be a socially valid intervention for use in inclusive education settings by the participating teachers and students? A teacher survey of classroom writing practices and observations of classroom writing practices were conducted prior to the intervention to contextualize current writing practices. Student writing probes were assessed for plagiarism, academic vocabulary, number of essay elements, evidence of strategy use, and length. Fidelity was collected for writing prompt administration, PBPD, and SRSD. The teacher implemented with high fidelity and rated PBPD favorably both before and after intervention. Following intervention, student analytic quality, evidence of strategy use, and number of words written increased. Instances of plagiarism were decreased following intervention. SRSD was rated high on measures of social validity by both students and teachers.

Students with emotional behavioral disorders (EBD) who have been removed from their regular schools into alternative educational settings (AES) have academic deficits that affect their success in school (Lehr, Tan, & Ysseldyke, 2009); however, few researchers have investigated what strategies work best for this population, especially in the area of math (Schwab, Johnson, Ansley, Houchins, & Varjas, 2016). Two important areas that students with EBD must master to graduate high school are fractions and algebra (Templeton, Neel, & Blood, 2008). Since the research on math interventions for students with EBD in these areas is limited, researchers have suggested examining the math literature for students with learning disabilities (LD) to find potential intervention components. The purpose of the first study was to synthesize the randomized control trials and quasi-experimental intervention research on instructional approaches that enhance the math achievement of students in grades 6-12 with LD. This study used meta-analytic techniques to synthesize the math literature for secondary students with LD. Findings indicated that strategy instruction had a higher effect size (Hedges g= .72) than alternate delivery systems (Hedges g= .23), and the number of Common Core State Standard math practices was a moderator for the effect size of math interventions. Since strategy instruction had a higher effect size, the purpose of the second study was to test the effects of a graphic organizer on the math performance for middle school students with EBD in an AES. This study used a one-group nonequivalent dependent variables design (Shadish, Cook, & Campbell, 2002) with multiple measures in multiple waves to assess the effects of the graphic organizer on the math skills of the students. A repeated measures ANOVA indicated that students significantly improved their math performance on both fractions and algebra using researcher developed measures. Fidelity data indicated that two teachers had low adherence, quality of instruction scores and had low percentages of student engagement. Social validity results indicated that teacher and students found the intervention to be an acceptable intervention.

This thesis explored relationships (1) between composite and constituent processes of self-regulated learning (SRL) and three sport performance groups, (2) between SRL and different practice variables, and (3) whether these associations depended on an athlete’s consideration of future consequences (CFC). Athletes (N = 272; 200 males; 18-35 yrs; M practice = 13.55 hours/week) completed survey measures for SRL, weekly training including deliberate practice (DP), performance level and CFC. Higher scores in composite SRL were associated with a greater chance of belonging to an elite group, compared to a less-elite and a recreationally competitive group. Self-monitoring predicted greater likelihood of membership in less-elite and elite groups compared to the recreationally competitive group. Self-monitoring predicted greater engagement in total DP hours, and DP in supervised and unsupervised settings. Effort, self-efficacy, and planning were notable in some results, but contributions were less significant. CFC had no moderating effect, however it was correlated with SRL.