Task interpretation is a critical first step in the process of self-regulated learning and a key determinant of the goals students set while learning and the criteria used in selecting the strategy in their work. Laboratory activities have been proposed to improve students' conceptual understanding when working independently and alongside peers while integrating new experiences in a lab setting. The purpose of this study was to investigate how the explicit and implicit aspects of student's interpretation of the task assigned during laboratory work may change during the task process, and how that interpretation may influence the student's coregulation and conceptual understanding. One-hundred and forty-three sophomore students enrolled in the course of Fundamental Electronics for Engineers participated in this study. Instruments designed to measure task interpretation and conceptual understanding were created and validated in a pilot study. They were applied before and after selected laboratory activities during the semester. The instrument used to measure correlation was applied at the end of every selected laboratory activity. Statistical analysis indicated differences between the student's task interpretation before and after the laboratory activity. Students improved in approximately 15% in the level of task interpretation. From the 143 students, only 37 of them were identified with high levels of task interpretation and coregulation. Moreover, Pearson correlations identified a positive correlation between the students' task interpretation and conceptual understanding of the students during the laboratory work. Findings suggested students' task interpretation changed during the task process and increased after the completion of laboratory activity. Overall, the findings showed a low level of task interpretation. However, students with a high level of task interpretation reached high levels of coregulation. Findings confirmed previous research that round students generally have an incomplete understanding of the assigned tasks, and struggle to establish a connection between laboratory activities and theory. Lastly, this study reported a significant relationship between students' task interpretation and conceptual understanding in laboratory work which has not been reported in the most recent published reports. Further investigation is necessary to unveil other factors related to these constructs in order to engage students in laboratory work.

Effective practice determines the quality of a performance and it is essential to improving a musician's overall level of playing. Studies show that experts in the field of music display superior metacognitive skills, or the ability to think about one's thinking. Metacognition is an important skill that needs to be developed in order for a student to become a self-regulated, or independent learner. Effective practice can be improved by learning and developing metacognitive and self-regulated learning skills. An important component of self-regulated learning is reflective thinking. Reflective thinking is a mental process that contributes to deeper learning experiences, improves problem solving skills, and enhances creativity. Reflective thinking can be stimulated with writing activities. Research and theories of reflective practices informed the creation of the Reflective Writing Prompts. The Reflective Writing Prompts stimulate reflective thinking as they teach and develop metacognitive and self-regulated learning skills to make practice more effective. Each exercise prompts the student to think and write a response to questions focused on a specific skill. These prompts are based on research in music psychology and reflective thinking, with special focus on metacognition, self-regulated learning, practice habits, and reflective journaling. The pertinent studies and theories in these areas will be examined and explained in relation to each other. With this foundational knowledge in place, the Reflective Writing Prompts will be presented. The prompts are designed to support first or second year music students in their development as independent learners who practice effectively.

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.

Pourquoi tant d'élèves fréquentant l'enseignement primaire éprouvent-ils des difficultés à résoudre des problèmes mathématiques ? Même lorsqu'ils maîtrisent l'ensemble des connaissances disciplinaires requises, ils échouent fréquemment à la résolution. Selon nous, c'est le caractère complexe des résolutions, exprimé par la nécessité de sélectionner et combiner diverses connaissances disciplinaires, qui génère ces difficultés. Nous proposons dès lors que les stratégies d'autorégulation de détermination du but, de planification, de contrôle et de régulation, issues des paradigmes de la métacognition et de l'apprentissage autorégulé, permettent de remédier à ce caractère de complexité. Nous présentons ces diverses stratégies, et les cadres dans lesquels ils ont été développés. Nous argumentons l'action qu'ils opèrent en diminuant la charge cognitive de l'activité à tout moment de la résolution, et présentons l'état de la littérature quant à leur développement et à leur lien à la performance scolaire. Nous décrivons ensuite diverses études menées afin d'informer la structure, le fonctionnement, le développement, la méthodologie de récolte de données et les liens à la performance à ce type d'activités.

Pourquoi tant d'élèves fréquentant l'enseignement primaire éprouvent-ils des difficultés à résoudre des problèmes mathématiques ? Même lorsqu'ils maîtrisent l'ensemble des connaissances disciplinaires requises, ils échouent fréquemment à la résolution. Selon nous, c'est le caractère complexe des résolutions, exprimé par la nécessité de sélectionner et combiner diverses connaissances disciplinaires, qui génère ces difficultés. Nous proposons dès lors que les stratégies d'autorégulation de détermination du but, de planification, de contrôle et de régulation, issues des paradigmes de la métacognition et de l'apprentissage autorégulé, permettent de remédier à ce caractère de complexité. Nous présentons ces diverses stratégies, et les cadres dans lesquels ils ont été développés. Nous argumentons l'action qu'ils opèrent en diminuant la charge cognitive de l'activité à tout moment de la résolution, et présentons l'état de la littérature quant à leur développement et à leur lien à la performance scolaire. Nous décrivons ensuite diverses études menées afin d'informer la structure, le fonctionnement, le développement, la méthodologie de récolte de données et les liens à la performance à ce type d'activités.

In einer Längsschnittstudie mit 215 Schülern der achten Klasse wurde der Zusammenhang zwischen selbstgesteuertem Lernen, motivationalen (Zielorientierungen, Selbstwirksamkeit, schulischer Affekt) und kognitiven Variablen (Intelligenz) sowie Leistungsindikatoren (Schulleistung, Noten) erhoben. Selbstgesteuertes Lernen wurde mit Hilfe eines strukturierten Interviews (Zimmerman, 1986) und eines Lernstrategie-Fragebogens erfasst. Zum einen zeigte sich, dass die Lernstrategie-Angaben im Interview und im Fragebogen in keiner bedeutsamen Beziehung zueinander standen. Zum anderen ergaben sich deutliche Unterschiede in der Vorhersage der Leistungsindikatoren. Die per Interview erfassten Lernstrategien besaßen sowohl Vorhersagekraft bezüglich Schulnoten und Schulleistung und zeigten signifikante Zusammenhänge zu den individuellen Zielorientierungen, dem schulischen Affekt und der Selbstwirksamkeit. Darüber hinaus konnten Leistungsveränderungen von der achten zur neunten Klasse vorhergesagt werden. Der parallel eingesetzte Lernstrategie-Fragebogen leistete im Vergleich dazu keine Erklärung der Leistungsvarianz. Implikationen für die Diagnostik selbstgesteuerten Lernens werden diskutiert. / This longitudinal study examined relationships between self-regulated learning, motivational orientations, self-efficacy and academic performance in a sample of 215 8th-graders. Self-regulated learning was assessed with both a German adaptation of the Self-Regulated Learning Interview (Zimmerman & Martinez-Pons, 1986) and a learning strategy questionnaire. Results indicated that strategies students reported in the interview were nearly 0-correlated with their answers in the questionnaire. Questionnaire scores did not predict changes in grades and achievement test scores over one year, but learning strategies assessed with the interview did. Further deep-processing strategies were positively related with self-efficacy and task-orientation. Implications for the assessment of self-regulated learning are discussed. <br><br> ---- <br>Anmerkung:<br> Die Autorin ist Trägerin des von der Universitätsgesellschaft Potsdam e.V. vergebenen Wissenschaftspreises zur Förderung des wissenschaftlichen Nachwuchses für die beste Dissertation des Jahres 2003/2004 an der Universität Potsdam.

Practicing is an ineluctable component in the pursuit of achieving musical goals. This is particularly true in the Western model of music education that is, for the most part, characterized by private lessons or ensemble rehearsals that typically occur only once each week. How dependent is the motivation to learn music on effective practicing? Novices often abandon music education simply because “it’s too hard.” Is the frustration the result of a lack of success due to ineffective practicing? Effective practicing evolves naturally with increased musical knowledge and expertise. Overall, a musician’s development towards effective practicing may be described as the acquisition of a metacognitive awareness of one’s own learning and hence a more active participation in that learning that is characterized by self-regulatory behaviours. This research asks if guided practice at an early age might prove a catalyst in the development of effective practicing which naturally occurs with musical expertise. Over the course of an academic school year, 13 novice musicians engaged in guided practice sessions with the researcher. The participants were private piano students and young band members. Data gathered through interviews, questionnaires and video recordings of lessons and practice sessions at the musicians’ homes were analyzed within the theoretical framework of self-regulation. Data were also analyzed according to a self-system theoretical framework of expectancy-value theory, self-determination theory, attribution theory, and goal orientation. Evidence from the data suggests an increase in cognitive and metacognitive processes that characterize self-regulated learning. Musicians also indicate an increase in motivation to engage in practicing as well as greater self-efficacy in addressing musical challenges. Effective pedagogical approaches for guided practice are discussed as are implications for music education. Suggestions are made for further research.

ABSTRACT A STUDY ON LEARNERS&amp / #8217 / READINESS FOR AUTONOMOUS LEARNING OF ENGLISH AS A FOREIGN LANGUAGE KO&Ccedil / AK, Ayfer MSc, Department of Educational Sciences Supervisor: Prof. Dr. Fersun Payko&ccedil / September 2003, 115 pages The purpose of this study is to investigate whether, or not, students attending English Language Preparatory School at BaSkent University are ready to be involved in autonomous language learning. This study also argues that before any interventions aiming at fostering autonomy are implemented, it is necessary to explore learners&amp / #8217 / readiness for autonomous learning in four different areas. These areas are as follows: (a) Learners&amp / #8217 / motivation level in learning English, (b) Learners&amp / #8217 / use of metacognitive strategies in learning English, (c) Learners&amp / #8217 / responsibility perception of their own and their teachers&amp / #8217 / in learning English and (d) Learners&amp / #8217 / practice of English in the outside class activities. The questionnaire used in the study was administered to 186 students attending Preparatory School of BaSkent University. The data analysis was carried out through quantitative (frequencies, means, standard deviations, t-test and one-way ANOVA) analysis techniques. The results of the study indicated that majority of the students had high motivation. Another result revealed that the students tended to use some metacognitive strategies like self-monitoring and self-evaluation. The third result showed that the learners considered the teacher as more responsible for most of the tasks during their own learning process. Fourthly, majority of the students tended to be spending quite little time for out-of-class activities to improve their English. The fifth result displayed that females and elementary learners had higher motivation in learning English, but a significant difference was not in the motivation level concerning the learners&amp / #8217 / major field. The sixth result pointed out that females used more metacognitive strategies in learning English / however, proficiency level and major field of the learners were not found to be significant factors in the use of metacognitive strategies. The seventh result revealed that responsibility perceptions did not show a significant difference regarding the respondents&amp / #8217 / gender, proficiency level and major field. Finally, the present study indicated that intermediate level language learners tended to do more out-of-class activities in learning English. On the other hand, the frequency of respondents&amp / #8217 / conducting out-of-class activities in learning English did not show a significant difference concerning the subjects&amp / #8217 / gender and major field. Key words: Learner Autonomy, Learner Responsibility, Self-regulated learner.

I denna uppsats jämförs och diskuteras gynnsamma faktorer för elevers läs- och skrivutveckling. Jag lyfter fram tre olika forskares syn på vad som kan ha en positiv inverkan för elevers utveckling på området och sätter det i relation till gynnsamma faktorer för lärande i stort. Frågeställningarna berör likheter i forskarnas metoder, lärarrollen samt lärande utifrån individ- och grupperspektiv.   Som jag skrev ovan så fokuseras arbetets kring tre huvudtexter. Dessa texter är Judith Langers Effective Literacy Instruction (2002), Palincsar och Browns Reciprocal Teaching (1984) och Graham, Harris och Santangelos Self-Regulated Strategy Development (2008). Dessa tre texter ger tillsammans en bild av faktorer som kan vara av betydelse för både läs- och skrivutveckling.   I resultaten av studien kommer bland annat vikten av att eleverna lär sig strategier fram. En lustfylld och trygg miljö är något som visat sig vara ytterst viktigt för både lärare och elev. Av resultatet går också att konstatera att både individanpassat lärande och lärande i grupp har sina fördelar.