Self-regulated learning (SRL) involves a complex set of interactions between cognitive, metacognitive, motivational and affective processes. The key to understanding the influence of these self-regulatory processes on learning with open-ended, non-linear learning computer-based environments involves detecting, capturing, identifying, and classifying these processes as they temporally unfold dur...

Abstract This study explored the latent profiles of self-regulated learning (SRL) strategies (cognitive, metacognitive, and motivational regulation) endorsed by Chinese English-as-a-foreign-language (EFL) readers in a high-stakes testing environment, also their associations with individual factors (gender, grade, reading proficiency, beliefs). With sequential explanatory mixed-methods design, s...

Writing is considered a complex process as its relevance to learners’ cognitive and affective activities. The objective of this study describe the status quo non-English major students’ use self-regulated learning (SRL) writing strategies level self-efficacy, investigate correlations between SRL self-efficacy so optimize EFL instruction in China. To end, quantitative method was adopted, which f...

2 The purpose of this chapter is to evaluate the relation between the 21 st Century Competencies (21CC) and self-regulated learning (SRL). The 21CC framework emerged out of efforts to improve and reform educational systems in order to better prepare students to be for 21 st Century Skills, 2009a, 2009b). Within this framework, competencies move beyond simple content area knowledge or skills to ...

This article considers the application of selected components of selfregulated learning (SRL; Zimmerman 2000) to student-content interaction in online learning and distance education (DE). In particular we discuss how, when interacting with electronically enhanced text, students must carefully employ self-regulated learning strategies that include planning, goal setting, self-monitoring process...

This study examined the effects of self-regulated learning (SRL) and epistemological beliefs (EB) on individual learner levels of academic achievement in Web-based learning environments while holding constant the effect of computer self-efficacy, reason for taking an online course, and prior college academic achievement. The study constituents included 201 undergraduate students enrolled in a v...

The instructional design and technology field are dynamic, requiring designers to stay abreast through timely professional learning. Social media offers characteristics collapse the time, geographical, financial limitations of informal learning, but challenges exist. Continuous learning requires proactive actions, wherein self-regulated (SRL) plays an important role. However, not all profession...

This study examines whether an ITS that fosters the use of metacognitive strategies can benefit from variations in its prompts based on learners’ selfregulatory behaviors. We use log files and questionnaire data from 116 participants who interacted with MetaTutor, an advanced multi-agent learning environment that helps learners to develop their self-regulated learning (SRL) skills, in 3 conditi...