subject:( Self regulated learning)

University of Minnesota

1. Nelson, Julie Ann Gdula. Self-regulated learning, classroom context, and achievement: a dual-method investigation.

Degree: PhD, Educational Psychology, 2014, University of Minnesota

URL: http://hdl.handle.net/11299/165766

► The broad purpose of this study was to explore relationships between students' classroom environments, self-regulated learning, and achievement, using survey and microanalytic methodologies to measure… (more)

Subjects/Keywords: Microanalysis; Motivation; Self-Regulated Learning

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APA (6^th Edition):

Nelson, J. A. G. (2014). Self-regulated learning, classroom context, and achievement: a dual-method investigation. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/165766

Chicago Manual of Style (16^th Edition):

Nelson, Julie Ann Gdula. “Self-regulated learning, classroom context, and achievement: a dual-method investigation.” 2014. Doctoral Dissertation, University of Minnesota. Accessed January 18, 2021. http://hdl.handle.net/11299/165766.

MLA Handbook (7^th Edition):

Nelson, Julie Ann Gdula. “Self-regulated learning, classroom context, and achievement: a dual-method investigation.” 2014. Web. 18 Jan 2021.

Vancouver:

Nelson JAG. Self-regulated learning, classroom context, and achievement: a dual-method investigation. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11299/165766.

Council of Science Editors:

Nelson JAG. Self-regulated learning, classroom context, and achievement: a dual-method investigation. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/165766

University of Georgia

2. Roth, Jennifer Lynn Howe. Why should I try?.

Degree: 2016, University of Georgia

URL: http://hdl.handle.net/10724/35456"

► An important goal for schools is to increase achievement for all students, particularly in the area of mathematics. Therefore, a topic of increasing concern is… (more)

Subjects/Keywords: Self-regulated Learning; Mathematics Achievement

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APA (6^th Edition):

Roth, J. L. H. (2016). Why should I try?. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/35456"

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Roth, Jennifer Lynn Howe. “Why should I try?.” 2016. Thesis, University of Georgia. Accessed January 18, 2021. http://hdl.handle.net/10724/35456".

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Roth, Jennifer Lynn Howe. “Why should I try?.” 2016. Web. 18 Jan 2021.

Vancouver:

Roth JLH. Why should I try?. [Internet] [Thesis]. University of Georgia; 2016. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10724/35456".

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Roth JLH. Why should I try?. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/35456"

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Virginia Tech

3. Pan, Xin. The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course.

Degree: PhD, Curriculum and Instruction, 2012, Virginia Tech

URL: http://hdl.handle.net/10919/39335

► This developmental research adopted an adapted Personalized System of Instruction (PSI) structure to design an e-learning course module and a learning procedure, and embedded a… (more)

Subjects/Keywords: eLearning; PSI; Self-regulated learning

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APA (6^th Edition):

Pan, X. (2012). The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39335

Chicago Manual of Style (16^th Edition):

Pan, Xin. “The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course.” 2012. Doctoral Dissertation, Virginia Tech. Accessed January 18, 2021. http://hdl.handle.net/10919/39335.

MLA Handbook (7^th Edition):

Pan, Xin. “The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course.” 2012. Web. 18 Jan 2021.

Vancouver:

Pan X. The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10919/39335.

Council of Science Editors:

Pan X. The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/39335

University of Sydney

4. Khoiriyah, Umatul. ENHANCING STUDENTS’ PROBLEM -BASED LEARNING STRATEGIES THROUGH SELF-ASSESSMENT .

Degree: 2016, University of Sydney

URL: http://hdl.handle.net/2123/15867

► Active student participation is critical to successful Problem Based Learning (PBL). Self-assessment is one potential solution that might reduce students’ dysfunctional behaviour affecting the quality… (more)

▼ Active student participation is critical to successful Problem Based Learning (PBL). Self-assessment is one potential solution that might reduce students’ dysfunctional behaviour affecting the quality of PBL tutorials, which in turn impacts on the achievement of PBL goals. However, there is no convincing theory explaining how self-assessment works in PBL. Some self-assessment tools do exist; however, there is not yet sufficient validity evidence to support their underlying theoretical constructs. To fill this gap, this thesis explores the relevant theories and investigates the ways in which self-assessment can be promoted within the PBL process. This includes the development of a validated self-assessment tool that would assist students’ learning in PBL tutorials. The study was conducted using a mixed-method design in four stages among pre-clinical students at the Faculty of Medicine at the Islamic University of Indonesia (FM IUI), Yogyakarta, Indonesia. In the first stage, semi-structured interviews were conducted with 10 students and 10 tutors, who were all experienced in PBL tutorials, in order to investigate the relationship between students’ self-assessment and learning in the PBL process. The analysis was undertaken from a self-regulated learning (SRL) theory perspective. The findings revealed that students employed learning preparation by analysing the task and developing personal learning goals prior to the tutorial performance. During the tutorial performance, students displayed three skills: reasoning, teamwork and self-directed learning (SDL). Students conducted an unstructured self-assessment of their learning by applying self-observation, self-judgement and self-reaction. In conducting all of these activities, students required support from peers, tutors and the faculty. Students also found that PBL tutorials and self-assessment activities had impacts on their study behaviour. In the second and third stages, respectively, the development of the self-assessment tool was conducted via two processes: namely, Scale Construction and Scale Finalisation. First, 80 Likert scale items were developed based on the findings in stage 1 and consideration of scale items developed in previously published studies. Fifteen experts and 30 students were then invited to review the results. This process reduced the item pool to 37 items, which were then tested on 256 third- and fourth-year students. By applying item analysis and exploratory factor analysis (EFA), two factors were identified as underlying the developed tool. These factors theoretically connect with domains underlying the blueprints (reasoning, teamwork and SDL). As a result of this process, 29 items were retained. Next, 238 students from the first and second years used this 29-item tool. The data was then analysed using confirmatory factor analysis (CFA), by which a 2-factor model with 14 items was identified, with fit indices criteria showing a good fit of the model to the data. This model also showed good internal consistency (Cronbach alpha coefficient >…

Subjects/Keywords: PBL; self-assessment; self-regulated learning

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APA (6^th Edition):

Khoiriyah, U. (2016). ENHANCING STUDENTS’ PROBLEM -BASED LEARNING STRATEGIES THROUGH SELF-ASSESSMENT . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/15867

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Khoiriyah, Umatul. “ENHANCING STUDENTS’ PROBLEM -BASED LEARNING STRATEGIES THROUGH SELF-ASSESSMENT .” 2016. Thesis, University of Sydney. Accessed January 18, 2021. http://hdl.handle.net/2123/15867.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Khoiriyah, Umatul. “ENHANCING STUDENTS’ PROBLEM -BASED LEARNING STRATEGIES THROUGH SELF-ASSESSMENT .” 2016. Web. 18 Jan 2021.

Vancouver:

Khoiriyah U. ENHANCING STUDENTS’ PROBLEM -BASED LEARNING STRATEGIES THROUGH SELF-ASSESSMENT . [Internet] [Thesis]. University of Sydney; 2016. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2123/15867.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Khoiriyah U. ENHANCING STUDENTS’ PROBLEM -BASED LEARNING STRATEGIES THROUGH SELF-ASSESSMENT . [Thesis]. University of Sydney; 2016. Available from: http://hdl.handle.net/2123/15867

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Oklahoma State University

5. Knowles, Kathryn D. BRAIN Program and Promotion of Self-Regulation for Students with Emotional and Behavioral Disorders: A Case Study.

Degree: School Administration, 2019, Oklahoma State University

URL: http://hdl.handle.net/11244/323352

► The purpose of this qualitative case study is to explore, through the lens of self-regulated learning theory, the interrelationship of the BRAIN program and the… (more)

▼ The purpose of this qualitative case study is to explore, through the lens of self-regulated learning theory, the interrelationship of the BRAIN program and the development of positive classroom behaviors for students with emotional and behavioral disorders in a selected Midwestern school district. This study used purposeful sampling to select five school sites implementing the BRAIN program. The study participants were principals and BRAIN teachers at the five school sites. Data were collected through interviews of four principals, five BRAIN teachers, observations, and documents. Identification of self-regulated learning theory espoused by Zimmerman and Campillo (2003), Zimmerman (2000), and Pintrich and Zusho (2002) occurred prior to conducting the study, providing a lens through which to present and analyze the implementation of the BRAIN program at the five school sites. Findings indicated the BRAIN program is a district-led program implemented with consistency at five school sites for grade levels K-8. The BRAIN team at each site has autonomy in flexing the program to meet the needs of students with support from the district BRAIN team. Self-regulated learning theory helps to explain the interrelationship of the BRAIN program and the facilitation of the development of positive classroom behaviors. Through the cycle of forethought, performance or practice, and self-reflection, students learn to self-regulate behaviors and gain control in the general education classrooms. As this cycle continues, students become more confident in their abilities and are intrinsically motivated toward greater autonomy in controlling the behaviors. Additional research could focus on BRAIN students as they progress and exit the program to better understand their perceptions on their ability to self-regulate behaviors. Advisors/Committee Members: Harris, Ed (advisor), Mania Singer, Jackie (committee member), Richardson, Shawna (committee member), Hammer, Tonya R. (committee member).

Subjects/Keywords: self-regulated learning theory; self-regulation

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APA (6^th Edition):

Knowles, K. D. (2019). BRAIN Program and Promotion of Self-Regulation for Students with Emotional and Behavioral Disorders: A Case Study. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/323352

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Knowles, Kathryn D. “BRAIN Program and Promotion of Self-Regulation for Students with Emotional and Behavioral Disorders: A Case Study.” 2019. Thesis, Oklahoma State University. Accessed January 18, 2021. http://hdl.handle.net/11244/323352.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Knowles, Kathryn D. “BRAIN Program and Promotion of Self-Regulation for Students with Emotional and Behavioral Disorders: A Case Study.” 2019. Web. 18 Jan 2021.

Vancouver:

Knowles KD. BRAIN Program and Promotion of Self-Regulation for Students with Emotional and Behavioral Disorders: A Case Study. [Internet] [Thesis]. Oklahoma State University; 2019. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11244/323352.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Knowles KD. BRAIN Program and Promotion of Self-Regulation for Students with Emotional and Behavioral Disorders: A Case Study. [Thesis]. Oklahoma State University; 2019. Available from: http://hdl.handle.net/11244/323352

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Wollongong

6. Anand, Pranit Shailesh. Using mobile phone technology outside class time to develop first year university students' independent study skills.

Degree: Doctor of Philosophy, 2015, University of Wollongong

URL: ; https://ro.uow.edu.au/theses/4549

► Independent study skills are essential for student success in the first year of university. Students often need help to develop independent study skills that… (more)

▼ Independent study skills are essential for student success in the first year of university. Students often need help to develop independent study skills that will enable them to work effectively individually and collaboratively, particularly outside formal class time. Increases in student numbers and more diverse student population have made it both more important and more challenging for universities to effectively and efficiently support students to develop their independent study skills. This thesis presents research that addresses this gap through a case study of the design, development, implementation and evaluation of a study skills development program for first year university students delivered using mobile phone technology. Specifically, the program operationalised theoretical concepts from self-regulated learning in the form of learning prompts sent to students by text messages. The purpose of the study was to derive design principles to support the development of independent study skills using mobile phone technology, identify practical implications for teachers and institutions, and highlight avenues for future research and development. This study demonstrated the potential effectiveness of mobile learning to develop self-regulated learning skills by prompting students with relevant study instructions at various times outside of class. While the results of this research study are encouraging, the approach should be trialled with students from other discipline areas and backgrounds, and include research methods that rely less on student self-reports, such as controlled ability tests and online traces. Longitudinal studies could also investigate the impact of this type of support on attrition, study success after first year, further study and employment.

Subjects/Keywords: study skills; self-regulated learning; mobile learning

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APA (6^th Edition):

Anand, P. S. (2015). Using mobile phone technology outside class time to develop first year university students' independent study skills. (Doctoral Dissertation). University of Wollongong. Retrieved from ; https://ro.uow.edu.au/theses/4549

Chicago Manual of Style (16^th Edition):

Anand, Pranit Shailesh. “Using mobile phone technology outside class time to develop first year university students' independent study skills.” 2015. Doctoral Dissertation, University of Wollongong. Accessed January 18, 2021. ; https://ro.uow.edu.au/theses/4549.

MLA Handbook (7^th Edition):

Anand, Pranit Shailesh. “Using mobile phone technology outside class time to develop first year university students' independent study skills.” 2015. Web. 18 Jan 2021.

Vancouver:

Anand PS. Using mobile phone technology outside class time to develop first year university students' independent study skills. [Internet] [Doctoral dissertation]. University of Wollongong; 2015. [cited 2021 Jan 18]. Available from: ; https://ro.uow.edu.au/theses/4549.

Council of Science Editors:

Anand PS. Using mobile phone technology outside class time to develop first year university students' independent study skills. [Doctoral Dissertation]. University of Wollongong; 2015. Available from: ; https://ro.uow.edu.au/theses/4549

University of Texas – Austin

7. -6671-0254. Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness.

Degree: MA, Educational Psychology, 2017, University of Texas – Austin

URL: http://hdl.handle.net/2152/61659

► For many students, the first year of college presents a series of challenges because there is a gap between their high school experiences and college… (more)

Subjects/Keywords: Learning strategies; Self-regulated learning; Survey

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APA (6^th Edition):

-6671-0254. (2017). Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61659

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-6671-0254. “Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness.” 2017. Masters Thesis, University of Texas – Austin. Accessed January 18, 2021. http://hdl.handle.net/2152/61659.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-6671-0254. “Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness.” 2017. Web. 18 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6671-0254. Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness. [Internet] [Masters thesis]. University of Texas – Austin; 2017. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2152/61659.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-6671-0254. Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness. [Masters Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61659

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Universiteit Utrecht

8. Balk, F.M.A. The influence of metacognitive questions on the learning process during mathematical tasks in teacher-student conversations: A design study.

Degree: 2010, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/187079

► This design study examined to which extent posing metacognitive questions in teacher- student conversations led to improvement of the student’s self-regulated learning. Therefore, the dynamic… (more)

Subjects/Keywords: Sociale Wetenschappen; self-regulated learning, metacognitive questions

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APA (6^th Edition):

Balk, F. M. A. (2010). The influence of metacognitive questions on the learning process during mathematical tasks in teacher-student conversations: A design study. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/187079

Chicago Manual of Style (16^th Edition):

Balk, F M A. “The influence of metacognitive questions on the learning process during mathematical tasks in teacher-student conversations: A design study.” 2010. Masters Thesis, Universiteit Utrecht. Accessed January 18, 2021. http://dspace.library.uu.nl:8080/handle/1874/187079.

MLA Handbook (7^th Edition):

Balk, F M A. “The influence of metacognitive questions on the learning process during mathematical tasks in teacher-student conversations: A design study.” 2010. Web. 18 Jan 2021.

Vancouver:

Balk FMA. The influence of metacognitive questions on the learning process during mathematical tasks in teacher-student conversations: A design study. [Internet] [Masters thesis]. Universiteit Utrecht; 2010. [cited 2021 Jan 18]. Available from: http://dspace.library.uu.nl:8080/handle/1874/187079.

Council of Science Editors:

Balk FMA. The influence of metacognitive questions on the learning process during mathematical tasks in teacher-student conversations: A design study. [Masters Thesis]. Universiteit Utrecht; 2010. Available from: http://dspace.library.uu.nl:8080/handle/1874/187079

Texas A&M University

9. Bae, Yunhee. The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement.

Degree: PhD, Educational Psychology, 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/153862

► This dissertation consists of two articles investigating the relationships among motivation, self-regulated learning (SRL), and academic achievement for adolescents: (a) a meta-analytic review of the… (more)

▼ This dissertation consists of two articles investigating the relationships among motivation, self-regulated learning (SRL), and academic achievement for adolescents: (a) a meta-analytic review of the literature, and (b) tests of a theoretical model using data from an instrument developed by the author and ecologically valid measures of academic achievement of secondary school students in South Korea in both mathematics and English. The theoretical backgrounds of these studies are underlain by the self-system in Bandura’s reciprocal self-determinism and social cognitivism. I employed two research approaches for each of two articles of this dissertation: a meta-analytic review and path analyses of data on the motivation, SRL, and academic achievement in both mathematics and English of secondary school students in South Korea. In the first article, a heuristic framework consisting of 11 core constructs of motivation and self-regulated learning (SRL) was extracted from existing theoretical frameworks and instruments. For the meta-analysis, the final samples came from 46 studies for 28,261 middle or high school students. The findings suggested that self-efficacy, effort, and persistence were the strongest factors on academic achievement. Interest and task value, intrinsic goal, cognitive and metacognitive strategy, and attribution also were substantial contributors to academic performance. As expected, test anxiety was a significant detriment to learning for adolescents. The second article examines the relationships among initial motivation (i.e., self-efficacy, mastery goal orientation, performance avoidance goal orientation), three self-regulated learning processes (i.e., effort and persistence, cognitive and metacognitive strategies, resource management), and midterm and final exam scores in mathematics and English for 952 middle and high school students in Seoul, South Korea. Prior achievement predicted initial motivation, primarily self-efficacy, which strongly influenced mastery goal orientation. Furthermore, initial motivation predicted students’ adoption of self-regulatory functions, of which effort and persistence made the most substantial contribution to subsequent academic performance. However, cognitive and metacognitive strategies and resource management did not contribute to final exams. In sum, this dissertation validated the reciprocal and dynamic relationships among motivation, SRL, and academic achievement for adolescents through multiple research approaches. The findings from both studies suggest that the constructs of motivation and SRL are strongly related to each other and contribute to students’ academic achievement, supporting the suggestions in Bandura’s reciprocal self-determinism and social cognitivism. Advisors/Committee Members: Goetz, Ernest T. (advisor), Liew, Jeffrey (committee member), Yoon, Myeongsun (committee member), Kwok, Oi-Man (committee member), McTigue, Erin (committee member).

Subjects/Keywords: Motivation; Self-Regulated Learning; Academic Achievement; Adolescents

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bae, Y. (2014). The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153862

Chicago Manual of Style (16^th Edition):

Bae, Yunhee. “The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement.” 2014. Doctoral Dissertation, Texas A&M University. Accessed January 18, 2021. http://hdl.handle.net/1969.1/153862.

MLA Handbook (7^th Edition):

Bae, Yunhee. “The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement.” 2014. Web. 18 Jan 2021.

Vancouver:

Bae Y. The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1969.1/153862.

Council of Science Editors:

Bae Y. The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153862

Penn State University

10. Follmer, Dan Jacob. An Examination of the Conceptual Relations Among Executive Functioning, Metacognition, and Self-Regulated Learning.

Degree: 2015, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/25774

► The current study aimed to examine and clarify the conceptual relations among executive functioning, metacognition, and self-regulated learning. One hundred and seventeen undergraduate students enrolled… (more)

Subjects/Keywords: Executive functions; metacognition; self-regulated learning

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APA (6^th Edition):

Follmer, D. J. (2015). An Examination of the Conceptual Relations Among Executive Functioning, Metacognition, and Self-Regulated Learning. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/25774

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Follmer, Dan Jacob. “An Examination of the Conceptual Relations Among Executive Functioning, Metacognition, and Self-Regulated Learning.” 2015. Thesis, Penn State University. Accessed January 18, 2021. https://submit-etda.libraries.psu.edu/catalog/25774.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Follmer, Dan Jacob. “An Examination of the Conceptual Relations Among Executive Functioning, Metacognition, and Self-Regulated Learning.” 2015. Web. 18 Jan 2021.

Vancouver:

Follmer DJ. An Examination of the Conceptual Relations Among Executive Functioning, Metacognition, and Self-Regulated Learning. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 18]. Available from: https://submit-etda.libraries.psu.edu/catalog/25774.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Follmer DJ. An Examination of the Conceptual Relations Among Executive Functioning, Metacognition, and Self-Regulated Learning. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/25774

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

11. Wang, Jianan. Active and Passive Procrastination of University Students Enrolled in Writing Courses Across Varying Course Delivery Models.

Degree: 2013, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/19878

► This research aimed to extend the understanding of procrastination behaviors, with focus on the discussion of a debatable construct, active procrastination, as a distinctive form… (more)

▼ This research aimed to extend the understanding of procrastination behaviors, with focus on the discussion of a debatable construct, active procrastination, as a distinctive form of procrastination that incorporates aspects of self-regulated learning and may lead to successful academic performance. The majority of past literature focused solely on the dysfunctional aspects of procrastination behavior, and regarded it as a manifestation of self-regulatory failure or as a self-handicapping strategy. However, some studies reported that high achieving individuals are also found to engage in procrastination behaviors, although they are assumed to be better self-regulators. Based upon these findings, some researchers queried that a different form of procrastination behavior might exist, and more likely to be found among high-achieving individuals. In line with this hypothesis, this thesis examined the active procrastination construct by analyzing reports of undergraduate students enrolled in writing courses of different class settings. Four validated instruments were adopted in this study to measure students’ procrastination tendency, self-regulated learning, and self-handicapping tendency. Students’ performance outcomes as indicated by their assignment scores and their GPA were also analyzed. Anchored reports of task completion in relation to deadlines coupled with students’ assignment submission times were also collected along with other data, but not included in the current analysis. Results showed no differences in reported procrastination across class settings in terms of online versus social class environment. Yet as expected, students who enrolled in the honor’s class reported higher active procrastination tendencies than non-honor students. The associations between active procrastination and self-regulated learning were significant and in the expected direction for self-efficacy, text anxiety and effort regulation subscales of the MSLQ. As hypothesized, reported active procrastination was not correlated with self-handicapping but yielded a surprising negative correlation with the PASS score. Also as expected, active procrastination was positively related to both GPA and paper score. The associations between active procrastination and other variables were not statistically significant. Additional analyses were conducted to examine between group differences based on students’ procrastination patterns and their performance level. Findings lend partial support for the active procrastination construct. Result of procrastination patterns failed to find supporting evidence for the hypothesis that active procrastinators are different from their passive peers in self-handicapping tendency and aspects of self-regulated learning. However, the result of students’ performance level supported that students with higher academic achievement would also report higher active procrastination tendencies. Results of this study corresponded to the mixed findings of previous literature about active procrastination. At the end of the… Advisors/Committee Members: Rayne Audrey Sperling, Thesis Advisor/Co-Advisor.

Subjects/Keywords: Self-Regulated Learning; Active Procrastination; Academic Achievement

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APA (6^th Edition):

Wang, J. (2013). Active and Passive Procrastination of University Students Enrolled in Writing Courses Across Varying Course Delivery Models. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/19878

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wang, Jianan. “Active and Passive Procrastination of University Students Enrolled in Writing Courses Across Varying Course Delivery Models.” 2013. Thesis, Penn State University. Accessed January 18, 2021. https://submit-etda.libraries.psu.edu/catalog/19878.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wang, Jianan. “Active and Passive Procrastination of University Students Enrolled in Writing Courses Across Varying Course Delivery Models.” 2013. Web. 18 Jan 2021.

Vancouver:

Wang J. Active and Passive Procrastination of University Students Enrolled in Writing Courses Across Varying Course Delivery Models. [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Jan 18]. Available from: https://submit-etda.libraries.psu.edu/catalog/19878.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wang J. Active and Passive Procrastination of University Students Enrolled in Writing Courses Across Varying Course Delivery Models. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/19878

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

12. Reeves, Philip M. AN EXAMINATION OF HELP-SEEKING IN ENTREPRENEURSHIP EDUCATION.

Degree: 2016, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/cr56n097m

► This dissertation expanded help-seeking research into entrepreneurship education and addressed understudied areas of help-seeking research. Researchers have commonly used Likert scales to measure help-seeking tendencies… (more)

▼ This dissertation expanded help-seeking research into entrepreneurship education and addressed understudied areas of help-seeking research. Researchers have commonly used Likert scales to measure help-seeking tendencies in many studies. However, the existing scales of executive help-seeking have been unable to distinguish executive help-seeking (seeking an answer from an external source) from avoidant help-seeking (not seeking help when help is needed) in academic contexts. Therefore, in the first study, a new scale that measured executive help-seeking is created to reflect the positive aspects of executive help-seeking, which may be more evident in entrepreneurship education. Results from the study provided two types of validity evidence to suggest that the Pragmatic Executive Help-seeking scale measures a distinct element of help-seeking. The second study continues to provide a foundation for studying help-seeking in entrepreneurship education. A majority of help-seeking research has considered an individual’s help-seeking tendencies to be fairly consistent within a given environment and has not examined how different problems may influence help-seeking behavior. However, the type of problem (i.e. interpersonal vs. technological) likely influences help-seeking behavior. Since little research exists about the types of problems that arise when working on projects within entrepreneurship education, entrepreneurial students are interviewed about their experiences in Study 2. The results indicate that students encountered several different types of problems including: cultural problems; problems evaluating or integrating information; problems obtaining or managing resources and finances; problems during the idea generation process; legal problems; problems managing or working with teammates; problems arising from a lack of prior knowledge; problems with technology; and problems managing time. The results from Study 2 inform the creation of an instrument containing general problem scenarios that can be used to examine help-seeking intentions at a problem level. The third study utilizes the scale and the instrument that were developed in the previous studies to test for differences in help-seeking tendencies and intention between entrepreneurial and non-entrepreneurial students. Additionally, analyses examine how the perception of problems’ characteristics (i.e. problem severity, difficulty, novelty, etc.) impacts students’ intention to seek help. The results of Study 3 indicate that when holding other characteristics constant, confidence in ability to overcome a problem significantly predicted help-seeking intention across all the problem scenarios. Also, entrepreneurial students had a higher intention to seek help when compared to non-entrepreneurial students. Advisors/Committee Members: Rayne Audrey Sperling, Dissertation Advisor/Co-Advisor, Rayne Audrey Sperling, Committee Chair/Co-Chair, Robert James Stevens, Committee Member, Sarah Elizabeth Zappe, Committee Member, Thomas Litzinger, Outside Member.

Subjects/Keywords: Help-seeking; Self-regulated Learning; Entrepreneurship Education

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APA (6^th Edition):

Reeves, P. M. (2016). AN EXAMINATION OF HELP-SEEKING IN ENTREPRENEURSHIP EDUCATION. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/cr56n097m

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Reeves, Philip M. “AN EXAMINATION OF HELP-SEEKING IN ENTREPRENEURSHIP EDUCATION.” 2016. Thesis, Penn State University. Accessed January 18, 2021. https://submit-etda.libraries.psu.edu/catalog/cr56n097m.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Reeves, Philip M. “AN EXAMINATION OF HELP-SEEKING IN ENTREPRENEURSHIP EDUCATION.” 2016. Web. 18 Jan 2021.

Vancouver:

Reeves PM. AN EXAMINATION OF HELP-SEEKING IN ENTREPRENEURSHIP EDUCATION. [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Jan 18]. Available from: https://submit-etda.libraries.psu.edu/catalog/cr56n097m.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reeves PM. AN EXAMINATION OF HELP-SEEKING IN ENTREPRENEURSHIP EDUCATION. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/cr56n097m

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Brigham Young University

13. Nuttall, Christopher. A Self-Regulated Learning Inventory Based on a Six-Dimensional Model of SRL.

Degree: MA, 2016, Brigham Young University

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7581&context=etd

► This report discusses a study undertaken to develop, pilot, and tentatively validate a self- regulated learning (SRL) inventory for L2 contexts. This inventory was specifically… (more)

Subjects/Keywords: self-regulated learning; inventory; L2 context; Linguistics

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APA (6^th Edition):

Nuttall, C. (2016). A Self-Regulated Learning Inventory Based on a Six-Dimensional Model of SRL. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7581&context=etd

Chicago Manual of Style (16^th Edition):

Nuttall, Christopher. “A Self-Regulated Learning Inventory Based on a Six-Dimensional Model of SRL.” 2016. Masters Thesis, Brigham Young University. Accessed January 18, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7581&context=etd.

MLA Handbook (7^th Edition):

Nuttall, Christopher. “A Self-Regulated Learning Inventory Based on a Six-Dimensional Model of SRL.” 2016. Web. 18 Jan 2021.

Vancouver:

Nuttall C. A Self-Regulated Learning Inventory Based on a Six-Dimensional Model of SRL. [Internet] [Masters thesis]. Brigham Young University; 2016. [cited 2021 Jan 18]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7581&context=etd.

Council of Science Editors:

Nuttall C. A Self-Regulated Learning Inventory Based on a Six-Dimensional Model of SRL. [Masters Thesis]. Brigham Young University; 2016. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7581&context=etd

University of Canterbury

14. Williamson, Genevieve. Self-regulated learning: an overview of metacognition, motivation and behaviour.

Degree: 2015, University of Canterbury

URL: http://dx.doi.org/10.26021/851

► The following review provides a synthesised summary of self-regulated learning in relation to metacognition, motivation and behaviour. It provides evidence regarding the need for, and… (more)

Subjects/Keywords: self-regulated learning; metacognition; motivation; behaviour

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APA (6^th Edition):

Williamson, G. (2015). Self-regulated learning: an overview of metacognition, motivation and behaviour. (Thesis). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/851

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Williamson, Genevieve. “Self-regulated learning: an overview of metacognition, motivation and behaviour.” 2015. Thesis, University of Canterbury. Accessed January 18, 2021. http://dx.doi.org/10.26021/851.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Williamson, Genevieve. “Self-regulated learning: an overview of metacognition, motivation and behaviour.” 2015. Web. 18 Jan 2021.

Vancouver:

Williamson G. Self-regulated learning: an overview of metacognition, motivation and behaviour. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2021 Jan 18]. Available from: http://dx.doi.org/10.26021/851.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Williamson G. Self-regulated learning: an overview of metacognition, motivation and behaviour. [Thesis]. University of Canterbury; 2015. Available from: http://dx.doi.org/10.26021/851

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Victoria

15. Helm, Stephanie Catherine. An Exploration of elementary students' task understanding: how do young students understand the school activities they are assigned?.

Degree: Dept. of Educational Psychology and Leadership Studies, 2012, University of Victoria

URL: http://hdl.handle.net/1828/3822

► This study employed a cross case analysis research design to explore young elementary students’ task understanding and its relationship to learning. Participants included 13 grade… (more)

Subjects/Keywords: Self-Regulated Learning; Young Students; Task Understandng

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APA (6^th Edition):

Helm, S. C. (2012). An Exploration of elementary students' task understanding: how do young students understand the school activities they are assigned?. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3822

Chicago Manual of Style (16^th Edition):

Helm, Stephanie Catherine. “An Exploration of elementary students' task understanding: how do young students understand the school activities they are assigned?.” 2012. Masters Thesis, University of Victoria. Accessed January 18, 2021. http://hdl.handle.net/1828/3822.

MLA Handbook (7^th Edition):

Helm, Stephanie Catherine. “An Exploration of elementary students' task understanding: how do young students understand the school activities they are assigned?.” 2012. Web. 18 Jan 2021.

Vancouver:

Helm SC. An Exploration of elementary students' task understanding: how do young students understand the school activities they are assigned?. [Internet] [Masters thesis]. University of Victoria; 2012. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1828/3822.

Council of Science Editors:

Helm SC. An Exploration of elementary students' task understanding: how do young students understand the school activities they are assigned?. [Masters Thesis]. University of Victoria; 2012. Available from: http://hdl.handle.net/1828/3822

University of Illinois – Urbana-Champaign

16. Liu, Xiaomei. Adult age differences in information foraging in interactive reading environments.

Degree: MS, 0210, 2015, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/72862

► When learning about a single topic in natural reading environments, readers are confronted with multiple resources varying in type and amount of information. In this… (more)

Subjects/Keywords: Aging; Information Foraging; Reading; Self-Regulated Learning

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APA (6^th Edition):

Liu, X. (2015). Adult age differences in information foraging in interactive reading environments. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/72862

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Liu, Xiaomei. “Adult age differences in information foraging in interactive reading environments.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed January 18, 2021. http://hdl.handle.net/2142/72862.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Liu, Xiaomei. “Adult age differences in information foraging in interactive reading environments.” 2015. Web. 18 Jan 2021.

Vancouver:

Liu X. Adult age differences in information foraging in interactive reading environments. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2142/72862.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Liu X. Adult age differences in information foraging in interactive reading environments. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/72862

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

17. Samruayruen, Buncha. Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand.

Degree: 2013, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc271889/

► The purpose of this study was to identify the existing level of self-regulated learning (SRL) among Thai online learners, to examine the relationship between SRL… (more)

▼ The purpose of this study was to identify the existing level of self-regulated learning (SRL) among Thai online learners, to examine the relationship between SRL and academic achievement based on a) course completion and b) course grades, and to investigate differences in SRL as they correlate to demographic factors. A mixed-methods research design with modified MSLQ online surveys and semi-structured interviews was used during the process of data collection. One hundred eighty-eight of the 580 online learners enrolled in the certificate programs of the Thailand Cyber University Project responded to the surveys; 7 of these also participated in the interview process. The findings indicated that Thai online learners reported high levels of SRL characteristics. Independent sample t-test results revealed that successful learners were higher in SRL learning strategies than those who did not succeed the course. Results from multiple regression analyses indicated that critical thinking and time/study environmental management were significant predictors of academic course grade with a small effect size (R2 = .113). Comparison of mean differences revealed that some SRL characteristics were different among demographic subgroups determined by factors including gender, age range, marital status, and Internet use; female reported a significantly higher level of task value than male; younger learners had a significantly higher level of test anxiety than older learners; married learners reported a significantly higher level of self-efficacy and task value than single learners; online learners who had more Internet experience reported a significantly higher level of self-efficacy, metacognitive self-regulation, and time/study environmental management than those who had less Internet experience. In addition, the qualitative findings confirmed that participants reported the use of learning strategies in four categories, with a high number of references to metacognitive self-regulation and elaboration, and a low number of references to critical thinking and time/study environmental management. Furthermore, the qualitative results revealed that Thai online learners used different tools for social and personal activities, communication, and information searching. Advisors/Committee Members: Knezek, Gerald A., Warren, Scott, Lin, Lin.

Subjects/Keywords: Self-regulated learning; self-regulation; online learning; online learning in Thailand

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APA (6^th Edition):

Samruayruen, B. (2013). Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271889/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Samruayruen, Buncha. “Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand.” 2013. Thesis, University of North Texas. Accessed January 18, 2021. https://digital.library.unt.edu/ark:/67531/metadc271889/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Samruayruen, Buncha. “Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand.” 2013. Web. 18 Jan 2021.

Vancouver:

Samruayruen B. Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand. [Internet] [Thesis]. University of North Texas; 2013. [cited 2021 Jan 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271889/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Samruayruen B. Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271889/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Universiteit Nederland

18. Jossberger, Helen. Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities .

Degree: 2011, Open Universiteit Nederland

URL: http://hdl.handle.net/1820/3417

► In this dissertation, the focus is on learning in workplace simulations and the quest toward self-regulation in vocational education. The main aim was to gain… (more)

Subjects/Keywords: self-regulated learning; self-directed learning; workplace simulations; vocational education

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APA (6^th Edition):

Jossberger, H. (2011). Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities . (Doctoral Dissertation). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/3417

Chicago Manual of Style (16^th Edition):

Jossberger, Helen. “Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities .” 2011. Doctoral Dissertation, Open Universiteit Nederland. Accessed January 18, 2021. http://hdl.handle.net/1820/3417.

MLA Handbook (7^th Edition):

Jossberger, Helen. “Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities .” 2011. Web. 18 Jan 2021.

Vancouver:

Jossberger H. Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities . [Internet] [Doctoral dissertation]. Open Universiteit Nederland; 2011. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1820/3417.

Council of Science Editors:

Jossberger H. Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities . [Doctoral Dissertation]. Open Universiteit Nederland; 2011. Available from: http://hdl.handle.net/1820/3417

University of Kansas

19. McClain, Elizabeth Kim. The Effects of the Use of a Self-monitoring Form on Achievement and Self-regulated Learning in a Developmental Mathematics Course.

Degree: PhD, Curriculum and Teaching, 2015, University of Kansas

URL: http://hdl.handle.net/1808/19508

► For most undergraduate degrees, students are required to fulfill a baseline of mathematics requirements. However, some students are not prepared to begin in a college-level… (more)

▼ For most undergraduate degrees, students are required to fulfill a baseline of mathematics requirements. However, some students are not prepared to begin in a college-level mathematics course and must begin coursework in a developmental mathematics course. Therefore, identifying ways to increase the student success rate in developmental mathematics courses is an important issue faced by many post-secondary institutions. The purpose of this study was to investigate student use of a self-monitoring instrument when working online in a university developmental mathematics course, Intermediate Algebra, which blended online learning and face-to-face instruction. Comparisons of achievement on exams, self-regulated learning levels, and course grade were made between students using a self-monitoring instrument while working online and those that did not use this instrument. There were 661 students included in this semester-long study. There were three phases in this study. In Phase 1, students in the experimental group received the most intense treatment. Students were asked to complete a self-monitoring record form after every online assignment for a total of four times. During Phase 2, the treatment was moderate as students were asked to complete the online record form after every other online assignment for an additional two occurrences. In Phase 3 the treatment was removed and students were not required to complete any online record forms. All participants were asked to complete a questionnaire in class four different times throughout the semester to measure levels of self-regulation when working online. This study used a nonequivalent-control-group experimental design with repeated measures. ANCOVA results indicated that the experimental group as a whole performed slightly but statistically significantly better than the control group on two of the three unit assessments- the Unit 3 Exam which was completed at the end of Phase 2 and the Unit 4 Exam which was completed at the end of Phase 3. ANOVA revealed that during Phase 2, the experimental group as a whole had a small yet statistically significant increase in their level of self-regulation compared to the control group yet in Phase 3 those differences did not remain statistically significant. Positive correlations were identified between students’ composite score on the fourth measurement of levels of self-regulated learning and their final course grade as well as subscale scores, Goal Setting, Environment Structuring, Help Seeking, and Self-evaluation, and students’ final course grade. Advisors/Committee Members: Gay, Susan (advisor), Frey, Bruce (cmtemember), Mahlios, Marc (cmtemember), McKinght, Phil (cmtemember), Porter, Jack (cmtemember).

Subjects/Keywords: Mathematics education; blended learning; developmental mathematics; self-monitoring; self-regulated learning

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APA (6^th Edition):

McClain, E. K. (2015). The Effects of the Use of a Self-monitoring Form on Achievement and Self-regulated Learning in a Developmental Mathematics Course. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/19508

Chicago Manual of Style (16^th Edition):

McClain, Elizabeth Kim. “The Effects of the Use of a Self-monitoring Form on Achievement and Self-regulated Learning in a Developmental Mathematics Course.” 2015. Doctoral Dissertation, University of Kansas. Accessed January 18, 2021. http://hdl.handle.net/1808/19508.

MLA Handbook (7^th Edition):

McClain, Elizabeth Kim. “The Effects of the Use of a Self-monitoring Form on Achievement and Self-regulated Learning in a Developmental Mathematics Course.” 2015. Web. 18 Jan 2021.

Vancouver:

McClain EK. The Effects of the Use of a Self-monitoring Form on Achievement and Self-regulated Learning in a Developmental Mathematics Course. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1808/19508.

Council of Science Editors:

McClain EK. The Effects of the Use of a Self-monitoring Form on Achievement and Self-regulated Learning in a Developmental Mathematics Course. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/19508

University of Newcastle

20. Alharbi, Ali. Pedagogical-based learning object system to support self-regulated learning of computer science.

Degree: PhD, 2013, University of Newcastle

URL: http://hdl.handle.net/1959.13/1039667

►

Research Doctorate - Doctor of Philosophy (PhD)

Educators strive to design high-quality learning materials to help students gain an understanding of the subjects under study.… (more)

▼

Research Doctorate - Doctor of Philosophy (PhD)

Educators strive to design high-quality learning materials to help students gain an understanding of the subjects under study. Today, in many disciplines, learning is self-regulated by students rather than enforced by teachers. Students are expected to seek knowledge through active participation in the learning process, and teachers serve as facilitators. In areas such as computer science, a dynamically changing field that is affected by new technologies, there is a lack of application of learning theories to the design and delivery of learning materials. In the last few years, there has been increased attention to the concept of learning objects as a future generation in designing and delivering learning materials. Learning objects can provide a standard approach to design of flexible, adaptable, reusable, and easy to find learning materials. However, research indicated a lack of consideration of learning theories in the current approach to the design and delivery of learning objects. This thesis investigates the educational effectiveness of the design and delivery of learning objects based on contemporary theories of self-regulated learning by taking into consideration students’ learning styles. The study proposes a pedagogical self-regulated learning framework that considers the theory of learning styles as one of its central components. The framework was then applied to the design of a learning object system to demonstrate how learning theories can be embodied in the design and delivery of computer science learning materials. A number of learning objects were designed to support students’ different learning styles. The system also implemented a learning style awareness module, which is responsible for identifying students’ learning styles and providing guides to learning strategies to help students utilise the strengths and overcome the weaknesses of their learning styles. Moreover, the system focuses on improving students’ metacognitive strategies, such as self-assessment and self-reflection, to help them become more self-regulated learners. An empirical study was conducted to educationally evaluate the system in a core course on programming languages. The study used a quasi-experiment to compare the academic achievement of a group of students who used the system for their self- regulated learning with a group that was taught using the traditional instructional approach. The results of the study support the educational effect of the system, as indicated by the students’ achievement and high level of satisfaction.

Advisors/Committee Members: University of Newcastle. Faculty of Engineering & Built Environment, School of Electrical Engineering and Computer Science.

Subjects/Keywords: computer science education; learning objects; self regulated learning; learning styles

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APA (6^th Edition):

Alharbi, A. (2013). Pedagogical-based learning object system to support self-regulated learning of computer science. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1039667

Chicago Manual of Style (16^th Edition):

Alharbi, Ali. “Pedagogical-based learning object system to support self-regulated learning of computer science.” 2013. Doctoral Dissertation, University of Newcastle. Accessed January 18, 2021. http://hdl.handle.net/1959.13/1039667.

MLA Handbook (7^th Edition):

Alharbi, Ali. “Pedagogical-based learning object system to support self-regulated learning of computer science.” 2013. Web. 18 Jan 2021.

Vancouver:

Alharbi A. Pedagogical-based learning object system to support self-regulated learning of computer science. [Internet] [Doctoral dissertation]. University of Newcastle; 2013. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1959.13/1039667.

Council of Science Editors:

Alharbi A. Pedagogical-based learning object system to support self-regulated learning of computer science. [Doctoral Dissertation]. University of Newcastle; 2013. Available from: http://hdl.handle.net/1959.13/1039667

University of Wollongong

21. Thomas, Lisa. Investigating self-regulated learning strategies to support the transition to problem-based learning.

Degree: PhD, Faculty of Education, 2013, University of Wollongong

URL: 130103 Higher Education, 130209 Medicine, Nursing and Health Curriculum and Pedagogy, 130309 Learning Sciences ; https://ro.uow.edu.au/theses/3962

► This study investigated how self-regulated learning strategies could support student transition in a problem-based learning context. Problem-based learning is a pedagogical approach in which… (more)

Subjects/Keywords: problem-based learning; self-regulated learning; learning skills; medical education

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APA (6^th Edition):

Thomas, L. (2013). Investigating self-regulated learning strategies to support the transition to problem-based learning. (Doctoral Dissertation). University of Wollongong. Retrieved from 130103 Higher Education, 130209 Medicine, Nursing and Health Curriculum and Pedagogy, 130309 Learning Sciences ; https://ro.uow.edu.au/theses/3962

Chicago Manual of Style (16^th Edition):

Thomas, Lisa. “Investigating self-regulated learning strategies to support the transition to problem-based learning.” 2013. Doctoral Dissertation, University of Wollongong. Accessed January 18, 2021. 130103 Higher Education, 130209 Medicine, Nursing and Health Curriculum and Pedagogy, 130309 Learning Sciences ; https://ro.uow.edu.au/theses/3962.

MLA Handbook (7^th Edition):

Thomas, Lisa. “Investigating self-regulated learning strategies to support the transition to problem-based learning.” 2013. Web. 18 Jan 2021.

Vancouver:

Thomas L. Investigating self-regulated learning strategies to support the transition to problem-based learning. [Internet] [Doctoral dissertation]. University of Wollongong; 2013. [cited 2021 Jan 18]. Available from: 130103 Higher Education, 130209 Medicine, Nursing and Health Curriculum and Pedagogy, 130309 Learning Sciences ; https://ro.uow.edu.au/theses/3962.

Council of Science Editors:

Thomas L. Investigating self-regulated learning strategies to support the transition to problem-based learning. [Doctoral Dissertation]. University of Wollongong; 2013. Available from: 130103 Higher Education, 130209 Medicine, Nursing and Health Curriculum and Pedagogy, 130309 Learning Sciences ; https://ro.uow.edu.au/theses/3962

University of KwaZulu-Natal

22. Surmon, Kate Pamela. A qualitative perspective of high academic achievers’ self-regulated learning, learning styles, and learning strategies.

Degree: 2019, University of KwaZulu-Natal

URL: https://researchspace.ukzn.ac.za/handle/10413/17153

► Pressure from global and local changes have necessitated the need for transformation in higher education institutions. This has given rise to numerous studies conducted on… (more)

Subjects/Keywords: Self-regulated learning.; Learning styles.; High academic achievers.; Learning strategies.

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APA (6^th Edition):

Surmon, K. P. (2019). A qualitative perspective of high academic achievers’ self-regulated learning, learning styles, and learning strategies. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17153

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Surmon, Kate Pamela. “A qualitative perspective of high academic achievers’ self-regulated learning, learning styles, and learning strategies.” 2019. Thesis, University of KwaZulu-Natal. Accessed January 18, 2021. https://researchspace.ukzn.ac.za/handle/10413/17153.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Surmon, Kate Pamela. “A qualitative perspective of high academic achievers’ self-regulated learning, learning styles, and learning strategies.” 2019. Web. 18 Jan 2021.

Vancouver:

Surmon KP. A qualitative perspective of high academic achievers’ self-regulated learning, learning styles, and learning strategies. [Internet] [Thesis]. University of KwaZulu-Natal; 2019. [cited 2021 Jan 18]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17153.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Surmon KP. A qualitative perspective of high academic achievers’ self-regulated learning, learning styles, and learning strategies. [Thesis]. University of KwaZulu-Natal; 2019. Available from: https://researchspace.ukzn.ac.za/handle/10413/17153

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Guelph

23. Willoughby, David. Compassion, Acceptance and Narrative Identity in the Self-Regulation of Learning Among University Students with Learning Disabilities.

Degree: PhD, Department of Psychology, 2018, University of Guelph

URL: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/13554

► University students with learning disabilities (LDs) represent a growing fraction of the total student population within North America. While past research has focused on cognitive… (more)

Subjects/Keywords: Self compassion; self acceptance; learning disabilities; learning disability; self regulated learning; narrative identity

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APA (6^th Edition):

Willoughby, D. (2018). Compassion, Acceptance and Narrative Identity in the Self-Regulation of Learning Among University Students with Learning Disabilities. (Doctoral Dissertation). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/13554

Chicago Manual of Style (16^th Edition):

Willoughby, David. “Compassion, Acceptance and Narrative Identity in the Self-Regulation of Learning Among University Students with Learning Disabilities.” 2018. Doctoral Dissertation, University of Guelph. Accessed January 18, 2021. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/13554.

MLA Handbook (7^th Edition):

Willoughby, David. “Compassion, Acceptance and Narrative Identity in the Self-Regulation of Learning Among University Students with Learning Disabilities.” 2018. Web. 18 Jan 2021.

Vancouver:

Willoughby D. Compassion, Acceptance and Narrative Identity in the Self-Regulation of Learning Among University Students with Learning Disabilities. [Internet] [Doctoral dissertation]. University of Guelph; 2018. [cited 2021 Jan 18]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/13554.

Council of Science Editors:

Willoughby D. Compassion, Acceptance and Narrative Identity in the Self-Regulation of Learning Among University Students with Learning Disabilities. [Doctoral Dissertation]. University of Guelph; 2018. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/13554

University of Georgia

24. Francom, Gregory Merrill. Promoting learner self-direction with task-centered learning activities in a general education biology course.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/27453

► There is currently a growing recognition of the importance of knowledge and skills that enable students to self-direct and self-regulate personal learning processes. This type… (more)

▼ There is currently a growing recognition of the importance of knowledge and skills that enable students to self-direct and self-regulate personal learning processes. This type of knowledge and skill has received recent attention in higher educational contexts. Despite this attention, it is not widely known how learner self-direction can best be fostered among students in formal education environments. One possible method involves centering learning on real-world tasks or problems. Conceptual connections have been made in the literature between learner self-direction and task-centered learning, yet little empirical research currently supports this connection. The purpose of this study was to investigate the effect of a task-centered approach in a large-enrollment general education biology course on learner self-direction and students’ understanding of science concepts. This quasi-experimental study compared two course sections (control and treatment) on measures of learner self-direction and conceptual understanding. The treatment section incorporated learning tasks that required groups of students to work together to apply their science and biology knowledge while the control section incorporated note taking and other activities. Results from this study indicate that students in the control and treatment sections did not significantly differ from each other on the measure of learner self-direction, nor did either section significantly change over time on this measure. Additionally, students in the control and treatment groups did not significantly differ from each other on the measure of students’ understanding of science concepts. Both sections increased to the same degree on this measure over the semester. In a task survey, students responded that they lacked intrinsic motivation and personal monitoring when doing the learning tasks. However students also reported that they felt the learning tasks were realistic and required the use of information literacy skills. Overall, results from this study suggest that students who learn in a task-centered approach do not increase in learner self-direction any more than students who do not learn in a task-centered approach. The results also suggest that students do not necessarily increase their conceptual understanding in a task-centered learning environment more than in another learning environment.

Subjects/Keywords: Self-direction; Self-directed learning; Task-centered; Problem-centered Self-regulated learning; Self-regulation

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APA (6^th Edition):

Francom, G. M. (2014). Promoting learner self-direction with task-centered learning activities in a general education biology course. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27453

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Francom, Gregory Merrill. “Promoting learner self-direction with task-centered learning activities in a general education biology course.” 2014. Thesis, University of Georgia. Accessed January 18, 2021. http://hdl.handle.net/10724/27453.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Francom, Gregory Merrill. “Promoting learner self-direction with task-centered learning activities in a general education biology course.” 2014. Web. 18 Jan 2021.

Vancouver:

Francom GM. Promoting learner self-direction with task-centered learning activities in a general education biology course. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10724/27453.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Francom GM. Promoting learner self-direction with task-centered learning activities in a general education biology course. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27453

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Royal Roads University

25. Mercer, Ralph E. Learning in the open : quantifying personal learning environments .

Degree: 2014, Royal Roads University

URL: http://hdl.handle.net/10170/765

► This thesis explores whether it is possible to quantify personal learning environments by employing the concepts and culture that support the Quantified Self movement. Using… (more)

Subjects/Keywords: online ethnography; Personal learning environment; quantified self; self-regulated learning; social learning; technology-mediated learning

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APA (6^th Edition):

Mercer, R. E. (2014). Learning in the open : quantifying personal learning environments . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/765

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mercer, Ralph E. “Learning in the open : quantifying personal learning environments .” 2014. Thesis, Royal Roads University. Accessed January 18, 2021. http://hdl.handle.net/10170/765.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mercer, Ralph E. “Learning in the open : quantifying personal learning environments .” 2014. Web. 18 Jan 2021.

Vancouver:

Mercer RE. Learning in the open : quantifying personal learning environments . [Internet] [Thesis]. Royal Roads University; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10170/765.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mercer RE. Learning in the open : quantifying personal learning environments . [Thesis]. Royal Roads University; 2014. Available from: http://hdl.handle.net/10170/765

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Melbourne

26. de Barba, Paula. Autonomous learning and achievement motivation in online learning environments.

Degree: 2017, University of Melbourne

URL: http://hdl.handle.net/11343/212132

► This program of research developed new understandings of how students’ personal characteristics influence their learning processes in online environments, particularly in a novel mode of… (more)

Subjects/Keywords: autonomous learning; self-regulated learning; self-directed learning; achievement motivation; situational interest; online learning; MOOC

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APA (6^th Edition):

de Barba, P. (2017). Autonomous learning and achievement motivation in online learning environments. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/212132

Chicago Manual of Style (16^th Edition):

de Barba, Paula. “Autonomous learning and achievement motivation in online learning environments.” 2017. Doctoral Dissertation, University of Melbourne. Accessed January 18, 2021. http://hdl.handle.net/11343/212132.

MLA Handbook (7^th Edition):

de Barba, Paula. “Autonomous learning and achievement motivation in online learning environments.” 2017. Web. 18 Jan 2021.

Vancouver:

de Barba P. Autonomous learning and achievement motivation in online learning environments. [Internet] [Doctoral dissertation]. University of Melbourne; 2017. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11343/212132.

Council of Science Editors:

de Barba P. Autonomous learning and achievement motivation in online learning environments. [Doctoral Dissertation]. University of Melbourne; 2017. Available from: http://hdl.handle.net/11343/212132

27. Moote, Julie Katherine. When students lead : investigating the impact of the CREST inquiry-based learning programme on changes in self-regulated processes and related motivations among young science students.

Degree: PhD, 2014, University of Edinburgh

URL: http://hdl.handle.net/1842/9828

► This thesis explores the impact of an inquiry-based learning programme on students’ self-reported levels of self-regulated processes and related motivations in the science classroom. Appreciating… (more)

▼ This thesis explores the impact of an inquiry-based learning programme on students’ self-reported levels of self-regulated processes and related motivations in the science classroom. Appreciating the interest seen in developing self-regulated learning and motivation in young students (Gläser-Zikuda & Järvelä, 2008; Zimmerman, 2002) and considering current discussions regarding the way science is taught around the globe (Kalman, 2010, Leou, Abder, Riordan, & Zoller, 2006), it was deemed important to explore the development of these constructs in young science students through participation in a curriculum initiative currently being implemented across the UK - the CREativity in Science and Technology (CREST) programme. The three studies included in this thesis followed a longitudinal quasi-experimental design using a naturalistic setting. After placing the research within a theoretical framework (Chapters 1 & 2) and describing the pilot work and methodology for the three investigations (Chapter 3), Study 1 (presented in Chapter 4) explored the impact of the CREST programme on developing self-regulated processes and related motivations in young students (n=34) compared to a control group of students from the same school (n=39). The findings indicated that students participating in the programme experienced significant increases in their self-reported levels of self-regulated learning and career motivation in comparison to the control group of students and that these developments were retained six months following programme completion. The results also demonstrated the potential for the CREST programme to reduce the decreasing trends relating to self-determination and intrinsic motivation found in the control group and reported in the wider literature in the field. Study 2 (presented in Chapter 5) built on the methodology of Study 1 and investigated class differences in response to the CREST programme. Study 2 aimed firstly to replicate the findings from Study 1 regarding group differences in self-reported levels from pre-test to post-test on the measured variables. While a reference control class (n=18) showed no significant changes from pre-test to post-test, on average, students taking part in the CREST programme showed significant increases in self-regulated learning, self-determination, self-efficacy, intrinsic motivation, and overall science motivation. However, due to the lack of an appropriate control group of equal size (n=160), conclusions were drawn cautiously. Another aim of this second study was to gain an understanding of whether individual classes of students experienced the programme differently and identify classroom dynamics that might predict the degree of benefit students obtain. The findings showed no class differences in response to the CREST programme relating to the self-regulated processes and related motivational constructs measured, and highlighted the sensitivity of the analyses used in classroom effects research. Study 3 (presented in Chapter 6) followed a similar quasi-experimental design…

Subjects/Keywords: 507.1; self-regulation; self-regulated learning; meta-cognition; motivation; science

14 more images…

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APA (6^th Edition):

Moote, J. K. (2014). When students lead : investigating the impact of the CREST inquiry-based learning programme on changes in self-regulated processes and related motivations among young science students. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/9828

Chicago Manual of Style (16^th Edition):

Moote, Julie Katherine. “When students lead : investigating the impact of the CREST inquiry-based learning programme on changes in self-regulated processes and related motivations among young science students.” 2014. Doctoral Dissertation, University of Edinburgh. Accessed January 18, 2021. http://hdl.handle.net/1842/9828.

MLA Handbook (7^th Edition):

Moote, Julie Katherine. “When students lead : investigating the impact of the CREST inquiry-based learning programme on changes in self-regulated processes and related motivations among young science students.” 2014. Web. 18 Jan 2021.

Vancouver:

Moote JK. When students lead : investigating the impact of the CREST inquiry-based learning programme on changes in self-regulated processes and related motivations among young science students. [Internet] [Doctoral dissertation]. University of Edinburgh; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1842/9828.

Council of Science Editors:

Moote JK. When students lead : investigating the impact of the CREST inquiry-based learning programme on changes in self-regulated processes and related motivations among young science students. [Doctoral Dissertation]. University of Edinburgh; 2014. Available from: http://hdl.handle.net/1842/9828

NSYSU

28. Chen, Yi-An. An investigation on self-regulated learning strategies and academic achievement of junior high school students with learning disabilities.

Degree: Master, Education, 2009, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0907109-154303

► The purpose of this study was to explore self-regulated learning strategies (SRLS) and the relationship between SRLS and academic achievement of junior high school students… (more)

Subjects/Keywords: learning disabilities; self-regulated learning strategies; academic achievement

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APA (6^th Edition):

Chen, Y. (2009). An investigation on self-regulated learning strategies and academic achievement of junior high school students with learning disabilities. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0907109-154303

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chen, Yi-An. “An investigation on self-regulated learning strategies and academic achievement of junior high school students with learning disabilities.” 2009. Thesis, NSYSU. Accessed January 18, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0907109-154303.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chen, Yi-An. “An investigation on self-regulated learning strategies and academic achievement of junior high school students with learning disabilities.” 2009. Web. 18 Jan 2021.

Vancouver:

Chen Y. An investigation on self-regulated learning strategies and academic achievement of junior high school students with learning disabilities. [Internet] [Thesis]. NSYSU; 2009. [cited 2021 Jan 18]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0907109-154303.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chen Y. An investigation on self-regulated learning strategies and academic achievement of junior high school students with learning disabilities. [Thesis]. NSYSU; 2009. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0907109-154303

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

NSYSU

29. Yu , Mei-hsueh. Design and validation of a readiness scale for flipped classroom learning.

Degree: Master, Information Management, 2015, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0712115-104809

► The study first explored the differences between traditional literature classrooms, online learning and flipped classroom diversity, analyzed the characteristics of flipping the classroom, and summed… (more)

Subjects/Keywords: flipped classroom; self-regulated learning; active learning; learner readiness

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APA (6^th Edition):

Yu , M. (2015). Design and validation of a readiness scale for flipped classroom learning. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0712115-104809

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Yu , Mei-hsueh. “Design and validation of a readiness scale for flipped classroom learning.” 2015. Thesis, NSYSU. Accessed January 18, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0712115-104809.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Yu , Mei-hsueh. “Design and validation of a readiness scale for flipped classroom learning.” 2015. Web. 18 Jan 2021.

Vancouver:

Yu M. Design and validation of a readiness scale for flipped classroom learning. [Internet] [Thesis]. NSYSU; 2015. [cited 2021 Jan 18]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0712115-104809.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yu M. Design and validation of a readiness scale for flipped classroom learning. [Thesis]. NSYSU; 2015. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0712115-104809

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

30. Tang, Hengtao. EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY.

Degree: 2018, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/15966hzt111

► Massive Open Online Courses (MOOCs) have received considerable attention with some scholars claiming they have the potential of opening up access to higher education, but… (more)

Subjects/Keywords: Self-regulated learning; Learning analytics; MOOCs; Culture; Comparative study

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APA (6^th Edition):

Tang, H. (2018). EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15966hzt111

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tang, Hengtao. “EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY.” 2018. Thesis, Penn State University. Accessed January 18, 2021. https://submit-etda.libraries.psu.edu/catalog/15966hzt111.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tang, Hengtao. “EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY.” 2018. Web. 18 Jan 2021.

Vancouver:

Tang H. EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Jan 18]. Available from: https://submit-etda.libraries.psu.edu/catalog/15966hzt111.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tang H. EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15966hzt111

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations