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Measuring the difference between self-reported and actual self-regulated learning behaviours in university students

Bareišytė, L. (2020) Measuring the difference between self-reported and actual self-regulated learning behaviours in university students.

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Abstract:Self-regulation is a part of 21st century skills and plays a crucial role in this skill package as it is key for higher academic achievement. Good self-regulated learners among other things can plan, monitor, and reflect on their learning behaviour. Unfortunately, some students do not possess, are not aware about the possession, or tend to overestimate their possession of self-regulatory skills. Therefore, this mixed-design study hypothesized that university students will report greater self-regulatory behaviours than they will perform them in a think-aloud learning task, as well as that self-regulation will have a significant positive impact on academic achievement. Furthermore, motivation was also taken into consideration for this research. The study conducted collected data from university students (N = 26), and had three main parts: self-report questionnaire, observation of self-regulation during reading comprehension learning task, and a domain knowledge test. The study found significant correlations between motivation and perceived seeking information and organization of the task factors. No other significant correlations have been detected. This study’s findings and literature suggest that perceived and actual self-regulation, as well as the relationship between self-regulation and motivation should be investigated more in-depth as all of them are important parts of learning and higher education.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/82268
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