Self-Regulatory School Climate, Group Regulation and Individual Regulatory Ability: Towards a Model Integrating Three Domains of Self-Regulated Learning

Autor/inn/en	Wan, Zhi Hong; Lee, John Chi-Kin; Yan, Zi; Ko, Po Yuk
Titel	Self-Regulatory School Climate, Group Regulation and Individual Regulatory Ability: Towards a Model Integrating Three Domains of Self-Regulated Learning
Quelle	In: Educational Studies, 49 (2023) 5, S.783-798 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wan, Zhi Hong) ORCID (Lee, John Chi-Kin) ORCID (Yan, Zi) ORCID (Ko, Po Yuk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2021.1894093
Schlagwörter	Metacognition; Educational Environment; Teacher Student Relationship; Trust (Psychology); Correlation; Student Projects; Active Learning; Teaching Methods; Foreign Countries; Questionnaires; Student Attitudes; Secondary School Students; Structural Equation Models; Hong Kong + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Schulprojekt; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Fragebogen; Schülerverhalten; Sekundarschüler; Hongkong
Abstract	Developing students' self-regulated learning (SRL) is crucial for nurturing the life-long learners needed in modern and future society. This study adopted structural equation modelling to explore the relationships among self-regulatory climate, group regulation in project-based learning (PBL) and individual regulatory ability. The results indicate that (i) group regulation has a significant positive effect on SRL ability; (ii) self-regulatory climate (i.e. academic emphasis and teacher trust in students) have significant positive effects on both group regulation and SRL ability; and (iii) student trust in teachers has a negative effect on group regulation and a positive effect on SRL ability. A combination of three approaches (i.e., the explicit, implicit and immersion) is recommended to generate convergent forces to efficiently cultivate self-regulatory learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01