A latent profile analysis of university students' self-regulated learning strategies
Datos Bibliográficos
| ID | 4097864 |
|---|---|
| Autores | Hoi Kwan Ning (City University of Hong Kong, autor de correspondencia), Kevin Downing (0000-0001-7328-0056, City University of Hong Kong) |
| Año | 2015 |
| Volumen | 40 |
| Número | 7 |
| Páginas | 1328-1346 |
| Fecha de publicación | 2015-08-09 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Studies in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2014.880832 |
| OpenAlex | W2130413538 |
| Idioma | EN |
| Citas recibidas | 28 |
| Referencias citadas | 68 |
Based on self-reported cognitive, metacognitive, and behavioural strategy measures obtained from 828 final-year students from a university in Hong Kong, latent profile analysis (LPA) identified four distinct types of students with differential self-regulated learning strategy orientations: competent self-regulated learners, cognitive-oriented self-regulated learners, behavioural-oriented self-regulated learners, and minimal self-regulated learners. Students in the competent SRL profile demonstrated the highest levels of academic self-concept, motivation, attitude, and the lowest level of test anxiety and best academic performance. Multinomial logistic regression analysis also indicated that learning experience factors (teaching quality, clear goals and standards, appropriate assessment and workload) were significant predictors of SRL profile membership. The profiling of student self-regulated learning strategies resulted in enhanced understanding of the complex range of processes students employ and offered new insights into this emerging area of student learning
Academic achievement · Anxiety · Cognition · Mathematics education · Metacognition · Multinomial logistic regression · Self-management · Self-regulated learning · Test anxiety · Applied Psychology · Computer Science · Creativity in Education and Neuroscience · Innovative Teaching and Learning Methods · Learning Styles and Cognitive Differences · Psychology
Using portfolios to enhance self–regulated learning
Perfiles de estudiantes universitarios en la competencia aprender a aprender y su relación con el rendimiento académico
Designing a mobile chatbot-based learning journaling system for intrinsic motivation and engagement
Understanding Chinese English-as-a-Foreign-Language Learners’ Self-Regulated Learning
Profiles of learners based on their cognitive and metacognitive learning strategy use
Use of self-regulated learning strategies Among Teacher Education students
Fostering self-regulated learning using synchronous or asynchronous digital learning environments
Adaptive online course design
Predicting student translators’ performance in machine translation post-editing
Effects of self-regulated learning on cognitive engagement and learning achievement in online discussions
The relationship between digital readiness and college students’ learning outcomes
Secondary students’ online self-regulated learning during flipped learning
Longitudinal clustering of students’ self-regulated learning behaviors in engineering design
Profiling self-regulation behaviors in STEM learning of engineering design
Adolescents’ self-regulated and affective learning, teacher support and digital reading literacy
Profiling learning strategies of medical students
Individual differences in self-regulated learning profiles of Chinese EFL readers
Exploring the link between self‐regulated learning and learner behaviour in a massive open online course
Unfolding self‐regulated learning profiles of students
Dynamic Evolution of Self‐Regulated Learning Profiles in Blended Learning
Motivational regulation strategies, academic self-concept, and cognitive learning strategies of university students
Identifying university students’ online self-regulated learning profiles
Using latent profile analysis to investigate emotional intelligence profiles in a sample of American university students
Linking student self‐regulated learning profiles to achievement and engagement in mathematics
Lecturers’ Basic Psychological Needs Satisfaction and Its Relationship with Students’ Disposition towards Studying during Online Teaching in the Covid-19 Pandemic
Moderation effect of ecological profiles on the relationship between self directed learnings self efficacy and teacher support
Uncovering the nonlinear relationship between metacognitive strategy use and L2 achievement from the lens of the Island Ridge Curve
Learning hindrances and self-regulated learning strategies reported by undergraduate students
Correlates of Approaches to Learning
Learning to Teach in Higher Education
Metacognitive, cognitive and affective aspects of learning styles and strategies
Self-regulated learning
Measuring Self-Regulated Learning
Local solutions in the estimation of growth mixture models.
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Self‐Regulation in the Classroom
Improving the quality of student learning
Regulation of Motivation
Personal and Social-Contextual Factors in K–12 Academic Performance
A social cognitive view of self-regulated academic learning.
Academic studing and the development of personal skill
Classical Latent Profile Analysis of Academic Self-Concept Dimensions
Motivational profiles from a self-determination perspective
Profiles in self-regulated learning in the online learning environment
A latent profile analysis of college students’ achievement goal orientation
A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning
Construct validation of a strategy model of student self-regulated learning.
Feedback and Self-Regulated Learning
Effects of time-management practices on college grades.
Self-regulated learning
An Introduction to Latent Class Growth Analysis and Growth Mixture Modeling
A new look at the statistical model identification
An entropy criterion for assessing the number of clusters in a mixture model
Attaining Self-Regulation
Estimating the Dimension of a Model
The Role of Goal Orientation in Self-Regulated Learning
Testing the number of components in a normal mixture
Motivational and self-regulated learning components of classroom academic performance.
Motivation and Self-Regulated Learning
Influence of student learning experience on academic performance
Time use and change in academic achievement
Learning to Teach in Higher Education
Self-Motivation for Academic Attainment
Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies
Investigating Self-Regulation and Motivation
The dimensionality of self-esteem
The regulation of constructive learning processes
Relating Approaches to Study and Quality of Learning Outcomes at the Course Level
Studying in higher education
University Students' Perceptions of the Learning Environment and Academic Outcomes
Approaches to learning, course experience and examination grade among undergraduate psychology students
A performance indicator of teaching quality in higher education
The development, validation and application of the Course Experience Questionnaire
| Obras citantes distintas | 28 |
|---|---|
| Citas por año | 2,8 |
| Intervalo de citas | 2016 - 2026 (11) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 26 |