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Master Thesis
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Back to Master Index
| Author |
Wang, Monica Gek Kiang |
| Title | An exploratory study of self-regulatory learning strategies in secondary students. |
| Institute | Thesis (M.A.) (Applied Psychology) National Institute of Education, Nanyang Technological University |
| Year | 2002 |
| Supervisor | Lim, Kam Ming |
| Call no. | LB1060 Wan |
Summary
The realities of the information age demand advanced cognitive and self-management competencies as occupational roles become more complex. With self-regulatory learning, one is better prepared to survive in a very competitive global economy as the self-regulation theory makes the basic assumption that students are actively organising their own learning, applying strategies to optimise their personal learning outcomes, and appropriately managing resources. Self-regulatory learning (SRL) is a unique orientation, where learners take control over one's personal (self-related) factors and restructure one's learning environment.
This study attempts to provide training in self-regulatory learning strategies, focusing on cognitive and metacognitive skills and resource management skills. The focus here is to investigate the students' cognitive awareness of strategy use and the motivational orientation in self-efficacy and the personal affect of intellectual self-concept. In this intervention programme, students were trained in the self-regulatory processes of self-observation, self-monitoring and self-evaluation.
The main thrust in this study is to examine the effects of a SRL strategy-based training programme. Therefore, the present study attempts to find out how a sample of Secondary three students responded to the programme, in terms of strategy use and motivational orientation. Comparisons were made between the posttest scores and pretest scores of the various subcomponents (cognitive, metacognitive and resource management) in the SRL strategies. Next, the interactions among the various subcomponents of the SRL strategies and the other personal factors of self-efficacy and intellectual self-concept were explored.
Analysis of the sample's response scores reveals favourable outcomes of the training. Resource management had been found to be most useful as a strategy use. The feedback at end of the intervention reflected the student's motivational orientation towards restructuring personal factors and their environment of study. In keeping with the social cognitive theory, the skills of how to use these strategies must be taught and models of learning provided. Simultaneously, this study seeks to address the factors affecting the "will" (the personal factors). Self-efficacy in particular was found to be positively and highly correlated with self-regulatory learning strategies at the end of the training. Thus, from the favourable statistical results in self-efficacy scores, students appeared to be able to apply these SRL strategies and to receive learning outcomes. However, there was no significant difference made to the scores of intellectual self-concept and it was not correlated with self-regulation.
Additionally, the study has collected data on the factors that affected the students' reactions in the implementation of the intervention programme. The right timing and a need for longer time tenure for practice were highlighted. Students also requested for the teaching of the SRL strategies to be restructured as part of the school-based curriculum. This is important to address the issue of a conducive learning environment and the successful implementation of a future SRL training programme.
Interpretations of the findings are viewed in the light of past research and the educational implications for strategy use of the SRL strategies with this specific population and the local schools will be explored.
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