Self-Regulation Motivation Since the COVID-19 lockdown, a noticeable decline in student motivation has been observed, particularly with the transition to […]
The authors wanted to specifically examine what knowledge-construction behaviors are exhibited by elementary school students when using serious games and how these behaviors differ across academic performance levels.
The purpose of the current study was to identify self-regulated learning profiles among middle school students and to investigate whether these profiles related to multiple indicators of academic success and regulatory engagement in mathematics.
Geometry is an essential topic in mathematics, fundamental to young children’s mathematical learning and development. Results of the current study suggest that fostering self-regulation skills positively impacts the learning of early geometry skills.
The more frequently and longer students spend time online, the lower the ratings of self-regulation in digital contexts. Yet, parental control and explicit teaching of digital skills can positively impact self-regulation.
The change from onsite learning to online can cause students to lose motivation and efficiency in their learning. Having self-regulation skills and the use of preferred low or high-impact strategies can also affect student learning.
Mind wandering has the potential to negatively impact the process of learning and has become more prevalent with the increased practice of online learning. Self-regulation interventions may be able to decrease mind wandering and should be widely taught to students.
In an experiment conducted over two semesters (Fall 2019 and Winter 2020), research indicated how time management training increases self-control and time spent on activities, leading to more academic success. Not surprisingly, however, during the pandemic when time structures dissolved and learning went online, there was an increase in leisure time.
Temptation can hamper engagement and perseverance directed towards a specific task and cause distractions that can impact the learning process of a student.
Research suggests that teacher reprimands do not decrease students’ future disruptive behavior or increase their engagement levels.
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