Browsing by Subject "self-regulated learning"

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  • Mäenpää, Kati; Järvenoja, Hanna; Peltonen, Jouni; Pyhältö, Kirsi (2020)
    Although there is a strong body of evidence showing that motivational factors are critical components of self‐regulated professional learning and commitment to work, little is known about nursing students' motivation regulation during their studies. The aim of this study was to gain a deeper understanding of nursing students' motivation regulation (MR) strategies and factors contributing to their reported use along their 3‐year study path in a blended learning environment. A purposeful sampling was used to select 12 undergraduate nursing students, who exhibited different MR profiles and had completed almost 3 years of study in a BL degree program. A qualitative, deductive, content analysis was used to depict students' experiences from their retrospective recollection in the interview situation. Seven motivation strategies were identified: environmental structuring, self‐consequating, goal‐oriented self‐talk, efficacy management, emotion regulation, regulation of value, and interest enhancement. Individual and situational factors were found to enhance and to sustain the use of appropriate MR strategies. The students exhibited versatility in their use of MR strategies, which were related to the study phase. These findings regarding nursing students' MR strategies should be considered in the development of nursing education programs and the implementation of improvements that contribute to professional and self‐regulated learning in BL programs.
  • Alavilo, Suvi (Helsingfors universitet, 2016)
    Previous studies have shown that both self-regulated learning and cognitive-attributional strategies are related to academic success and proceeding in studies. It seems that student's skills in self-regulation could be weaker in the beginning of studies in higher education rather than in the master degree studies. However there is still too little information regarding different phases of studies. In this study my intention was to investigate the self-regulation skills and cognitive-attributional strategies of students in the faculty of humanities. My focus was in two type of study phase that is bachelor students whose studies are delayed compared to how they should have proceeded. And another group was students in master degree. I also used cluster analysis in order to form student profiles based on their values on self-regulation and cognitive-attributional strategies. My interest was also to find out how masters and bachelors were situated in these profiles. Each profiles study success was evaluated according to GPA. The questionnaire and given data was produced by The Helsinki University Centre for Research and Development of Higher Education along with the Faculty of Humanities in the University of Helsinki. The questionnaire included statements regarding self-regulated learning and cognitive-attributional strategies. There is no statistically significant difference in self-regulated learning between masters and bachelors. However masters seem to use more optimistic strategy and less self-handicapping strategy compared to bachelors. Following profiles were based on self-regulated learning and cognitive-attributional strategies: A) Task avoidant and skillful students in self-regulation B) Optimistic and skillful students in self-regulation C) Optimistic and students who have weak skills in self-regulation and D) Task avoidant and students who have weak skills in self-regulation. The majority of masters situated in profile B and majority of bachelors situated in profile A. According to results in this study students in profile B were most successful in their studies and less successful were students in profile D. Using optimistic strategy does not compensate the lack of skills in self-regulation and on the other hand those who have good skills in self-regulation don't seem to have best benefit from them if they use self-handicapping strategy and not optimistic strategy. Support should be focused not only in improving skills in self-regulation but also in helping those students who seem to use self-handicapping strategy even though they would have good skills in self-regulation.