Actions and Achievements of Self-Regulated Learning in Personal Environments. Research on Students Participating in the Graduate Program in Preschool Education at the University of Granada

Autor/inn/en	Chaves-Barboza, Eduardo; Trujillo-Torres, Juan Manuel; López-Núñez, Juan Antonio; Sola-Martínez, Tomás
Titel	Actions and Achievements of Self-Regulated Learning in Personal Environments. Research on Students Participating in the Graduate Program in Preschool Education at the University of Granada
Quelle	In: Journal of New Approaches in Educational Research, 6 (2017) 2, S.135-143 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chaves-Barboza, Eduardo) ORCID (Trujillo-Torres, Juan Manuel) ORCID (López-Núñez, Juan Antonio) ORCID (Sola-Martínez, Tomás)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2254-7339
Schlagwörter	Preschool Education; Likert Scales; Questionnaires; Statistical Analysis; Independent Study; Active Learning; Self Management; Educational Environment; Student Characteristics; Academic Achievement; College Students; Correlation; Influence of Technology; Technology Uses in Education; Learner Engagement; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Likert-Skala; Fragebogen; Statistische Analyse; Selbststudium; Aktives Lernen; Selbstmanagement; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Collegestudent; Korrelation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Spanien
Abstract	This paper is intended to study the self-regulated learning (SRL) process in personal learning environments (PLEs) among students participating in the Graduate Program for Preschool Education at the University of Granada (Spain). The study is focused on self-regulatory actions carried out by students, and on their self-regulated learning achievements, during the phases of action and reflection of this process. A Likert scale questionnaire was applied to a random cluster sample of the population. Descriptive and inferential statistical analyses were performed based on the collected data, as were non-parametric correlation and analysis of variance tests. The results confirm the importance of individual learning in the self-regulated process, and highlight the importance of digital tools in all three phases of self-regulation. Furthermore, the results show that teachers' suggestions are related to the use of digital tools and recording of reflections on the learning process, and establish relationships between learning management tools and cognitive and metacognitive processes. The results also permit classification of students into three subgroups, based on their achievements. Analyses are consistent with the theory that explains the cyclical nature of self-regulated learning and the influence of social relationships on individual self-regulatory processes. (As Provided).
Anmerkungen	University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01