Learning and Academic Self-Efficacy in Self-Regulated Learning: Validation Study with the BOPPPS Model and IRS Methods

Autor/in	Wang, Chung-Jen
Titel	Learning and Academic Self-Efficacy in Self-Regulated Learning: Validation Study with the BOPPPS Model and IRS Methods
Quelle	In: Asia-Pacific Education Researcher, 32 (2023) 1, S.37-51 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-021-00630-5
Schlagwörter	Self Efficacy; Learning Strategies; College Students; Student Centered Learning; Instructional Effectiveness; Tourism; Models; Validity + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Collegestudent; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Unterrichtserfolg; Tourismus; Analogiemodell; Gültigkeit
Abstract	This study aims to explore college students' learning and academic self-efficacy in self-regulated learning and the effectiveness of learner-centered education by integrating the bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary (BOPPPS) model and interactive response system (IRS) tool. Accordingly, learning self-efficacy includes five dimensions, namely, conceptual understanding, everyday application, practical work, higher-order cognitive skills, and science communication. Meanwhile, self-regulated learning represents six dimensions, namely, goal setting, environment structuring, task strategies, time management, help seeking, and self-evaluation. Questionnaire responses were collected from hospitality students in the university for the subject of hospitality cost control. Results showed that learners' learning self-efficacy was positively associated with academic self-efficacy, while self-regulated learning mediated the relations between learners' learning and academic self-efficacy. Moreover, results indicated that students who participate in class demonstrate substantially high learning and academic self-efficacy for integrating the BOPPPS model and IRS methods in their classroom, particularly in the post-test rather than in the pre-test. Lastly, results provide empirical evidence for learning and academic achievement of self-efficacy, self-regulated learning, and effective teaching design in the tourism and hospitality setting context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01