Influences of Self-Regulated Learning Strategy Use on Self-Efficacy in Primary School Students' English Writing in Hong Kong

2018 ◽  
Vol 34 (6) ◽  
pp. 523-536 ◽  
Author(s):  
Barry Bai ◽  
Wenjuan Guo
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Strategy Use ◽  
Primary School Students ◽  
School Students ◽  
English Writing ◽  
Self Regulated Learning ◽  
Learning Strategy Use

Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong

2019 ◽  
pp. 136216881985992 ◽  
Author(s):  
Barry Bai ◽  
Wenjuan Guo
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Growth Mindset ◽  
Strategy Use ◽  
Low Achievers ◽  
High Achievers ◽  
Primary School Students ◽  
School Students ◽  
English Writing ◽  
Self Regulated Learning

This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants were 523 4thgrade primary school students in Hong Kong. Although the findings showed a general pattern that the high achievers reported higher levels of motivation (i.e. growth mindset, self-efficacy, and interest) and self-regulated learning (SRL) strategy use than the average achievers, who in turn outperformed the low achievers, all the students showed quite a low level of interest in English writing. Interestingly, motivation impacted SRL strategy use very differently for students of different writing competence groups on the whole. Three-group Structural Equation Modelling (SEM) suggested that growth mindset had the strongest and most significant correlations with all students’ use of SRL strategies. However, interest and self-efficacy had different relationship patterns with SRL strategy use among the high, average and low achievers. Interest had no significant relations with the high achievers’ SRL strategy use, while self-efficacy had no significant relations with the low achievers’ SRL strategy use. Implications for English teachers to improve differentiated instruction are discussed.

scholarly journals Do Implicit Theories About Ability Predict Self-Reports and Behavior-Proximal Measures of Primary School Students’ In-Class Cognitive and Metacognitive Learning Strategy Use?

2021 ◽  
Vol 12 ◽  
Author(s):  
Benjamin Matthes ◽  
Heidrun Stoeger
Keyword(s):  
Primary School ◽  
Learning Strategy ◽  
Implicit Theories ◽  
Metacognitive Strategies ◽  
Strategy Use ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
Incremental Theory ◽  
Learning Strategy Use

Although studies show relations between implicit theories about ability (ITs) and cognitive as well as metacognitive learning strategy use, existing studies suffer from an overreliance on broad-brush self-report measures of strategy use and limited ecological validity. Moreover, studies rarely examine younger students, and research on ITs and how much students benefit from interventions on learning strategies is lacking. Therefore, we investigated in ecologically valid settings (regular classroom instruction) whether primary school students’ ITs are related to their use of cognitive strategies (text reduction strategies based on identifying a text’s main ideas) and metacognitive strategies, assessed with (a) typical self-report scales and (b) more behavior-proximal measures. We also investigated whether students’ ITs predict how much they benefit from a previously evaluated 4-week intervention on cognitive and metacognitive strategies during regular classroom instruction (i.e., how much self-report scales and behavior-proximal measures for strategy use increase over the course of the intervention). Participants were 436 German primary school students (third and fourth graders). The data were analyzed using mixed linear regression analyses. Strength of students’ incremental theory was positively related to metacognitive strategy use, but not cognitive strategy use, when measured with self-report scales. For behavior-proximal measures, strength of incremental theory was positively related to the effectiveness of students’ cognitive strategy use and their extent of strategy monitoring (one of the two metacognitive strategies examined), but not to the quality of their goal setting (the second metacognitive strategy). Unexpectedly, students with a stronger incremental theory did not benefit more from the intervention.

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