Self-Regulated Learning as a Critical Attribute for Successful Teaching and Learning

Authors

Darren H. Iwamoto, Chaminade University of HonoluluFollow
Jace Hargis, University of California, San DiegoFollow
Richard Bordner, Chaminade University of HonoluluFollow
Pomaika'inani Chandler, Chaminade University of HonoluluFollow

Abstract

The purpose of this scholarship of teaching and learning was to define and assess the level of self-regulation skills undergraduate students possess. Participants completed the Motivated Strategies for Learning Questionnaire (MSLQ). Through the analysis of the MSLQ, students reported having high expectations for themselves. Yet, students were found to not use cognitive learning skills and self-regulation practices consistently, which suggests a low level of self-regulation. Subsequently, students exhibit maladaptive and counterproductive behaviors like procrastination and disengagement. From this exploratory study a number of future studies were identified that have the potential for increasing the level of self-regulation in higher education.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Iwamoto, Darren H.; Hargis, Jace; Bordner, Richard; and Chandler, Pomaika'inani (2017) "Self-Regulated Learning as a Critical Attribute for Successful Teaching and Learning," International Journal for the Scholarship of Teaching and Learning: Vol. 11: No. 2, Article 7.
Available at: https://doi.org/10.20429/ijsotl.2017.110207