Search results

Self-regulation is the level of learning where the learner becomes an active agent in their learning process in terms of activity and aspects of motivation and metacognition. The current paper mostly deals with the metacognitive aspect. The purpose of this study is to gain insight into self-regulation of learning in the context of modern technology in higher education. This study also aims to highlight the direction, tendencies and trends toward which self-regulation of learning is moving in relation to modern technologies.

The review study was compiled via searches in three databases: Scopus, Web of Science and ERIC. A filter was used to search for empirical studies solely in English, published over the past decade on the topics of self-regulation of learning and technology in higher education.

The findings clearly show a correlation between self-regulation of learning and modern technology, especially after a significant event such as the Covid-19 pandemic. However, in the wake of this change, the field of education has seen the emergence of methods and new platforms that can provide support for the development of self-regulated learning strategies.

The originality of the study lies in the fact that it focuses on the link between self-regulation of learning and modern technologies in higher education, including some predictions of the future direction of self-regulation of learning in this context.

For this purpose, Teacher Self-Regulation Scale (TSRS), Emotions Questionnaire for Teachers (EQT) and Grasha's Teaching Style Inventory (TSI) were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.

Following the pivotal role of effective teaching on educational well-being, the present study delve into three significant teacher-related variables i.e. teacher self-regulation, emotions and teaching style. For this purpose, TSRS, EQT, and Grasha's TSI were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.

Based on the findings, teacher self-regulation predicts pleasant emotions positively; whereas, it predicts unpleasant emotions in a negative direction. The results also demonstrate that teacher self-regulation positively and significantly predicts student-centred styles (Facilitator and Delegator), and the reverse is true for teacher-centred styles (Formal Authority, Personal Model, and Expert).

Future studies may advance the possible relationships among the subscales of teacher self-regulation, teacher emotion and teaching style. Also, further investigations are suggested to target the teacher self-regulation, teacher emotion and teaching style in enhancing language learners' achievement.

In effect, the findings of the current study contribute to the fields of teacher psychology and teacher education. The implications of this study may open another perspective into university teachers’ psychological well-being and professional development.

The implications of this study may redound to the advantage of policy makers, curriculum designers, teacher educators, as well as university teachers.

The implications of this study may redound to the advantage of policy-makers, curriculum designers, teacher educators and university teachers.

This paper reviews the origins of the Ethics Council of the Federation of Social Communication Media of Chile (1991-2019) and looks into the historical circumstances surrounding its creation, the concept of self-regulation as understood by its founders, and the criteria that initially ruled its operation.

A qualitative survey of nine contemporary witnesses and the confrontation with the scientific literature.

The results reveal a significant coincidence with the academic literature both in the description of the concept of self-regulation and in the origin of the ethics councils and of the system under which they operate. However, a series of nuances not usually considered in the concept of self-regulation are described.

This study will help assess the national and international possibilities of self-regulation and the significance of the Chilean ethics council.

The purpose of this study is to examine the effect of students’ self-regulation, co-regulation and behavioral engagement on their performance in flipped learning environments in higher education.

The subjects were college students taking an education course offered at a 4-year university in South Korea. Structural equation modeling was adopted to analyze 221 student responses.

The findings indicated that the more students self-regulated, the more likely they were to engage in co-regulation with other students in the class. Students’ self-regulation and co-regulation also significantly affected their behavioral engagement. Finally, students’ self-regulation positively affected their academic performance, while co-regulation and behavioral engagement did not affect their performance.

Based on these findings, this study provides meaningful implications for scholars and practitioners on how to select and use more appropriate instructional and evaluation strategies to improve students’ positive behavior, engagement and performance in a flipped learning environment.

The paper discusses the rationale for a widespread reliance on Codes of Conduct (CoC) in European crowdfunding through the lenses of economic theories of self-regulation. By analysing the institutional design of CoCs in crowdfunding, the paper illustrates the differences in their regulatory context, inclusiveness, monitoring and enforcement. It offers the first systematic overview of substantial rules of CoCs in crowdfunding.

A comparative case study of nine CoCs in Europe is used to illustrate differences in their institutional design and discern the economic purpose of the CoC.

The institutional design of different CoCs in Europe mainly supports voluntary theories of self-regulation. In particular, the theory of reputation commons has the most explanatory power. The substantial rules of CoC in different markets show the potential sources of market failure through the perspectives of platforms.

CoCs appear in various regulatory, cultural, and industry contexts of different countries. Some of the institutional design features of CoC might be a result of these characteristics.

Crowdfunding associations wishing to develop their own CoC may learn from a comparative overview of key provisions.

For governments in Europe, contemplating creating or revising bespoke crowdfunding regimes, the paper identifies areas where crowdfunding platforms perceive market failure.

This paper is the first systematic study of self-regulatory institutions in European crowdfunding. The paper employs a theoretical framework for the analysis of self-regulation in crowdfunding and provides a comparison of a regulatory context, inclusiveness, monitoring and enforcement of different CoCs in Europe.

Self‐regulation is widely considered to be a necessary complement – sometimes substitute – for traditional media‐supervision legislation and practice, especially so when the regulatory object is the Internet, where national legislation meets global networks and content. An example of an internationally structured self‐regulation initiative is provided by the Internet Content Rating Association (ICRA). Its filter for blocking Internet content must be seen within the context of a more extensive bundle of measures based on the principle of self‐regulation. By choosing ICRA as a focal point, the authors set out to illustrate the new, user‐centered paradigm that could become the rule rather than exception for all kinds of media.

The present study aimed to investigate the relationship between career development and productivity of the university staff with the mediating role of self-regulation.

The research approach is quantitative-relational and is based on structural equation modeling (SEM). The population consisted of the staff of two Iranian universities in 2018 out of which 331 participants were selected using Cochran's formula and a proportionate stratified random sampling method. To gather data, the self-regulation questionnaire (SRQ), the career development questionnaire (CDQ) and a researcher-made employees' productivity questionnaire (EPQ) were used. In terms of reliability, Cronbach's alpha coefficient of the instruments was found to be 0.97, 0.84 and 0.88, respectively. Face and content validity were confirmed by a group of field experts.

The findings indicated that the staff’s self-regulation had a positive and significant effect on individual, organizational and environmental productivity factors. In addition, self-regulation had the ability to predict those factors. It was found that self-regulation had a mediating role in the relationship between career development and staff productivity. According to the results, educational institutions, especially universities, can provide their staff with the opportunity to exploit their full potentials through reinforcing their self-regulation and increasing their productivity.

Higher self-regulation capacity among university staff helps them liberate their potential energy for disinterested selfless service to the society. Higher self-regulation capacities allow individuals to increase the energy resource for self-regulation and contribute to the productivity and quality of life. The statistical population of the quantitative section is confined only to the staff working at Iranian universities. Therefore, our results should be cautiously generalized to universities in other countries.

Our findings can help in empowering human resources and consequently improving education and research processes.

Universities play a decisive role in the economic growth and development of countries because of their diverse services in the production and distribution of science and knowledge.

This study was conducted on university’s staff productivity, while most previous researches have been conducted in industrial enterprises. Thus, the present study seeks to fill this research gap by means of providing new perspectives and information on the factors affecting staff productivity and the relationship between research variables in higher education institutions.

The purpose of this paper is to explore self-regulated learning among university students, the role played by motivation and its impact on academic performance. This paper presents a teaching strategy aimed at self-regulation which draws on the educational value provided by the evaluation system.

This research includes a quantitative analysis to examine the dependency relation between self-regulation, motivational orientation and academic performance. The impact of the teaching strategy on the relation between self-regulation and academic performance is also explored.

The findings indicate that self-regulation is closely linked to motivational orientation and is a determining factor in academic performance. In addition, implementing a teaching strategy focussing on self-regulation alters said relation.

This research reflects the value of fostering the level of student self-regulation with a view to enhancing not only their current learning, but also the self-directed learning that will ensure professional success. The research also evidences the potential of the evaluation system for encouraging the development of self-regulation.

The conclusions to emerge from this research will help educators gain an awareness of the usefulness of strengthening student self-regulation and the potential offered by the evaluation system as a teaching resource. This research also merges extremely interesting elements – student self-regulation and the evaluation system – which to date have not been explored jointly.

UK Government policy to address perceived market failure in commercial property leasing has largely been pursued through industry self‐regulation. Yet, it is proving difficult to assess whether self‐regulation on leasing has been a “success”, or even to determine how to evaluate this. The purpose of this paper is to provide a framework for this and a clearer understanding of self‐regulation in commercial leasing.

A literature review suggests key criteria to explain the (in)effectiveness of self‐regulation. UK lease codes are analysed in the light of this literature, drawing on previous research carried out by the authors on the operation of these codes.

Lease codes appear to be failing as an effective system of self‐regulation. While there are influential market actors championing them, the fragmentation of the leasing process lessens this influence. The structures are not there to ensure implementation, monitor compliance and record views of affected stakeholders.

This work adds to the literature on self‐regulation in general, and provides an insight into its operation in a previously unexplored industry. Research is needed into the experience of other countries in regulating the property industry by voluntary means.

There are institutional limitations to self‐regulation within the property industry. This has implications for policy makers in considering the advantages and limitation of using a voluntary solution to achieve policy aims within the commercial leasing market.

This paper provides a first step in considering the lease codes in the wider context of industry self‐regulation and is relevant to policy makers and industry bodies.

The current study seeks to contribute to current self-regulation research by first exploring the association between the cost of self-regulation and firm self-regulation. The mediating role of association membership and firm slack is additionally explored.

Longitudinal analysis of firm-initiated product recalls for 15 manufacturers in the USA automobile industry from 1966 to 2012 has several important findings regarding the motivations for firm self-regulation.

The influence of industry associations and firm absorbed slack both contribute to firm self-regulation.

The current study begins to address the importance of firm characteristics in predicting self-regulation activities. The bulk of existing research has examined self-regulation at the industry level as an activity performed as a result of the adoption of formalized industry sanctioned standards of practice. This research contributes to such work by examining firm proactivity in the absence of such formal standards.