Investigating the role of Educational Groups and Academic Degrees at Research Self-Regulation of postgraduate Students

Author
Mohammad koohi
ferdowsi university of mashhad
10.52547/erj.6.38.86
Abstract
Cycle of scientific research related to self-regulation skills and participation in research requires planning, monitoring and reflection. The aim of this study was to investigate of research self-regulation of post graduate students. The research method was descriptive. The statistical population included all postgraduate students of Ferdowsi university of Mashhad. 275 students were selected from the mentioned population by quota sampling method and answered the research self-regulated questionnaire. The questionnaire was developed based on Zimmermann's self-regulation theory (2002) and its content validity was confirmed by the expert judgment of six psychology and education scholars. Principal component analysis with varimax rotation revealed four factors that explained 41.90% of the variance of the research self-regulation questionnaire. Cronbach's alpha coefficients used for research self-regulation questionnaire (0.93) and motivational beliefs (0.87), research resource management (0.84), Monitoring and Self-reflection (0.84), and Forethought (0.83).The results showed that there was no significant difference between the degrees of education in self-regulation, but there was a significant difference between educational groups that the mean of motivational beliefs and resource management factors of the students of the humanities was higher than the non-human sciences students. Therefore, according to the findings of this study, improving student performance requires teachers’ attention and training, academic curriculum to research self-regulation.
Keywords
Research Self- regulation
post-graduate
Educational Groups
Academic Degrees
Zimmermann's self-regulation theory
Azevedo, R. & Cromley, J. (2004). Does training on self-regulated learning facilitate students’ learning with hypermedia? Journal of Educational Psychology, 96(3), 523-535.
Baird, L. L. (1997). Completing the dissertation: Theory, research, and practice. New Directions for Higher Education, 1997(99), 99-105. ‌
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Barkley, R. A. (2010). Differential diagnosis of adults with ADHD: The role of executive function and self-regulation. Journal of Clinical Psychiatry, 71, e17. Retrieved from http://www. psychiatrist.com. /abstracts /abstracts.asp? abstract = 201007/0710e17.htm
Bean, J.C. 2001. Engaging ideas: the professors guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass.
Boscolo, P., Arfé, B., & Quarisa, M. (2007). Improving the quality of students' academic writing: an intervention study. Studies in Higher Education, 32(4), 419-438. ‌
Chang CY. (2009). A study of the relationship between college student’s academic performance and their cognitive style, metacognition and self-regulated factors. Journal of Educational psychology, 24: 145-161
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. New Jersey: Upper Saddle River. ‌
Daniela, P. (2015). The Relationship Between Self-Regulation, Motivation and Performance at Secondary School Students. Procedia-Social and Behavioral Sciences, 191, 2549-2553. ‌
Dominguez, R. (2012). Completing the dissertation: it’s not only about academics. College Teaching Methods & Styles Journal (CTMS), 2(2), 21-24. ‌
Dupont, S., Meert, G., Galand, B., & Nils, F. (2013). Postponement in the completion of the final dissertation: an underexplored dimension of achievement in higher education. European Journal of Psychology of education, 28(3), 619-639. ‌
Green, K. (1997). Psychosocial factors affecting dissertation completion. New Directions for Higher Education, 1997(99), 57-64.
Greenbank, P., & Penketh, C. (2009). Student autonomy and reflections on researching and writing the undergraduate dissertation. Journal of Further and Higher Education, 33(4), 463-472. ‌
Greene, J. A., & Azevedo, R. (2007). A theoretical review of Winne and Hadwin’s modelof self-regulated learning: New perspectives and directions. Review of Educational Research, 77, 334–372.
Heatherton, T. F., & Wagner, D. D. (2011). Cognitive neuroscience of self-regulation failure. Trends in Cognitive Sciences, 15, 132-139.
Kelley, M. J., & Salisbury-Glennon, J. D. (2016). The Role of Self-regulation in Doctoral Students’ Status of All but Dissertation (ABD). Innovative Higher Education, 41(1), 87-100. ‌ DOI 10.1007/s10755-015-9336-5
Kistner, S., Rakoczy, K., & Otto, B. (2010). Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance. Metacognition and Learning, 5 (2), 157-171.
Kluever, R. C., Green, K. E., & Katz, E. (1997). Dissertation completers and non-completers. An analysis of psycho-social variables. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Kolovelonis, A., Goudas, M., & Dermitzaki, I. (2011). The effect of different goals and self-recording on self-regulation of learning a motor skill in a physical education setting. Learning and Instruction, 21 (3), 355-364.
Lindsay, S. (2015). What works for doctoral students in completing their thesis? Teaching in Higher Education, 20(2), 183-196. ‌
Lindsay, S. (2015). What works for doctoral students in completing their thesis? Teaching in Higher Education, 20(2), 183-196. ‌
Moon, J. 2005. We seek it here…a new perspective on the elusive activity of critical thinking: a theoretical and practical approach. York: ESCalate Discussion Series, The Higher Education Academy.
Nerad, M., & Miller, D. S. (1997). The institution cares: Berkeley's efforts to support dissertation writing in the humanities and social sciences. New Directions for Higher Education, 1997(99), 75-90. ‌
Ozan, C., Gundogdu, K., Bay, E., & Celkan, H. Y. (2012). A Study on the University Students’ Self-Regulated Learning Strategies Skills and Self-Efficacy Perceptions in Terms of Different Variables. Procedia-Social and Behavioral Sciences, 46, 1806-1811.
Pintrich, P. R (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts., P. R. Pintrich., and M. Zeidner (Eds), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic Press.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational psychology review, 16(4), 385-407. ‌
Santrock, J. W. (2004). Educational Psychology (2nd & 3rded). New York: McGraw-Hill.
Showman, A., Cat, L. A., Cook, J., Holloway, N., & Wittman, T. (2013). Five essential skills for every undergraduate researcher. CUR Quarterly, 13, 16-20. ‌
Vávrová, S., & Gavora, P. (2015). Comparison of self-regulation in children and adolescents in children's home and protective educational facility. Procedia-Social and Behavioral Sciences, 174, 2524-2531. ‌
White, B., Frederiksen, J., & Collins, A. (2009). The interplay of scientific inquiry and metacognition: More than a marriage of convenience. Handbook of metacognition in education, 2, 175-205. ‌
Wolters, C.A. (2011). Regulation of motivation: Contextual and social aspects. Teachers College Record, 113(2), 265-283.
Wright, T., & Cochrane, R. (2000). Factors influencing successful submission of PhD theses. Studies in higher education, 25(2), 181-195. ‌
Zimmerman, B. J. (1986). Development of self-regulated learning: Which are the key subprocesses? Contemporary Educational Psychology, 16, 307-313.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-17. doi:10.1207/s15326985ep2501_2 Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269-286. ‌
Zimmerman, B. J. (2000). Attaining self-regulation, a social cognitive perspective. In M. Borekaerts, P. R. Pintrich, & M. Zeidner (Eds), Handbook of self-regulation. (13-39), San Diego, CA: Academic Press.
Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: an overview. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: theoretical perspectives (2nd ed., 1–37). Mahwah: Erlbaum.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory into Practice, 4, 64–70. DOI: http://dx.doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23 (4), 614-628.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: relating grade, sex and giftedness to elf-efficacy and strategy use. Journal of Educational Psychology, 82 (1), 51-59
Zimmerman, B. J., & Schunk, D. H. (2008). An essential dimension of self-regulated learning. Motivation and self-regulated learning: Theory, research, and applications, 1.
Zimmerman, B. J., & Schunk, D. H. (2009). Motivation: An essential dimension of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research and applications. 1–30. New York, NY: Routledge, Taylor & Francis.