Volume 9, Issue 43 (12-2021)                   2021, __(43): 116-122 | Back to browse issues page

XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Ashrafian N, Salehi K. Using Grounded Theory to Explain the Process of Developing Self-Regulated Students in Elementary Schools with Emphasis on the Role of Teachers. Journal title 2021; 9 (43) : 3
URL: http://erj.khu.ac.ir/article-1-908-en.html
University of Tehran
Abstract:   (11308 Views)
The development of Self-regulated learners is one of the most important goals of any educational system and can provide the necessary foundation for sustainable change and development of any society. The purpose of this study is to explain the process of developing Self-regulated learners in elementary school using a qualitative approach and Grounded Theory method with a focus on the role of teachers. Data were collected using semi-structured interviews and letters with 25 elementary school teachers. Respondents were selected based on a theoretical sampling strategy. Data analysis was conducted in three stages: open-ended coding, axial coding, and selective coding, resulting in 48 initial codes, 19 subcategories, and three general categories. Of the intermediate theories thus obtained, "concern for holistic human development" was considered to be the central category. If teachers, as leaders of the educational process, are concerned with the continuous and holistic growth of their students and do so in the best possible way, through contextual conditions such as original content and new teaching tools, and through the rational use of facilities, rules, and time. As an institution that provides guidance and feedback to students, sets the stage for them, motivates them and provides the necessary platform to develop self- regulated students, they will be accompanied by valuable educational and training outcomes that will make them worthy future educators of the society In the future, they will be accompanied by valuable outcomes that will make them worthy future educators of society.
Article number: 3
Full-Text [PDF 1483 kb]   (918 Downloads)    
Type of Study: Research Paper | Subject: Educational Psychology
Received: 2020/11/20 | Accepted: 2021/12/14 | Published: 2021/12/26

References
1. Baumeister, R. F., Tice, D. M., & Vohs, K. D. (). The strength model of self-regulation: Conclusions from the second decade of willpower research. Perspectives on Psychological Science, 2018; 13(2): 141-145.‌ [DOI:10.1177/1745691617716946]
2. Cadima, J., Verschueren, K., Leal, T., & Guedes, C. Classroom interactions, dyadic teacher-child relationships, and self-regulation in socially disadvantaged young children. Journal of abnormal child psychology, 2016; 44(1): 7-17.‌ [DOI:10.1007/s10802-015-0060-5]
3. Edossa, A. K., Schroeders, U., Weinert, S., & Artelt, C. The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood. International Journal of Behavioral Development, 2018; 42(2): 192-202. [DOI:10.1177/0165025416687412]
4. Enkavi, A. Z., Eisenberg, I. W., Bissett, P. G., Mazza, G. L., MacKinnon, D. P., Marsch, L. A., & Poldrack, R. A. Large-scale analysis of test-retest reliabilities of self-regulation measures. Proceedings of the National Academy of Sciences, 2019; 116(12): 5472-5477.‌ [DOI:10.1073/pnas.1818430116]
5. Erdogan, Tolga. The Investigation of Self-regulation and Language Learning Strategies. Universal Journal of Educational Research, 2018; 6(7): 1477-1485. [DOI:10.13189/ujer.2018.060708]
6. Fontaine, A. Children's Self-Regulation during Reward Delay.‌ 2018.
7. Koohi, M., Karshaki, H., Mahram, B. Investigating the role of Educational Groups and Academic Degrees at Research Self-Regulation of postgraduate Students, Educational Research, 2019; 6(38): 86-106.
8. Kuhn, M. A., Ahles, J. J., Aldrich, J. T., Wielgus, M. D., & Mezulis, A. H. Physiological self-regulation buffers the relationship between impulsivity and externalizing behaviors among nonclinical adolescents. Journal of youth and adolescence, 2018; 47(4): 829-841.‌ [DOI:10.1007/s10964-017-0689-1]
9. Lawrence, A. S., & Saileella, K. Self-Regulation of Higher Secondary Students in Relation to Achievement in Mathematics. Online Submission, 2019; 9(1): 258-265.‌
10. Li, J. B., & Lau, E. Y. H. Teacher-Student Conflict and Preschoolers' Adjustment in the Transition to Primary School: The Role of Child Self-Regulation and Parents' Positive Relations With Others. Early Education and Development, 2019; 30(3): 423-437. [DOI:10.1080/10409289.2018.1535227]
11. Lonigan, C. J., Spiegel, J. A., Goodrich, J. M., Morris, B. M., Osborne, C. M., Lerner, M. D., & Phillips, B. M. Does preschool self-regulation predict later behavior problems in general or specific problem behaviors?. Journal of abnormal child psychology, 2017; 45(8): 1491-1502 [DOI:10.1007/s10802-016-0260-7]
12. McCormick, A., Meijen, C., Anstiss, P. A., & Jones, H. S. Self-regulation in endurance sports: theory, research, and practice. International Review of Sport and Exercise Psychology, 2019; 12(1): 235-264.‌ [DOI:10.1080/1750984X.2018.1469161]
13. Panadero, E., Jonsson, A., & Botella, J. Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 2017; 22, 74-98.‌ [DOI:10.1016/j.edurev.2017.08.004]
14. Prinsen, S., Evers, C., Wijngaards, L., van Vliet, R., & de Ridder, D. Does self-licensing benefit self-regulation over time? An ecological momentary assessment study of food temptations. Personality and Social Psychology Bulletin; 2018. [DOI:10.1177/0146167218754509]
15. Schmitt, S. A., McClelland, M. M., Tominey, S. L., & Acock, A. C. Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention. Early Childhood Research Quarterly, 2015; 30: 20-31.‌ [DOI:10.1016/j.ecresq.2014.08.001]
16. Sen, S., & Yilmaz, A. Devising a Structural Equation Model of Relationships between Preservice Teachers' Time and Study Environment Management, Effort Regulation, Self-Efficacy, Control of Learning Beliefs, and Metacognitive Self-Regulation. Science Education International, 2016; 27(2): 301-316.‌
17. Seufert, T. The interplay between self-regulation in learning and cognitive load. Educational Research Review, 2018; 24, 116-129.‌ [DOI:10.1016/j.edurev.2018.03.004]
18. Skibbe, L. E., Montroy, J. J., Bowles, R. P., & Morrison, F. J. Self-regulation and the development of literacy and language achievement from preschool through second grade. Early childhood research quarterly, 2019; 46: 240-251.‌ [DOI:10.1016/j.ecresq.2018.02.005]
19. Sumantri, M. S., & Rachmadtullah, R. The effect of learning media and self regulation to elementary students' history learning outcome. Advanced Science Letters, 2016; 22(12): 4104-4108.‌ [DOI:10.1166/asl.2016.8140]
20. van Loon, M. H., & Roebers, C. M. Effects of feedback on self‐evaluations and self‐regulation in elementary school. Applied cognitive psychology, 2017; 31(5): 508-519.‌ [DOI:10.1002/acp.3347]
21. Verzeletti, C. , Zammuner, V. L. , Galli, C. , & Agnoli, S. Emotion regulation strategies and psychosocial well-being in adolescence. Cogent Psychology(just-accepted), 2016. [DOI:10.1080/23311908.2016.1199294]
22. Yerdelen, S., & Sungur, S. Multilevel investigation of students' self-regulation processes in learning science: Classroom learning environment and teacher effectiveness. International Journal of Science and Mathematics Education, 2019; 17(1): 89-110. [DOI:10.1007/s10763-018-9921-z]

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 CC BY-NC 4.0 |

Designed & Developed by : Yektaweb