Effect of Self-regulated Learning on Academic Performance Among Physical Education Students

NCT ID: NCT06608524

Last Updated: 2024-09-23

Basic Information

• Recruitment Status: ENROLLING_BY_INVITATION
• Clinical Phase: NA
• Total Enrollment: 80 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2024-10-01
• Study Completion Date: 2025-01-15

Brief Summary

Difficulty in employment for college students is a serious social problem in China. All qualification examinations, further education and jobs require written theory tests. Many students are affected by their examinations, additional studies, and employment due to poor academic performance and insufficient learning ability. College students majoring in physical education generally perform better in motor technical skills but often encounter difficulties in theoretical learning.

According to the existing literature and many studies, self-regulated learning is an advanced form of metacognitive learning (Pintrich, 2004). It helps cultivate students' independent learning ability and can improve their theoretical academic performance. This study attempts to use self-regulated learning in physical education theory classes to examine whether this method can enhance physical education students' theoretical academic performance.

Detailed Description

In this study, the experimental group received a 12-week (John, 2017) self-regulated learning strategy based on a learning model teaching intervention designed for this study. In contrast, the control group discussed and studied traditional learning content for 12 weeks with the teacher, and the students in the experimental group learned the self-regulated learning strategy. A cluster-randomised controlled trial (CRCT) design was used, and the experimental and control groups were randomly assigned to two schools. After 12 weeks of learning, both groups were required to conduct a learning performance assessment.

Conditions

Academic Performance

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: TREATMENT
• Blinding Strategy: SINGLE

Study Groups

Experimental group

The experimental group used self-regulated learning strategy to improve academic performance of physical education students in China.

Group Type: EXPERIMENTAL

Self-regulated learning strategy

Intervention Type: BEHAVIORAL

The experimental group uses self-regulated strategy.This program selects classroom performance , homework quality , experimental operation, and test score as academic performance (score) evaluation variables.

Control group

The control group used standard learning method to improve physical education academic performance.

Group Type: ACTIVE_COMPARATOR

Standard learming method

Intervention Type: BEHAVIORAL

The control group uses standard learming method. The program selects classroom performance, homework quality, experimental operation, and test score evaluation form as academic performance (score) evaluation variables.

Interventions

Self-regulated learning strategy

The experimental group uses self-regulated strategy.This program selects classroom performance , homework quality , experimental operation, and test score as academic performance (score) evaluation variables.

Intervention Type: BEHAVIORAL

Standard learming method

The control group uses standard learming method. The program selects classroom performance, homework quality, experimental operation, and test score evaluation form as academic performance (score) evaluation variables.

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

1. University students;

2. Major in Physical Education;

3. Health;

4. Able to attend all evaluation;

5. Understand the study purposes and procedures;

6. No previous experience performing self-regulated learning strategy.

Exclusion Criteria

1. University students not majoring in Physical Education;

2. Exclude participants who have not finished all evaluation;

3. Not understanding the study purposes and procedures;

4. Participants with an experience in self-regulated learning strategy.

• Eligible Sex: ALL
• Accepts Healthy Volunteers: No

Sponsors

XIE HUIJUAN

OTHER

Sponsor Role: lead

Responsible Party

XIE HUIJUAN

Principal Investigator

Responsibility Role: SPONSOR_INVESTIGATOR

Locations

Yuncheng University

Yuncheng, Shanxi, China

Countries

China

References

1.Davis, L. L. (1992). Instrument review: Getting the most from a panel of experts. Applied nursing research, 5(4), 194-197. 2.Goudas, M., Dermitzaki, I., & Kolovelonis, A. (2017) Self-regulated learning and students' metacognitive feelings in physical education. International Journal of Sport and Exercise Psychology, 15(2), 131-145. 3. John Sproule(2017). Physical education in Taiwan: when students begin to take control. International Sport Studies, 39(1): 1-18. 4. Pintrich PR(2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review 16(4): 385-407. 5. Rosenkranz, R. R., Lubans, D. R., Peralta, L. R., Bennie, A., Sanders, T., & Lonsdale, C. (2012). A cluster randomized controlled trial of strategies to increase adolescents' physical activity and motivation during physical education lessons: The motivating active learning in physical education (MALP) trial. BMC Public Health, 12, 834. doi:10.1186/1471-2458-12-834 6. Zamanzadeh, V., Ghahramanian, A., Rassouli, M., Abbaszadeh, A., Alavi-Majd, H., & Nikanfar, A. R. (2015). Design and implementation content validity study: development of an instrument for measuring patient-centered communication. Journal of caring sciences, 4(2), 165. 7. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17. 8. Zimmerman, B. J. 2000. "Attaining Self-Regulation: A Social-Cognitive Perspective." In Boekaerts, M., Pintrich P., and Zeidner M. (Eds.), Self-regulation: Theory, Research, and Applications, Academic, Orlando, FL: 13-39. 9. Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman, & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1-37). Mahwah, NJ: Erlbaum.

Reference Type: BACKGROUND

Other Identifiers

KL202403

Identifier Type: -

Identifier Source: org_study_id