Time management in self regulated learning of first year student majored in english education in can tho university

CAN THO UNIVERSITY SCHOOL OF EDUCATION ENGLISH DEPARTMENT TIME MANAGEMENT IN SELF-REGULATED LEARNING OF FIRST-YEAR STUDENTS MAJORED IN ENGLISH EDUCATION IN CAN THO UNIVERSITY B.A Thesis Supervisor Lê Thị Huyền, M.A Student Nguyễn Kim Tiền Student’s Code: 7075870 Class: NN0752A1 Course: 33 Cần Thơ, April 2011 Luận văn tốt nghiệp với đề tài “TIME MANAGEMENT IN SELF-REGULATED LEARNING OF FIRST-YEAR STUDENTS MAJORED IN ENGLISH EDUCATION IN CAN THO UNIVERSITY” sinh viên Nguyễn Kim Tiền thực hướng dẫn Thạc sĩ Lê Thị Huyền Trường Đại học Cần Thơ Ý kiến cán hướng dẫn khoa học Thạc sĩ Lê Thị Huyền i Luận văn tốt nghiệp với đề tài “TIME MANAGEMENT IN SELF-REGULATED LEARNING OF FIRST-YEAR STUDENTS MAJORED IN ENLISH EDUCATION IN CAN THO UNIVERSITY” sinh viên Nguyễn Kim Tiền thực báo cáo hội đồng chấm luận văn thông qua Ủy viên thư ký Ủy viên (Ký tên) (Ký tên) Cán phản biện thứ Cán phản biện thứ hai (Ký tên) (Ký tên) Cần thơ, Ngày tháng năm 2011 Chủ tịch Hội đồng (Ký tên) ii LỜI CAM ĐOAN Tôi xin cam đoan đề tài luận văn Tốt nghiệp Đại học cơng trình nghiên cứu khoa học thân Các số liệu kết trình bày luận văn hoàn toàn trung thực Tác giả luận văn Nguyễn Kim Tiền iii ACKNOWLEDGEMENTS First, I would like to express my really deep gratitude to Mrs Le Thi Huyen, my supervisor, who has instructed me whole-heartedly from “my first step” on my thesis Your instructions, advice, suggestions and particularly encouragement have led me not only to finish my thesis but also to reinforce me in every step of my life I will never forget the hardest time of my thesis, some moments when I got stuck; you enlightened my mind again and again It seems that you understand me a lot and you always appear to help me at the needy time Actually, I can become mature in certain aspects that I cannot express in words here My greatly sincere thanks would be sent to Mrs Pham Thi Mai Duyen and Mr Nguyen Thanh Duc, my reviewers, who has read my thesis very carefully and given me invaluable advice Thanks to your advice, I could recognize and fill the gaps, as well as the mistakes existing in my thesis in my ability In addition, you two have motivated me to make careful and detailed correction and appropriate changes My greatly sincere thanks would be sent to Miss Rebecca and Miss Liz, the volunteer American teachers who have taught the first-year students of English Department (course 36) in Can Tho University You two have helped me a lot by sharing me your invaluable time so that I could finish my data collection Also, you have encouraged me to try my best with my thesis, which has motivated me a lot I am greatly grateful for the first-year students of English Education, course 36 My thesis had been not completed and meaningful without your cooperation You all have been very enthusiastic to give me valuable answers My thanks also fly to my dear friends, who have given me sincere helps and continual encouragement You are willing to be with me and help me eradicate the moments of tension and stress! Lastly, I would love to send my love to my family, my strong spiritual base You all are always make me really motivated and give me energy to finish this thesis Actually, it had been impossible for me to finish my thesis without all of these helps Thank you all much more and more iv TABLE OF CONTENTS Table of contents v List of tables vi Abstract vii CHAPTER INTRODUCTION 1.1.1 The research problem 1.1.2 Research hypotheses 1.1.3 Research objectives 1.1.4 Research questions 1.1.5 General organization and coverage of the study CHAPTER REVIEW OF LITERATURE .6 2.1 Self-regulated learning 2.1.1 Definition of self-regulated learning 2.1.2 The components of self-regulated learning 10 2.1.3 The importance of self-regulated learning 17 2.2 Time management in self-regulated learning 18 2.2.1 The definition of time management 18 2.2.2 Time management strategies 19 2.2.3 The importance of time management in self-regulated learning 26 CHAPTER 3: METHOD 30 3.1 Research design 30 3.2 Participants 30 3.3 Instrument 30 Research procedure 34 CHAPTER 4: FINDINGS 35 4.1 The extent to which self-regulated learning (SRL) strategies are used by the first-year students of English Education (course 36) 35 4.2 The extent to which the first-year students of English Education apply time management strategies in their learning .37 4.3 The extent to which the first-year students balance their academic and social life 47 CHAPTER 5: SUMMARY, DISCUSSION, RECOMMENDATIONS AND IMPLICATION 48 REFERENCES 51 APPENDICES 58 v LIST OF TABLES AND FIGURES Tables Table 3.3 Cluster of the questionnaire 32 Table 4.1.1 Descriptive Statistics of each item of the cluster of SRL strategies 35 Table 4.1.2 The overall mean score of the students’ use of SRL strategies in their learning 36 Table 4.1.3 The frequency levels of students' use of specific SRL strategies in their learning 36 Table 4.2 The sub-cluster of time management strategies 37 Table 4.2.1 The extent to which the students’ use time management strategies in general 38 Table 4.2.2 The frequency level of students' use time management strategies in details 38 Table 4.2.2.1 The frequency level of students' identification of their personal productive time 39 Table 4.2.2.2a The sub-clusters of the planning strategies 40 Table 4.2.2.2b The overall mean score of the cluster of planning strategies 40 Table 4.2.2.2c Descriptive Statistics of specific planning activities 40 Table 4.2.2.2.1 The frequency levels of students' use of the strategies of getting organized 41 Table 4.2.2.2.2 The frequency levels of students' use of the strategies of general planning 42 Table 4.2.2.2.3 The frequency levels of students' use of the strategies of goal-setting 42 Table 4.2.2.2.4 The frequency levels of students' use of the strategies of prioritizing 43 Table 4.2.2.2.5 The frequency levels of students' use of the strategies of scheduling 43 Table 4.2.2.3 The frequency levels of students' use of the strategies of procrastination and deadline avoidance with time compensation 44 Table 4.2.2.4 The frequency level of students' use of the self-reward strategy 45 Table 4.2.2.5 The frequency level of students' use of help-seeking strategy 46 Table 4.2.2.6 The frequency level of students' use of evaluating their time management 46 Table 4.2.2.7 The frequency level of students' use of evaluating their time management 47 Table 4.3 The extent to which the students’ balance their academic and social life 47 Figures Figure 2.1.2 Framework of the components of self-regulated learning 10 vi ABSTRACT This study was conducted from January 11th to March13th, 2011 in Can Tho University The participants were 84 first-year students of English Education (course 36) Accordingly, this study was purposeful to examine the extent to which the first-year students use self-regulated learning (SRL) strategies in general and time management techniques in particular, as well as the extent to which they keep balanced in both academic and social life The questionnaire was given to 84 first-year students and the data was run by SPSS 11.5 Consequently, the students reported that they just rather sometimes use SRL strategies in their learning (M=4.41, SD=.74, with – Never (0%), – Rarely (1% – 19%), – Seldom (19%-25%), – Sometimes (25% - 75%), – Often (75% - 90%), – Usually (90%-99%)) Besides, they admitted that they sometimes apply time management strategies in managing their time (M=4.09, SD=.61) Being asked bout how well they keep the balance between academic and social life, the students reported that they can just sometimes stay balanced (M=4.44, SD=.94) Similarly, they just sometimes use their time effectively From the results, the researcher proposes trainings on self-regulated learning and time management from English Department in orientation courses Besides, in combination with extra-curriculum activities, the agencies of the Youth Union in School of Education should include the activities on training and sharing the experiences on self-regulated learning and time management among the students vii TÓM LƯỢC Nghiên cứu thực từ 11/01/2011 đến ngày 13/03/2011 Trường Đại học Cần Thơ với đối tượng nghiên cứu 84 em sinh viên năm thứ chuyên ngành sư phạm Anh văn, khóa 36, thuộc khoa sư phạm, trường Đại học Cần Thơ Nghiên cứu nhằm tìm hiểu việc sử dụng số phương pháp tự điều chỉnh học tập mà đặc biệt kỹ quản lý thời gian, mức độ cân việc học với đời sống cá nhân việc tham gia hoạt động ngoại khóa sinh viên Với mục tiêu trên, nghiên cứu thực thông qua 84 phiếu điều tra xử lý phần mền SPSS 11,5 Kết cho thấy sinh viên sử dụng biện pháp tự điều chỉnh học tập nói chung (M=4.41, SD=.74 với 1- Khơng Bao Giờ (0%), – Hiếm Khi, – Ít Khi (10%-25%), – Thỉnh thoảng (25%-75%), – Thường (75%-90%), – Luôn Luôn (90%-99%)) Đồng thời, xét riêng việc sử dụng phương pháp quản lý thời gian nêu ra, em sinh viên cho biết em sử dụng biện pháp mức độ (M=4.09, SD=.61), có phần so với biện pháp tự điều chỉnh học tập nêu Ngoài ra, em cho biết em cân việc học, sinh hoạt cá nhân tham gia hoạt động ngoại khóa (M=4.44, SD=.94) Qua đó, em đánh giá em sử dụng thời gian cách hiệu (M=4.33, SD=.85) Từ kết nghiên cứu, tác giả kiến nghị Bộ môn Anh văn nên quan tâm đến công tác hướng dẫn em sinh viên năm phương pháp tự điều chỉnh học tập kỹ quản lý thời gian để em thích ứng nhanh với môi trường học Các tổ chức Đoàn niên trực thuộc Khoa Sư Phạm cần kết hợp việc chia sẻ kinh nghiệm học tập quản lý thời gian cho em sinh viên Giáo viên môn nên cố gắng lồng ghép vào số hướng dẫn giúp em sinh viên cách học tốt môn học với việc hướng dẫn cách quản lý thời gian hiệu vii CHAPTER INTRODUCTION This chapter is attempted to generalize the research problem, as well as state the research hypotheses, objectives and questions which are followed by the organization of the study 1.1 The research problem Recently, the Psychology of Education has been more and more developed, and learners are perceived under the innovative view that learners actively engage in their learning process to acquire knowledge rather than passive involvement (Perkins, 1992; cited in Chen, 2002) Based on this development, it is revealed that the learning outcomes will be better when students actively participate in learning activities Thanks to the active engagement, learners find it easier to obtain high achievements One of the great breakthroughs of active learning approaches is the emergence of self-regulated learning which has been focused to investigate over the last three decades (Zimmerman, 1989) In self-regulated learning, students make their own decision for their learning goals, maintain self-motivated and make great effort to use appropriate strategies in their own learning Moreover, self-regulated learners make adaptive changes to cope with different learning situations It is also proved by research that self-regulated learning is highly correlated with achievement (Bandura, 1986; Corno, 1989; Mc Combs and Marzano, 1990; Schunk, 1990; Zimmerman and Martinez-Pons, 1986; and Zimmerman, 1989 & 1990) In fact, it is important for students to become self-regulated learners in their learning processes Besides, students are not possible to wait for the teachers to stand by them all over the time when they need help Therefore, they have to make adjustment in each situation In addition, under the “bombing” of information, it is impossible for the lecturers to provide students with all information in the world Rather, students themselves integrate in the information flow to find out which is most useful for them In Viet Nam context, integrating with the development of worldwide education, the education system of Viet Nam has gradually been innovated Coincident with the governmental policies of education, Can Tho University (CTU) has made a great Villach, M J R., & Llanos, M N (2007) Fostering self-regulated learning in an assessment situation Electronic Journal of Research in Educational Psychology, (3), 805-824 ISSN: 1696-2095 Weinstein, C E., & Mayer, R E (1986) The learning and study strategies inventory Clearwater, Fl: H&H Publishing In P R Pintrich, & E V.De Groot, Motivational and Self-Regulated Learning Components of Classroom Academic Performance Journal of Educational Psychology, 82(1),33-40 Weinstein, C E (1987) Learning and study strategies inventory (LASSI) Clearwater, F: H & H Publishing Company Weinstein, C E., Schulte, A., & Palmer, D R (1987) The learning and study strategies inventory In B Zimmerman, Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects, American Educational Research Journal, 45(1), 166-183 Winne, P.H (1997) Experimenting to bootstrap self-regulated learning Journal of Educational Psychology, 89, 397-410 Wolters, C A (2003) Understanding procrastination from a self-regulated learning perspective Journal of Educational Psychology, 95(1), 179–187 Young, M R (2005) The motivational effects of the classroom environment in facilitating self-regulated learning Journal of Marketing Education, 27(1), 25-24 Sage Publications Zetik, D C & Stuhlmacher, A F (2002) Goal setting and negotiation performance: A meta-analysis Group Processes & Intergroup Relation, 5(1), 35-52 Zimmerman, B J., 1990 Self-regulated learning and academic achievement: An overview Educational Psychologist, 25(1), pp 3-17 Zimmerman, B (1989) A social cognitive view of self-regulated academic learning Journal of Educational Psychology, 81(3), 329-339 Zimmerman, B J (2008) Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects American Educational Research Journal, 45(1), 166-183 Zimmerman, B.J (1986) Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11 (4), 307-313 Zimmerman, B.J and Martinez Pons, M (1986) Development of a structured interview for assessing student use of selfregulated learning strategies American Educational Research Journal, 23(4), 614-628 Zimmerman, B.J., Bandura, A and Martinez Pons, M (1992) Self-motivation for academic attainment: The role of selfefficacy beliefs and personal goal setting American Educational Research Journal, 29 (3), 663-676 Zimmerman, B (1990) Self-regulating academic learning and achievement: The emergence of a social cognitive perspective Educational Psychology Review, 2, 173–201 Zimmerman, B J., Greenberg, D & Weinstein, C E (1994) Self-regulating academic study time: A strategy approach In C S Chen , Self - regulated searning strategies and achievement in an introduction to information systems Course Information Technology, Learning, and Performance Journal, 20(1), 11-25 Zimmerman, B (1995) Self-regulation involves more than metacognition: A social cognitive perspective Educational Psychologist, 30(4), 217–21 Zimmerman, B J & Kitsantas, A (1999) Acquiring writing revision skill: Shifting from process to outcome self-regulatory goals In P Southerland & J Crowther (Eds.) Lifelong learning Routledge: Taylor & Francis Group http://www.ericdigests.org/2002-4/goal.html http://des.emory.edu/mfp/effbook1.html 57 APPENDICES APPENDIX PHIẾU ĐIỀU TRA VỀ KỸ NĂNG QUẢN LÝ THỜI GIAN TRONG HỌC TẬP CỦA SINH VIÊN SƯ PHẠM ANH VĂN KHÓA 36 Tuổi: Giới (Nam/Nữ): …… Khóa học: ……………… Quê ở: …………………………… Lớp: Sinh viên khoa: Email: Tôi học Tiếng Anh được………năm……… tháng Tôi nghĩ khả tự điều chỉnh học tập là:  Kém  Tạm  Khá  Tốt  Rất tốt  Giỏi Tôi nghĩ khả tự quản lý thời gian là:  Kém  Tạm  Khá  Tốt  Rất tốt  Giỏi Những câu phát biểu bên dùng để miêu tả khả tự điều chỉnh học tập mức độ vận dụng kĩ quản lý thời gian sinh viên Mỗi câu phát biểu có mức độ: Khơng Bao Giờ, Hiếm Khi, Ít Khi, Thỉnh Thoảng, Thường, Ln Ln Vui lịng đánh dấu () cột miêu tả bạn cho câu phát biểu STT Nội dung Tôi cân đối việc học, công việc đời sống xã hội (như giải trí, hoạt động tình nguyện,v.v) Tơi quản lý thời gian cách hiệu Tơi điều chỉnh cách học cho phù hợp với học phương pháp giảng dạy giáo viên Tôi đề mục tiêu cho học kỳ Tôi liệt kê việc phải làm sổ lập kế hoạch, lịch sổ ghi để đánh dấu việc tơi hồn thành Tơi cố gắng tìm tơi thích học Khơng Thỉnh Ít Thường bao Hiếm thoảng 10%75%1%-10% 25%giờ 25% 90% 0% 75% Gần Luôn Luôn 90%99% 58 Nếu ngày mai hạn chót nộp tập, tơi tơi cịn làm để kịp nộp cho giáo viên Tôi làm việc thích trước làm việc khác sau Tơi biết lúc tơi phải làm tơi lập thời khóa biểu cụ thể cho việc cần làm 10 Tôi dành thời gian để bù lại cho tập cịn dở dang sau có việc đột xuất xảy 11 Tôi làm tập có tâm trạng 12 Tơi lên kế hoạch đọc tài liệu, ôn chuẩn bị cho buổi học 13 Tôi nghĩ biện pháp giúp tơi có tiến học tập 14 Tơi đề mục tiêu cho công việc ngày tơi 15 Tơi biết tơi tập trung học tốt lúc dành thời gian cho việc học 16 Mỗi ngày lên kế hoạch công việc phải làm trước bắt đầu 17 Tơi ơn khơng có kiểm tra 18 Tôi đặt thời hạn cho việc tơi làm 19 Tơi kiểm sốt việc học tơi 20 Tơi ước thầy tơi hướng dẫn cách quản lý thời gian học tập 21 Tôi lịch cho thời gian nghỉ thư giản hai môn học học nhà 22 Khi có tập khó khả tôi, chia nhỏ chúng để làm phần 23 Tôi ước lượng khoảng thời gian cần thiết để hồn thành việc 24 Tơi tự thưởng cho thân phần thưởng đặt biệt tơi hồn thành việc 59 25 Khi tơi gặp khó khăn học tập, tơi tìm giúp đỡ từ thầy cơ, bạn bè hay tự đọc tài liệu khác để hiểu 26 Tôi dự định làm nhiều công việc, cuối hồn thành vài việc 27 Thầy tơi hướng dẫn cách quản lý thời gian học tập 28 Cách kì thi vài ngày tơi ôn 29 Tôi ưu tiên làm tập quan trọng trước 30 Vào cuối ngày cuối tuần, dành thời gian đánh giá việc sử dụng thời gian Cảm ơn giúp đỡ bạn! 60 APPENDIX QUESTIONNAIRE ON STUDENTS’ TIME MANAGEMENT IN SELF-REGULATED LEARNING OF FIRST YEAR STUDENTS Age: Gender :( Male/Female): Course: Hometown:…………………… Class: College/School attending: …………………………………… Email: I have been learning English for … year(s)………month(s) I think my ability in Self-Regulated Learning is:  poor  so-so  quite good  good  very good  excellent I think my ability in managing my time is:  poor  so-so  quite good  good  very good  excellent The statements below are used to describe students’ capability in self-regulated learning and their application of time management practices There are scales for each statement: Never, Rarely, Seldom, Sometimes, Often, or Usually Tick () on One Scale which best describes you for each statement STT Statements I create a balance between my study, work and social life (like entertainment, voluntary activities, etc) I manage my time effectively When I recognize my way of learning is not appropriate for the particular learning tasks and the instructor’s teaching style, I make changes I set goals for my whole semester I list all things I have to on a daily planner, a calendar or a notepad in order to mark down things I finish I try to find something interesting in each task I am still working on a major assignment the night before it is due I the things I like first Never 0% Rarely Seldom Often Usually Sometimes 1%10%75%90%25%-75% 10% 25% 90% 99% 61 I know what I need to each time because I make a specific schedule of all things I have to 10 When something unexpected interrupts my plans, I spend another time for the things I had planned to 11 I my assignments when I am in the mood 12 I plan some time each day to read the materials, review my notes, and prepare for the next class 13 I think about the ways to make progress in my learning 14 I write a set of specific goals for myself each day 15 I know when I study the most effectively and try to finish my course work during that time 16 I plan my day before I start it 17 I review my lessons although no test is required 18 I often set deadlines for myself in each activity 19 I put my learning under my control 20 I wish my teachers taught me the ways to use my time in self-study 21 I schedule for study breaks when switching from one topic to another when I study at home 22 When a task seems too large or difficult, I divide the task into smaller parts to deal with 23 I estimate and determine how much time is needed to complete a task 24 I reward myself with something special when I finish a task 25 When I have problems in my learning, I seek help from my teachers, friends or materials 62 26 I usually intend to finish many things, but at last I just manage to get some done 27 My teachers instruct me how to manage my time in learning 28 It is better for me to review all the lessons few days before an exam 29 I make priorities of what I have to and start with the most important tasks 30 At the end of the day or week, I reflect how I have used my time Thank you very much! 63 APPENDIX ADAPTION OF THE QUESTIONNAIRE Perspectives Zimmerman (1989) Zimmerman et al (1992) Zimmerman and Martinez-Pons (1986) Macan (1994) Davidson (2004), Blerkom (2006), Nist & Holschuh (2006), Feldman (2005) Trueman & Hartley (1995) Adapted version - I put my learning under my control Cluster Self-control - I think about the ways to make progress in my learning - When I have problems in my learning, I seek help from my teachers, friends or materials - When a task seems too large or difficult, I divide the task into smaller parts to deal with Self-monitoring/ Self-adjustment - Help-seeking - At the end of the day or week, I reflect how I have used my time Time management evaluation - When I recognize my way of learning is not appropriate for the particular learning tasks and the instructor’s teaching style, I make changes - I try to find something interesting in each task - I write a set of specific goals for myself each day - I set goals for my whole semester - I plan my day before I start it - I plan some time each day to read the materials, review my notes, and prepare for the next class - It is better for me to review all the lessons few days before an exam (converted) - I know what I need to each time because I make a specific schedule of all things I have to - I know what I need to each time because I make a specific schedule of all things I have to - I often set deadlines for myself in each activity - I am still working on a major assignment the night before it is due (converted) - I manage my time effectively - I usually intend to finish many things, but at last I just manage to get some done (Converted) - I make a schedule of the activities I have to on works a day - I write a set of goals for myself each day - I have a set of goals for the entire term - I review my lessons although no test is required Self-monitoring/ Self-adjustment Self-monitoring/ Self-adjustment Intrinsic motivation Goal-setting Goal-setting General planning General planning General planning Scheduling General planning Procrastination and deadline avoidance Time management evaluation Time management evaluation Scheduling Goal-setting Goal-setting Procrastination and deadline avoidance 64 Britton & Tesser (1991), Macan (1996), Zimmerman (1990) - My teachers instruct me how to manage my time in learning - I wish my teachers taught me the ways to use my time in self-study (Converted) - When something unexpected interrupts my plans, I spend another time for the things I had planned to - I list all things I have to on a daily planner, a calendar or a notepad in order to mark down things I finish Training on time management Training on time management Time compensation Getting organized 65 APPENDIX RELIABILITY OF STUDENTS’ USE OF SELF-REGULATED LEARNING AND TIME MANAGEMENT STRATEGIES ****** Method (space saver) will be used for this analysis ****** _ R E L I A B I L I T Y A N A L Y S I S - S C A L E (A L P H A) Item-total Statistics ITEM1 ITEM2 ITEM3 ITEM4 ITEM5 ITEM6 ITEM7 ITEM8 ITEM9 ITEM10 ITEM11 ITEM12 ITEM13 ITEM14 ITEM15 ITEM16 ITEM17 ITEM18 ITEM19 ITEM20 ITEM21 ITEM22 ITEM23 ITEM24 ITEM25 ITEM26 ITEM27 ITEM28 ITEM29 ITEM30 Scale Mean if Item Deleted Scale Variance if Item Deleted 115.0833 115.1905 115.0714 115.0595 115.9762 115.4167 116.6786 116.8690 115.5833 114.8810 115.5952 115.3571 115.0238 115.4405 114.6786 115.4762 115.4643 115.3333 114.7143 116.1786 115.7381 115.5119 115.2976 115.7976 114.7857 116.5952 116.4762 115.8333 114.7738 116.3095 238.9207 239.2404 232.4768 235.3338 231.9271 236.0773 248.9195 243.2236 229.9327 239.9375 246.8221 232.5215 238.0958 236.2976 234.9195 230.6862 228.8059 229.7430 237.2186 230.5099 236.3643 237.6505 238.4284 240.2598 238.1704 244.1956 245.5055 238.3574 244.8036 230.1922 Corrected ItemTotal Correlation 4337 4753 6345 3949 3841 4147 0557 1934 5784 3287 0808 5831 4838 4846 5214 5159 6051 5887 4528 4823 3595 3437 3663 2141 3975 1819 0810 2907 2174 5197 Alpha if Item Deleted 8473 8468 8424 8477 8484 8472 8573 8537 8424 8495 8582 8431 8463 8458 8448 8439 8415 8421 8466 8448 8488 8492 8485 8542 8478 8537 8603 8511 8521 8438 Reliability Coefficients N of Cases = Alpha = 84.0 N of Items = 30 8527 66 APPENDIX DISCRIPTIVE STATISTICS Descriptive Statistics of the level of the students’ use of SRL strategies in their learning 1.1 The overall level of the students’ use of SRL strategies in their learning N SRL Strategies 84 Valid N (listwise) 84 Minimum 2.11 Maximum 5.78 Mean 4.4127 Std Deviation 74935 1.2 The frequency levels of students' use of specific SRL strategies in their learning Self-control Self-monitoring/ Self-adjustment Intrinsic motivation Valid N (listwise) N 84 84 Minimum 2.00 2.33 Maximum 6.00 5.67 Mean 4.8095 4.3214 Std Deviation 1.02353 72708 84 1.00 6.00 4.1071 1.18238 Minimum Maximum 84 1.2.1 Self-control N I put my learning under my control 84 Valid N (listwise) 84 19 Mean Minimum Maximum Std Deviation 4.81 1.024 1.2.2 Self-monitoring/ Self-adjustment N When I recognize my way of learning is not appropriate for the particular learning tasks and the instructor’s teaching style, I make changes 13 I think about the ways to make progress in my learning 22 When a task seems too large or difficult, I divide the task into smaller parts to deal with Mean Std Deviation Valid N (listwise) 84 4.45 987 84 4.50 912 84 4.01 1.256 84 67 1.2.3 Intrinsic motivation N I Minimum try to find something interesting in each task 84 Valid N (listwise) 84 Maximum Mean Std Deviation 4.11 1.182 The level to which the students use time management strategies 2.1 The level to which the students use time management strategies in general N Time management strategies Valid N (listwise) 84 84 Minimum 2.27 Maximum 5.28 Mean 4.0920 Std Deviation 61648 2.2 The level to which the students use time management strategies in details N Identification of personal productive time Planning Minimum Maximum Mean Std Deviation 84 2.00 6.00 4.845 84 2.90 5.80 4.215 62975 84 2.00 5.67 4.297 82630 84 1.00 6.00 Help-seeking 84 1.00 6.00 Time management evaluation 84 1.50 5.50 Training on time management 84 1.00 6.00 Valid N (listwise) 84 Procrastination and deadline avoidance with time compensation Self-reward 3.726 4.738 3.773 3.047 1.03544 1.50782 1.07680 83740 1.67119 2.2.1 Identification of productive time N 15 I know when I study the most effectively and try to finish my course work during that time Valid N (listwise) Minimum 84 Maximum Mean 4.85 Std Deviation 1.035 84 68 2.2.2 Planning 2.2.2.1 The overall level of planning N Planning Valid N (listwise) 84 Minimum 2.90 Maximum 5.80 Mean 4.2151 Std Deviation 62975 84 2.2.2.2 The frequency level of specific strategies in planning N Getting organized General planning Goal-setting Prioritizing Scheduling 84 Minimum 1.50 Maximum 6.00 Mean 3.9940 Std Deviation 99847 84 1.67 6.00 4.0516 93782 84 2.00 6.00 4.2738 1.01615 84 1.00 6.00 4.7500 99244 84 1.00 6.00 4.0060 96784 Valid N (listwise) 84 2.2.2.2.1 Getting organized N I create a balance between my study, work and social life (like entertainment, voluntary activities, etc) I list all things I have to on a daily planner, a calendar or a notepad in order to mark down things I finish Valid N (listwise) Minimum Maximum Mean Std Deviation 84 4.44 949 84 3.55 1.555 84 2.2.2.2.2 General planning N I know what I need to each time because I make a specific schedule of all things I have to 12 I plan some time each day to read the materials, review my notes, and prepare for the next class 16 I plan my day before I start it Valid N (listwise) Minimum Maximum Mean Std Deviation 84 3.94 1.206 84 4.17 1.062 84 4.05 1.289 84 69 2.2.2.2.3 Goal setting N I set goals for my whole semester 14 I write a set of specific goals for myself each day Valid N (listwise) Minimum Maximum Mean Std Deviation 84 4.46 1.284 84 4.08 1.020 84 2.2.2.2.4 Prioritizing N 29 I make priorities of what I have to and start with the most important tasks Valid N (listwise) Minimum 84 Maximum Mean 4.75 Std Deviation 992 84 2.2.2.2.5 Scheduling N 21 I estimate and determine how much time is needed to complete a task 23 I schedule for study breaks when switching from one topic to another when I study at home Valid N (listwise) Minimum Maximum Mean Std Deviation 84 3.79 1.309 84 4.23 1.134 84 2.2.3 Procrastination N When something unexpected interrupts my plans, I spend another time for the things I had planned to 17 I review my lessons although no test is required 18 I often set deadlines for myself in each activity Minimum Maximum Mean Std Deviation 10 Valid N (listwise) 84 4.64 1.116 84 4.06 1.216 84 4.19 1.197 84 70 2.2.4 Self-reward N Minimum I reward myself with something special when I finish a task 84 Valid N (listwise) 84 Maximum Mean Std Deviation 24 3.73 1.508 2.2.5 Help-seeking N Minimum When I have problems in my learning, I seek help from my teachers, friends or materials 84 Valid N (listwise) 84 Maximum Mean Std Deviation 25 4.74 1.077 2.2.6 Time management evaluation N I manage my time effectively 30 At the end of the day or week, I reflect how I have used my time Valid N (listwise) Minimum Maximum Mean Std Deviation 84 4.33 855 84 3.21 1.309 84 2.2.7 Training on time management N Minimum My teachers instruct me how to manage my time in learning 84 Valid N (listwise) 84 Maximum Mean Std Deviation 27 3.05 1.671 71