Invited Speakers

Students’ Motivational and Self-Regulated Learning Profiles and Academic Performance Dr John Wang1,Mrs Tham-Kee Yong Huang2, Dr Lim Jit Ning2, Dr Kee Ying Hwa1, Coral Lim1, & Lilian Chua11MERL, NIE, 2Hwa Chong Institution

The first purpose of this presentation is to introduce the Motivation in Educational Research Laboratory in National Institute of Education to the Ministry of Education. The second purpose is to present a collaborative study with a junior college. This study examined students’ profiles in motivation and self-regulated learning. A total of 239 junior college students from 12 intact tutorial groups took part in the study. Students’ motivated strategies for learning, self-regulation, need satisfaction, achievement goals, enjoyment and effort were measured two months before their block tests. Five distinct clusters of students were identified based on their motivated strategies for learning. The results of the hierarchical regressions showed that autonomy-supportive climate, need satisfaction, and mastery-approach goal were strong predictors of motivated strategies for learning. Furthermore, motivated strategies for learning predicted a significant amount of variance in the test scores. The results provide ecologically valid empirical evidence for the importance of Motivated Strategies for Learning in academic performance. Students need to have the “will” and “skill” to be successful in classrooms and teachers need to provide a classroom environment that cultivate the “will” and “skill” through satisfying the three basic psychological needs.

Strand: Assessment
Keywords: Self-regulated Learning, Authentic Academic Performance

Nurturing Self-Regulated Learners through Authentic Assessments
Seah-Tay Hui Yong
Nanyang Girls’ High School

There is currently increasing agreement among both government and researchers that we should develop self-regulated learning (SRL) in school leavers if they are to succeed in the 21st century workforce. This paper presents the findings of a two-year research that examined the link between SRL and the school-wide use of authentic assessments in NYGH. The research used a mixed method design, using sequentially quantitative and qualitative phases. Quantitative data on SRL was gathered using a self-report questionnaire I had designed based on Zimmerman’s cyclical Forethought, Performance and Self-reflection model of self-regulation. Inferences from the quantitative data were supported by interview data from 19 participants. Their comments corroborated the literature review that real life setting, student control and ability to self-assess facilitated students’ SRL. Furthermore, the study provided a clearer picture of how these factors are linked.

Strand: Assessment
Keywords: Self-regulated Learning, Authentic Assessments, Mixed Methods

— — 华中双文化学生中国浸濡活动 林耀祥 刘茜 华侨中学


Strand: Diverse learning environment, Curriculum
Keywords: 双文化, 服务社会