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

NCT06608524 | Enrolling By Invitation

• 1 other identifier: KL202403
• Study Type: interventional
• Target: 80
• Locations: 1 country
• Sites: 1

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.

Conditions

Academic Performance

Keywords

self-regulated learning; academic performance; physical education

Outcome Measures

Primary Outcomes (5)

• Class Performance Evaluation Form

  A form is used to evaluate the physical education students' academic performance when the teacher uses class performance evaluation form.

  Pretest: Before experiment; Post-test: 12 weeks end.

• Homework Quality Evaluation Form

  A form is used to evaluate the physical education students' academic performance when the teacher uses homework quality evaluation form.

  Pretest: Before experiment; Post-test: 12 weeks end.

• Experimental Operation Evaluation Form

  A form is used to evaluate the physical education students' academic performance when the teacher uses experimental operation evaluation form.

  Pretest: Before experiment; Post-test: 12 weeks end.

• Test Score Evaluation Form

  A form is used to evaluate the physical education students' academic performance when the teacher uses test score evaluation form.

  Pretest: Before experiment; Post-test: 12 weeks end.

• Academic Performance (Score) Evaluation Form

  A form is used to evaluate the physical education students' academic performance when the teacher uses academic performance (score) evaluation form.

  Pretest: Before experiment; Post-test: 12 weeks end.

Study Arms (2)

Experimental group

EXPERIMENTAL

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

Behavioral: Self-regulated learning strategy

Control group

ACTIVE COMPARATOR

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

Behavioral: Standard learming method

Interventions

Self-regulated learning strategy 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.

Experimental group

Standard learming method 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.

Control group

Eligibility Criteria

• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• University students;
• Major in Physical Education;
• Health;
• Able to attend all evaluation;
• Understand the study purposes and procedures;
• No previous experience performing self-regulated learning strategy.

You may not qualify if:

• University students not majoring in Physical Education;
• Exclude participants who have not finished all evaluation;
• Not understanding the study purposes and procedures;
• Participants with an experience in self-regulated learning strategy.

Sponsors & Collaborators

• XIE HUIJUAN: lead

Study Sites (1)

Yuncheng University

Yuncheng, Shanxi, 044000, China

Location

Related Publications (1)

• 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.

  BACKGROUND

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Masking Details: single
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR INVESTIGATOR
• PI Title: Principal Investigator

Model Details: In this experiment, the experimental group will use self-regulated learning strategy, and the control group will use standard learning method. Each parallel group has 40 physical education stuednts.

Study Record Dates

• First Submitted: September 19, 2024
• First Posted: September 23, 2024
• Study Start: October 1, 2024
• Primary Completion: December 30, 2024
• Study Completion: January 15, 2025
• Last Updated: September 23, 2024

Record last verified: 2024-09

Data Sharing

• IPD Sharing: Will not share

Locations

CN (1)