Sofyan M


The study investigated strategies employed by a successful student taking on his undergraduate degree in one of the best universities in Makassar. The purpose of the study is to increase understanding and knowledge of self-regulated learning and regulation strategies as part of the affective factors of EFL Learning. The study which was a single case was investigated by using qualititave approach. Data was collected thorugh technology assissted interview practicing an open ended conversation and questions. The result of analysis revealed that he utilized the following types of strategies to perform his self-regulation : a) forethought phase for example, setting academic goal, planning, keeping self-efficay, keeping motivation; b) performance phase, such as, organizing, seeking information, keeping records and monitoring, structuring environment; b) self-reflection phase, such as, self consequences, seeking social assisstance, reviewing records, and self evaluation.

Full Text:



Arslan, S., & Akin, A. (2014). Metacognition: as a predictor of one’s academic locus of control [Electronic version]. Educational Sciences: Theory and Practice, 14 (1), 33-39.

Boekarts, P. M., Pintrich, M., & Zeiden, M. (Eds.) (2000). Attaining Self-Regulation: A Social Cognitive Perspective., Handbook od Self-Regulation (pp.13-39).

Cohen, M. T. (2012). The Importance of Self Regulation for College Students Learning.College Student Journal,46(4), 892-902.

Collins, J., & Durand-Bush, N. (2014). Strategies Used by an Elite Curling Coach to Nurture Athletes’ Self Regulation: A Single Case Study. Journal Of Applied Sport Psychology,26(2), 211-224.

Corpus, J. H., McClintic-Gilbert, M.S., &Hayenga, A. O (2009). Within-year changes in children’s intrinsic and extrinsic motivational orientations: contextual predictors and academic outcomes [Electronic version].Contemporary Educational Psychology, 34, 154-166.

Kitsantas, A., Steen, S., &Huie, F. (2009, October). The role of self-regulated strategies and goal orientation in predicting achievement of elementary school children [Electronic version]. International Electronic Journal of Elementary Education, 2 (1), 66-81.

Lew, M.N., & Schmidth, H. G.(2011). Self-Reflection and Acedemic Performance: Is There a Relationship?. Advances In Health Sciences Education, 16(4), 529-545.

McClintic-Gilbert, M. G., Corpus, J. H., Wormington, S. P., Haimovitz. (2013). The relationships among middle school students’ motivational orientations,learning strategies, and academic achievement[Electronic version]. Middle Grades Research Journal, 8 (1), 1-12.

Nesbit, P. L. (2012). The Role of Self-Reflection, Emotional Management of Feedback, and Self-Regulation Processes in Self-Directed Leadership Development. Human Resource Development Review, 11(2), 203-226.

Panadero, E., Tapia, J., & Huertas, J (2012). Rubrics and Self Asseement Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education. Learning And Individual Difference, 22(6), 806-813

Peverly, St. T., Brobst, K. E., Graham, M., & Shaw, R. (2002). College Adults Are not Good at Self Regulation: A Study of the Relationship of Self-Regulation, Note Taking, and Testing. Journal of Educational Psychology, 95, 335-346.

Puustinen, M., & Pulkkinen, L.(2001). Models of Self-Regulated Learning: a review. Scandinavian Journal Of Educational Research, 45(3), 269-286). doi: 10.1080/00313830120074206

Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H.Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nded., pp. 125–151). Mahwah, NJ: Lawrence ErlbaumAssociates.

Toering, T., Elferink-Gemser, M. T., Jonker, L., vab Heuvelen, M. G., & Visscher, C. (2012). Measurung self-regulation in a learning context: Reliability and Validity of the Self-Regulation of Learning Self-Reported Scale (SRL-SRS). International Journal Of Sport & Exercise Psychology, 10(1), 24-38.

Villvicencio, F., & Bernardo, A. (2013). Positive acdemic emotions moderate the relationship between self-regulation and academic achievement. The British Journal Of Educational Psychology, 83(Pt 2), 329-340. Doi:10.1111/j.2044-8279.2012.02064.x

Yancey, G. B. (2014). Self-efficacy.John Wiley & Sons, Inc.

Lee, W., Lee, M., & Bong, M. (2014). Testing interestand self-efficacy as preditors of academic self-regulation and achievement. Contemporary Educational Psychology, 39(2), 86-99. doi: 10.1016/j.cedpsych.2014.10.002

Zimmerman, B. J. (2008). Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects. American Educational Research Journal, (1). 166. Doi:10.3102/002831207312909.

Zimmerman, B. J., & Pons, M.(1986). Development of Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies. American Educational Research Journal, (4).614.

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R.Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp.13–42). San Diego, CA: AcademicPress.

Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance.In B. J. Zimmerman, & D. H. Schunk (Eds.), Handbook of self-regulation of learning andperformance (pp. 49–64). New York: Routledge.

Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting. American Educational Research Journal, 29(3), 663-676.

Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1),3.

Flag Counter