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

Effect of Self-regulated Learning on Academic Performance Among Physical Education Students in Shanxi, China

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.

Study Overview

• Status: Enrolling by invitation
• Conditions: Academic Performance
• Intervention / Treatment: Behavioral: Self-regulated learning strategy; Behavioral: Standard learming method

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.

• Study Type: Interventional
• Enrollment (Estimated): 80
• Phase: Not Applicable

Contacts and Locations

Study Locations

• China
  • Shanxi
    • Yuncheng, Shanxi, China, 044000
      • Yuncheng University

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Child; Adult; Older Adult
• Accepts Healthy Volunteers: No

Description

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.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Treatment
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Single

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Experimental group; The experimental group used self-regulated learning strategy to improve academic performance of physical education students in China.	Behavioral: 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.
Active Comparator: Control group; The control group used standard learning method to improve physical education academic performance.	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.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
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.

Collaborators and Investigators

• Sponsor: XIE HUIJUAN

Publications and helpful links

General Publications

• 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.

Study record dates

Study Major Dates

• Study Start (Estimated): October 1, 2024
• Primary Completion (Estimated): December 30, 2024
• Study Completion (Estimated): January 15, 2025

Study Registration Dates

• First Submitted: September 19, 2024
• First Submitted That Met QC Criteria: September 19, 2024
• First Posted (Actual): September 23, 2024

Study Record Updates

• Last Update Posted (Actual): September 23, 2024
• Last Update Submitted That Met QC Criteria: September 19, 2024
• Last Verified: September 1, 2024

More Information

Terms related to this study

• Keywords: academic performance; physical education; self-regulated learning
• Other Study ID Numbers: KL202403

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No
• product manufactured in and exported from the U.S.: No