The study examined the relationships between self-regulated learning (SRL) strategies used by 2,894 bilingual primary school students and their Chinese and English reading test performance. Exploratory factor analysis of the self-reported SRL strategy use questionnaire yielded two factors of strategies (planning and monitoring) used in both Chinese and English reading. The analysis of the structural equation model indicated that the planning and monitoring strategies used in Chinese reading positively affected their corresponding strategies used in English reading. The Chinese planning and monitoring strategies directly and positively affected both Chinese and English reading test performance. The English planning had a positive effect on English reading test performance while the English monitoring strategy did not affect English reading test performance. The results contribute to the knowledge of SRL in second language and bilingual education in the Chinese context. Copyright © 2022 Routledge.

This study investigates the effects of student use of self-regulated learning (SRL) strategies on their computer programming achievement. Ninety-six students from undergraduate teacher training programmes offered by a Hong Kong university voluntarily participated in the study. Sixty-six of them were first-year students enrolling on an introductory Java programming course, while 30 were second-year students enrolling on an advanced Java programming course. The SRL strategies adopted by participants were measured by the Motivated Strategies for Learning Questionnaire (MSLQ) and were exemplified from the reflective writing of their electronic portfolios. Their achievement in computer programming was evaluated using continuous and end of course assessments. The findings of this study suggest that higher-order cognitive strategies (i.e. elaboration, organization, critical thinking), metacognitive control strategies (i.e. self-regulation) and resource management strategies (i.e. time and study environment management, help seeking) are likely to facilitate a prolonged achievement of computer programming for both novices and non-novices. They can provide insights into designing adequate SRL strategy training to support student learning in computer programming. Copyright © 2021 SCHOLINK INC.

Under the sudden outbreak of COVID-19 worldwide, students were forced to switch from face-to-face to online learning. This study reports the experience of Hong Kong students in higher education concerning the challenges they faced, the strategies they used and the support they needed in their online learning during the period. An online questionnaire was used to invite students to answer open-ended questions about these three aspects. 145 students from two higher education institutions completed the questionnaire and their comments were coded using thematic analysis. The study has discovered that socio-economic factors may have presented difficulties to students' online learning concerning their study environment and access to equipment. Students were emotionally distressed by online learning, particularly by the quality of feedback and clarity of course arrangement, so support for these aspects should be given. Self-regulated learning strategies were found to have been deployed by students to facilitate their learning, in which the use of time management apps and lecture videos highlights the increasing importance of technology to self study. These socio-economic, technological and emotional factors will be further discussed and corresponding suggestions will be made to help teachers and university policy makers examine the conditions that can help improve and promote online learning for higher education students under COVID-19. Copyright ©2021 Springer.

This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants were 523 4th grade primary school students in Hong Kong. Although the findings showed a general pattern that the high achievers reported higher levels of motivation (i.e. growth mindset, self-efficacy, and interest) and self-regulated learning (SRL) strategy use than the average achievers, who in turn outperformed the low achievers, all the students showed quite a low level of interest in English writing. Interestingly, motivation impacted SRL strategy use very differently for students of different writing competence groups on the whole. Three-group Structural Equation Modelling (SEM) suggested that growth mindset had the strongest and most significant correlations with all students’ use of SRL strategies. However, interest and self-efficacy had different relationship patterns with SRL strategy use among the high, average and low achievers. Interest had no significant relations with the high achievers’ SRL strategy use, while self-efficacy had no significant relations with the low achievers’ SRL strategy use. Implications for English teachers to improve differentiated instruction are discussed. Copyright © 2021 Sage Publications Ltd.

This paper aims to report and discuss the findings of a research project examining the effects of students‘ use of self-regulated learning (SRL) strategies on their computer programming achievement in higher education. In the project, data were collected from 66 undergraduate students who enrolled in a 13-week introductory computer programming course offered by a Hong Kong university during the academic year 2018/19. Participants were asked to complete the Motivated Strategies for Learning Questionnaire (MSLQ) to measure their use of SRL strategies. They were also asked to write weekly reflective journals to reflect on their learning progress and plan their future actions for improvement. Their programming achievement was assessed by individual exercises and an end-of-course examination as part of the course assessment. The project adopted a mixed method approach to data analysis. A quantitative correlational analysis on the questionnaire and assessment scores was conducted to explore the relationship between SRL strategies and programming achievement. In addition, a qualitative content analysis on the reflective journals was carried out to identify differences in programming problems and SRL strategies used to tackle the problems between high- and low-achieving students. The findings of the project indicate that higher-order cognitive strategies, metacognitive control strategies and collaborative learning strategies were positively associated with programming achievement. The findings also suggest that reflective journaling can be a good way for students to reflect on their programming performance and think about strategies for improvement. Copyright © 2019 ICEDU.