Ignite Creation Date:
2024-10-26 @ 3:40 PM
Last Modification Date:
2024-10-26 @ 3:40 PM
Study NCT ID:
NCT06608524
Status:
ENROLLING_BY_INVITATION
Last Update Posted:
None
First Post:
2024-09-19
Brief Title:
Effect of Self-regulated Learning on Academic Performance Among Physical Education Students
Sponsor:
None
Organization:
None
Study Overview
Official Title:
Effect of Self-regulated Learning on Academic Performance Among Physical Education Students in Shanxi China
Status:
ENROLLING_BY_INVITATION
Status Verified Date:
2024-09
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
No
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
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 students39 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
According to the existing literature and many studies self-regulated learning is an advanced form of metacognitive learning Pintrich 2004 It helps cultivate students39 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
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 Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
None
Is a FDA Regulated Device?:
None
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None