Self-regulation is a process used to concentrate a feeling, action, and thought to reach the goal,

so it can affect the achievement of students in an educational process (C. E. McClelland, 2012).
Learning success is not only determined by cognitive aspect, but also influenced by affective
aspect. Self-regulation in learning often referred as self-regulated learning which is one
important aspect that can form better learning habits, strengthen learning abilities, improve
learning achievements, monitor and evaluate students' academic abilities. Self-regulated
learning (SLR) in education has an important role which is to support the success of students’
learning. Students who have self-regulation in study will have strong mentality and good skill in
learning process, so students will be more independent, become proficient in controlling their
learning, and can improve their learning outcomes
Self-regulation is a method for regulating an emotion, action, or thinking in order to attain a goal,
and it can have an impact on students' academic performance (C. E. McClelland, 2012).
Learning achievement is impacted not just by cognitive factors, but also by emotional factors.
Self-regulation in learning, also known as self-regulated learning, is an important factor that may
help students develop better study habits, increase their learning skills, improve their learning
outcomes, and monitor and assess their academic abilities. In education, self-regulated learning
(SLR) plays a critical role in ensuring students' academic achievement. Students that have high
study self-control will have a strong mindset and solid learning skills, making them more
autonomous, effective in directing their learning, and able to enhance their learning results.
Students who have high self-regulated learning (SLR) can control, make, and direct their
process in order to obtain many achievements, have effort in completing assignments, and can
create a pleasant learning environment, for example such as finding suitable learning places
and seeking finding help to solve the learning problems faced. Whereas for students who still
have low self-regulated learning (SLR), they will show some behaviors such as being late for
coming to school, not completing assignments for various reasons, cheating at the test, less
utilizing library as a learning resource. Besides that, self-regulated learning (SLR) also affects
the motivation that results in achievement.
Students with high self-regulated learning (SLR) can control, make, and direct their learning
process in order to achieve many goals, put forth effort in completing assignments, and create a
pleasant learning environment, for example, by finding appropriate learning environments and
seeking help to solve learning problems. Students with poor self-regulated learning (SLR) will
exhibit behaviors such as being late to school, failing to complete homework for different
reasons, cheating on tests, and not using the library as a learning resource. Apart from that,
self-regulated learning (SLR) has an impact on motivation, which leads to accomplishment.
Motivation is a complex interaction that occurs in the communication in society (Wiegfield,
2000). Therefore, motivation is one of the important things that must be possessed by students
starting from primary school secondary school to university level to produce optimal learning
that will affect achievements. Motivation of reaching achievements is divided into two, namely
intrinsic motivation and extrinsic motivation. Intrinsic motivation is a kind of motivation which
comes intrinsically such as interest, curiosity, pleasure, and something that is felt from the
learning process. While external motivation is a kind of motivation which comes extrinsically
such as desire, demand, structure, and burdening goal.
Motivation is a multidimensional relationship that takes place in society's communication
(Wiegfield, 2000). As a result, motivation is one of the most crucial qualities that students must
exhibit, beginning in elementary school and continuing through university, in order to develop
optimum learning that will influence accomplishment. There are two types of motivation for
achieving goals: inner motivation and extrinsic motivation. Intrinsic motivation is a type of
motivation that stems from inside the learner, such as curiosity, pleasure, and a sense of
accomplishment. Extrinsic motivation, such as desire, demand, structure, and a burdening aim,
is an example of external motivation.
Ryan and Deci (2017) explained that motivation derived intrinsically would produce optimal
results. Some researchers found that internal motivation attracts students becoming active in
the school activity, students in elementary school in grade 4–6, and also in the content of certain
subject such as physical education. Some researchers also found that to make students being
motivated can be done by integrating motivation in each lesson. Those internal motivations
have complex interaction with self-regulation learning (SRL).
According to Ryan and Deci (2017), inspiration originating from inside would yield the best
results. Internal motivation, according to some studies, motivates kids to become engaged in
school activities, particularly among students in grades 4–6, as well as in the content of specific
subjects such as physical education. Some researchers discovered that motivating pupils may
be accomplished by incorporating motivation into each class. Internal motives connect with self-
regulation learning in a sophisticated way (SRL).
Self-regulated learning (SLR) is not a personal characteristic and can be well developed through
the support of people and environment (Fonaggy,2002). For example, in the school
environment, teachers and peers are parties who are able to develop students’ self-regulation
through the learning that takes place inside and outside the classroom. Therefore, self-regulated
learning (SRL) is a main principle for the achievement of students as a prospective teacher who
will be directly involved in the learning process. Furthermore, teacher also has many other tasks
besides teaching which causes the role of teacher becoming more complex (Hammerness and
Philipp 2013). Pietarinen and Matthern (2014) mentioned that good self-regulation possessed
by teacher can reduce the stress possibly happened due to the burden of work and can also
influence students’ self-regulation to have more achievements so that students will have
motivation to excel.
Self-regulated learning (SLR) is not a personality trait that can be nurtured with the right people
and environment (Fonaggy,2002). Teachers and classmates, for example, are parties in the
school environment who may help children develop self-regulation via learning both inside and
outside the classroom. As a result, self-regulated learning (SRL) is a key component of student
success as a future teacher who will be directly involved in the learning process. Furthermore, in
addition to teaching, teachers have a variety of other responsibilities, making the position of the
teacher more difficult (Hammerness and Philipp 2013). According to Pietarinen and Matthern
(2014), a teacher's effective self-regulation can alleviate stress caused by a heavy workload, as
well as impact students' self-regulation to achieve greater success and so provide incentive to
excel.
Self-regulated learning (SRL) for students can be improved through teaching, training, learning
note, and lecturers' collaboration with students as well as students and students
(Dörrenbächer,2016). When students do learn and can manage themselves, it will increase
motivation and positively affects the achievement. Therefore, the teaching faculty has the
responsibility to form teacher candidates to have self-regulated learning (SRL) and good self-
control in the learning process. Lately, research was conducted by Alghamdi et al (2004) which
stated that self-regulated learning (SRL) can be influenced by the difference of gender because
between men and women have different self-management.

Teaching, training, learning notes, and lecturers' involvement with students, as well as students
and students, can increase self-regulated learning (SRL) for students (Dörrenbächer, 2016).
When students learn and can control themselves, their motivation rises, which has a beneficial
impact on their accomplishment. As a result, it is the role of the teaching faculty to prepare
teacher candidates for self-regulated learning (SRL) and excellent self-control in the learning
process. Alghamdi et al (2004) recently published a study that claimed that gender differences
can effect self-regulated learning (SRL) since men and women have distinct self-management
styles.
Various studies showed that self-regulated learning (SRL) can improve students’ motivation to
obtain achievements. It becomes the background of this study about self-regulation on students
of primary education teacher study program, as conducted by Herweig et al, 2008. The result of
this study showed that the improvement of self-regulated learning (SRL) can be done through
the questionnaire of self-report. However, before going any further, it is urgent to know the
categories of self-regulated learning (SRL) possessed by students. Related to that, this study
aims to investigate the self-regulated learning (SRL) of students of primary education study
program as a prospective primary school teacher, so that the university especially teaching
training university can conduct some actions to improve the Self-regulated learning (SRL) of
students as a prospective teacher in the future.
Several studies have shown that self-regulated learning (SRL) might boost students' motivation
to succeed. It is against this backdrop that Herweig et al. (2008) undertook research on self-
regulation among students in a primary education teacher education program. The findings of
this study revealed that self-regulated learning (SRL) may be improved using a self-report
questionnaire. However, before going any further, it is critical to understand the several types of
self-regulated learning (SRL) that kids possess. As a result, the purpose of this study is to look
into the self-regulated learning (SRL) of students in the primary education study program who
are aspiring to be primary school teachers, so that the university, particularly the teaching
training university, can take steps to improve the self-regulated learning (SRL) of students in the
future.

The study investigated whether self-regulation, self-efficacy, and metacognition can predict
achievement goal orientations. There were 153 high school students and 183 college students
who participated and surveyed using the self-regulation interview, self-efficacy questionnaire,
metacognitive performance assessment, and a goal orientation measure. In the regression
model, the high school (early adolescence) and college (late adolescence) student were
moderated in the prediction of achievement goals. College students scored higher in all self-
regulation subscales and self-efficacy. The contribution of self-efficacy on performance
orientation is significantly moderated by high school and college students. High school students
with high self-efficacy increase their performance orientation. Self-efficacy and self-regulation
strategies as self-consequencing, organizing, and environmental structuring are important
characteristics of mastery-oriented students.
The relationship between self-regulation and achievement goals was evidenced in one study by
Sideridis (2006). He was able to confirm his hypothesis that feeling obliged to engage in an
activity that is grounded on fear is associated with a network of avoidance-related behaviors.
His results confirmed this hypothesis, as the ought-self explained significant amounts of
variability in task avoidance, performance avoidance, and fear of failure. The study of Ablard
and Lipschultz (1998) likewise demonstrated that self-regulation strategies in learning were
used by students with high achievement adopting mastery goals. Students in the sample who
were high achievers performing at or above 97th percentile on an achievement test tend to have
mastery goals rather than performance avoidance ones. Another study by Wolters (1998)
revealed that college students possess various strategies that allow them to regulate their effort
and persistence in accomplishing learning tasks in school. For instance, students who utilized
intrinsic regulation strategies reported stronger learning goal orientation as well as exhibit
learning strategies associated with elaboration, critical thinking and metacognition. Such
learning goal orientations and use of cognitive strategies were positively correlated with course
grades. Self-regulated behavior has also been associated with the likelihood of other self-
regulated processes as well as academic learning (Fuchs, Prentice, Burch, Hamlett, Owen, &
Schroeter, 2003)

The results in this study showed how achievement-related behaviors such as self-regulation,
self-efficacy, and metacognition are related to achievement goal orientations that include
avoidance orientations, performance, and mastery goal. The prediction of performance
orientation was moderated between high school and college students but not for avoidance and
mastery goals. The achievement goal orientation of high school and college students is stable
for mastery and avoidant goals, but performance approach is higher for the high school sample.
The prediction of mastery and avoidance were not moderated by level and were stable across
the two levels. On the other hand, all self-regulation components are higher for the college
students. But self-efficacy is lower for the college sample.

Thus, charges that occurred for achievement goals across early and late adolescents were
observed. Mastery and avoidant goals remained consistent from early to late adolescence while
performance orientation tended to change. This indicates that achievement goals such as
mastery and avoidance across early to late adolescence contributes to the social cognitive
aspect of development.

In this study, self-regulation is adopted more by students with mastery orientation. Cognitive
development also brings about more consistent cognitive control as reflected in the use of more
self-regulation strategies (Blakemore, 2006; Flavell, 1992; Klune & Sweeney, 2004).
The adoption of greater self-regulation strategies in the college sample and the presence of
more self-regulation predictors for mastery goal are explained in the change of school
environment. Tertiary education presents various modes of learning that are not limited to the
classroom set-up common in primary and secondary education. This follows Vygotsky’s theory
that individuals change in a changing environment (Bjorklund, 2000). College is a big turning
point for adolescents; now they can immerse themselves in a context that provides more
autonomy to choose and make decisions for themselves, enabling them to use more cognitive
strategies where success is better predicted (Eccles & Midgley, 1989).

Developmental changes in self-efficacy also predicted performance goals. Self-efficacy

increases performance goals in high school but decreases performance goals in college, these
findings show that confidence in one’s ability for a younger age group leads to the adoption of
insufficient goals in learning. The higher self-efficacy exhibited by the high school sample is
attributed to setting higher goals that are not achievable which then characterizes performance
orientation. This shows that younger adolescents overestimate goals and lack the foresight to
set achievable goals. Self-efficacy works better for college students. The college students’
confidence in their own ability decreases the likelihood of adopting a performance orientation
goal.

This study looked into the self-esteem, self-regulation, educational aspirations and priority
concerns of the 226 SGP-PA grantees at West Visayas State University. Results revealed that
the respondents had low self-esteem; mostly average self-regulation except those from the
provinces of Antique and Guimaras who had poor self-regulation. Generally, they had moderate
educational aspirations but high for those with average family size. Their topmost priority
concern was their studies and the least was specific social issues. As to their studies, their
topmost concern was: understanding their lessons and the least was working with classmates
on projects. As regards self-development, planning their lives was topmost while knowing and
understanding themselves was the least. As to family relationships, the topmost concern was
improving their relationship with their siblings and least was teaching their parents how to
handle their children effectively. In the area of social relationships, the topmost was developing
their skills for starting/ maintaining friendships and the least was getting rid of their fear of social
situations. On specific social issues, their topmost concern was handling adjustments caused by
financial crises, and the least was learning more about sexual abuse/harassment. Finally,
significant differences existed only in the level of educational aspirations according to grantees’
family size; none were observed in the level of self-esteem and self- regulation. As gleaned from
these results, appropriate intervention program on self-development may be designed for the
grantees of the program.
Conclusions
It appears that regardless of the grantee’s sex, age, place of residence, and degree program
pursued, their levels of self-esteem, degree of self- regulation, and levels of educational
aspiration remain comparable. It is only in their level of educational aspiration where they vary
in terms of their family size. Perhaps, this is so because the respondents maybe considered
homogenous as SGP-PA’s grantees, being classified as poor.
Instability and unpredictability are the hallmarks of life in poverty (Berkman, 2015). Typically,
being poor, one is characterized as having inadequate amount of food and poor quality housing
and living conditions. Similarly, the children’s relationship with their parents may be in constant
tension, they may have poor social life and live in unsafe neighborhoods prone to violence; such
that, eventually, they become marginalized, powerless, and voiceless members of the
community. Such situation creates stress among the members of the family which can
accumulate through time. Thus, belonging to the lower strata of society or social position can
lead to an inferiority complex which might cause the person to develop a low self-image and
over time a low self-esteem (Laishram, 2013).
Consequently, having low self-esteem may affect other areas of life such as one’s self-
regulation and educational aspiration such that, it is more likely that poor people have difficulty
controlling their impulses and do not plan long-term, because if they do, they will just be
frustrated. For many of them, it is best not to hope. They seem to just take what they can get at
the moment. Adults who were raised in poverty tend to focus on the present over the future.
Nevertheless, with the availability of this grant, the government is trying to break the vicious
cycle of poverty by giving opportunities to children of poor families to be able to have a college
diploma for them to be employed and/or enable them to contribute productively to national
development.
Self-regulation is a broad term denoting any kind of regulation of the self by the self; thus,
whenever by use of some psychological capacity some psychological process—be it behavioral,
motivational or attentional— is brought to desired state, this is an instance of self- regulation
(Vohs & Baumister, 2004 in Hofer et al., 2010).
Baumister and Vohs (2007), defined self-regulation as the self’s capacity to alter its behaviors.
These behaviors are changed in accordance to some standards, ideals or goals either
stemming from internal or societal expectations.
Further, Ponitz (as cited in Hoffman 2010) defines self-regulation as the ability to control and
direct one’s own feelings, thoughts and actions. Self-regulation underlies our daily decisions and
long-term behavioral tendencies. He says “when people make poor choices – for example about
health, school, work, or relationships, it is usually because of failure of self- regulation”. Self-
regulation is increasingly seen as a good predictor of child’s academic success. Good self-
regulation skills are important for a child’s social development. Self-regulation helps children
succeed in classroom contexts, McClelland says. The children who can successfully navigate
these learning environments have better relationships with their teachers, are more liked by
their classmates, and do better academically. They are also more motivated to achieve because
of these skills.
Self-regulation has also been found to be associated with success or failure in many different
problems that impact society (Baumeister & Vohs, 2004, 2007; Worden et al., 1989). When
there is insufficient self-regulation these issues occur: abuse of drugs and alcohol, addiction,
unwanted pregnancy, sexually transmitted diseases, gambling, violence, crime, eating
disorders, anger control problems, underachievement in school, debt and bankruptcy, and more
(Baumeister & Bushman, 2008).
Baumeister and Vohs (2007) assert that those with good self-regulatory skills have success in
school, work, and relationships and have more positive mental health in general. In fact,
successful self- regulation maybe defined as the willingness to exert effort towards one’s most
important goals while taking setbacks, difficulties, and even outright failure as an opportunity to
learn, identify weaknesses and address them, and develop new strategies toward achieving
those goals (Crocker et al., 2006.)

Self-regulation also known as self-regulated learning refers to the process whereby learners
systematically direct their thoughts, feelings, and actions toward the attainment of their goals.
Educational psychologists and educators alike are increasingly advocating the importance of
emphasizing self-regulation in the classroom both to increase learning and to equip students
with the tools to educate themselves throughout their lives (Alexander et al. in Moreno, 2010).
Research supports this idea by showing that high- achieving students are more likely to be self-
regulated learners than low- achieving students. Specifically, high-achieving students are able
to set more specific learning goals, use more learning strategies, better learning monitor, and
systematically evaluate their progress toward learning goals than their counterparts (Alexander,
2006; Boekerts, 2006; Schunk & Zimmerman, 2006; Weinstien, Husman & Dierking, 2000 in
Moreno, 2010).
Further, educational aspiration is the ideal amount of education a person would like to achieve
(Reynolds & Pemberton, 2011). It is a decision, which the individual makes about what he wants
to become in life and what course he wants to study (Hoppe in Singh, 2011). Individuals have
aspirations in all stages of their development. An individual’s aspiration level represents him not
only as he is at any particular moment, but also as he would like to be some time in the future.
There are multiple influences on the formation of aspirations and it is helpful to recognize this as
a dynamic process in which different interactions and experiences serve to moderate the goals
which young people set for themselves. Although an established body of evidence highlights the
central importance of family in shaping young people’s aspirations, it is during the early teenage
years that the influence of peers and wider society is thought to increase in importance.
Theories about community level effects suggest three broad mechanisms, which may influence
the formation of young people’s aspirations: social networks; institutional effects and peer
influences.
Geckova et al. (2010) studied the factors associated with educational aspirations among
adolescents: cues to counteract socioeconomic differences. They aim to follow this effort and to
explore the association between health, socioeconomic background, school-related factors,
social support and adolescents’ sense of coherence, and educational aspirations among
adolescents from different educational tracks. The results show that the characteristics of the
school environment, the family and the individual adolescent are all associated with the level of
educational aspiration but in a different way for different educational tracks.
In the same vein, this study looked into the different factors that might affect students’ academic
performance and completion of their college degree such as self-esteem, self-regulation,
educational aspirations and other priority concerns of SGP-PA grantees enrolled at WVSU. The
results may be of help in understanding the needs and concerns of the grantees which may be
appropriately addressed by the partner school and other concerned collaborating agencies and
stakeholders of the SGPPA program of CHED.

Research has shown how academic emotions are related to achievement and to
cognitive/motivational variables that promote achievement. Mediated models have been
proposed to account for the relationships among academic emotions, cognitive/motivational
variables, and achievement, and research has supported such mediated models, particularly
with negative emotions.
The study tested the hypotheses: (1) self-regulation and the positive academic emotions of
enjoyment and pride are positive predictors of achievement; and (2) enjoyment and pride both
moderate the relationship between self-regulation and achievement.
Enjoyment and pride were both positive predictors of grades; more importantly, both moderated
the relationship between self-regulation and grades. For students who report higher levels of
both positive emotions, self-regulation was positively associated with grades. However, for
those who report lower levels of pride, self-regulation was not related to grades; and, for those
who reported lower levels of enjoyment, self-regulation was negatively related to grades. The
results are discussed in terms of how positive emotions indicate positive appraisals of
task/outcome value, and thus enhance the positive links between cognitive/motivational
variables and learning.
Research has shown that academic emotions influence students’ learning and achievement.
This influence has been demonstrated in relation to students’ motivation. For example, learners
are more willing to invest their effort and time if learning activities are enjoyable and interesting
rather than anxiety laden or boredom inducing (Frenzel, Pekrun, & Goetz, 2007a). Emotions
also induce and sustain student interest in learning material (Ainley, Corrigan, & Richardson,
2005; Krapp, 2005). But emotions also influence the more cognitive aspects of learning, as they
can trigger different modes of information processing and problem solving (Isen, 1999), and
facilitate or impede students’ self-regulation of learning (Pekrun, Goetz, Titz, & Perry, 2002). In
the present study, we will show that academic emotions also moderate the positive influence of
self-regulation on academic performance. In particular, we will show how two positive academic
emotions, enjoyment and pride, enhance the positive relationship between students’ self-
regulation and their academic performance in trigonometry.

The present study was conducted to demonstrate how positive emotions could enhance the
positive relationship between self-regulation and students’ achievement. Previous research has
consistently shown the positive links between self-regulation and student learning and
achievement, and there is also evidence for the positive link between self-regulation and
positive academic emotions. The results of the study show that the experience of enjoyment
and pride moderates the positive consequences of self-regulation on achievement.
Before we discuss specific aspects of the results and their implications, we would like to
acknowledge some limitations of the study. One limitation relates to the use of self-reports to
assess students’ self-regulation. Previous research (Samuelstuen & Braten, 2007; Winne &
Jamieson-Noel, 2002) has pointed to some problems with students’ assessment of their own
strategic processes during learning tasks, and thus relying solely on self-reports of assessment,
even if the self-report measure is a very well-established tool in the literature, may not be the
ideal approach to studying students’ self-regulatory behaviors, and is thus an important
limitation of the current study. Future research should be undertaken to validate the same
interactive relationship between self-regulation and academic emotions using more direct, and if
possible, multiple convergent measures of self-regulatory behaviors of students.
A similar limitation of the study relates to the use of self-reports to study students’ academic
emotions. We also acknowledge that self-reports may not be the most reliable measure of
emotions, and there have been previous concerns about whether the concept of academic
emotions actually means the same thing across cultures (Bernardo, Ouano, & Salanga, 2009).
However, we wish to underscore that there is considerable work done to validate the different
versions of the Academic Emotions Questionnaire (Frenzel et al., 2007a; Pekrun et al., 2002,
2006), and the validity of the scale is demonstrated across the sexes (Frenzel, Pekrun, & Goetz,
2007b) and also cross-culturally (Frenzel, Thrash, Pekrun, & Goetz, 2007; King, 2010). Thus,
we believe that the AEQ-M we used in the study, although perhaps not the ideal measure of
emotions, is known to be a reliable and valid measure of academic emotions.
Consistent with the theoretical assumption of reciprocal causation (Pekrun, 2006; Pekrun et al.,
2002), emotions are conceived to be dynamically changing over the time course of learning, as
it is shaped by the various activities and outcomes in class. Our study took a snapshot of the
students’ academic emotions somewhere in the middle of the term, and related this snapshot to
their achievement at the end of the course. As such, we are unable to sufficiently track how the
experience of enjoyment and pride at the midpoint of the course moderates the positive
relationship between self-regulation and achievement outcomes, and this is a limitation of our
study. In this regard, Pekrun (2006) has noted the need to develop better measures that would
allow for the measure and analysis of emotional processes over time. We see the value of doing
longitudinal studies and/or more sophisticated modelling techniques to more clearly elucidate
the dynamic and reciprocal relationships among positive academic emotions, self-regulation,
and achievement.

However, by choosing to study the moderating effect of positive emotions in this cross-sectional
manner, we believe that we are still able to demonstrate how influential the experience of
positive emotions at a single point in time can be over the effects of self-regulatory behaviours
on student achievement. Although we do not presume that the snapshot of the academic
emotions represents the total positive emotional experience of the students throughout the
course, we would like to think that by demonstrating the moderating effect of a cross-sectional
measure of their positive academic emotions, we provide clear indications of how important
these enhancing effects of positive academic emotions might be.
As the results of the two moderation analyses show, the experience of high levels of both
positive emotions was associated with gains in the final grades as a function of increases in
self-regulation. We should underscore that there has been very little evidence about the
moderating effect of academic emotions on the relationship between cognitive–motivational
variables on the one hand and learning and achievement on the other. We found only Ruthig et
al.’s (2008) study of the interaction between academic emotions and control appraisals as
providing evidence for such a moderating effect. Our results are quite consistent with their
findings, and we see our results as supporting the theoretical argument that the moderating
effect of academic emotions relates to assumptions of value-expectancy theories of motivation
and learning (Graham & Weiner, 1996; Weiner, 1985) as this is adapted within the control-value
theory (Pekrun, 2006). In particular, we believe that positive emotions indicate a positive
appraisal of the value of the learning task and/or the outcomes of the learning tasks. Thus, high
self-reported levels of the positive emotions should reinforce the learners’ sense of control over
the learning situation, and thus intensify the benefits of self-regulation. Consistent with this
point, Tracy and Robins (2004) asserted that pride can motivate efforts aimed at developing a
difficult skill. Pekrun et al. (2002) likewise report on how enjoyment during learning tasks is
associated with more interest and effort in learning, and less irrelevant thinking, all of which
indicate positive appraisals of the learning task, which would support self-regulation in learning.

In contrast, low self-reported levels of the positive emotions may indicate negative task value
and/or outcome value appraisals, which might undermine the hypothesized positive effects of
self-regulation on learning and achievement. We found good evidence for this point in our
moderation analysis. In the case of students who reported lower levels of pride, self-regulation
seemed to be unrelated to the final grades. More interestingly, for the students who reported
lower levels of enjoyment, self-regulation was actually negatively related to the final grade. The
difference in these patterns may relate to some fundamental difference between pride and
enjoyment. Enjoyment is an academic emotion related to the process of learning, whereas pride
is a retrospective emotion that relates to some previous outcomes of learning processes. Thus,
a student who reported low levels of pride has probably obtained less than ideal outcomes in
the first half of the course. This student may have already negatively appraised the value of the
learning task and outcomes, and the low level of the pride is just sustained throughout the
course. On the other hand, because enjoyment is a process-related emotion, it is possible that
low enjoyment at halfway through the course would have negative consequences on
achievement outcomes at that point, which would then exacerbate the low levels of enjoyment,
particularly for students who are highly self-regulating. At the end of the term, the cumulative
effect of these low levels of enjoyment associated with constant effortful self-regulating would
lead to decreasing achievement.
Related to this point, we would like to note that in one of the specific analyses, the positive
relationship between self-regulation and achievement was not found. This was the case in the
analysis of the moderating effects of enjoyment. It turns out that when enjoyment was included
in the same set of predictors as self-regulation, the positive influence of self-regulation was not
obtained because of the negative relationship between self-regulation and achievement among
those who were not enjoying the task. Thus, what we assumed was a very robust effect in the
research literature (Pintrich, 2003; Zimmerman, 2002, 2008) may need to be qualified, as these
effects can be undermined by the experience of low levels of positive emotions. Indeed, the
results of our two moderation analyses can be interpreted as suggesting that the positive
relationship between self-regulation on student learning is actually contingent on the student’s
experiencing positive emotions during the learning activities. The experience of positive
emotions may be a necessary condition for the positive relationship between self-regulation and
achievement to be obtained.
We focused on positive emotions only in this study, to underscore the importance of positive
emotional experience in the learning activities of students. We did so know that a full
understanding of the role of emotions on students’ learning experience would require the study
of both negative and positive emotional experiences. However, we agree with the assessment
of previous researchers that psychologists may not have paid sufficient attention to positive
emotions, in general (Fredrickson, 2001), and to positive academic emotions, in particular
(Pekrun et al., 2002). We believe that the results of our study do not only show how positive
emotions not only increase the motivational and cognitive resources required for learning, thus
providing further cross-cultural evidence for this proposition that has been verified in previous
studies (Daniels, Stupnisky, Pekrun, Haynes, & Perry, 2009; Goetz, Hall, Frenzel, & Pekrun,
2006; Pekrun et al., 2002). More importantly, our results show that positive emotions can
actually enhance the positive relationship between these motivational and cognitive resources
and achievement in learning, at least in the specific case of self-regulation. The moderating
effect of positive emotions provides some elaborations on current theoretical proposals on the
important role of positive emotions in students’ learning (Ruthig et al., 2008). We hope that
these results would encourage other psychological researchers to give at least as much
attention to positive academic emotions to complement the rather extensive previous research
on negative academic emotions such as anxiety. We believe that we need more precise
psychological models and theories about how positive emotions such as enjoyment and pride,
but also hope, satisfaction, and even relief influence students’ motivations, cognitions, and
learning outcomes. These more precise theoretical constructions can serve as more useful
guides for educators who aim to create the best possible learning environments within which
students can attain the highest possible levels of learning.

Self-regulation in online learning is one of the critical behaviors in distance education that
scholars study worldwide. It is widely debated as to its impacts or relationships to the online
learners’ level of achievement. This study is conducted to determine whether there is a
significant relationship between the self-regulation in the online study and the quality of learning
outputs achieved by the 290 Massive Open Online Courses (MOOC) learners of Davao del
Norte Camp informed by the science of Self-Regulation Theory (SRT). Specifically, this study
sought to determine the level of self-regulation of respondents in online learning, identify their
level of learning outputs achieved in MOOC, determine the relationship between self-regulation
and learning outputs in MOOC, and identify the significant predictors of MOOC learning outputs.
Quantitative-correlational design is adopted in this study whereby the researcher used an
adapted survey questionnaire on Self-Regulation for Online Learning to gather data from the
respondents. The author analyzed the collected data using the multiple regression correlation
test. The results showed that the level of self-regulation among the Davao del Norte MOOC
learners was very high, and they acquired an excellent level of MOOC learning outputs.
Moreover, the findings revealed that the respondents’ self-regulation in online learning is
strongly correlated to their MOOC learning outputs. It was also found out that the self-regulation
indicators, namely: metacognition, time management, environmental structuring, help-seeking,
and persistence are all significant predictors of MOOC learning outputs. The results suggest
that online learners should observe self-regulation in their MOOC studies to maximize their
course completion and learning accomplishments.
Seeking ways to obtain professional development by joining various seminars, trainings, and
workshops is another challenge to hurdle on the part of public school teachers who work full-
time in the Philippines. Even if there are issues on expanded workloads and technological
incapacity, the respondents attained excellent learning outputs or grades in MOOC with their
passion to grow personally and professionally as public servants. Their desire for continuing
professional development is an offshoot of their very high level of self-regulation as professional
teachers in all their duties and responsibilities inside and outside of school. The findings of this
study show a strong correlation between self-regulation and learning outputs in the context of
distance education through MOOC. The respondents’ very high level of self-regulation
significantly and strongly correlates to their excellent grades in a MOOC. This indicates that they
are passionate to keep abreast with recent developments in teaching and managing themselves
as professionals. All indicators of self-regulation for online learning such as metacognition, time
management, environmental structuring, help seeking and persistent are found to be significant
predictors of MOOC learning outputs. Hence, the regression model is fit to be used for future
studies or duplications of this study. Researchers may further shed light on the reasons behind
the very high level of self-regulation and excellent level of learning outputs attained by the
MOOC learners despite of the inadequate electronic devices and slow internet connection.
Lastly, through this study, the author suggests that online learners should observe self-
regulation to strengthen and sustain the thriving MOOC camps in the Philippines especially
during this coronavirus pandemic.

Student-centered learning places students as “subjects” not as “objects” of learning. Students

are given opportunities to regulate or direct their learning (Bannert, et al., 2015). With such a
learning process, students are expected to have the authority to regulate and determine their
learning success. The ability to regulate and determine their own learning success is known as
self-regulation skills. Self-regulation in learning is not a mental ability or academic performance
skills, but rather a process of directing oneself to transform mental abilities into academic skills.
Self-regulation refers to the management of thoughts, emotions, and behavior to achieve goals
(Zimmermann, 2002).
Self-regulation skills are needed in this 21st century to overcome life’s challenges. This skill can
be obtained through learning biology. The process of learning biology is related to the problems
of daily life, thus encouraging the understanding and solving of problems discussed with current
and future biological developments. Therefore, self-planning is needed to be very necessary
and need to be empowered during biology learning.
It is important for students to be trained in self-regulation because students who have good self-
regulation skills will achieve well in their learning. The research results of Chen (2002) show that
self-regulation has a positive correlation with learning motivation. Other research results find
that students who have high self-regulation skills tend to learn better, and are able to monitor,
evaluate and manage their learning effectively, to effectively use time in completing their tasks,
to efficiently manage learning and time, and to obtain high scores in science (Psycharis & Kallia,
2017). Self-regulation is the ability to regulate oneself in constructive and active learning so that
students design their own learning strategies, and activate their metacognition, motivation and
behavior aspects in order to achieve satisfactory learning results.
It is essential to experience and empower students in self-regulation skills during learning
activities. However, classroom learning is still lacking in empowering students’ self-regulation
skills. Based on the results of an observation of the Physiology Anatomy of Human Body
course, it was found that students would be motivated to learn and prepare for learning if they
had previously been given assignments or homework. Most students in one class learned
without any preparation. Moreover, it was also found that students’ learning results on the
Physiology Anatomy of Human Body course decreased with a relatively low average score,
which was a grade C (54–65) (Listiana and Suharti, 2017). This is assumed to be correlated
with students’ self-regulation skills.
Self-regulation development is important for students to train because students who have good
self-regulation skills will achieve well in their learning. The research results of Chen (2002) show
that self-regulation has a positive correlation with learning motivation. Other research results
find that students who have high self-regulation skills tend to learn better, and are able to
monitor, evaluate and manage their learning effectively, to effectively use time in completing
their tasks, to efficiently manage learning and time, and to obtain high scores in science
(Psycharis & Kallia, 2017). Self-regulation is the ability to regulate oneself in constructive and
active learning so that students design their own learning strategies, and activate their
metacognition, motivation and behavior aspects in order to achieve satisfactory learning results.
The application of an appropriate learning strategy is one of the influential factors in
empowering students with self-regulation skills. This is in line with the results of Sungur and
Tekkaya (2006), which reported that there is an increase in self-regulation ability after the
implementation of the Problem Base Instruction learning strategy. Bahri & Corebima (2016)
stated that contribution of learning motivation and metacognitive skills simultaneously on
cognitive learning outcomes within different strategy as integrated PBL-RQA, PBL, RQA, and
conventional learning strategies was very high. According to Bahri and Idris (2018), self-
regulated learners can be empowered or trained through certain strategies or efforts. Thus,
empowering students with self-regulation skills can be achieved through planning and adapting
to the use of learning strategies. It is a challenge for educators to be able to design and
implement a constructive and innovative learning strategies.
One strategy that is considered appropriate to empower students' self-regulation skills is the
GITTW (Group Investigation Integrated Think Talk Write) strategy. GITTW Strategy is one of the
models of cooperative learning, with its syntax identifies topics and organizes groups, planning
tasks, investigating, analyzing, presenting and evaluating the results, by integrating think, talk
and write at each stage/syntax (Modified by Listiana, 2016 from Sharan & Sharan, 1992 and
Huinker & Laughlin, 1996). Each stage of the GITTW strategy trains students to improve self-
regulation in determining learning strategies and task planning. University students are trained
independently in investigating and analyzing with a view to solving problems (DePorter, 1992;
Sharan & Sharan, 1992; Slavin, 2008).
GI strategy and TTW strategy are a form of cooperative learning that demands cooperative
training in completing tasks. In addition, the students learn to carry out self-assessment and
self-control, which is part of self-regulation (Slavin, 2008). In the GI Strategy in GITTW, students
are prepared to study in groups, Mitchell et al., (2008) formulate questions or determine
problems, choose procedures for monitoring and assessment. Akcay & Doymus (2012) reported
that the group determines the topic of questions in a particular unit and makes an investigation
plan, during the discussion group members use science books to identify problems. Tsoi, Goh &
Chia (2004) reported that in GI students are motivated to play an active role in determining what
and how to be learned. In the final stage, students with their groups draw conclusions, then set
the strategy for presenting the results and evaluating the group’s results. This shows the habits
of students in conducting self-assessment and self-control of their learning outcomes. This
helps students become self-regulated learners.
The results of this research showed that there was an increase in the students’ self-regulation
skills after the implementation of the GITTW learning strategy. This can be seen from the
average pretest score of 36.2, the average posttest score of 74, the average gain score of 37.8
and the average N-gain score of 0.60, which is included in the medium category. Self-regulation
is a process of regulating ourselves, directing ourselves in learning, and regulating learning
strategies and managing our own thoughts (Kizilcec et al., 2017). It is important to develop self-
regulation in learning because self-regulation skills will build the student learning process as a
self-directed process (Medina et al., 2017). With self-regulation skills, learning ability will
increase, which has an effect on the improvement of academic achievement. This is in line with
Bandura (in Miller, 2000) that self-regulation is related to motivation and learning achievement.
Self-regulation also builds up students’ learning skills, so that it creates independent learners.
This is supported by Burroughs (2017); Chuang (2019); Zimmerman (2002), who states that
self-regulation is capable of developing lifelong learning skills.
According to Ramdass and Zimmerman (2011), it is very important to develop self-regulation
skills in order to achieve academic goals. Another reason for the importance to empower self-
regulated skills in learning process is that the extent to which learners are capable of regulating
their own learning greatly enhances their learning outcomes (Persico & Steffens, 2017).
Students who have self-regulation skills will become independent in learning by setting goals,
choosing and using the best strategies, monitoring their performance and continually reflecting
their learning results over a long period of time (Chuang 2019; Zimmerman, 2008). Self-
regulation skills also include time management, planning and managing strategies, and
perseverance in completing difficult tasks. Thus, it can be concluded that self-regulation is a
proactive process in which students organize and manage their thinking and behavior to
achieve satisfying results.

The results of this research also show that the potential of the GITTW learning strategy is quite
high for improving students’ self-regulation skills. This is supported by the research by Listiana
and Suharti (2017), which indicated that the learning media using the GITTW learning strategy
have a high level of practicality (88.25%). The learning media have the potential to empower
self-regulation skills. The GITTW learning strategy, which is packaged in the form of a
cooperative learning model, is an innovative strategy that integrates students’ thinking, writing
and communication skills to investigate problems. The self-regulation skills can be developed
through the GITTW learning strategy whose learning stages encourage students to practice
gradually to become independent learners.
The syntax of the GITTW strategy that has the potential to develop self-regulation skills is as
follows. First, identifying topics, grouping and determining subtopics (integrated Think, Write). At
this stage students organize groups to work on determining subtopics. The learning process is
improved by managing thoughts and writing the results of the discussion as the beginning of
group work. Second, planning the tasks that will be studied and compiling the results of the
discussion (integrated Think, Talk and Write). At this stage, students organize their ways of
thinking to plan tasks, manage time and determine learning strategies. In addition, the group
arranges time to share ideas with other groups related to task planning. Third, investigating,
observing, collecting and writing information (integrated Think and Write). At this stage, each
individual in the group organizes the strategy by sharing the investigation tasks, and gathering
information to solve problems. Fourth, analyzing, discussing and synthesizing information
(integrated Think, Talk and Write). At this stage, the emphasis is mainly on thinking skills in
analyzing information obtained, and sharing in groups for presentation (Modified by Listiana
from Sharan & Sharan 1992 and Huinker & Laughin,1996). Fifth, students present the final
results and have a class discussion (integrated Think and Talk). At this stage, the students are
trained to organize their thoughts and emotions as well as strategies in answering questions in a
class discussion. Sixth, evaluating, reflecting and concluding (integrated Think, Talk and Write).
At this stage, students learn to organize, monitor, control and assess the performance of their
own groups. Thus, during the learning process of the GITTW learning strategy, all of the above
activities can clearly empower students to become self-regulated learners.
Through the GITTW syntax, self-regulation skills can be developed and trained gradually during
the learning process. The GITTW learning strategy can improve self-regulation skills because
every stage of the GITTW syntax shows independent habits. The GITTW strategy has the
potential to shape students into independent learners. This is in line with Bahri and Idris (2018)
opinion that self-regulated learners can be empowered or trained through specific strategies.
The previous research also reveals that self-regulation skills could also be developed through
homework activities (Ramdass & Zimmerman, 2011; Persico & Steffens, 2017).
The importance to empower self-regulated skills in learning process is that the extent to which
learners are capable of regulating their own learning greatly enhances their learning outcomes
(Persico & Steffens, 2017). Students who have self-regulation skills will become independent in
learning by setting goals, choosing and using the best strategies, monitoring their performance
and continually reflecting their learning results over a long period of time (Chuang 2019;
Zimmerman, 2008). Self-regulation skills also include time management, planning and
managing strategies, and perseverance in completing difficult tasks. Thus, it can be concluded
that self-regulation is a proactive process in which students organize and manage their thinking
and behavior to achieve satisfying results. Through the GITTW syntax, self-regulation skills can
be developed and trained gradually during the learning process. The GITTW learning strategy
can improve self-regulation skills because every stage of the GITTW syntax shows independent
habits. This is relevant with theoretical background. then it can be concluded The GITTW
strategy has the potential to shape students into independent learners.
The results of the analysis show that the average inventory of self-regulation skills before the
implementation of the GITTW learning strategy reached 76.57% and was included in the strong
category, while the average inventory of self-regulation skills after the implementation of the
GITTW strategy reached 80% and was included in the very strong category. The students’ self-
regulation skills experienced an increase. This was proven by the inventory results after the
learning, which is included in the very strong category. This strong increase is due to the
implementation of the GITTW learning strategy for three meetings that had been able to
encourage and empower students’ abilities in managing their learning, thinking and time, and
monitoring their learning to achieve satisfying goals. The habit of empowering these learning
activities in learning by using the GITTW strategy for a long period of time will be able to shape
students into independent learners.
Based on the results and discussion of this research, it can be concluded that there are
improvements in students’ self-regulation skills after the application of the GITTW strategy in
Physiology Anatomy of the Human Body courses. Also, the students’ perception of self-
regulation skills before the implementation of GITTW belongs to the good category and the
students’ perception of self-regulation skills after the implementation of GITTW belongs to the
very good category.
This research was limited to the Human Physiology Anatomy, Biology Education study program
in universities. This will be more challenging and interesting when applied in senior high schools
or junior high schools. Future researchers can conduct similar research in relation to cognitive
abilities and students’ character development.

Although limited by the number of students studied and by the fact that they were graduate
students who arguably might be more adept at self-regulating their learning, this case study,
using a social cognitive framework, uncovered a number of planning, organizing, self-
monitoring, environmental-structuring, help seeking, and reflection strategies that could be
useful to learners in Web-based environments. Online instructors should consider sharing these
strategies with their students. Course designers might consider including more tools and study
aids in Web-based courses that aim specifically at assisting and encouraging students to use
SRL strategies. (For examples, see Cennamo & Ross, 2000; Niemi et al., 2003).
This case study also surfaced important topics and questions for further research on SRL in
Web-based environments:
• SRL strategy use and achievement in varied Web-based task environments.
• Help seeking and help giving among peers in Web-based environments.
• Self-efficacy, goal orientation and interest impacts in Web-based environments.
• Influences of self-evaluation and attributions on SRL in Web based courses over time.
• Models for SRL in Web-based environments.
In this study, we looked at SRL in a graduate, project-based course emphasizing critical
analysis and evaluation of instructional technology. On the other hand, Cennamo and Ross
(2000) studied SRL in a large undergraduate lecture course aiming at developing introductory
knowledge and understanding of psychology and using multiple-choice exams for assessment.
Whereas students in the undergraduate course self-evaluated and monitored their study for
exams through practice quizzes, the graduate students in this case study self-evaluated and
monitored their work by using course rubrics and comparing their work to that of other students
in the class. Unlike the undergraduate students, who needed to prepare for four exams, the
graduate students, who took no exams, did not use rehearsal or memory strategies or spend
time reviewing for tests. On the other hand, the graduate students appeared to use more help-
seeking strategies than did the undergraduates. Among the graduate students in this case
study, however, there seemed to be varying levels of autonomous and dependent help seeking
(Karabenick, 1998). How do varied task environments in Web-based courses, including different
goal and reward structures or different levels of support, affect both SRL strategy use and
achievement? How might outcomes be affected by developmental levels, particularly levels of
self-regulation? Experimental studies with larger groups of students are needed to address
these questions.
Current views of learning suggest that social assistance is not an option, but is critical to the
learning process (Salomon & Perkins, 1998; Vygotsky, 1978). Although our study suggested
that students valued their helpful interactions with the instructor, observations of the discussions
suggest that some students limited their help seeking and social interactions to peers in the
course most like themselves (e.g., same gender, same race, similar work setting) while ignoring
others. The results also revealed some interesting variations of traditional help seeking and peer
assistance in the Web-based course, including the use of peer postings as models, and direct
contact with peers to reduce loneliness. Larger scale studies of the interaction patterns of
students in Web-based courses are needed to more fully explore these findings. How do
students use peer assistance in Web-based courses? To what extent and how are students in
Web-based courses able to help each other learn? What instructional strategies or course
structures encourage broader interactions, help seeking, and help giving among students in
Web-based courses?
This study suggested that many new online learners begin with uncertainties about their ability
to manage the technical, organizational, and social challenges in a Web-based environment.
Early successes, encouragement from the instructor, and modeling seemed to help students
feel more confident and efficacious in their ability to learn online. The results also hinted that
individual goal orientation and interests were mediating SRL strategy use, but the study was not
designed to probe deeply into these motivational processes. A more focused investigation of
how such motivational beliefs operate and exert influence on learning in Web-based
environments with a larger sample of online learners at varying levels of motivation could
significantly enhance understanding of SRL in Web based environments.
In interviews and final journal entries, all of the students in this small sample said that they felt
successful at the end of the course. However, their attributions for success varied. Robert,
Elizabeth, and Marie put emphasis on their effort and persistence. Tina, Dan, and Tom stressed
that the social support available to them contributed greatly to their success. Elizabeth and Dan
said that their technical expertise made learning online easier. How do such reactions and
attributions influence subsequent SRL strategy use in Web-based courses? Did these learners
use and adapt the SRL strategies that they devised in this course in subsequent courses? If so,
in what ways? What about students who do not feel as successful at the end of an online
course? Longitudinal studies of SRL strategy use and achievement in Web-based courses with
a more focused look at the role of self-reactions and attributions are needed to address these
questions.
Our findings suggest that social cognitive models can be helpful in thinking about SRL in Web-
based environments, particularly because they address important motivational beliefs such as
selfefficacy and goal orientation. They also suggest that SRL is context dependent, that the
unique features of a learning environment may influence whether or not a learner enacts SRL
strategies. Social cognitive models also acknowledge the importance of instructors and peers in
the learning environment, an importance underscored by this study and substantiated by other
studies (Gunawardena & Zittle, 1997; Richardson & Swan, 2003; Rourke et al., 2001; Swan,
2002, 2003).
Most social cognitive models, however, focus on individual learning processes. They do not fully
account for collective or distributed learning processes that are often encouraged in Web-based
courses, including the one described here. Unlike traditional courses, where it is possible to
function primarily as an individual learner and only minimally interact with other students in the
class, this course required that students interact with other students in the discussions at least
three times per week. One third of the course grade was based on the quality of participation
and interactions; students who failed to enter these discussions in the first few weeks of the
course were dropped. What unique social and communication strategies are needed to manage
the complex environment of a Web-based course? Larger-scale studies of the group-learning
processes in Web-based environments are needed so that more robust and predictive models
of SRL that include individual and collective SRL processes can be considered and developed.
In the current rush to put courses online, often the voices and needs of learners are overlooked.
Using a social cognitive framework, this study was an initial step in much-needed investigation
of the processes that successful students use to plan, organize, monitor, and evaluate their
work in Web-based environments and to manage unique motivational and social demands. We
hope that more studies will follow that can help learners become more self-directed and
academically successful in these new places to learn.