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Набор по приглашению NCT06608524

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

Без фазы С лечением Academic Performance

Ориентир для пациента и семьи

Простыми словами

Автоматическая сводка по структурированным данным реестра. Она помогает сориентироваться, но не заменяет официальный протокол или оценку врача.

Что изучают
В протоколе указаны: Self-regulated learning strategy, Standard learming method.
Кому может быть актуально
Состояния в реестре: Academic Performance. Базовые параметры: Без ограничений · Все.
Что важно проверить
Возраст, диагноз и пол — только базовые ориентиры. Предыдущее лечение, анализы и другие обязательные условия указаны ниже в критериях участия.
Где проводится
Китай
Следующий шаг
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Официальное название

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

Обзор

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.

Подробное описание

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.

Вмешательства

  • Поведенческое 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.
  • Поведенческое 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.

Первичные конечные точки

  • Class Performance Evaluation Form [Срок оценки: Pretest: Before experiment; Post-test: 12 weeks end.]
  • Homework Quality Evaluation Form [Срок оценки: Pretest: Before experiment; Post-test: 12 weeks end.]
  • Experimental Operation Evaluation Form [Срок оценки: Pretest: Before experiment; Post-test: 12 weeks end.]
  • Test Score Evaluation Form [Срок оценки: Pretest: Before experiment; Post-test: 12 weeks end.]
  • Academic Performance (Score) Evaluation Form [Срок оценки: Pretest: Before experiment; Post-test: 12 weeks end.]

Критерии участия

Критерии включения

  • University students;
  • Major in Physical Education;
  • Health;
  • Able to attend all evaluation;
  • Understand the study purposes and procedures;
  • No previous experience performing self-regulated learning strategy.

Критерии исключения

  • University students not majoring in Physical Education;
  • Exclude participants who have not finished all evaluation;
  • Not understanding the study purposes and procedures;
  • Participants with an experience in self-regulated learning strategy.

Критерии приведены из реестра в оригинале (на английском). Окончательную оценку соответствия проводит исследовательский центр.

Здоровые добровольцы: Нет

Дизайн исследования

Распределение
Рандомизированное
Модель
Параллельные группы
Маскирование
Простое слепое
Основная цель
Лечение

Центры проведения

Китай · 1 центр
  • Yuncheng University — Yuncheng

Публикации

  • 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:

Идентификаторы

NCT: NCT06608524 · KL202403

Первоисточники (государственные реестры)

Открыть это исследование на ClinicalTrials.gov ↗