การสังเคราะห์งานวิจัยเกี่ยวกับการกำกับตนเองในการเรียนรู้ของนักเรียน ระดับการศึกษาขั้นพื้นฐาน: การวิเคราะห์อภิมาน A RESEARCH SYNTHESIS OF SELF-REGULATED LEARNING OF BASIC EDUCATION STUDENTS : A META-ANALYSIS
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Abstract
Abstract
The purposes of this research were 1) To assess the quality of research on self-regulated learning in basic education students; 2) To study the characteristics of research on self-regulated learning in basic education students and 3) meta-analysis, research on self-directed learning of students in basic education level. The research conducted using a meta-analysis process. The target group was research published between 1998 - 2017 in the amount of 14 books. The research instruments were research quality evaluation form, experimental research feature record form, and correlative research feature record form. The data were analyzed by using descriptive statistics, standard influence magnitude, correlation coefficient, and One-Way ANOVA.
The results revealed that
- The whole of 14 research quality evaluations had high-quality research at a high level, calculated as 85.71 percent with 18 high-quality issues.
- The characteristics of the research revealed that most of the research was master's degree research, calculated as 78.57 percent. Most of the concept/theory used in the research is self-regulated learning, calculated as 40 percent. The most used innovation in the development of self-regulated learning was innovative learning, calculated as 66.67 percent and the study of factors related to self-regulated learning covered 3 areas which were human, behavioral and environmental factors.
- The meta-analysis revealed that the innovation had the highest correlations with self-regulated learning was learning management based on concepts, investigation, and cognition with the correlation coefficient that was equaled to 0.741. The highest correlating factor with self-directed learning was critical thinking (human factor), which was equal to 0.923 and variables affecting the correlation coefficient were statistically significant at the level of 0.05 that was the year of publication and number of theoretical concepts
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