Clinical trial NCT06608524: Effect of Self-regulated Learning on Academic Performance Among Physical Education Students
Official title: Effect of Self-regulated Learning on Academic Performance Among Physical Education Students in Shanxi, China
Study type: INTERVENTIONAL
Overall status: ENROLLING_BY_INVITATION
Phase: NA
Conditions: Academic Performance
Keywords: self-regulated learning
academic performance
physical education
Lead sponsor: Universiti Putra Malaysia
Sponsor class: OTHER
First posted: 2024-09-23
Enrollment: 80
Sex: ALL
Standard ages: CHILD
ADULT
OLDER_ADULT
Accepts healthy volunteers: no
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: In this experiment, the experimental group will use self-regulated learning strategy, and the control group will use standard learning method. Each parallel group has 40 physical education stuednts.
Primary purpose: TREATMENT

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 students\&#39; 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.

Eligibility criteria: Inclusion Criteria:

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

Exclusion Criteria:

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

Primary outcomes:
measure: Class Performance Evaluation Form
timeFrame: Pretest: Before experiment; Post-test: 12 weeks end.
measure: Homework Quality Evaluation Form
timeFrame: Pretest: Before experiment; Post-test: 12 weeks end.
measure: Experimental Operation Evaluation Form
timeFrame: Pretest: Before experiment; Post-test: 12 weeks end.
measure: Test Score Evaluation Form
timeFrame: Pretest: Before experiment; Post-test: 12 weeks end.
measure: Academic Performance (Score) Evaluation Form
timeFrame: Pretest: Before experiment; Post-test: 12 weeks end.
Secondary outcomes:
Other outcomes:
Locations:
city: Yuncheng
country: China
facility: Yuncheng University
state: Shanxi
Study officials:
References:
citation: 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., &amp;amp;amp; 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: when students begin to take control. International Sport Studies, 39(1): 1-18. 4. Pintrich PR(2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review 16(4): 385-407. 5. Rosenkranz, R. R., Lubans, D. R., Peralta, L. R., Bennie, A., Sanders, T., &amp;amp;amp; Lonsdale, C. (2012). A cluster randomized controlled trial of strategies to increase adolescents' physical activity and motivation during physical education lessons: The motivating active learning in physical education (MALP) trial. BMC Public Health, 12, 834. doi:10.1186/1471-2458-12-834 6. Zamanzadeh, V., Ghahramanian, A., Rassouli, M., Abbaszadeh, A., Alavi-Majd, H., &amp;amp;amp; Nikanfar, A. R. (2015). Design and implementation content validity study: development of an instrument for measuring patient-centered communication. Journal of caring sciences, 4(2), 165. 7. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17. 8. Zimmerman, B. J. 2000. "Attaining Self-Regulation: A Social-Cognitive Perspective." In Boekaerts, M., Pintrich P., and Zeidner M. (Eds.), Self-regulation: Theory, Research, and Applications, Academic, Orlando, FL: 13-39. 9. Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman, &amp;amp;amp; D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1-37). Mahwah, NJ: Erlbaum.