engleski

Self-regulated Learning Strategies and Flow in Exam and No-exam Period

Background: Experiencing flow in academic context, and especially in learning has multiple benefits, since it is associated with better achievement as well as with increased well-being [1]. There are several studies on the flow experiences in learning context, but studies on the relationship between the use of the self-regulated learning strategies (including cognitive learning strategies of memorizing, organization and elaboration) and flow experiences in different learning contexts with college students are scarce. Aim: This study investigated the relationship between the types of self-regulated learning strategies and associated flow in exam and no- exam period. Method: Experience sampling method was used (ESM), and students were monitored for one week during no-exam and one week during exam period. In this paper, only ESM samples collected while students were in some study-related task are analyzed. The sample included 101 Croatian university students (82% females), ranging in age from 19 to 28, with a mean age of 20.82 years. Total of 1866 ESM responses were analyzed that occurred in a learning context. Modified Ullen’s SPFQ scale was used as the measure of flow experience [2]. Several items were designed to measure the use of cognitive learning strategies: rehearshal (repetition of a material with the goal of memorizing) ; organization of the material (e.g., outlining, taking notes, making tables and classifications) and elaboration (e.g., development of own ideas, association of the material with theory and application in the real life context). Results: There were no gender differences in measured variables. Data were analyzed using series of two-way analyses of variance (cognitive learning strategy x time period) . It was found that flow experience was generally more related to use of elaboration cognitive strategies suggesting the importance of flow for deep information processing in learning. However, flow was generally less frequent during exam period. This finding may be due to the fact that in exam period students rated their challenges to be higher and skills lower than in no-exam period. Conclusions: Results have implications for instructional methods aiming at increasing students' use of elaboration strategies, which may thus increase flow in learning and consequently academic achievement and well- being.

flow ; student ; self-regulated learning ; exams

References: 1. Rijavec, M., Ljubin Golub, T., & Olčar, D. (2016). Can learning for exams make students happy? Faculty related and faculty unrelated flow experiences and well-being. Croatian Journal of Education, 18(1), 153-164. 2. Ullén, F., de Manzano, O., Almeida, R., Magnusson, P. K. E., Pedersen, N. L., Nakamura, J., et al. (2012). Proneness for psychological flow in everyday life: Associations with personality and intelligence. Personality and Individual Differences, 52, 167-172.