Academic PerformanceNCT06608524
Effect of Self-regulated Learning on Academic Performance Among Physical Education Students
A study testing Self-regulated learning strategy and Standard learming method in people with Academic Performance, run by XIE HUIJUAN at 1 site in China.
Trial 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… Read more about this study
- Who is it for?
- Any age
- Conditions the study is for
- Academic Performance
- What is being tested?
- Self-regulated learning strategy and Standard learming method
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 80 participants
- Where
- 1 siteChina
- Study dates
- 1 Oct 2024to 15 Jan 2025
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages Any age
- All sexes
- No healthy volunteers
- Child, Adult, Older adult
Who may be able to join
- 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.
Who cannot join
- 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.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Effect of Self-regulated Learning on Academic Performance Among Physical Education Students in Shanxi, China
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.
Read the 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.
- Conditions
- Academic Performance
- Being tested
- Self-regulated learning strategy, Standard learming method
- Keywords
- self-regulated learning, academic performance, physical education
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Self-regulated learning strategyBehavioural
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.
Standard learming methodBehavioural
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.
| Study group | Role | What they receive |
|---|---|---|
| Experimental group | Experimental | The experimental group used self-regulated learning strategy to improve academic performance of physical education students in China. Receives: Behavioral: Self-regulated learning strategy |
| Control group | Active comparator | The control group used standard learning method to improve physical education academic performance. Receives: Behavioral: Standard learming method |
What is being measured
The primary outcome is the main question the study is designed to answer.
Class Performance Evaluation Form
A form is used to evaluate the physical education students' academic performance when the teacher uses class performance evaluation form.
Measured: Pretest: Before experiment; Post-test: 12 weeks end.
Homework Quality Evaluation Form
A form is used to evaluate the physical education students' academic performance when the teacher uses homework quality evaluation form.
Measured: Pretest: Before experiment; Post-test: 12 weeks end.
Experimental Operation Evaluation Form
A form is used to evaluate the physical education students' academic performance when the teacher uses experimental operation evaluation form.
Measured: Pretest: Before experiment; Post-test: 12 weeks end.
Test Score Evaluation Form
A form is used to evaluate the physical education students' academic performance when the teacher uses test score evaluation form.
Measured: Pretest: Before experiment; Post-test: 12 weeks end.
Academic Performance (Score) Evaluation Form
A form is used to evaluate the physical education students' academic performance when the teacher uses academic performance (score) evaluation form.
Measured: Pretest: Before experiment; Post-test: 12 weeks end.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted23 Sep 2024
- Study start1 Oct 2024 (estimated)
- Primary completion30 Dec 2024 (estimated)
- Study completion15 Jan 2025 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (1)Papers the sponsor has linked to this study.
- Other trials for Academic PerformanceStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- 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.
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 80 participants (estimated)
Sponsor and investigators
- Lead sponsor
- XIE HUIJUAN
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor-investigator, XIE HUIJUAN, Universiti Putra Malaysia
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06608524
- Sponsor's protocol ID
- KL202403
- Status last verified
- Sep 2024
- First submitted
- 19 Sep 2024
- Last updated
- 23 Sep 2024
- Results posted
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
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: 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., & 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., & 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, & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1-37). Mahwah, NJ: Erlbaum.
Study at a glance
From the registry record, last updated by the sponsor on 23 Sep 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effect of Self-regulated Learning on Academic Performance Among Physical Education Students in Shanxi, China
- ClinicalTrials.gov ID
- NCT06608524
- Acronym / sponsor ID
- KL202403
- Conditions
- Academic Performance
- Keywords
- self-regulated learning, academic performance, physical education
- Study type
- Interventional
- Recruitment status
- Unknown status
- Enrolment
- 80 participants (estimated)
- Lead sponsor
- XIE HUIJUANUniversity, hospital or other
- Study start
- 1 Oct 2024 (estimated)
- Primary completion
- 30 Dec 2024 (estimated)
- Study completion
- 15 Jan 2025 (estimated)
- First posted
- 23 Sep 2024 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
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.
Study design
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (participant)
- Number of arms
- 2
- 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.
| Arm | Type | Receives |
|---|---|---|
| Experimental group | Experimental | Behavioral: Self-regulated learning strategyThe experimental group used self-regulated learning strategy to improve academic performance of physical education students in China. |
| Control group | Active comparator | Behavioral: Standard learming methodThe control group used standard learning method to improve physical education academic performance. |
Who may qualify
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (6 listed)
- University students;
- Major in Physical Education;
- Health;
- Able to attend all evaluation;
- Understand the study purposes and procedures;
Key exclusion criteria (4 listed)
- 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.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Self-regulated learning strategyThe experimental group uses self-regulated strategy.This program selects classroom performance , homework quality , experimental operation, and test score as academic performance (score) evaluation variables. | Behavioural | Experimental group |
| Standard learming methodThe 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. | Behavioural | Control group |
Primary outcome
Class Performance Evaluation Form
Time frame: Pretest: Before experiment; Post-test: 12 weeks end.
A form is used to evaluate the physical education students' academic performance when the teacher uses class performance evaluation form.
Homework Quality Evaluation Form
Time frame: Pretest: Before experiment; Post-test: 12 weeks end.
A form is used to evaluate the physical education students' academic performance when the teacher uses homework quality evaluation form.
Experimental Operation Evaluation Form
Time frame: Pretest: Before experiment; Post-test: 12 weeks end.
A form is used to evaluate the physical education students' academic performance when the teacher uses experimental operation evaluation form.
Test Score Evaluation Form
Time frame: Pretest: Before experiment; Post-test: 12 weeks end.
A form is used to evaluate the physical education students' academic performance when the teacher uses test score evaluation form.
Academic Performance (Score) Evaluation Form
Time frame: Pretest: Before experiment; Post-test: 12 weeks end.
A form is used to evaluate the physical education students' academic performance when the teacher uses academic performance (score) evaluation form.
Results and safety
Results are not available in the source record.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 23 Sep 2024.
- Results publication1.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: 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., & 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., & 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, & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1-37). Mahwah, NJ: Erlbaum.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Self-regulated learning strategy and Standard learming method in people with Academic Performance, run by XIE HUIJUAN at 1 site in China.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 6 inclusion and 4 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: status not confirmed, as of the sponsor's last update on 23 Sep 2024. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in China. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
Results are not available in the source record.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Class Performance Evaluation Form (time frame: Pretest: Before experiment; Post-test: 12 weeks end.). The study lists 5 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT06608524, which also lists 1 linked publication.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 23 Sep 2024.