共查询到20条相似文献，搜索用时 31 毫秒
1.
Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination 总被引：1，自引：0，他引：1
Robert M. Klassen Lindsey L. Krawchuk Sukaina Rajani 《Contemporary educational psychology》2008,33(4):915-931
This article reports two studies exploring the academic procrastination of 456 undergraduates. Study 1 explores the relationships among academic procrastination, self-regulation, academic self-efficacy, self-esteem, and self-efficacy for self-regulation. Results reveal that although other self-variables are related to procrastination, self-efficacy for self-regulation is most predictive of procrastination tendencies. Study 2 examines academic and motivation characteristics of “negative procrastinators,” the undergraduates who are most adversely influenced by procrastination. The 25% of 195 participants in Study 2 who were classified as negative procrastinators had significantly lower GPAs, higher levels of daily and task procrastination, lower predicted and actual class grades, and lower self-efficacy for self-regulation. After controlling for GPA, daily procrastination and self-efficacy for self-regulation significantly predicted the negative impact of procrastination. The article concludes with a discussion of the importance that self-efficacy for self-regulation holds for procrastination research, and with suggestions for practitioners who work with students who are adversely affected by procrastination. 相似文献
2.
Hyeon Woo Lee Kyu Yon Lim Barbara L. Grabowski 《Educational technology research and development : ETR & D》2010,58(6):629-648
Comprehension of science topics occurs when learners meaningfully generate relationships and conceptions about what they read.
In this generation process, learners’ cognitive and metacognitive regulation is one of the most critical factors influencing
learning. However, learners are not always successful in regulating their own learning, especially in computer-based learning
environments (CBLEs) where they are alone. Based on this rationale, the present study was designed to examine the effects
of two scaffolding strategies—generative learning strategy prompts and metacognitive feedback—on learners’ comprehension and
self-regulation while learning the human heart system in a CBLE. Participants were 223 undergraduate student volunteers. Structural
Equation Modeling (SEM) was employed to conceptualize and empirically test a model that explains mediating processes among
variables. Results revealed that the combination of generative learning strategy prompts with metacognitive feedback improved
learners’ recall and comprehension by enhancing learners’ self-regulation and better use of highlighting and summarizing as
generative learning strategies. 相似文献
3.
This paper describes a framework for learning where learners undergo experimentations with the phenomena at hand according
to progressive and staged goals. Bowling is used as a case study in this paper. The premise for experimentations is that learners
can experience hidden efficacies, including the formation of “bad habits.” A distinction is made between productivity in learning
and performance in terms of learning outcomes. In other words, productivity in learning may not necessarily manifest in successful
performance, hence the term productive failure. To emphasize the need for self-regulation during problem-solving process,
we discuss the movements within the productive–unproductive and success–failure dimensions through three-staged self-regulatory
processes and draw implications to learning and instruction. 相似文献
4.
The development of two observational tools for assessing metacognition and self-regulated learning in young children 总被引：1，自引：1，他引：0
David Whitebread Penny Coltman Deborah Pino Pasternak Claire Sangster Valeska Grau Sue Bingham Qais Almeqdad Demetra Demetriou 《Metacognition and Learning》2009,4(1):63-85
This paper reports on observational approaches developed within a UK study to the identification and assessment of metacognition
and self-regulation in young children in the 3–5 year age range. It is argued that the development of observational tools,
although containing methodological difficulties, allows us to make more valid assessments of children’s metacognitive and
self-regulatory abilities in this age group. The analysis of 582 metacognitive or self-regulatory videotaped ‘events’ is described,
including the development of a coding framework identifying verbal and non-verbal indicators. The construction of an observational
instrument, the Children’s Independent Learning Development (CHILD 3–5) checklist, is also reported together with evidence
of the reliability with which it can be used by classroom teachers and early indications of its external validity as a measure
of metacognition and self-regulation in young children. Given the educational significance of children’s development of metacognitive
and self-regulatory skills, it is argued that the development of such an instrument is potentially highly beneficial. The
establishment of the metacognitive and self-regulatory capabilities of young children by means of the kinds of observational
tools developed within this study also has clear and significant implications for models and theories of metacognition and
self-regulation. The paper concludes with a discussion of these implications.
相似文献
| David WhitebreadEmail: |
5.
The main purpose of this study was to evaluate the effects of a package of activities, knows as “Portfolio”, on cognitive functioning, self-regulation, and academic achievement. The study was carried out with a group of 40 students from Compulsory Secondary Education (mean age 13 years old) during 12 hours distributed over two school years. A quasi-experimental pretest-posttest-1 and posttest-2 design was employed. Treatment consisted of the administration of specifically selected tasks, assessed in previous studies, from the psycho-pedagogical Instrumental Enrichment Program, the Philosophy for Children Program, and Project Intelligence. The students were evaluated in the criteria variables at the beginning and at the end of treatment, and once again two years later. The results indicate that the procedure was effective in all the variables studied and that gains observed at posttest-1 were maintained for at least two years after the intervention. Some relevant conclusions and suggestions at the educational and scientific level are commented upon. 相似文献
6.
Janelle J. Montroy Ryan P. Bowles Lori E. SkibbeTricia D. Foster 《Early childhood research quarterly》2014
Early behavioral self-regulation is an important predictor of the skills children need to be successful in school. However, little is known about the mechanism(s) through which self-regulation affects academic achievement. The current study investigates the possibility that two aspects of children's social functioning, social skills and problem behaviors, mediate the relationship between preschool self-regulation and literacy and math achievement. Additionally, we investigated whether the meditational processes differed for boys and girls. We expected that better self-regulation would help children to interact well with others (social skills) and minimize impulsive or aggressive (problem) behaviors. Positive interactions with others and few problem behaviors were expected to relate to gains in achievement as learning takes place within a social context. Preschool-aged children (n = 118) were tested with direct measures of self-regulation, literacy, and math. Teachers reported on children's social skills and problem behaviors. Using a structural equation modeling approach (SEM) for mediation analysis, social skills and problem behaviors were found to mediate the relationship between self-regulation and growth in literacy across the preschool year, but not math. Findings suggest that the mediational process was similar for boys and girls. These findings indicate that a child's social skills and problem behaviors are part of the mechanism through which behavioral self-regulation affects growth in literacy. Self-regulation may be important not just because of the way that it relates directly to academic achievement but also because of the ways in which it promotes or inhibits children's interactions with others. 相似文献
7.
The aim of this research was to develop and evaluate tools and supports for self-regulated learning with hypertext information
structures, such as Web pages. Two kinds of supports for self-regulated learning were developed and tested experimentally:
Prompting and Prompting with Training. In Experiment 1, Prompting was tested with a pre-post-test between subject design,
including thinking-aloud data. Students of the experimental group (n = 20) were prompted for self-regulation activities that had to be followed while learning basic learning theory. No self-regulation
support was offered in the control group (n = 20). In Experiment 2 (Prompting with Training), the experimental group (n = 20) received a short training, in addition to the prompting: the self-regulated learning activities were explained in detail,
demonstrated and practiced right before the learning session. Again, no self-regulation support was offered in the control
group (n = 20). Analyses of learning processes and learning outcomes confirm partly the positive effects of both measures of self-regulated
learning prompts. The more extended measure (with training) had superior effects on students’ learning transfer performance
and acceptance. Implications for the design of instructional support to improve self-regulated learning with computer-based
learning environments are discussed. 相似文献
8.
《International Journal of Educational Research》1999,31(6):487-498
Kuhl (1996, Enzyklopädie der Psychologie, Serie Motivation und Emotion, Bd. 4, Motivation, Volition und Handlung (pp. 665–765). Göttingen: Hogrefe) differentiates between two modes of action control: self-regulation and self-control. The purpose of the present study is to investigate the relevance of self-regulation and self-control in management training transfer. Three hypotheses were derived from Kuhl's theory. The first is that self-regulators remember intentions better than self-controllers. The second is that self-regulation is associated with positive emotions, whereas self-control is associated with negative emotions. The final hypothesis is that self-regulation increases the success of training transfer, whereas self-control impedes the success of training transfer. To test these hypotheses, a longitudinal field study was conducted with 82 managers participating in two 2-day training sessions. Self-regulation and self-control were measured at the outset of the training session using the Volitional Components Inventory (VCI) (Kuhl & Fuhrmann, 1998, Lifespan perspectives an motivation and control (pp. 15–49). Hillsdale; NJ: Erlbaum). The dependent variables — intention memory, emotions, intention realization, and criteria fulfillment — were assessed three months after the course. The results corroborate Hypotheses 1 and 2; partial support was found for Hypothesis 3. Discussing these results, several suggestions for improving managers’ self-regulation are proposed. 相似文献
9.
10.
Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What’s the Purpose? 总被引：1，自引：1，他引：0
Avi Kaplan 《Educational Psychology Review》2008,20(4):477-484
In this commentary on the special issue, I join the authors in searching for a conceptual framework that would clarify the
concepts of metacognition, self-regulation, and self-regulated learning. Building on the insights of the different articles,
I suggest that metacognition, self-regulation, and self-regulated learning should be considered as subtypes of the general,
abstract, phenomenon of self-regulated action. I continue by questioning the benefit of seeking boundaries between these three
concepts. Instead, I propose to search for dimensions along which types of self-regulated action vary. I, then, introduce the notion of a “multidimensional conceptual space of
self-regulated action” as a conceptual tool that allows for diversity of conceptions of self-regulated action while maintaining
conceptual clarity. I conclude by highlighting the central role of purpose of engagement in self-regulated action and by noting its potential for guiding the search for meaningful dimensions on which to typify
self-regulation. 相似文献
11.
Metacognition and Self-Regulation in James,Piaget, and Vygotsky 总被引：3，自引：3，他引：0
This article investigates the intertwined constructs of metacognition and self-regulation as they emerge in the works and
theories of James, Piaget, and Vygotsky. To coordinate this exploration, we use an interpretive framework based on the relation
of subject and object. In this framework, James’s perspective on metacognition and self-regulation is aligned with the Self,
Piaget’s with the other and object, and Vygotsky’s with the medium or agency of language. We explore how metacognition and
self-regulation function within the realm of human behavior and development as described in the works of each of these theorists.
Key questions or issues that emerge for current research are outlined, and the limitations and benefits of each theorist’s
perspective vis-à-vis metacognition and self-regulation are discussed. 相似文献
12.
Samuel Karimi Robert Eschenauer 《International journal for the advancement of counseling》2006,28(3):257-267
This article explores the concepts of corporate personality, rituals and religion as they impact counseling indigenous black African people in their home settings or in Western contexts. It discusses the predominantly “I” focus of Western methods of counseling and psychotherapies and regards it as ineffective when compared to the “we” concept of indigenous African cultures. The authors examine the roles of healers, diviners, and counselors, and the influence of culture, religion, and rituals in the healing (therapeutic) process. A psycho-cosmos model of counseling is proposed that places counseling involvement in a larger context and includes some suggestions for practitioners. 相似文献
13.
Mustafa Serdar Köksal 《Journal of Science Teacher Education》2011,22(7):661-677
The degree to which pre-service teachers learn biology is related to both motivational factors of self-regulation and factors
regarding epistemological beliefs. At the same time, self-regulation and epistemological beliefs are also associated with
one another. Based on this relationship, the purpose of this study was to investigate the relationship between components
of epistemological beliefs and self-refulation (self-efficacy and test-anxiety) on learning biology. The study was conducted
with 411 pre-service elementary and pre-service elementary science teachers by using a predictive research approach. Collected
data was analyzed by the multiple linear regression technique. The results showed that only the belief about “existence of
one truth” was a significant predictor of test anxiety while there was no epistemological predictor of self-efficacy. Conclusions
and implications of the study will be discussed. 相似文献
14.
Bracha Kramarski 《Metacognition and Learning》2008,3(2):83-99
This study investigates algebraic reasoning and self-regulation skills among elementary school teachers who participated in
a professional development program either with IMPROVE metacognitive questioning (PD + Meta) or with no metacognitive guidance (PD). Sixty-four Israeli teachers participated in a 3-year program designed to enhance
mathematical knowledge. Results indicated that the PD + Meta teachers outperformed the PD teachers on various algebraic procedural
and real-life tasks regarding conceptual mathematical explanations. In addition, the PD + Meta group outperformed the PD group
in using self-monitoring and evaluation strategies in algebraic problem solving. We discuss educational and practical implications. 相似文献
15.
This study replicated and extended the Feldman (2009) study by applying the developmental hierarchical-integrative model to understand the emergence of self-regulation. Participants included 360 children (48.6% boys; 62.8% identified as Caucasian and 36.9% African American) and their families, predominantly from a low-income, rural background. Families completed assessments on child physiological, attention, emotion, and self-regulation when children were 6-, 15-, 24-, and 36-month-old, when caregiver sensitivity was observationally assessed. A path model revealed that child attention regulation at 6 months predicted physiological regulation at 15 months, and child attention regulation at 15 months predicted emotion regulation at 24 months. Attention regulation at 24 months predicted better self-regulation at 36 months. Notably, caregiver sensitivity moderated several developmental pathways. Findings support a continuous model of early self-regulation development and the ongoing individual-environment interplay in early childhood. 相似文献
16.
Empirical research reveals that students face difficulties engaging in learning and achieving their goals in a variety of learning contexts. To study effectively, students need to regulate their learning process. In spite of increased understanding of cognitive aspects of self-regulation, motivational aspects of regulation have not yet been thoroughly probed. This study investigates how motivation is connected to self-regulated learning when elementary school students (N = 32) study science in real classroom contexts using gStudy software. This was done by: (1) identifying students' situated motivation during the learning process, (2) analyzing how the students with different motivational approaches activated cognitive self-regulation in authentic learning situations across multiple learning episodes, and (3) complementing the understanding with the students' individual accounts of their motivation regulation during the learning process. The results show that there are qualitative differences in the self-regulation tactics used by the high- and low-motivation students as they study. Motivation is linked closely to active self-regulation. 相似文献
17.
Problem-based learning (PBL) as an educational practice continues to have great impact on all levels of education and across different disciplines. The aim of this experimental study is to examine the effects of PBL on prospective teachers’ academic achievements and self-regulation. The treatment group (n?=?36) and the control group (n?=?21) comprised Middle East Technical University Language Teaching Department senior students attending the Language Testing and Evaluation Course. Quantitative data were collected via an achievement test, an open-ended application exam and a scale on self-regulation in learning. Qualitative data were obtained through student interviews. The quantitative results revealed that PBL was effective for students’ knowledge, comprehension and application-level achievements, but it had no significant effects on their self-regulation. The content analysis of student interviews yielded some positive findings about the application of PBL in teacher education, its strengths and weaknesses as experienced during implementation, together with individual and group work processes involved. The study offers some suggestions for the application of PBL in large classes generally and specifically in a teacher education course. 相似文献
18.
We examined whether individual interest, as an affective motivational variable, could predict academic self-regulation and achievement, above and beyond what academic self-efficacy predicted. We tested the relationships between academic self-efficacy, individual interest, grade goals, self-regulation, and achievement of Korean middle school students (N = 500) in four different subject areas. Consistent with previous findings, self-efficacy predicted achievement both directly and indirectly via grade goals. Self-efficacy also predicted self-regulation, but only when grade goals mediated the relationship. Supporting our hypothesis, individual interest functioned as a correlated yet independent and direct predictor of self-regulation. It also predicted achievement, but only when self-regulation mediated the relationship. We thus suggest that academic self-regulation could be encouraged through the promotion of two distinct motivational sources, academic self-efficacy and individual interest. We further suggest that the pathways linking individual interest to academic self-regulation and achievement may differ from those linking academic self-efficacy to the same variables. 相似文献
19.
This study informs the design and development of pedagogical agents that can flexibly support self-regulation by calibrating
guidance to specific phases and facets of self-regulated learning (SRL) as individuals encounter challenges and develop more
sophisticated understandings of the task and content. From a socio-cultural perspective of self-regulation, we examine the
transition of self-regulatory control from teacher to graduate student during naturalistic instructional conferences. Three
goals included (a) examining teacher–student dialogue about a complex task to see if fading actually occurs, (b) examining
whether support and fading of support are calibrated to specific phases of the self-regulatory process at a given point in
time, and (c) examining techniques used for scaffolding and fading scaffolding directed toward specific phases and facets
(behavioral, cognitive, metacognitive and motivational) of the self-regulatory cycle. Findings support a socio-cultural perspective
of SRL demonstrating a transition from teacher to student regulation across phases and facets of SRL. The paper concludes
with an examination of how our findings can inform the design of computer-based scaffolds that can support SRL. 相似文献