Douglas Kauffman

Cognitive Social Learning theory (Bandura, 1986) tries to understand how the acquisition of knowledge, beliefs, attitudes, and ways of thinking of the person with respect to the social environment occurs. The premise underlying this theory is that learning is a cognitive process that cannot be separated from the context in which it occurs, be it fa...

[This corrects the article DOI: 10.3389/fpsyg.2022.861493.].

This monograph has allowed us to present a psychoeducational view of the effects of the COVID-19 pandemic. We confirm here that research in education contributes its own evidence and specific models for identifying this problem. The first paper gives us a general overview and review of the problem (Cachón-Zagalaz et al.). Next, a joint editorial pa...

This monograph has allowed us to present a psychoeducational view of the effects of the COVID-19 pandemic. We confirm here that research in education contributes its own evidence and specific models for identifying this problem. The first paper gives us a general overview and review of the problem (Cachón-Zagalaz et al.). Next, a joint editorial p...

The aim of this paper is to demonstrate how Bandura's Social Cognitive Theory (1986) influenced the development of several complementary models of the construct of Self-Regulation. Building on the foundation of Self-Determination Theory, SDT (2000), and Zimmerman's Self-Regulation Theory, SR (2001), with their assumptions, contributions, goddesses,...

This theoretical analysis seeks to contribute to three objectives within the context of the proposed Frontiers Research Topic: (1) delimit two levels of analysis in the present pandemic situation: medicine-epidemiology and behavioral psychology, still under-addressed. While medicine has its essential role on the biological side, psychology has a co...

The aim of this research was to determine the degree to which undergraduate students’ learning approach, academic achievement and satisfaction were determined by the combination of an intrapersonal factor (self-regulation) and a interpersonal factor (contextual or regulatory teaching). The hypothesis proposed that greater combined regulation (inter...

The study focused on the analysis of linear relations between personality, self-regulation, coping strategies and achievement emotions. The main objective was to establish a model of linear, empirical, associative to infer needs and proposals for intervening in emotional health in the different profiles of university students. A total of 642 underg...

The aim of this Research Topic is to offer an integrated view of three areas for implementing Psychology as a science and as a profession, for the benefit of both the academic and professional sphere. An initial article offers a global analysis of the R&D&I value chain (de la Fuente et al.). Complementarily, several articles then provide examples o...

Educational Psychology, as an area of Psychology that specializes in formative processes, faces several important challenges in the information and knowledge society of this twenty first century. One of these challenges is to facilitate a paradigm shift from a nearly exclusive focus on social science to the scientific-technological approach of a di...

Objectives The objective was to examine emergency medicine (EM) residents’ perceptions of gender as it intersects with resuscitation team dynamics and the experience of acquiring resuscitation leadership skills. Methods This was an exploratory, qualitative study using grounded theory and a purposive sample of postgraduate year (PGY) 2–4 EM residen...

The two studies reported here explored the factor structure of the newly constructed Writing Achievement Goal Scale (WAGS), and examined relationships among secondary students' writing achievement goals, writing self-efficacy, affect for writing, and writing achievement. In the first study, 697 middle school students completed the WAGS. A confirmat...

Background: During the third year general surgery clerkship, medical students are required to develop laparoscopic knot-tying skills. Knot-tying skills studies often rely on objective variables (e.g., time, materials used, number of iterations) that lend themselves to correlational analysis of pre- and post-intervention skill level. This study diff...

The purpose of this study was to validate the Inventory of School Motivation (ISM) (Mainland China), which was developed specifically for use with Mainland Chinese students. Development of the instrument was grounded in personal investment theory and built on the ISM instrument, which has been shown to accurately tap the achievement goal constructs...

Objective: For general surgery residents (Residents) to log an operation, the ACGME requires "significant involvement" in diagnosis (DX), operation selection (SEL), operation (OPR), preoperative (PRE), and postoperative (POC) care. We compared how residents and attending surgeons (Attendings) perceived residents' role in each of these core require...

Importance: Socially Responsible Surgery (SRS) integrates surgery and public health, providing a framework for research, advocacy, education and clinical practice to address the social barriers of health that decrease surgical access and worsen surgical outcomes in underserved patient populations. These patients face disparities in both health and...

This article provides a theoretical and and practical rational for the implementation of an innovative and comprehensive social wellness program in a surgical residency program at a large safety net hospital on the East Coast of the United States. Using basic needs theory, we describe why it is particularly important for surgical residency programs...

This paper aims to utilize a mixed-methods assessment for an innovative interdisciplinary course, Application Period, in a world-class Russian University. In order to examine how the cognitive (competency-based learning) and motivational (self-efficacy for interpersonal skills) concepts impact students’ achievement in engineering education, an expl...

Background: General surgery residents' (GSRs') operative experience likely improves with increased involvement. We explored GSRs and attending surgeons' (ASs') perceptions of GSRs' operative roles. Methods: GSRs and ASs completed surveys postoperatively regarding responsibility for several operative tasks (incision opening, dissection of minor a...

Citation: Kauffman, Y. & Kauffman, D. (2015). MOOCs Design and Development: Using Active Learning Pedagogy and Instructional Design Model in MITx Courses on the edX Platform. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2015 (pp. 22-27). Association for the Advancem...

Kauffman, Y. & Kauffman, D. (2015). MOOCs Design and Development: Using Active Learning Pedagogy and Instructional Design Model in MITx Courses on the edX Platform. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2015 (pp. 22-27). Association for the Advancement of Com...

A multifactor perspective on writing self-efficacy was examined in 2 studies. Three factors were proposed—self-efficacy for writing ideation, writing conventions, and writing self-regulation—and a scale constructed to reflect these factors. In Study 1, middle school students (N � 697) completed the Self-Efficacy for Writing Scale (SEWS), along with...

Information: In this presentation, Dr. Duane Shell and Dr. Doug Kauffman will present a summary of the recently published book, The Unified Learning Model: How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices (Shell, Brooks, Trainin, Wilson, Kauffman, and Herr, 2010). They will begin with an overview of the book...

This study explored conditions under which note taking methods and self-monitoring prompts are most effective for facilitating information collection and achievement in an online learning enviornment. In experiment 1 30 students collected notes from a website using an online conventional, outline, or matrix note taking tool. In experiment 2 119 stu...

The purpose of this study was to develop and validate a self-report psychological instrument assessing pre-service teachers’ relative intrinsic and extrinsic motivation to teach. One hundred forty seven undergraduate students taking Educational Psychology courses from a large US University participated in this study completed the 12 item MTS alo...

What type of display helps students learn the most and why? This study investigated how displays differing in terms of signaling, extraction, and localization impact learning. In Experiment 1, 72 students were assigned randomly to one cell of a 4×2 design. Students studied a standard text, a text with key ideas extracted, an outline that localized...

What is learning? A seemingly simple question, but the answer is both simple and complex. At its most basic, learning is a relatively permanent change in a neuron . Over the past half-century, scientists have uncovered most of the basic biological and chemical processes involved in learning at the neural level.

At this point we believe that we have made a case for a unified learning model around the concept of working memory wherein working memory capacity, prior knowledge , and allocation account for learning. It is extremely unlikely that any of our readers have come from this perspective. The purpose of this book is to introduce this unified learning m...

In Chapter 5, we detailed the underlying mechanisms of how motivation works to direct working memory allocation. We examined a set of core cognitive motivational constructs including goals , expectancies , and self-efficacy , along with interest and emotion . The discussion in Chapter 5 was directed at describing how these motivational constructs w...

You probably have heard considerable talk about students’ self-regulation in the context of learning strategies or teaching students how to study more effectively. Self-regulation is broader than this, however. It should be becoming clear from our portrayal of learning in the ULM that at its heart, the ULM is about student self-regulation. Students...

Learning is about managing working memory . You can no more get into the heads of your students than you can get into your own head. Helping students manage their working memories as they learn, therefore, is a tricky task. Worse yet, if you have twenty students in your class, then you have twenty different working memories to help manage – each wi...

You might think that it would be a bold, giant leap to translate the parameters that the ULM ultimately places on learning into establishing policy. Actually, this is far from the case. Most of the logical extensions of the ULM into policy have been recommended, sometimes for years, and some have been studied.

Working memory is central to all learning. This is embodied in the first principle of the ULM: Learning is a product of working memory allocation. As we sketched out in our discussion of the underlying neurobiology of learning, working memory allocation involves attention and capacity limitations. In this chapter, we elaborate how these operate.

The second core component of the ULM is knowledge. Knowledge is everything we know or can do that is stored in the neurons in our long-term memory . Within the educational and cognitive literature, there are a multitude of terms that refer to knowledge. In 1991, Alexander , Schallert , and Hare attempted to identify and organize the knowledge terms...

In Chapter 4 entitled “Knowledge”, we spent some time discussing what is meant by knowledge. Here are a few things we might ask students to doRecite from memory, the Pledge of AllegianceUse your own words to explain the statement, “The state at the center of the earth is igneous fusion.”

A model such as the ULM opens up new ways of thinking about the kinds of activities that have been going on in classrooms, schools, training centers, museums, homes and nearly everywhere – since learning is an everyday happening. Here we let ourselves wander far afield from our original purposes.

We noted in Chapter 6 that instructional practices developed by cognitive load theorists are fully compatible with the principles of the ULM. Rather than review the details of the extensive instructional literature developed within cognitive load theory (or its equivalent), we refer you to two excellent references. The first is a recent book by Cla...

In the same way that we learn reading and mathematics and science, we learn the expectations of a classroom – what we are supposed to do while we are there. When you walk into a classroom where learning levels are high, structure is apparent. Those classrooms may be quiet places or noisy places. There may be a teacher in front of a group, several g...

We opened our discussion of the ULM with the question: What is learning? In this book, we have presented an answer: a theoretical model of learning that we call “the Unified Learning Model” (ULM). Learning in the ULM is a relatively permanent change in a person’s knowledge. This knowledge at its most basic biological level is the relatively permane...

plagiarize:" ''to steal and pass off as one's own (the ideas or words of another) : use (a created production) without crediting the source. '': to commit literary theft: present as new and original an idea or product derived from an existing source." (Merriam Webster Incorporated., 1993). ''plagiarism: ''1. The action or practice of taking someone...

This cutting-edge synthesis of ideas and concepts from the cognitive, motivation, and neurobiological sciences sets out a unique theory of learning that should be of interest to everyone from education practitioners to neuroscientists. The authors base their Unified Learning Model, or ULM, on three core principles. Firstly, that learning requires w...

In the educational and psychological literature, motivation is a rather diffuse construct. Generally, motivation is the psychological construct used to describe those things that impel and sustain us to put forth effort . If something is easy and doesn’t require us to “work” on it, we don’t talk much about being motivated or not. But, when we start...

Because learning always involves the same big three factors (working memory , knowledge, and motivation – capacity, prior use, and current use), this book can serve as the intellectual basis for developing instructional programs in a research-oriented postdoctoral program at a major university, or a law college, or a pre-school. Because it deals wi...

The Unified Learning Model (ULM) is a model of how people learn and a resulting model of teaching and instruction. The academic literature is filled with models about learning, teaching and instruction. The most obvious question then is, “Why do we need another theory/model of learning?” Our answer is that the current literature contains only limit...

Check in the index of a book on cognitive psychology or instructional design and you’re not likely to find an entry for “think.”1 Ask a college science teacher what their goals for students include and you almost always hear “teaching them how to think.” Look up “thinking” in Wikipedia and you find “… allows beings to model the world and to deal wi...

This study explored Metacognition and how automated instructional support in the form of problem-solving and self-reflection prompts influenced stu-dents' capacity to solve complex problems in a Web-based learning environment. Specifically, we examined the independent and interactive effects of problem-solving prompts and reflection prompts on coll...

Self-regulated learning relates to our ability to understand and control our learning environments.

This article introduces this special issue by establishing a conceptual foundation for thinking about how students' conceptions of time influence motivation and achievement. In particular, we describe how students' perceptions of the utility of what they are learning for their futures can positively affect motivation. Temporal perspective is tied t...

This study investigated self-regulated learning in a web-based setting. SRL is defined as a learner's intentional efforts to manage and direct complex learning activities and is composed of three primary components including cognitive strategy use, metacognitive processing, and motivational beliefs. In the present study, these three components are...

Results of this study indicate that enhancing motivation-building and personal-investment content in teacher communications with students increases at-risk student engagement in Web-based courses. Advantages of motivation-building enhancements over personal-investment enhancements and the importance of teacher interaction with at-risk students in W...

Three experiments compared the learning potential of text versus outline and matrix displays. In Experiments 1 and 2, college students read or heard a passage about fish and then studied the text, an outline, or a matrix. In Experiment 3, students heard a passage about wildcats, and then studied text, outline, or matrix displays. In all experiments...

Thesis (M.A.)--University of Nebraska--Lincoln, 1998. Includes bibliographical references.