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Evaluation of a classroom based training to improve self-regulation in time management tasks during homework activities with fourth graders
Abstract and Figures
A study on classroom based training of self-regulated learning was conducted with fourth grade pupils attending German public
schools. The participating classes were assigned randomly to either a training group or a control group. The pupils in the
training group received 5weeks of training, as depicted by Zimmerman, Bonner, & Kovach (American Educational Research Journal
31:845-862 1996), during normal classroom instruction and homework activities. Training effects were confirmed for various skills associated
with self-regulation, motivation and performance. By reviewing the solution rates to daily assignments with the help of hierarchical
linear models, a linear growth in the solution rates over the course of the 5weeks was proven, which weakened towards the
end of the training. Significant differences in the growth rates among the students were also confirmed. Skills in time management,
learning goal orientation and self-efficacy that were evidenced by the students prior to the training proved to be able to
explain variances among the growth curves.
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... Among these, metacognition is the strategies that are necessary for the learner to plan, monitor and evaluate their own cognitive processes (Efklides & Misailidi, 2010). The selfregulated learners set goals for themselves, choose strategies suitable for their goals, implement them, monitor and evaluate their performance (Dinsmore, Alexander, & Loughlin, 2008;Stanton, Sebesta, & Dunlosky, 2021). Considering the above-described components of metacognition, it is inevitable that these metacognitive processes are active in a self-regulated learner. ...
... While students are preparing for a quiz, they can use metacognition to gain insight into their learning. Students can think about how they will be tested, set goals for their learning, and come up with a plan to achieve their goals (Stanton, Sebesta, & Dunlosky, 2021). In this study, participants took quizzes every week in teaching TMS and RCCS (See Figure 2). ...
This study aimed to promote self-regulated learning skills in pre-service teachers, and to this end, a two-year Self-Regulated Learning Skills Development (SLSD) Plan for pre-service chemistry teachers was developed. In this SLSD plan, the strategy instruction was conducted in an integrated way into the content courses of the chemistry education curriculum. The strategy instruction was carried out in four parts: “time management strategies”, “reading comprehension and summarization strategies”, “writing strategies” and “questioning strategies”. In addition, metacognitive strategies used by the pre-service teachers during the strategy instruction were also examined. Semi-structured interviews, self-monitoring forms, field notes, and student-generated questions were used to collect data to identify the strategies that the pre-service teachers used and determine the changes that occurred as a result of the application of these strategies. The data were analyzed using descriptive and content analysis methods. It was determined that both the frequency of use and the diversity of the strategies used increased in time management strategies, reading comprehension and summarizing strategies, and writing strategies. In questioning strategies, when the quality of the questions created by pre-service teachers was examined, it was determined that there was an increase in the quality of these questions in terms of “thinking level” and “content”, but there was no regular trend in terms of “chemistry understanding levels”. It was observed that most of the pre-service teachers also applied metacognitive strategies during strategy instruction. In the light of the results of this study, suggestions on promoting self-regulated learning skills in pre-service teachers are provided for chemistry teacher education, and chemistry education researchers.
... Even career teachers may have difficulty conveying self-regulatory processes [21], suggesting that most teachers would benefit from professional development in modeling and coaching selfregulation [22]. Research has demonstrated that professional teachers can be taught these skills [23], with a large effect size both at the elementary level [24] and the collegiate level [25]. Whether learner-initiated or facilitated by teachers, positive self-regulatory behaviors promote adaptation to different learning events and avoid maladaptive responses such as ruminating, focus on extrinsic motivators, and vacillating between different strategies [8]. ...
All of us possess mental models for how to learn; however, these models are usually implicit and not adequate for managing the exponential increase in content load and critical thinking necessary for modern healthcare practice. Ideally, we explicitly monitor our own learning, engaging in metacognition and adapting our learning approaches in a variety of contexts. Here the authors present the Master Adaptive Learner (MAL) framework, which offers a comprehensive, integrated evidence-informed model for learning in medicine. The authors contend that this framework can both inform remediation and form the basis of teaching and learning in the health professions more generally.KeywordsMaster Adaptive LearnerLearning curveExpertise developmentAdaptive expertiseMindsetSelf-regulationMetacognitionLearning environmentResilienceProductive failure
... Research investigated whether promoting independent reading practise would improve reading comprehension. The results showed that after being presented with SRL strategies, learners were more willing to practise independent reading (Stoeger and Ziegler 2008). Also, the results showed that independent reading practise during an eight-week period was a strong predictor of students' reading comprehension scores. ...
Students become experts in their own learning through the process of self-regulated learning (SRL). Neither being a mental capacity nor a performance dexterity, self-regulation is the self-directed procedure through which learners translate their psychological capacities into task-related skills in several situations, such as academics, athletics, music, and health. In addition to the conceptualization and describing the intellectual environment in which the construct of self-regulated learning developed, this chapter discusses definitions and characteristics of self-regulated learning. Additionally, various models of the construct as well as the factors determining are also discussed.
... Olszewski-Kubilius et al. (2019) suggested that some metacognitive skills such as organization and time management, goal setting, and coping with failure may help students in their talent development. Self-regulation interventions targeting metacognition and motivational and emotional regulation strategies have shown to be effective in promoting talent development among gifted youth (Stoeger & Ziegler, 2005, 2008. Therefore, the AME curriculum involves teaching students metacognitive strategies associated with self-monitoring, planning, and self-directed learning in combination with motivational regulation (goal-setting) and emotional regulation (positive self-talk). ...
The purpose of the present study was to evaluate the online delivery of an affective curriculum for gifted and talented youth to gain further understanding of its effectiveness and perceived advantages and disadvantages of delivering affective curriculum online. Using convergent parallel mixed-methods design, we evaluated data from 38 secondary education students and 4 camp counselors to examine their experiences with the online delivery of an affective curriculum. We found the curriculum effectively increased students' self-perceptions, planning, and self-monitoring. Further, camp counselors generally perceived the online delivery to be effective and identified several benefits of online delivery, such as increased access and easier differentiating. Yet, they continued to prefer a face-to-face delivery where possible. Implications for practice are discussed.
... The increase in the pre-service teachers' use of learning strategies may be explained by their acquisition of more accurate and tangible information regarding the study processes as a result of the diaries they kept as a recording tool. Similarly, a study by Bembenutty and White (2013) found that the use of self-monitoring forms improved student self-regulation skills, while a study conducted by Stoeger and Ziegler (2008), in which they provided students with the opportunity to evaluate learning processes, showed that selfregulation skills including time management, selfefficacy, self-monitoring, and learning skills were in fact able to be improved. Furthermore, Boekaerts and Corno (2005) reported that having students keep learning diaries contributed to the development of student self-regulation skills because it allowed them to keep records of their cognitive, metacognitive, and motivational behaviors and thoughts in the learning process. ...
This study tackles self-regulated learning from the motivation component, considering that not only the ‘skills’ but also the ‘will’ dimensions are essential for the development of self-regulated learning. The aim of the study is to promote pre-service chemistry teachers’ motivation and to enhance their knowledge of motivational regulation strategies. The study was conducted in organic chemistry courses with 18 pre-service chemistry teachers. A semi-structured interview, a semi-structured diary, and an open-ended scale were employed as data collection tools to identify motivational components and motivational regulation strategies used by the pre-service teachers. The qualitative data collected were analyzed using descriptive and content analysis techniques. Results showed that the pre-service chemistry teachers had positive motivational beliefs and were more persistent about academic activities. Moreover, improvements occurred in pre-service teachers’ motivational regulation strategies. It was further found that the positive change in the pre-service chemistry teachers’ motivations diversified their learning strategies and that they began to use these strategies more frequently.
... Obviously, the goal of grade 10 students is to learn as much as possible from the leader in the limited time. Stoeger and Ziegler stated that students who had a good command of time management skills and who had strong learning goal orientation at the beginning displayed the greatest progress (Stoeger and Ziegler, 2008). Self-observation embodies on students who judge their learning progress as inadequate may react by asking the leader or the teacher for assistance. ...
The current paper will apply child psychology to design various teaching activities which enhances self-regulated learning. The purposes of this paper are (1) to explore the relationship between self-regulated learning and students’ academic performance, (2) to design effective teaching activities which are beneficial to students’ cognitive development, (3) to understand factors which influence identity development through instructions using a psychologic perspective.
... More importantly, it has been confirmed by some research (e.g. Perels, Gurtler, and Schmitz, 2005;Perry, Hutchinson, and Thauberger 2007;Stoeger and Ziegler, 2008). Reading skill is considered as a significant part of the learning process which involves the reader's variables which lead to the reading process and comprehension would be the result of it. ...
Dialogue journal writing is an activity by which language participants can make a bond of written communication with their teachers and practice various aspects of the target language. This feature can make dialogue journal writing a learner-centered instrument to improve learners' proficiency in different aspects of language. With this in mind, the present study explored the impact of dialogue journal writing on self-regulation and reading comprehension performance of EFL learners in a language institute. To this purpose, an experimental pre-test, post-test research design was used. The participants of the study were 60 pre-intermediate participants who were divided into experimental and control groups of equal size (30). At the end of the treatment, the participants took a post-test and post-questionnaire of self-regulation and the scores were recorded carefully. The results of the study indicated that the employment dialogue journal writing has a significant impact on Iranian EFL learners' reading comprehension skill and their self-regulation.
This chapter describes a structured, evidence-based approach to professionalism remediation in four phases: ‘Identify and Evaluate’, ‘Explore and understand’, ‘Remediate’, and ‘Gather evidence for dismissal’. Illustrative cases provide guidelines for the frontline teachers who conduct essential tasks in the first two phases, such as explicitly and implicitly setting professionalism standards, identifying trainees’ lapses in professionalism, clarifying possible causes, intervening, and assessing professionalism. Trainees who move to the ‘Remediate’ phase engage with specialized professionalism remediation coaches. For those few trainees who do not demonstrate reflectiveness and improvement despite remediation attempts, we discuss formal procedures focused on gathering evidence for dismissal.KeywordsHealth professions educationProfessionalismRemediationLearningTraining supportUnprofessional behavior
In this mixed methods case study, we explored the extent to which novice teachers in one institution were prepared to respond to homework-related concerns, be these in favor of or against the practice. We queried three sources of information: teacher educators, methods course syllabi, and national/state accreditation standards for teacher preparation. Findings revealed several key themes, including challenges inherent in guiding preservice teachers as they navigate homework policies. In addition, even though teacher educators believed it important to prepare preservice teachers for the inherent complexity of homework practices, they provided minimal guidance on how they might address such concerns. Syllabus and standards reviews showed that neither addressed homework-related issues. We discuss implications for preservice teacher preparation.
Investigated whether competitive and individualistic goal structures elicit achievement cognitions that have been associated with helpless vs mastery-oriented children, respectively. 88 5th- and 6th-grade children were administered a novel achievement task in which a high vs low performance outcome was manipulated by varying the number of solvable puzzles across 2 sets of 6 puzzles, within either a competitive or individual goal structure. A "thought-matching" methodology was used to assess the type of frequency of Ss' thoughts. Results revealed that Ss made more ability attributions in the competitive than in the individual condition. In the individual condition, Ss displayed a mastery orientation in that they made more effort attributions and engaged in self-instructions and self-monitoring more than did Ss in the competitive condition. Ability attributions were predictive of Ss' positive and negative affective reactions. Results suggest that Ss were thinking about responses to the question "Was I smart?" in the competitive setting but were thinking about "How can I do this task?" in the individual setting. It is suggested that getting children to think about how to improve their performance may not be compatible with the focus of attention in competitive situations. (29 ref)
Both in academic chemistry programs and in career fields which demand knowledge in the area of chemistry, one finds that, in general, girls and women are underrepresented. They often have poorer grades, demonstrate lower levels of self-confidence and report higher levels of anxiety. The exact causes of these gender differences are not yet fully understood. The current work is based on the assumption that gender differences in chemistry relevant variables can be identified as a consequence of gender specific socialization processes already existent before introductory chemistry courses. In the present research, the self-confidence levels of male and female students was of particular interest. In fact, within a study of 379 8th grade boys and girls attending a college preparatory school, it could be shown that even at this early point in time, whereby experiences with chemistry instruction had not yet been made, girls had significantly lower levels of self-confidence regarding chemistry than boys. Several explanatory approaches are examined and pedagogic consequences are proposed.
Two studies examined the relationship between undergraduates' perceptions of their classroom environment, their adoption of achievement goals for the course, and their graded performance and intrinsic motivation. Results revealed a distinct antecedent profile for each goal in the trichotomous framework: Mastery goals were linked to the presence of lecture engagement and the absence of an evaluation focus and harsh evaluation, performance-approach goals were linked to the presence of evaluation focus, and performance-avoidance goals were linked to the presence of evaluation focus and harsh evaluation. When the perceived classroom environment and achievement goal variables were tested together as predictors of graded performance and intrinsic motivation, the results clearly demonstrated that the influence of the perceived classroom environment on these outcomes measures was indirect; the perceived classroom environment influenced achievement goal adoption, and achievement goal adoption, in turn, directly influenced graded performance and intrinsic motivation.
The relations between three goal orientations and students' motivational beliefs and self-regulated learning were examined in a correlational study of 434 seventh and eighth grade students. Data were collected over two time points (fall and spring) within one school year with self-report questionnaires. Regression analyses revealed that adopting a learning goal orientation and a relative ability goal orientation resulted in a generally positive pattern of motivational beliefs including adaptive levels of task value, self-efficacy, and test anxiety, as well as cognition including higher levels of cognitive strategy use, selfregulation, and academic performance. Results showed that adopting an extrinsic goal orientation led to more maladaptive motivational and cognitive outcomes. These findings were replicated across three different academic subject areas of English, math, and social studies. Results are discussed in terms of the implications for goal theory.
Social learning theory grew out of the efforts of Bandura and Walters (1959, 1963) to explain how children acquired information and behavior by observing people in natural settings. Initially they investigated youngsters’ simple imitation of common responses, such as aggression, by a model. Favorable results of this research prompted study of more complex classes of social learning, such as the development of emotional reactions (attraction and avoidance), cognitive and linguistic rules, self-regulating responses, personal standards, expectations, and self-efficacy judgments. This social interactionist approach to development revealed a distinctive but widely underestimated feature of children’s knowledge: At all levels of complexity, it remained highly dependent on the social environmental context from which it sprang. This property of thought also became evident to other theorists as they began to study cognitive functioning in naturalistic settings. Several of these theorists have discussed the implications of their research on the basis of a general epistemology termed “contextualism.”