Relevant bibliographies by topics / Self-regulation skills

Academic literature on the topic 'Self-regulation skills'

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Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Self-regulation skills"

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Paraskeva, Fotini, Sofia Mysirlaki, and Vasilis N. Vasileiou. "Developing Self-Regulation Skills in Virtual Worlds." International Journal of Online Pedagogy and Course Design 2, no. 2 (April 2012): 25–43. http://dx.doi.org/10.4018/ijopcd.2012040103.

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In order to succeed in today’s life and work environments, people require more than thinking skills and content knowledge. Initiative and self-direction skills are needed, including the ability to manage goals and time, to work independently, and be self-directed learners. On the other hand, e-learning has brought changes in every field of formal and informal education, such as training programs, basic education, and life-long learning. However, e-learning is not inherently motivating and can even be demotivating due to technological, intrapersonal, and interpersonal hurdles. A hallmark of e-learning is its reliance on learner autonomy, also called independent or self-directed learning. In view of the need for the design of e-learning environments that would provide self-regulation strategies for the maximization of learners’ engagement to an e-learning course and the development self-regulation as an important life skill, this paper presents the application of a Self-Regulation Theory based educational scenario, using the Virtual World of Second Life to enhance situated experience in professional and career development and to develop self-regulation as an important skill for the 21st century, along with skills, such as collaboration, team work, peer exchange and problem solving.
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İvrendi, Asiye, Ahmet Erol, and Abdullah Atan. "Children’s geometric skills: Any ties to self-regulation skills?" Journal of Educational Research 115, no. 1 (December 31, 2021): 1–10. http://dx.doi.org/10.1080/00220671.2021.2007043.

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BALDAN BABAYIGIT, Betul, and Meral GUVEN. "Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation." Eurasian Journal of Educational Research 20, no. 89 (October 26, 2020): 1–24. http://dx.doi.org/10.14689/ejer.2020.89.3.

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Kırkıç, Kamil Arif, and Büşra Demir. "EXAMINATION OF PRE-SCHOOL STUDENTS’ SELF-REGULATION SKILLS." Problems of Education in the 21st Century 78, no. 6 (December 5, 2020): 967–82. http://dx.doi.org/10.33225/pec/20.78.967.

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Children should have some essential characteristics to follow primary school education. Pre-schools prepare children for the first years of primary school by teaching them to attain the necessary skills. The main aim of this study was to explore the self-regulation skill levels of 4-6 age group students attending pre-school education institutions, according to various demographic variables. In this survey, a descriptive research method, one of the quantitative research methods, was used. The population is 10336 students who attend the public preschool education institutions in Küçükçekmece, İstanbul, and the sample consists of 203 students. The ‘Personal Information Form’ and the Development of the Self-Regulation Skills Scale for 4-6 Years Old Children (Teacher Form) were used in the research to collect data. One-way analysis of variance (ANOVA) and t-test were implemented to analyze the data. In terms of findings of the research, when teachers consider the self-regulation skills of 4-6 years old students as sub-dimensions, they stated that they had “mostly” obstructive control sub-dimension, “mostly” and “always” had sub-dimension of working memory. In general, it can be said that the children participating in the research mostly had self-regulation skills. Although significant differences existed between the self-regulation skills of preschool students in terms of gender, age, and class size, no significant difference was found according to whether the mothers working in a job or not. Keywords: self-regulation, self-regulation skills, preschool students, preschool teacher
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Abrouq, Nawal. "The Role of Reflective Writing in Fostering EFL High School Students Self-Regulation." International Journal of Language and Literary Studies 4, no. 2 (June 17, 2022): 265–83. http://dx.doi.org/10.36892/ijlls.v4i2.955.

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Self-regulation is a key skill to scholastic achievement and independent and sustainable learning. Unfortunately, not all EFL students display higher self-regulation skills in their learning. To address this problem, a reflective writing strategy was proposed to help these students develop their full potential in self-regulation. Therefore, this study aimed to examine the role of engaging EFL students in reflective learning journals in cultivating their language-learning self-regulation skills. To this end, a mixed design was used. A convenience sample of 28 EFL students enrolled in first-year baccalaureate consented to participate in this study. They were randomly assigned to control and experimental groups. Reflective learning journals were used to collect data about students’ self-regulation. Findings demonstrated that after using reflective learning journals, the experimental group had significantly developed self-regulation compared to the control group who used traditional essays. Also, a statistically significant change over time in the experimental group self-regulation skills was observed. Therefore, as it can be inferred, reflective writing is an effective tool which could be used to build students’ self-regulation skills. Accordingly, the results of this present study encourage the adoption of a reflective pedagogy to stimulate EFL high school students’ self-regulation skills.
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Kadzikowska-Wrzosek, Romana. "Self-regulation and bedtime procrastination: The role of self-regulation skills and chronotype." Personality and Individual Differences 128 (July 2018): 10–15. http://dx.doi.org/10.1016/j.paid.2018.02.015.

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Can Aran, Özge. "The relationship between self-regulation and study skills." Pegem Eğitim ve Öğretim Dergisi 5, no. 2 (June 1, 2015): 207–20. http://dx.doi.org/10.14527/pegegog.2015.011.

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The purpose of this study is to evaluate the relationship between self-regulation and study skills theoretically. In the literature, there are numerous articles which examine self-regulation, study skills and the relationship between these skills and learning strategies, and learning approaches. As a result of examining these articles, it is noted that there are similar aspects between self-regulation and study skills. These similarities reveal there is a need to examine the relationship between them in detail. Therefore, in this study, (a) self-regulation, (b) strategies to improve self-regulation skills, (c) study skills and (d) the relationship between self- regulation and study skills are examined. Additionally, on the basis of the relationship between self-regulation and study skills, in this study, the issues that need to be taken into heed when self-regulation and study skills imparted in the schools are also focused on. The results of this study are expected to shed light on the studies related to the attainment of these skills.
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Sanders, Sara, Lauren Hart Rollins, Linda H. Mason, Ashley Shaw, and Kristine Jolivette. "Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development." Intervention in School and Clinic 56, no. 3 (July 20, 2020): 131–40. http://dx.doi.org/10.1177/1053451220941414.

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Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of students with disabilities, including those with emotional and behavioral disorders (EBD). However, due to pre-existing deficits in self-regulation skills, students with EBD may benefit from intensifying the four self-regulation skills already present in SRSD. This article provides practical examples for intensifying goal setting, self-monitoring, self-instructions, and self-reinforcement within the existing SRSD instructional approach.
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Kızkapan, Oktay, Oktay Bektaş, and Aslı Saylan. "Examining self-regulation skills of elementary school students." Cypriot Journal of Educational Sciences 13, no. 4 (December 26, 2018): 613–24. http://dx.doi.org/10.18844/cjes.v13i4.3569.

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The purpose of this study is to determine elementary school students’ level of self-regulation skills—goal setting and to develop strategies to achieve these goals. Survey method is used in the study with the participants of 368 students. The study was conducted at two elementary schools in Incesu and Kocasinan provinces of Kayseri and students filled a five-item Likert type scale. Data were analysed using statistical analysis program and 0.05 significance level was accepted. The result shows that the average grade of girls was higher than the boys, the average of 5th grades was higher than 6th grades and the average of the school in the city centre was higher than the school in the rural area. Also, there was a significant difference between the self-regulation scores of the grade levels in the favour of 5th grades. Lastly, the self-regulation score of the students living in city centre was higher than that of students living in village. Keywords: Self-regulation, elementary education, survey research, elementary students
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T. Vaughn, Marlys. "Teaching Self-Regulation Skills to Improve Academic Achievement." International Journal for Cross-Disciplinary Subjects in Education 5, no. 1 (March 1, 2014): 1618–25. http://dx.doi.org/10.20533/ijcdse.2042.6364.2014.0227.

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Dissertations / Theses on the topic "Self-regulation skills"

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Howe, Abigail. "TEACHING SELF-REGULATION SKILLS TO PRESCHOOL STUDENTS WITH DISABILITIES." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1111.

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Problem behaviors are one of the most common issues competing with school readiness skills for young children. There are numerous curricula created to address social-emotional needs of young children..However, many studies evaluating the effectiveness of social -emotional curricula have relied on indirect measures to report changes in behavior, did not objectively define problem behaviors they sought to change, or did not include children with disabilities. The purpose of the current study was to evaluate the effects of Promoting Alternative Thinking Strategies (PATHS) curriculum to decrease aggression, noncompliance, and tantrums of four preschool students with disabilities by teaching an alternative self-regulation technique. Results showed a reduction in aggression and tantrums in three students. One student demonstrated appropriate alternative behaviors when prompted but this behavior was not maintained throughout the intervention. Considerations are addressed related to the implications of the results of social skills training in preschool children with disabilities.
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Russell, Matthew E. B. "THE ROLE OF DIAPHRAGMATIC BREATHING IN SELF-REGULATION SKILLS TRAINING." UKnowledge, 2018. https://uknowledge.uky.edu/psychology_etds/130.

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A central component of many psychological interventions is breathing training. Breathing training protocols based on a mindfulness or a cognitive behavioral therapy (CBT) have demonstrated value in the management of psychological and medical ailments. Yet, despite the wealth of literature examining each approach, little direct comparison exists. An additional concern is the proliferation of smart phone health (mHealth) applications (apps) providing breathing training with little empirical evidence to support their clinical use. A possible explanation for the interest in breathing and mHealth apps is the growing body of literature indicating breathing training provides wide ranging health benefits through improved stasis of the autonomic nervous system (ANS). As ANS dysregulation underlies many chronic health conditions such as persistent temporomandibular disorders (TMDs), there is a need for empirical research to identify the most effective modality of breathing training and validate the clinical efficacy of breathing based mHealth apps. Study One compared the effectiveness of a mindfulness breathing meditation (MB) and a CBT based protocol teaching diaphragmatic breathing (DB) to improve biomarkers of ANS stasis. An attention control approach based on the Nolen-Hoeksema task (C) was included as a comparison group. Ninety participants were randomly assigned to either the MB, DB, or C condition. Within each condition, 30 participants were provided skills training with practice time and completed a behavioral self-regulation task. Participants in the DB condition approach had significantly lower breathing rates than those in the MB and C conditions (p < .001). DB condition participants experienced improvements on high-frequency heart rate variability (p < .05) and the standard deviation in NN intervals (p < .001), which served as indicators for ANS stasis. No differences were found between conditions on the behavioral self-regulation task (p’s > .05). Given these results, the DB training protocol was converted into a mHealth app to facilitate a clinical trial with patients suffering persistent TMDs. Study Two examined the additive benefits of including the mHealth app with standard dental care (SDC+) versus standard dental care alone (SDC). Nineteen patients seeking care for persistent TMDs were recruited. All participants were asked to track daily ratings of pain (VAS), relaxation (RR), and complete weekly assessments on several comorbid psycho-social factors. Within the SDC+ condition participants were asked to track the proximate effects of each breathing practice on VAS and RR ratings. Given a high drop-out rate (nine participants) and low overall sample size (N = 10), results are exploratory at best. Within the SDC+ condition, results indicated reliable improvements in average VAS and RR ratings from before and after SDC+ participants used the mHealth app (p’s < .05). Within a one session training paradigm, results supported the use of a DB based intervention above the use of a MB or C intervention. Future research should consider the effects of having multiple training sessions. Study Two results were complicated by a limited sample size and failed to provide a clear picture of whether the conjunctive treatment in the SDC+ condition provided additional symptom relief above traditional dental care alone. Although exploratory results indicated the mHealth app provided temporary improvements in pain and feelings of relaxation, a well powered trial is needed to clarify whether the finding represents an enduring treatment effect.
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Weiss, Emily MIchelle. "Sleep and Young Children's Development of Self-Regulation and Academic Skills." Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10634133.

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School readiness incorporates children’s academic abilities and their ability to self-regulate in the classroom. Prior research shows that sleep is related to children’s development of these skills, although the mechanisms through which sleep affects school readiness are not well understood. Research also indicates that economically disadvantaged children and children of color may have poorer academic and regulatory skills at school entry and may sleep less and sleep less well on a regular basis.

The current study explores the role of sleep quantity and quality in young children’s development of two skills critical for school success: self-regulation and academic abilities. This study intentionally focuses on a predominantly African-American, economically disadvantaged population, who may be at risk for greater sleep-related difficulties and lower school-related skills at kindergarten entry. It was hypothesized that a) young children with higher quantity and quality of sleep would show greater development of academic skills and self-regulation across one calendar year, b) the role of sleep in the development of these abilities would be relatively stronger among kindergarteners than among 1st graders, and c) the role of sleep quality and quantity in young children’s development of academic abilities would be partially explained by the relation between sleep and self-regulation. Results provide mixed support for the hypotheses, indicating that sleep quality and quantity relate differentially to different school-related skills among kindergarteners and 1st graders. This study contributes research to help explain how and why sleep affects young children and may offer insights for caregivers and educators working to help children develop school-related skills.

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Lamb, Susannah J. "Self-regulation and communication skills in children with moderate learning difficulties." Thesis, University of Nottingham, 2002. http://eprints.nottingham.ac.uk/11258/.

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Self-regulation is increasingly considered to play an important part in several aspects of learning. It has also been claimed to be a strong candidate in explaining many of the difficulties faced by children with learning difficulties. Difficulties in monitoring one's own comprehension and controlling one's own cognitive processes, for example, is likely to affect progress on many school tasks. At the same time, the language and communication difficulties frequently faced by children with learning difficulties can also be explained by reference to poor self-regulatory skills. This thesis explores the link between self-regulation, communication and learning for a group of children with moderate learning difficulties (MLDs). It reports the design and evaluation of an intervention study which sought to promote MLD children's use of self-regulatory strategies within a communicative context. The study was motivated by the Vygotskian proposal that collaborative interactions provide the opportunity for metacognitive skills to be modelled, shared and practised on the social plane before being internalised to become part of the child's own repertoire of self-regulatory behaviours. Preliminary analysis of the children's communication strategies indicated general improvements. However, on a separate measure of communicative performance, only half the children were observed to make gains. In attempting to explain this apparent dissociation between communicative process and communicative performance, the thesis raises some important questions about the kind of methodology which is used to measure individual contributions during collaborative interactions. By providing an alternative approach, microgenetic in nature, which concentrates on looking at the appropriateness of children's performance within the context in which it is taking place, an explanation for the seemingly discrepant results is proposed. Generalised gains in communicative performance can be explained by changes in particular types of strategic behaviours, specifically strategies associated with effective information provision and strategies which serve to regulate the interaction.
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Weiss, Emily Michelle. "Sleep and Young Children's Development of Self-Regulation and Academic Skills." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4081.

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School readiness incorporates children's academic abilities and their ability to self-regulate in the classroom. Prior research shows that sleep is related to children's development of these skills, although the mechanisms through which sleep affects school readiness are not well understood. Research also indicates that economically disadvantaged children and children of color may have poorer academic and regulatory skills at school entry and may sleep less and sleep less well on a regular basis. The current study explores the role of sleep quantity and quality in young children's development of two skills critical for school success: self-regulation and academic abilities. This study intentionally focuses on a predominantly African-American, economically disadvantaged population, who may be at risk for greater sleep-related difficulties and lower school-related skills at kindergarten entry. It was hypothesized that a) young children with higher quantity and quality of sleep would show greater development of academic skills and self-regulation across one calendar year, b) the role of sleep in the development of these abilities would be relatively stronger among kindergarteners than among 1st graders, and c) the role of sleep quality and quantity in young children's development of academic abilities would be partially explained by the relation between sleep and self-regulation. Results provide mixed support for the hypotheses, indicating that sleep quality and quantity relate differentially to different school-related skills among kindergarteners and 1st graders. This study contributes research to help explain how and why sleep affects young children and may offer insights for caregivers and educators working to help children develop school-related skills.
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Красуля, Алла Вікторівна, Алла Викторовна Красуля, and Alla Viktorivna Krasulia. "Developing EFL Students’ Speaking Skills: 21-Day Vlog Challenge." Thesis, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” FL, 2021. https://essuir.sumdu.edu.ua/handle/123456789/83724.

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The EFL classroom has been changing over time. Technologies are transforming the way we teach and learn. Meaningful use of EdTech is essential in the times of the coronavirus COVID-19 pandemic worldwide that is causing a big transition from face-to-face on-campus teaching to online classes. The present study aimed to replicate an authentic real-life experience, foster students’ creativity, and self-regulation, and increase their desire to speak and communicate.
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Uka, Fitim [Verfasser], and Alexander [Akademischer Betreuer] Renkl. "Longitudinal associations between components of self-regulation, intelligence and early academic skills." Freiburg : Universität, 2017. http://d-nb.info/1134882564/34.

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Traylor, Jessica. "Middle School Teachers' Experiences With Teaching Self-Regulation Skills to Adolescents With Disabilities." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3010.

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Research shows that adolescents with disabilities often lack self-regulated learning skills. Current research further indicates that explicit teaching of self-regulation skills is beneficial to adolescents with disabilities. The site of this study was a local middle school in rural Georgia that did not assess whether or not teachers were explicitly teaching self-regulation skills to adolescents with disabilities. It was unknown, therefore, whether adolescents with disabilities were learning self-regulation skills in school and whether teachers faced problems in teaching these skills. The study sought to explore this gap in knowledge and practice. Zimmerman's self-regulated learning theory and Bandura's self-efficacy theory served as the conceptual frameworks for this study. The research questions addressed middle school teachers' experiences with and perceptions of teaching self-regulation skills to adolescents with disabilities. Purposeful sampling was used to select 8 teachers, including general and special education teachers, who were currently teaching students with disabilities to participate in semistructured individual interviews. Additionally, lesson plans were reviewed to determine the use of planning for self-regulation interventions. Data were grouped into categories using coding and thematically analyzed. The findings indicated that teachers had experience teaching some aspects of self-regulation; however, they reported needing more information about the specific needs of their students with disabilities, ways to fit self-regulation skill instruction into the existing curriculum, and strategies to help their students build self-efficacy and motivation. With an increased focus on self-regulation skills, teachers may see an increase in the academic skills and motivation of students with disabilities.
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Rasplica, Caitlin. "Examining the Relationship of Early Literacy Skills and Cognitive Self-Regulation to Kindergarten Readiness of Preschool Students." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20425.

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Every year, millions of preschool-age children make the transition into kindergarten. This transition from preschool to kindergarten can be difficult for children who have not mastered the basic school readiness skills involved in a successful transition. Although school readiness is broadly defined and involves several basic skills, the present study focuses on the specific contribution of cognitive self-regulation and early literacy skills. The present study examined the effects of preschool progress in cognitive self-regulation and early literacy skills on kindergarten readiness using descriptives, Pearson correlations, analysis of variance, and multilevel growth modeling. Three research questions are described and utilized. Research question 1 examined the growth in early literacy and cognitive self-regulation skills across the preschool year, research question 2 examined the relationship between early literacy and cognitive self-regulation skills, and research question 3 examined differences in student skills across three sites. Participants included preschool students, ages 4 to 5, from three different school districts. Early literacy and cognitive self-regulation data were collected at the beginning, middle and end of the preschool year. Overall, results yield a better understanding of the relationship between early literacy and cognitive self-regulation skills in preschool students and how community-level factors affect these skills in order to better support early intervention in preschools. More specifically, results of the first research question indicated that students made growth in both early literacy skills and cognitive self-regulation skills across the preschool year, and scores in the beginning of the preschool year were significantly correlated with scores at the end of the preschool year. Results of the second research question indicated a strong relationship between early literacy skills and cognitive self-regulation across the preschool year, and results of the third research question highlighted differences in growth rates across sites. Possible mediating variables are described in the discussion. Limitations of the study and future research directions are discussed.
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Land, Nora E. "Effects of Computerized Storybooks on Early Literacy Development of Preschool Children with Weak Self-Regulation Skills." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1886.

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Books on the topic "Self-regulation skills"

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Bembenutty, Héfer, Marie C. White, and Miriam R. Vélez. Developing Self-regulation of Learning and Teaching Skills Among Teacher Candidates. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9950-8.

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Uka, Fitim. Longitudinal associations between components of self-regulation, intelligence and early academic skills. Freiburg: Universität, 2017.

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Chamberlain, John M. Doctoring medical governance: Medical self-regulation in transition. New York: Nova Science Publishers, 2009.

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Moyer, Sherry A. The ECLIPSE model: Teaching self-regulation, executive function, attribution, and sensory awareness to students with Asperger syndrome, high-functioning autism, and related disorders. Shawnee Mission, Kan: Autism Asperger Pub. Co., 2009.

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Learning, Collegiate. Help Your Special Needs Child Develop Self-Regulation Skills. Independently Published, 2018.

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Developing Self-Regulation of Learning and Teaching Skills among Teacher Candidates. Springer Netherlands, 2015.

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Vélez, Miriam R., Marie C. White, and Héfer Bembenutty. Developing Self-Regulation of Learning and Teaching Skills among Teacher Candidates. Springer London, Limited, 2015.

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Nongard, Tiers, and Woods. Practical Skills for Self Regulation: Stress Management and Relaxation Tools and Techniques. Summit International, 2022.

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Asquith, Sue. Self-Regulation Skills in Young Children: Activities and Strategies for Practitioners and Parents. Kingsley Publishers, Jessica, 2020.

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Asquith, Sue. Self-Regulation Skills in Young Children: Activities and Strategies for Practitioners and Parents. Kingsley Publishers, Jessica, 2020.

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Book chapters on the topic "Self-regulation skills"

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Grimmer, Tamsin. "Skills relating to regulating behaviour." In Nurturing Self-Regulation in Early Childhood, 78–96. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003162346-5.

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Geens, Wendy. "Skills relating to executive function." In Nurturing Self-Regulation in Early Childhood, 97–116. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003162346-6.

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Siegle, Del. "Developing Self-Regulation and Study Skills." In The Underachieving Gifted Child, 127–39. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238973-11.

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Siegle, Del. "Developing Self-Regulation and Study Skills." In The Underachieving Gifted Child, 127–39. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238973-11.

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Grimmer, Tamsin. "Skills relating to listening, maintaining focus and attention." In Nurturing Self-Regulation in Early Childhood, 117–37. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003162346-7.

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Ben-Zaken, Sigal, Veronique Richard, and Gershon Tenenbaum. "Genetics, self-regulation, coping skills, and adaptation." In Genetics and the Psychology of Motor Performance, 99–122. First edition. | New York : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9781315114682-6.

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Bembenutty, Héfer, Marie C. White, and Miriam R. Vélez. "Survey: Motivation and Self-regulation." In Developing Self-regulation of Learning and Teaching Skills Among Teacher Candidates, 55–62. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9950-8_5.

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Raković, Mladen, and Philip H. Winne. "SR-WMS: A Typology of Self-Regulation in Writing from Multiple Sources." In Social and Emotional Learning and Complex Skills Assessment, 109–29. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06333-6_7.

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Bembenutty, Héfer, Marie C. White, and Miriam R. Vélez. "Self-regulated Learning and Development in Teacher Preparation Training." In Developing Self-regulation of Learning and Teaching Skills Among Teacher Candidates, 9–28. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9950-8_2.

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Eschenbrenner, Brenda. "Enhancing Information Systems Users’ Knowledge and Skills Transference through Self-regulation Techniques." In Human Interface and the Management of Information. Information and Interaction for Learning, Culture, Collaboration and Business,, 16–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39226-9_3.

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Conference papers on the topic "Self-regulation skills"

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Shih, Hui-Ru, Wei Zheng, Pao-Chiang Yuan, and Richterica Tukiya Ford. "Development of Self Regulation Skills and Academic Self-Efficacy Beliefs." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50343.

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In engineering and technology education, increasing concerns about student retention have led educators to pursue possible explanations for students’ academic successes and failures. Educators need to maintain students’ learning interest and motivation and increase their self-efficacy and learning persistence. Self-Regulated Learning (SRL) is a specific form of learning. “Self-regulated” describes a process of taking control of and evaluating one’s own learning and behavior. SRL is guided by meta-cognition, strategic action, and motivation to learn. With SRL, students can evaluate their study and learning strategies. Self-regulated learners also hold incremental beliefs about intelligence and attribute their successes or failures to factors within their control. The application of self-regulation to learning is a complicated process involving not only the awareness and application of learning strategies but also extensive reflection and self-awareness. Training programs that promote SRL have been found to be beneficial for students’ learning. This paper describes the design and development of the SRL instructional strategies, their implementation, and the evaluation of their effectiveness. Students also learned about the brain and how it forms new connections every time they learn something new. The outcomes are provided and recommendations are discussed.
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Šūmane, Ilze, and Līga Āboltiņa. "Promoting Self-Regulatory Skills in Self-Regulated Learning Pre-School Education Stage 3." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.45.

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The competence approach in pre-school education, which recommends the promotion of self-regulated learning, raises questions about its impact on the development of children’s self-regulation. As a cross-cutting skill, self-regulated learning is essential for today’s society. It provides for a person’s ability to self-educate and develop effectively and successfully. The environment of the pre-school institution and the teacher, who equips and improves this environment, play an important role in promoting the child’s self-regulated learning. In the third stage of pre-school education children have reached the age of 5 to 6 years old and are being prepared to start school. The aim of this study is to assess and analyse children’s self-regulation skills in a pre-primary education environment in the third stage of self-regulated learning. Self-regulated learning is when a student is able to function and use cognitive, emotional processes and behavioural regulation tools to achieve learning goals. The following research tasks were included: 1) analyse the essence and development of self-regulation, and guidelines for organising a self-regulated learning process; and 2) carry out pedagogical observations of children’s self-regulatory abilities within the framework of the self-regulated learning process. The research methods included analysis of pedagogical and psychological literature and sources, pedagogical observation, and statistical analysis of data. The study involved 41 children who were 5 to 6 years old. The results of the study show that self-directed learning can significantly promote the development of self-regulation skills in 5 to 6-year-old children. To better develop the process of self-regulation for 5 to 6-year-old children, the self-regulated learning process must be easier to understand, with an emphasis on updating, understanding, and reflecting on the learned content, while also clearly articulating the expected outcomes and providing feedback.
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, M.F., Goulão. "Self-Regulation: Develop Study Skills in Online Higher Education." In International Conference on Research in Education, Teaching and Learning. acavent, 2018. http://dx.doi.org/10.33422/icetl.2018.11.76.

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Loksa, Dastyni. "Explicitly Teaching Metacognitive and Self-Regulation Skills in Computing." In ICER '17: International Computing Education Research Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3105726.3105740.

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Kozhabayev, Kairzhan Gabdullovich, Symbat Zhumabayevna Zykrina, and Rustem Serikovich Gabdullin. "Developing Self-Regulation Skills Of Children In Mathematics Lessons." In International Conference on Social and Cultural Transformations in the Context of Modern Globalism. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.11.234.

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Hyytinen, Heidi. "Higher Education Students' Self-Regulation Skills in Performance-Based Assessments." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1679855.

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Zakrizevska, Maija. "A THEORETICAL OVERVIEW OF THE CORRELATION BETWEEN BEHAVIOURAL SELF-REGULATION SKILLS AND SELF-EFFICIENCY." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.2/s11.001.

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Mazhirina, Ksenia, Olga Jafarova, and Olga Pervushina. "The efficacy of self-regulation skills development using computer game biofeedback." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science and Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-1865_cbp79.

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Wang, Yuanhua. "Early Home Learning Environment, Language Ability, Self-Regulation, and Academic Skills." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685859.

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Saks, Katrin. "Assessing Age and Gender-Specific Differences in Student Self-Regulation Skills." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1880438.

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Reports on the topic "Self-regulation skills"

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Weiss, Emily. Sleep and Young Children's Development of Self-Regulation and Academic Skills. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5965.

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McGrath, Robert E., and Alejandro Adler. Skills for life: A review of life skills and their measurability, malleability, and meaningfulness. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004414.

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It is widely accepted that schools and other settings catering to youth can play an essential role in offering education in life skills and character. However, there exists a broad array of potential targets for such programs, suggesting the need for guidance on which targets are most likely to result in demonstrable and valuable results. This report attempts to integrate a broad literature addressing the universe of targets for skills development programs for youth. After identifying a set of 30 candidate skills to investigate further, research literature was reviewed to evaluate each skill on three dimensions. Measurability had to do with the extent to which adequate measurement tools were available for evaluating skill level, with emphasis on those tools specifically used for younger populations and available in multiple languages, particularly in Spanish. Malleability had to do with the extent to which there is evidence that interventions have the potential to modify skill level, with emphasis on those that have been extensively evaluated through randomized controlled trials. Finally, meaningfulness had to do with the extent to which evidence exists demonstrating that the higher levels of skill can result in consequential outcomes. Based on these criteria, 10 skills were selected for further review as having the most compelling evidence to date that they are life skills that matter: Mindfulness, Empathy and compassion, Self-efficacy/ Self-determination, Problem solving, Critical thinking, Goal orientation and goal completion, Resilience/Stress resistance, Self-awareness, Purposefulness, and Self-regulation/Self-control/Emotion regulation. The evidence for each is summarized. We finish with a review of key issues to consider in the design, implementation, and evaluation of life skills that matter.
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Hernández-López, Luis Pablo, and Miriam Romero-López. Social competence and self-esteem: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0149.

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Review question / Objective: What kind of relationship exists between social competence and self-esteem in students of any age? Condition being studied: Self-esteem is understood as the evaluative dimension of self-concept, having great importance in the interpretation of opinions, behavior, and emotions. The study of the relationship between these two concepts is important because low levels of self-esteem can be a source of significant psychological distress and can diminish the individual's social competence skills. And in turn, the strengthening of self-esteem would increase the likelihood of adequate progress in social competence, which would imply a healthy development of the individual in his or her environment. Other studies reveal the association between perceived social competence, higher levels of emotional regulation, better academic performance, adequate coping strategies, and a healthier self-concept among the child and adolescent population.
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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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