Dissertations / Theses on the topic 'Self-regulation skills'
To see the other types of publications on this topic, follow the link: Self-regulation skills.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Self-regulation skills.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Howe, Abigail. "TEACHING SELF-REGULATION SKILLS TO PRESCHOOL STUDENTS WITH DISABILITIES." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1111.
Full textAbstract:
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.
2
Russell, Matthew E. B. "THE ROLE OF DIAPHRAGMATIC BREATHING IN SELF-REGULATION SKILLS TRAINING." UKnowledge, 2018. https://uknowledge.uky.edu/psychology_etds/130.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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/.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full text
8
Traylor, Jessica. "Middle School Teachers' Experiences With Teaching Self-Regulation Skills to Adolescents With Disabilities." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3010.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full text
11
Dean, Steven. "Development of conceptual framework and methodology for enhancing long term coping skills to improve psychological and physiological well-being." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.655720.
Full textAbstract:
A wealth of information exists on self-regulatory processes that have the potential to generate a population shift in health and well-being, but there are many barriers to progress. This thesis addresses three. The first is a lack of transparency and coherence in terminology surrounding 'stress' and 'well-being'. This was addressed using a taxonomy based on self-regulatory theory to provide a platform for clearer differentiation and enhancement of psychological coping mechanisms. The second is the difficulty illuminating a public deluged with contradictory information. This was addressed by demonstrating a means of generating publicly available, validated instruments of change, through more open, transparent and collaborative research. The third barrier is that information provision alone is not enough to induce sustainable behaviour change. This was addressed by systematically exploring ways of optimising intervention adherence, impact and adaptive habit formation. The research programme consisted of three experimental studies. Study 1 piloted a means of adding depth and ingenuity to efforts to achieve personal daily goals, using an adaptation of Pennebaker's experimental writing paradigm, underpinned by social cognitive theory. Framework analysis of interviews with participants led to the development of a web-based version of the intervention, incorporating elements from dual-processing theory. Study 2 investigated effects of this intervention on self-report measures of psychological well-being in a group of 33 university administrators, assessed at baseline and four follow-up time points over twelve months. Sustained improvements were significant for goal progress, self-efficacy, perceived stress, negative affect, and symptoms of anxiety and depression. Study 3 tested the intervention using a randomised controlled trial involving 101 local government administrators. The results for self-report measures further supported and extended the findings of Study 2, whilst additional cortisol assessment proved inconclusive. Overall, the findings demonstrate a viable means of extending self-regulatory knowledge central to the pursuit of psychological and physiological well-being.
12
Goss, Shannon Marie. "The Development of a Self-Report Scale Measuring Affective, Cognitive, and Metacognitive Dimensions Related to Study Skill and Self-Regulation Skill Utilization with Middle School Students." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1415035345.
Full text
13
Bordner, Nichole. "The Effects of the Zones of Regulation ® Curriculum Through Video Sessions on Improving First Grade Students’ Knowledge of Self-Regulation Skills." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619185461705739.
Full text
14
Kozakowski, Sandra Sepulveda. "The impact of early caregiving experiences and current caregiving influences on self-regulation skills in adopted preschoolers." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.54 Mb., 68 p, 2006. http://proquest.umi.com/pqdlink?did=1172114021&Fmt=7&clientId=79356&RQT=309&VName=PQD.
Full text
15
Paredes, Raquel Sara Abigail. "Self-Regulation and Literacy Skills: A Comparative Analysis Between Latino English Language Learners and English Monolingual Learners." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent159414374992335.
Full text
16
Green, Kelton Roy. "Evidence-based teaching of writing practices : a survey and intervention at elementary and high school level." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/b339778a-01ec-4ea5-86d3-93ad1ae8c211.
Full textAbstract:
Writing skills are important for social and civic participation, educational achievement and employment (European Commission, 2012). However, a third to a half of Scottish students did not attain required writing standards at upper elementary and lower high school grades in 2014 (Scottish Government, 2015). Similarly, many students do not obtain the required skills in the USA (Graham et al., 2014). This study aimed to improve the writing skills of mainstream upper elementary and lower high school students. It took place in a largely rural Local Authority in Southern Scotland which was mid-range on measures of deprivation. The literature was reviewed on effective writing interventions for school-aged mainstream students. The interventions with the largest impacts around the target grades were: CIRC (Durukan, 2011); Collaborative Dialogic Learning (Alfassi, 2009); CSRI (Torrance et al., 2007); Jigsaw (Sahin, 2011); individual IT access in lessons (Snyder, 1993); individual IT access at home and school (Lowther et al., 2003); peer assistance with revision (Boscoli et al.,2004); process and product goals (Schunk et al., 1993); SRSD (Brunstein et al., 2011); summarisation (Chang et al., 2002); visualisation/imagery instruction (Jampole et al., 1994). An online survey of teachers’ current practices and beliefs about the teaching of writing was administered. The response rate was 23% (N=345) of the 1490 Local Authority-employed teachers in the region. Notable findings were: the respondents’ most frequently used practice was grammar instruction, an ineffective intervention (Graham et al., 2012; Graham et al., 2007). Many were using some evidence-based practices but not at optimum frequencies, and some were never using some of them. About 40% of respondents felt students had insufficient IT to support their writing and most would use IT more frequently if they had more up-to-date equipment, better internet access and extra training. Under half of elementary and high school respondents with English degrees felt Initial Teacher Education was adequate preparation to teach writing, while only 29% of high school respondents without English degrees felt adequately prepared to teach writing. Most viewed In Service Education more favourably but substantial numbers of respondents still felt inadequately prepared, particularly high school teachers without English degrees. All the high school respondents with English degrees and 91% of elementary respondents felt they were effective teachers of writing, but only 48% of high school respondents without English degrees felt they were effective at teaching writing. An evidence-based intervention was developed, the six-week Write Away programme, which included writing strategy instruction, self-regulation strategies and peer revision. It shared many features with CSRI (Torrance et al., 2007) and SRSD (Harris et al., 2009). Distinctive differences included that it incorporated Boscolo et al.'s (2004) model of peer revision rather than the think alouds used in CSRI, pupils did not create their own self-regulatory statements, pupils did not collaborate during drafting, pupils needed not spend long planning provided they revised their work, the finished essays would be displayed and peer revision continued following the teaching phase. This study was quasi-experimental and used both quantitative and qualitative methods. Participation was offered to large elementary schools which had two P6 (grade 5) pupil-only classes to allow for control and intervention classes. Two schools volunteered. Which pupils were in which condition depended on which teachers delivered the interventions. The control classes in both schools followed an on-going parallel intervention – the Big Writing programme (Wilson, 2012). Both schools were in towns and had similar pupil numbers (Eastfield=390, Westfield =361). The percentage entitled to Free School Meals in P4 to P7 at Eastfield was 11.8%, at Westfield it was 9.9%. The average age of the pupils was 10 years 7 months and numbers of male and female participants were broadly the same. Participation was also offered to all the region’s high schools. Only one responded with the requisite conditions for participation. This school (roll= 544) was in the largest town in the region. The percentage entitled to Free School Meals was 13.8%. The average age of the S2 (grade 8) students was 13 years 6 months and there was a preponderance of female participants. The online survey had shown that intervening with non-English specialists might be beneficial. This was compared with delivery by, or in combination with, English teachers. Social Studies was chosen because of its writing demands. A control and three different intervention conditions were used: English teacher only; Social Studies teacher only; English teacher and Social Studies teacher. Which students were in which condition depended on which teachers delivered the interventions. This was determined by the school, either by self-selection or randomly. Measures at both elementary and high school were the same. Teacher and student questionnaires were administered pre and post-test. Participant students were given written tasks pre and post-test. The length of the written tasks and plans were recorded. The written tasks were assessed by the researcher using a rubric developed by the researcher. There was a post-test focus group of intervention teachers at each level. Implementation fidelity was assessed through teacher logs and lesson observations by the researcher. Descriptive statistics were produced for the pupil/student questionnaires, task and plan word lengths and the written task scores for different elements and overall writing quality. Responses to open questions were categorized into themes and tabulated where possible. The teachers’ responses in the focus groups were collated into themes. Intervention and control writing scores pre and post-test and task and plan word length were analysed using Student’s t-tests. Student questionnaire post-test responses from the different conditions were compared with a theoretical distribution of equal values using the Chi-square test. Effect sizes were calculated for mean pupil/student questionnaire responses, task and plan mean word lengths and written task scores. High school student questionnaire responses at post-test were analysed using the Mann-Whitney test because the students were unlikely to be normally distributed. The Write Away programme led to large positive effect sizes for writing quality at P6 (ES: Eastfield= 2.89, N=25; Westfield = 2.70, N=19) and S2 (ES: Social Studies intervention = 1.37, N= 17; Social Studies and English intervention= 1.20, N=20; English intervention = 0.87, N=21). Effect sizes at P6 were double those of the most successful condition at S2. The Social Studies teacher and elementary intervention teachers felt the intervention improved writing quality and intended to do it again. However, the English specialists did not feel it made an impact and did not like it. The intervention successfully included peer revision of each other’s texts (Boscolo et al., 2004) at both elementary and high school levels in a programme of strategy instruction and self-regulation which resulted in large writing quality improvements. The study showed that high school Non-English specialists could deliver interventions with large effects on writing quality. The Social Studies teacher delivered the intervention with the greatest fidelity, improved writing quality the most and reported an increase in understanding of the subject, especially for more able students. The survey showed a need for In Service and this intervention could be used at upper elementary level and with high school non-English specialists in the appropriate genres. This applies to the UK and USA. Implications for practice, policy and future research are further discussed. This was the first study to investigate writing strategy instruction and self-regulation as part of an evidence-based intervention in Scotland.
17
Lyle, Douglas Wayne Jr. "Investigating the Virginia Preschool Initiative's Role in Preparing Students for Kindergarten." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97438.
Full textAbstract:
Although many children enter kindergarten having some form of preschool experience, the quality of these experiences differs greatly among the programs that are available to families. This variability can create school readiness gaps, especially for children from disadvantaged backgrounds (Isaacs, 2012). Children not being ready for school has come to the attention of stakeholders around the country and in the Commonwealth of Virginia. According to a state-wide study, approximately 30% of the students entering Virginia's schools either were not ready academically and/or behaviorally (Joint Legislative Audit and Review Commission [JLARC], 2017). Fortunately, the Virginia Preschool Initiative (VPI) program was created to give students with the greatest risk of school failure an opportunity to overcome potential learning obstacles.
The general purpose of this study was to examine the efficacy of a state-funded prekindergarten program in a rural school division in Central Virginia. Specifically, this study examined academic and behavioral data for four cohorts of kindergarten students to determine if students who participated in the VPI program performed better on school readiness measures compared to their peers without any preschool or prekindergarten experience. Two-tailed t-tests were used to determine if any significant differences existed on measures of literacy, mathematics, self-regulation, and social skills between students who attended a state-funded prekindergarten program to their peers without any prekindergarten or preschool experience.Doctor of Education
Children not being ready for school has come to the attention of stakeholders around the country and in the Commonwealth of Virginia. According to a state-wide study, approximately 30% of the students entering Virginia's schools either were not ready academically and/or behaviorally (Joint Legislative Audit and Review Commission [JLARC], 2017). Fortunately, the Virginia Preschool Initiative (VPI) program was created to give the students with the greatest risk of school failure an opportunity to overcome potential learning obstacles. The general purpose of this study was to examine the efficacy of a state-funded prekindergarten program in a rural school division in Central Virginia. Specifically, this study examined academic and behavioral data for four cohorts of kindergarten students to determine if students who participated in the VPI program performed better on school readiness measures compared to their peers without any preschool or prekindergarten experience.
18
Kniffin, Tracey Christine. "Investigating the Role of Social Support, Cardiovascular Reactivity, and Self-Regulation Skills Training in Response to Thermal Stimuli." UKnowledge, 2016. http://uknowledge.uky.edu/psychology_etds/91.
Full textAbstract:
Persistent pain conditions are a major health problem throughout the world and are one of the primary reasons that people seek medical treatment (Gureje, Von Korff, Simon, & Gater, 1998; Verhaak, Kerssens, Dekker, Sorbi, & Bensing, 1998). These conditions are characterized by complex interactions between cognitive, emotional, and physiological disturbances and are often associated with comorbid psychological disorders (Gatchel, 2004). Though previous studies have examined the effect of interventions targeting persistent pain, such as physical self-regulation interventions, few studies have examined the complex interaction between such interventions and other variables such as psychological and physiological functioning and presence of social support. The current study was designed to evaluate the effect of a physical self-regulation intervention (i.e. diaphragmatic breathing entrainment) on response to a brief physical stressor (i.e., mild thermal stimulation) as well as to evaluate whether presence or absence of a supportive partner influenced this relationship. Participant response was measured via self-report of pain intensity and unpleasantness and via physiological measures of respiration rate, blood pressure, heart rate, and heart rate variability. The study consisted of 154 female participants who participated in pairs (i.e., 77 pairs). Each participant was randomly assigned to training in diaphragmatic breathing or a control condition as well as being randomly assigned to complete the study with or without their supportive partner present. Analyses revealed that breathing entrainment resulted in significantly slower breathing rate during the thermal stressor task (p < .01). Presence of a supportive partner interacted with breathing entrainment to influence heart rate during the thermal stressor task (p < .05) such that participants who completed the study with a support person present had a lower heart rate when trained in diaphragmatic breathing than when trained in a control protocol and participants who did not have a support person present showed the opposite effect. Presence of a supportive partner also interacted with breathing entrainment to influence ratings of task unpleasantness (p < .05) such that participants who were trained in diaphragmatic breathing rated the task similarly regardless of presence or absence of a supportive partner, whereas participants who were trained in a control protocol rated the task as more unpleasant when accompanied by a supportive partner. In conclusion, the present study demonstrates the impact of training in diaphragmatic breathing and presence of social support on response to thermal stimuli as measured by both self-report (i.e., ratings of task unpleasantness) and physiological (i.e., respiration rate and heart rate) measures. This study highlights the usefulness of implementing a self-regulatory training strategy for treatment of pain and in considering the efficacy of incorporating a supportive partner into such training.
19
Proudfoot, Candice. "An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice Proudfoot." Thesis, North-West University, 2011. http://hdl.handle.net/10394/4937.
Full textAbstract:
Self–regulation in writing is viewed as critically important in order to be a good writer. With the
advent of cellular telephony, what passes as ‘good’ writing is being challenged with the
introduction of the abbreviated form of SMS (Short Messaging Service) language. The
purpose of this study was to determine the nature of the changes in SMS spelling and
whether or not these changes affected the participants’ spelling age and their ability to write
formally within the context of a formal SMS and the English language class. This study also
aimed to determine whether a relationship exists between self–regulatory skills and writing in
SMS.
A sequential explanatory mixed–method research design was selected in order to address
the research questions which had been posed. The study examined the nature of Short
Messaging Service (SMS) language and the relationship between self–regulation and SMS,
using a dominant quantitative survey design which was followed by a qualitative phase which
explored and explained the phenomena which had been exposed in the quantitative phase of
this study.
The results of this study indicated that SMS language is an abbreviated form of digital
writing, which is colloquial and informal in nature. SMS language is used in SMS text
messages and within the forum of the chatroom MXit. The results also indicated that the
participants in this study use the self–regulatory strategies of goal setting, strategic planning,
self–recording, self–evaluation and self–reaction when writing SMS text messages that are
more formal in nature. Furthermore, no evidence of SMS language could be found in an
analysis of writing portfolios, indicating that SMS language does not affect the academic
writing skills of the participants in this study.
The main conclusion was that although this study was completed on a very small scale and
that it would be inappropriate to generalise, the implementation of and research regarding
the nature of SMS and self–regulation in SMS writing, require attention in order to ensure that
the self–regulatory skills possessed by learners in our schools are used optimally in order to
promote literacy and good writing practices.Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.
20
Lumma-Sellenthin, Antje. "Learning professional skills and attitudes : Medical students' attitudes towards communication skills andgroup learning." Doctoral thesis, Linköpings universitet, Institutionen för medicin och hälsa, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-91722.
Full textAbstract:
Medical education aims at forming students’ professional identity. This includes skills and attitudes such as communication and teamwork skills. One of the thesis’ aims is to identify students’ typical difficulties with learning communication skills, and to understand how these affect their identity development. Group discussions of student-patient interviews were video-taped, and selected discussions were transcribed and analyzed. Students had difficulties in establishing trustful relationships with their patients, asking about sensitive topics, responding empathetically, and with applying formal structures to the consultation. Students’ professional identity was supported by peer students’ and teachers’ comments, which created a common language and fostered selfmonitoring abilities. Another aim was to study the relationship between students* attitude towards communication training, group learning, and their self-regulatory skills. In a survey study, established instruments were combined with a new questionnaire. Four medical schools participated – two with traditional and two with problem-based curricula – in Sweden and Germany. Statistical analyses revealed that female students were more positive towards learning communication skills than male students were. Good self-regulatory skills were related to a positive attitude towards group learning and clinical experience before academic studies. It was concluded that early clinical experience benefits students’ selfregulated learning, and promotes a positive attitude towards communication training. Awareness of typical difficulties can facilitate the acquisition of coping strategies.Medicinsk undervisning syftar till att forma studenternas professionella identitet. Den omfattar färdigheter och inställningar, t.ex. kommunikationsfärdigheter och förmågan att arbeta i grupp. Ett av avhandlingens syften är att identifiera studenternas typiska svårigheter med att lära sig färdighet i läkar-patient kommunikation samt att förstå hur den påverkar identitetsutvecklingen. Gruppdiskussioner av student-patient intervjuer videofilmades, utvalda diskussioner transkriberades och analyserades. Studenterna berättade om svårigheter med att etablera förtroliga relationer med patienterna, att prata om känsliga ämnen, att visa empati och att använda intervjumallen. Den professionella identiten stöttas av studenternas och lärarnas kommentarer, vilka bidrar till ett gemensamt språk och förmågan till själviakttagelse. Andra syftet är att undersöka sambandet mellan studenternas inställningar till kommunikationsfärdigheter och grupparbete, samt deras förmåga till självreglerat lärande. I en enkätundersökning kombinerades befintliga instrument med ett nytt frågeformulär. Fyra medicinska fakulteter deltog: två med traditionella och två med problembaserade undervisningsmetoder, en av varje i Sverige och i Tyskland. Statistiska analyser visade att kvinnliga studenter är, jämfört med manliga, mer positiva till att träna upp kommunikativa färdigheter. Förmågan till självreglerat lärande var relaterad till en positiv inställning till gruppinlärande och till klinisk erfarenhet innan studierna påbörjas. Slutsatsen är att tidig klinisk erfarenhet fostrar självstyrt lärande och en positiv inställning till kommunikationsträning. Medvetenhet om typiska svårigheter kan underlätta för studenter att anamma strategier att hantera dessa.
21
Bagazi, Afrah. "The effectiveness of a training programme for improving self-regulation skills and academic self-concept of students who are struggling at school in Saudi Arabia." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/17908/.
Full textAbstract:
The current research goes through three stages, which namely, validations study, pilot intervention programme study and finally, main intervention programme study. This paper devised two original scales, namely the Academic Self-Concept Scale (ASC) and Self-Regulation Scale (SRS). These two scales and three other existing scales- Myself-As-A-Learner Scale ( MALS) (Burden, 1998), Self-efficacy for Self-regulated Learning Scale (SSLS) (Usher and Pajares, 2008) and Locus of Control Scale (LCS) ( Nowicki and Strickland, 1973) were subjected to a validation analysis through utilising Exploratory Factor Analysis and Confirmatory Factor Analysis. Each of these scales was discovered to have acceptable reliability, construct validity, content validity and criterion validity. Following this test, the researcher adopted these five scales in order to investigate the differences between 802 students (aged 10-12 years) with and without learning difficulties in Saudi. The statistical analysis indicated that there were significant differences, with a moderate impact across all of the scales on students with and without learning difficulties, apart from a small impact on the (LCS). The researcher subsequently designed an intervention programme, based on a theoretical framework that emphasised social cognitive theory. The effectiveness of the intervention programme was investigated in terms of improving students with learning difficulties’ (SRS), (SSLS) and (ASC). In order to investigate effectiveness in relation to each of these areas, the researcher utilised all of the five scales mentioned previously, apart from the (LCS), with 40 students divided equally between experimental and control groups. The statistical analysis indicated that the proposed intervention programme significantly enhanced students’ scores on the (MALS) and (SRS), in favour of the experimental group. However, the discrepancies between the experimental and control groups were not statistically significant for the (ASC) and (SSLS). However, students in the experimental group acquired higher scores than those in the control group for these two scales.
22
Willis, Elizabeth. "An Extended Validation and Analysis of the Early Childhood Educators' Knowledge of Self-Regulation Skills Questionnaire: A Two Phase Study." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2228.
Full textAbstract:
The Early Childhood Educators’ Knowledge of Self-Regulation Skills Questionnaire (ECESRQ) was devised to measure current teacher knowledge and implementation of pedagogical tools that enhance self-regulatory skills in the early childhood classroom. The purpose of the first phase of this study was to conduct test validation on the ECESRQ. The purpose of the second phase of this study was to (a) assess if teacher knowledge of self-regulation skills predicted teachers’ attitudes and beliefs in the classroom, and if (b) the results from the ECESRQ predicted knowledge of instruction of self-regulation skills.
To address the first phase of the study an exploratory factor analysis was conducted on the Likert Style items in the ECESRQ. Three factors were extracted and named as teacher attitudes and beliefs (factor 1), children’s behavior (factor 2), and child behavior (factor 3). Cronbach’s Alpha was reported as high for factor 1 (.718), moderate for factor 2 (.552) and factor 3 (.529), suggesting that the survey demonstrated high to moderate estimates of internal consistency.
To address the two questions in the second phase of the study, linear regression and multiple regression analysis were conducted. It was found that teacher attitudes and beliefs (represented by the three factors found in phase one) did not significantly predict teacher knowledge where factor 1 was the dependent variable (R2=.003, F(1, 172)=.503, pR2=.010, F(1, 172)= 1.732, pR2=.007, F(1, 172)=1.221, p
However, in the second equation, predicting knowledge of instruction, both variables (age and factor 2) were significant in predicting knowledge of instruction accounting for 7% of the variance in the model.
Overall, the results suggest a discrepancy between teachers’ attitudes and beliefs and reported classroom management implementation. This indicates that teachers believe children are capable of internal control, yet implement external over internal control in the classroom. Possibilities for this phenomenon are discussed and implications for future research are presented in the discussion of this study.
23
Laurent, Devin J. "Examining the Mediating Effects of Self-Regulation Skills for Exercise and Exercise Self-Efficacy on the Relationship Between BMI and Physical Activity among Adolescents residing in Appalachia." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587458498399874.
Full text
24
Hardy, Nathan Ray. "Strengthen yourself, strengthen your relationships – a self-development based marriage and relationship education program: development and initial pilot-testing." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20359.
Full textAbstract:
Doctor of PhilosophySchool of Family Studies and Human Services
Jared R. Anderson
Marriage and relationship education (MRE) is most commonly delivered in a skills-based format that traditionally centers on teaching couples communication skills. Critiques against the current skills-development approach lead to the development and pilot-testing of an alternative self-development curriculum entitled, “Strengthen Yourself, Strengthen Your Relationships.” Guided by Bowen’s (1978) theory of differentiation, the current study randomly assigned forty couples to the self-development (differentiation) curriculum condition or to a relationship assessment plus feedback condition. Repeated measures ANOVA’s, independent samples t-tests, and regressions were used to analyze the data from pre- to post-test (5 weeks), post-test to follow-up (4 weeks), and pre-test to follow-up (9 weeks). Statistical analyses indicate that women responded more favorably to the feedback condition in terms of differentiation, relationship self-regulation, and problem solving, whereas men responded more favorably to the curriculum condition in terms of relationship self-regulation. Feedback about the curriculum was gathered from participants and was received favorably. Implications from the study suggest that both approaches may have unique value for couples receiving relationship education. Future research should further develop and evaluate the self-development approach in MRE.
25
Jean-Louis, Gerardine. "Skill, Will, and Self-Regulation: Assessing the Learning and Study Strategies of University Summer Bridge Program Students." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/302990.
Full textAbstract:
Educational PsychologyPh.D.
Colleges and universities face a critical challenge in addressing the educational needs of their academically underprepared students. With college dropout rates increasingly rising, post-secondary institutions must ensure that these students have both the knowledge and the skills necessary to succeed in higher education and beyond. The aim of this study was to investigate the learning and study strategies and skills of students participating in a university summer bridge program (SBP), which is a 6-week, high-school-to-college transition program for academically underprepared, at-risk, first-year students (as defined by the university). The relationships between SBP students' learning and study strategies and two measures of college achievement (first-year GPA and first-to-second-year persistence) were investigated using a two-phase, mixed-methods explanatory design. In Phase 1 of the study, the Learning and Study Strategies Inventory (LASSI) profiles of SBP students (N = 266) were examined. The LASSI, an 80-item, self-report questionnaire, is used to assess students' knowledge and use of various cognitive, motivational, and self-regulatory strategies that contribute to strategic learning. In Phase 2 of the study, semi-structured interviews were conducted to follow-up with purposefully selected SBP students (n = 4) during their sophomore year at the university. Results of the study found that selecting main ideas and test strategies (LASSI) scales were significant predictors of first-year college GPA. Motivation, as assessed by the LASSI, was a significant predictor of first-to-second-year college persistence. Interviews conducted in Phase 2 of the study expand on these findings. Implications for educational policy and practice are highlighted.
Temple University--Theses
26
Erbe, Ashlynn. "Success Off The Field: Academic Strategies of High-GPA College Athletes." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8507.
Full textAbstract:
This study investigated the strategies academically successful college student athletes use to do well in their class work, where academic success was defined as a 3.5 GPA for 12 or more credits for the two semesters preceding the study. Data were transcriptions of individual interviews with five male and five female athletes in seven sports at an NCAA Division I university in the western United States. Independent coders analyzed the data and agreed upon themes related to challenges to academic success and strategies to meet those challenges. Findings add to the literature by detailing self-regulatory habits that academically underprepared athletes can adopt from their successful peers. Academic advisors can use these findings as they help athletes increase academic success and learn valuable life skills.
27
Karagiannidou, Eleni. "Investigation of the psycho-social and demographic determinants of self-regulation among older drivers, and the impact of the driving diary on their meta-cognitive skills and self-awareness." Thesis, University of Strathclyde, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442020.
Full text
28
Teague, Rosemary Judith Patricia, and n/a. "Social Functioning in Preschool Children: Can Social Information Processing and Self-Regulation Skills Explain Sex Differences and Play a Role in Preventing Ongoing Problems?" Griffith University. School of Psychology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061106.132840.
Full textAbstract:
A consistent finding in the literature is that children who demonstrate lower levels of social functioning (i.e., exhibit high levels of externalising and internalising problems and low levels of socially competent behaviour) have problems interpreting social cues and enacting appropriate behavioural responses in social situations (that is, they have poor social information processing (SIP) skills). Another consistent finding is that children who demonstrate lower levels of social functioning have problems regulating behaviour and/or emotions (that is, they have poor self-regulation skills). The research questions in this study explore two related issues: whether these associations can explain sex differences in social functioning (with girls consistently exhibiting higher levels of social competence and lower levels of externalising problems than boys) and whether an intervention targeting SIP and self-regulation skills can lead to improvements in social functioning. The study forms one component of a larger developmental prevention project (the Pathways to Prevention Project) which involves the provision of an integrated set of intervention strategies to children attending preschools in a highly disadvantaged Brisbane suburb. It also involves programs with their families, their schools and relevant ethnic communities. This study relates to a sub-sample of 308 children who participated solely in the social skills program. Children from two preschools received the program (N=174) and were compared with children from two other preschools who did not receive the program (N=134). The research questions were addressed using a repeated measures design, with data being collected from all intervention and comparison children pre- and post-intervention (that is, at the beginning and end of the school year) and at a one year follow-up at the end of Grade 1. The study is unique as it involves Australian children from a diverse range of cultural backgrounds, many of whom who are non-English speaking. Few studies have involved such diverse samples and none have been implemented in an Australian context. The first two research questions seek to confirm findings from prior studies, examining whether females exhibit higher levels of social functioning than males and whether there is a significant relationship between social functioning and SIP and self-regulation skills. The third research question significantly extends prior findings by examining whether there are sex differences in SIP and self-regulation skills and whether these can account for sex differences in social functioning. This issue has been largely overlooked in the literature. The fourth research question examines whether a social skills intervention designed to improve preschool children's SIP and self-regulatory skills can lead to improvements in these skills and increase levels of social functioning. The fifth research question examines the relative effect of the intervention for boys and girls. Using pre-intervention data, the study confirmed prior research, finding significant sex differences in social functioning with girls exhibiting higher levels of social competence and lower levels of externalising problems. A significant relationship was also found between measures of SIP, self-regulation skills and social functioning. A significant sex difference was found in SIP and self-regulation skills, with girls performing better than boys on these measures. After adjusting for children's scores on the SIP measure, sex differences in social competence were no longer significant. Sex differences in externalising problems remained significant but were markedly reduced. A similar pattern of findings was observed when adjusting for self-regulation skills. These findings represent a major contribution to the understanding of sex differences in social functioning. In comparison to non-participants, participants in the social skills program demonstrated significant improvements in SIP, self-regulation skills and social competence which were sustained 12 months after the completion of the intervention. In general, program participation was not found to be associated with changes in children's levels of externalising and internalising behaviour problems, although there were strong and significant reductions in externalising behaviour problems for disruptive children who were consistently engaged with the program. Program effects were greatest where it was consistently reinforced by teachers. No significant sex differences in program effects were found. Implications for future policy are that child-focused programs designed to increase school readiness and levels of social competence should include SIP and self-regulation components. More intensive programs may be required for long term improvements in behaviour problems. In terms of future practice, it is concluded that the implementation and evaluation of programs for young disadvantaged children from a range of multi-cultural backgrounds must limit English language requirements to increase program engagement, and encourage parental involvement using strategies such as parent training groups that do not demand high levels of parental literacy. Teacher involvement also needs to be maximised either through the provision of teacher training or through intensive mentoring.
29
Teague, Rosemary Judith Patricia. "Social Functioning in Preschool Children: Can Social Information Processing and Self-Regulation Skills Explain Sex Differences and Play a Role in Preventing Ongoing Problems?" Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366369.
Full textAbstract:
A consistent finding in the literature is that children who demonstrate lower levels of social functioning (i.e., exhibit high levels of externalising and internalising problems and low levels of socially competent behaviour) have problems interpreting social cues and enacting appropriate behavioural responses in social situations (that is, they have poor social information processing (SIP) skills). Another consistent finding is that children who demonstrate lower levels of social functioning have problems regulating behaviour and/or emotions (that is, they have poor self-regulation skills). The research questions in this study explore two related issues: whether these associations can explain sex differences in social functioning (with girls consistently exhibiting higher levels of social competence and lower levels of externalising problems than boys) and whether an intervention targeting SIP and self-regulation skills can lead to improvements in social functioning. The study forms one component of a larger developmental prevention project (the Pathways to Prevention Project) which involves the provision of an integrated set of intervention strategies to children attending preschools in a highly disadvantaged Brisbane suburb. It also involves programs with their families, their schools and relevant ethnic communities. This study relates to a sub-sample of 308 children who participated solely in the social skills program. Children from two preschools received the program (N=174) and were compared with children from two other preschools who did not receive the program (N=134). The research questions were addressed using a repeated measures design, with data being collected from all intervention and comparison children pre- and post-intervention (that is, at the beginning and end of the school year) and at a one year follow-up at the end of Grade 1. The study is unique as it involves Australian children from a diverse range of cultural backgrounds, many of whom who are non-English speaking. Few studies have involved such diverse samples and none have been implemented in an Australian context. The first two research questions seek to confirm findings from prior studies, examining whether females exhibit higher levels of social functioning than males and whether there is a significant relationship between social functioning and SIP and self-regulation skills. The third research question significantly extends prior findings by examining whether there are sex differences in SIP and self-regulation skills and whether these can account for sex differences in social functioning. This issue has been largely overlooked in the literature. The fourth research question examines whether a social skills intervention designed to improve preschool children's SIP and self-regulatory skills can lead to improvements in these skills and increase levels of social functioning. The fifth research question examines the relative effect of the intervention for boys and girls. Using pre-intervention data, the study confirmed prior research, finding significant sex differences in social functioning with girls exhibiting higher levels of social competence and lower levels of externalising problems. A significant relationship was also found between measures of SIP, self-regulation skills and social functioning. A significant sex difference was found in SIP and self-regulation skills, with girls performing better than boys on these measures. After adjusting for children's scores on the SIP measure, sex differences in social competence were no longer significant. Sex differences in externalising problems remained significant but were markedly reduced. A similar pattern of findings was observed when adjusting for self-regulation skills. These findings represent a major contribution to the understanding of sex differences in social functioning. In comparison to non-participants, participants in the social skills program demonstrated significant improvements in SIP, self-regulation skills and social competence which were sustained 12 months after the completion of the intervention. In general, program participation was not found to be associated with changes in children's levels of externalising and internalising behaviour problems, although there were strong and significant reductions in externalising behaviour problems for disruptive children who were consistently engaged with the program. Program effects were greatest where it was consistently reinforced by teachers. No significant sex differences in program effects were found. Implications for future policy are that child-focused programs designed to increase school readiness and levels of social competence should include SIP and self-regulation components. More intensive programs may be required for long term improvements in behaviour problems. In terms of future practice, it is concluded that the implementation and evaluation of programs for young disadvantaged children from a range of multi-cultural backgrounds must limit English language requirements to increase program engagement, and encourage parental involvement using strategies such as parent training groups that do not demand high levels of parental literacy. Teacher involvement also needs to be maximised either through the provision of teacher training or through intensive mentoring.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
Full Text
30
Al-kefagy, Murtadha, and Cristina Nagy. "Peer Review in EFL Writing: Its Effect on Critical Thinking Skills and the Role of Digital Tools in Facilitating the Process." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39669.
Full textAbstract:
This paper focuses on peer reviewing as part of the writing process and as a pedagogical strategy that can help students develop their writing and critical thinking skills. To do so, it examines the extent to which peer reviewing can develop English as a foreign language (EFL) students’ ability to evaluate and reflect on their writing in upper secondary school. Moreover, this study investigates whether digital tools can help to facilitate the peer review process. By reviewing and synthesizing ten empirical studies from the period 2013-2020, the study found that students who engage in peer reviewing in writing develop critical thinking skills, self-regulation and evaluation. It further shows that there is a consensus between researchers regarding the usefulness of peer review in developing critical thinking skills. However, the findings indicate the importance of including guided peer review training before peer review activities. Furthermore, there is a strong indication that digital tools can help facilitate the peer review process if used appropriately. Digital tools help engage students in the peer review process since they are able to interact with each other’s texts online. Lastly, the findings of the study are in line with the Swedish national curriculum and the English syllabus for upper secondary school. Therefore, teachers in Sweden should consider the use of familiar digital tools to engage students in peer review to develop their writing and critical thinking skills.
31
Byer, Daniel G. "The impact of Hatha yoga training on teachers' outcome ratings of coping and self-regulation behaviors in inner-city at-risk preschoolers a pilot study /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0173.
Full text
32
Taylor, Cynthia Lynn. "Scaffolding the Development of Early Self-Regulation: The Role of Structure and Routine in Children's Daily Activities." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/287.
Full textAbstract:
Learning to self-regulate one's behavior is a core developmental task in early childhood. Regulation of behavior is a challenge for young children largely due to cognitive constraints, specifically in the areas of attention and memory. As such, it has been theorized that both caregivers and a child's environment can support the development of behavioral self-regulation by providing cues as to what constitutes acceptable behavior in any given context. Although much research has been conducted on the role caregivers play in this regard, little is known about how a child's environment may also serve to support emerging self-regulation of behavior. The present study sought to identify differences among children's daily activities in terms of their degree of structure and routine and how they related to changes in patterns of self-regulated behavior over time. Twenty-one children ages 6 to 60 months in three age-graded classrooms at a constructivist child-care center were video-taped at three measurement points over a six-month period as they engaged in a variety of daily activities (i.e., free play, meals and clean-up). Trained observers coded for nine self-regulatory behaviors and the daily activities during which they occurred. It was hypothesized that structured and routine daily activities would scaffold the development of self-regulation and internalization such that these behaviors would occur more frequently during activities high in structure and routine. Over time, practice during activities that are high and low in structure and routine should support self-regulated behavior in the absence of structure and routine as well. Overall, results demonstrated that in the presence of environmental cues for expected behavior (i.e., structure and routine) children tend to engage in more self-regulated behavior than in the absence of such cues.
33
Hughes, Jean R. "The effects of the Webster-Stratton Parent Program on the parenting skills of maltreating mothers and the autonomous self-regulation of their preschool/early school age children /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0034/NQ64578.pdf.
Full text
34
Vineyard, Tracy Elizabeth. "Use of an Online Readiness Assessment to Determine Necessary Skills, Aptitude, and Propensities for Successful Completion in a Secondary Online Credit Course." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc1157556/.
Full textAbstract:
A gap exists in education research in the area of online readiness for secondary courses. In the current study, I examined the use of an online readiness assessment to inform students and educators of the necessary skills, aptitudes, and propensities needed for secondary course completion. In this research study, the perceptions of 17 secondary students in a North Texas public school were examined. Using a three-phase design, qualitative demographic surveys, focus groups, and open-ended end-of-course success questionnaires were collected and analyzed. The findings revealed the Revised McVay Online Readiness Assessment beneficial for providing students with information regarding skills needed for their online course success. Students were interested in how prior online experience influences online readiness and successful completion as well as the influence prior expectations of online learning had on online success. In addition, the study revealed the importance of student readiness relating to more specific self-regulatory skills including time-management, metacognitive self-monitoring, and task-strategies. The study results also revealed students found importance in knowing their comfort with online communication. K-12 school system and curriculum leaders may consider and take action to ensure effective curriculum and programs are implemented to achieve the desired results of student online course completion as well as providing students with necessary skills, such as comfort in online communication, and self-regulation specific to time-management, metacognitive self-monitoring, and task-strategies. The study results suggest an online readiness assessment would prove even more useful with the inclusion of such specific skills.
35
Vineyard, Tracy Elizabeth. "The Use of an Online Readiness Assessment to Determine Necessary Skills, Aptitude, and Propensities for Successful Completion in a Secondary Online Credit Course." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157556/.
Full textAbstract:
A gap exists in education research in the area of online readiness for secondary courses. In the current study, I examined the use of an online readiness assessment to inform students and educators of the necessary skills, aptitudes, and propensities needed for secondary course completion. In this research study, the perceptions of 17 secondary students in a North Texas public school were examined. Using a three-phase design, qualitative demographic surveys, focus groups, and open-ended end-of-course success questionnaires were collected and analyzed. The findings revealed the Revised McVay Online Readiness Assessment beneficial for providing students with information regarding skills needed for their online course success. Students were interested in how prior online experience influences online readiness and successful completion as well as the influence prior expectations of online learning had on online success. In addition, the study revealed the importance of student readiness relating to more specific self-regulatory skills including time-management, metacognitive self-monitoring, and task-strategies. The study results also revealed students found importance in knowing their comfort with online communication. K-12 school system and curriculum leaders may consider and take action to ensure effective curriculum and programs are implemented to achieve the desired results of student online course completion as well as providing students with necessary skills, such as comfort in online communication, and self-regulation specific to time-management, metacognitive self-monitoring, and task-strategies. The study results suggest an online readiness assessment would prove even more useful with the inclusion of such specific skills.
36
Shapley, Kelly S. "Metacognition, Motivation, and Learning: A Study of Sixth-Grade Middle School Students' Use and Development of Self-Regulated Learning Strategies." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278191/.
Full text
37
McCardle, Lindsay. "The effects of self-modeling on self-regulation in skill acquisition: The self-reflection phase." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27709.
Full textAbstract:
Dowrick (1999) proposed the method of feedforward self-modeling in which a video is edited to show a higher level of performance than the learner's current ability. In this experiment, the feedforward self-modeling video showed a gymnast performing a combination of two floor skills which they were able to do separately but not yet in combination. Eight gymnasts (7 females, 1 male; M age = 9.9) participated in a pretest, nine intervention sessions and a post test. During the intervention sessions, the gymnasts received a feedforward self-modeling video for one skill combination and no intervention for a control skill combination. I investigated the possible influences of viewing the feedforward self-modeling video on the gymnasts' self-regulatory processes within the context of Zimmerman's (2000) model of self-regulation. There was a specific focus on the self-reflection phase. Thus, the use of self-evaluation criteria, the dimensions of causal attributions for both good and poor performances, self-satisfaction, and use of inferences were measured. Separate ANOVAs showed that feedforward self-modeling and control conditions did not differ for any of the dependent variables. A significant main effect was found for dimension for the Revised Causal Dimension Scale (McAuley, Duncan & Russell, 1992) for both good (F(3,21) = 14.249, p<.001, partial eta2 = .671) and poor performances (F(3,21) = 9.994, p<.001, partial eta2 = .588). Participants made attributions which were internal, unstable and controllable in both cases. Further research is encouraged with feedforward self-modeling interventions in order to determine their impact on self-regulated learning.
38
Mokri, Parastou. "Developing and Validating an Instrument to Measure Academic Self-Regulation." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77283.
Full textAbstract:
The purposes of this investigation were to develop and validate a comprehensive assessment instrument to measure academic self-regulation as a personal trait. The instrument was predicated upon an evidence-based conceptual framework of academic self-regulation which described the interactions between cognitive, motivational, volitional, and environmental variables and learners' activating purposeful goal oriented actions. Seven separate studies which included over 1000 undergraduate and graduate students at a large mid-Atlantic university provided reliability and validity evidence for this instrument. Data analysis included Rasch analysis, item response and item analysis, exploratory factor analysis, correlation analysis comparing the developed instrument with a version of an instrument frequently used in studies of academic self-regulation, multiple regression analysis predicting the scales of the frequently used instrument through the developed instrument, item-total correlations, and Cronbach's alpha for each scale and for the entire questionnaire. Findings included evidence that the model accurately represented academic self-regulation; that the developed instrument was reliable; that the instrument had excellent content, structural, substantive, and criterion validity; and that the instrument appeared to yield useful information about the degree to which learners engaged academic self-regulation skills. While additional validation studies are warranted, three potential applications of this instrument are: to investigate academic self-regulation variables; to design learning environments to promote academic self-regulation; and to assess and assist individual learners develop academic self-regulation skills and dispositions.Ph. D.
39
Ostrowski, Erik Jon. "THE INFLUENCE OF SELF-REGULATED ATTENTIONAL FOCUS ON MOTOR SKILL LEARNING AND PERFORMANCE." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/901.
Full textAbstract:
The advantages of an external focus of attention are very consistent within the motor learning literature. That is, focusing on cues external to the body while performing a task will allow for greater motor skill learning and performance benefits compared to focusing internally. Likewise, there is a vast consistency within the self-regulated learning literature. Individuals that are allowed to alter or adjust a certain characteristic of their practice environment have consistently performed significantly better than individuals following a predetermined practice arrangement mirroring the schedule determined by their self-regulated counterpart. The purpose of this study was to investigate the motor skill learning and performance benefits of choice in attentional focus instructions while executing a golf putt. It was hypothesized that in practice: the self-regulated and control groups will perform similar to each other, but both will perform better than the yoked group; all participants will perform better when focusing externally rather than internally; and a majority of participants within all groups would indicate that focusing externally rather than internally elicited greater performance benefits by the end of practice on day 1. It was also hypothesized that the self-regulated and control groups will perform similar to each other on the retention and transfer tests, but both will perform better than the yoked group; and finally, a majority of participants would indicate that focusing externally rather than internally will elicit greater performance benefits by the end of the retention and transfer tests respectively. The results from this study indicated that the self-regulated and control groups performed similar to each other during practice, retention and transfer, but did not differ significantly from the yoked group. Also, approximately only 40% of all participants believed that adopting an external focus of attention would elicit greater performance benefits than an internal focus during practice, retention and transfer. This study provides practitioners with an increased understanding of how a participant-controlled learning environment affects which focus of attention is adopted by the learner. Since the advantages of an external focus of attention are robust, and there appeared to be no clear preference for using one focus over the other when given a choice, it might be appropriate to suggest that practitioners should continue to promote an external focus of attention in their learning environments until further research investigating the interactions of self-regulated practice and attentional focus are conducted.
40
Bailey, Po Lin B. L. "Preschool children's information processing and emotional behavior in social conflict situations." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/552.
Full textAbstract:
This study investigated various aspects of the Social Information Processing Model, in particular, young children’s emotional behavior regulation and negative emotionality, in Hong Kong. The sample was N=628 from 12 schools. Using Rasch measurement, linear unidimensional scales were constructed for Emotion and Behaviour Regulation (10 items) and for Negative Emotionality (10 items). The well-known Short Temperament Scale was Rasch analyzed too, but a linear scale could not be created – it had initially been designed under the True Score Test theory paradigm. The children were divided into Type A (high on negative emotionality and low on emotion and behavior regulation, N=27 and Type B (low on negative emotionality and high on emotion and behavior regulation, N=31). The children’s teachers were given conflict situations and asked to state what strategies the Type A and Type B children would adopt in each conflict situation. The first conflict situation was about the child who was being accidentally pushed by a peer. The second conflict situation was about the child who is being excluded from a game that has enough participants. The third conflict situation was about the child being called “a baby” because he/she was playing with baby toys. The fourth conflict situation was about a peer criticizing and putting marks on a child’s picture. The fifth situation was about a peer pushing ahead and taking a toy that a child has been waiting for a long time. The Type A and Type B children were also asked to state what strategies they would adopt in each conflict situation. When the teachers’ views were compared to the children’s views, it was clear that the teachers did not know their children’s thought processes very well. For both Type A and Type B children, Rasch analysis was used to create a calm/angry scale and a sad/happy scale. Conflict situation two (being excluded from a game) is very hard on the calm/angry scale and both Type A and Type B children need to have a very high angry measure to answer this item positively. Conflict situation two is moderately easy on the sad/happy scale and both Type A and Type B children need only a low sad measure to answer conflict situation two positively. In contrast, conflict situation three (being called a “baby”) is very hard on the sad/happy scale and both Type A and Type B children need to have a very high happy measure to answer this item positively. Conflict situation three is moderately easy on the calm/angry scale and both Type A and Type B children need only a low calm measure to answer conflict situation three positively. The present study gave strong support for the Social Information Processing Model and for the inclusion of emotion and behavior regulation and negative emotionality in the revised model. The study rejected the Short Temperament Scale as it did not produce a linear, unidimensional scale, and it showed that teachers do not know their children, in terms of strategies selection in common social conflict situations, as well as they think that they do. Children are much more conscious of the variety of strategies that can be used in common conflict situations than teachers would normally give them credit. Results indicate that levels of anger aroused in Type A children are associated with differences in the quality of strategies that they are able to generate for solving social problems. Type A and Type B children differ significantly in their choice of best strategy under different emotional conditions for the different conflict situations.
41
Keller, Kevin D. "Goal Setting and Physical Task Performance: Investigating the Moderating Effects of Skill Levels and Outcome Difficulty." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/41003.
Full textAbstract:
Guided by the research on cognitive performance tasks (e.g., Wood, Mento, & Locke, 1987), the potential moderating effects of skill and outcome difficulty upon the relationship between specific, difficult goals and physical task performance were examined from an attribute treatment approach. Overall, different measures of performance yielded several convergent findings. Using a sample of 184 laboratory participants, a test of the primary hypothesis failed to support the expected three-way interaction among skill, outcome difficulty and goal setting. Models containing skill and outcome difficulty were found to provide the most parsimonious explanation of variance in performance, regardless of whether assigned or personal goal were used as an index of motivation. After controlling for skill and outcome difficulty, goal commitment showed a weak positive relationship with task performance. Self-efficacy was not related to performance among participants pursuing specific, difficult goals. Potential reasons for the failure to obtain evidence of the predicted three-way interaction among skill, outcome difficulty, and goals are discussed in the context of limitations to the present study. Future research directions are suggested.Master of Science
42
Sartier, Florence. "La régulation de l'activité en situation tutorale : le cas des masseurs-kinésithérapeutes." Thesis, Paris, CNAM, 2019. http://www.theses.fr/2019CNAM1244/document.
Full textAbstract:
Cette recherche porte sur la régulation de l’activité des masseurs-kinésithérapeutes, en situation tutorale.Nous nous proposons d’analyser les feedback de régulation privilégiés par les tuteurs à partir d’entretiens de régulation filmés post situation professionnelle. Nous étudions en parallèle la présence de marqueurs de régulation de la conception de l’activité dans le discours du stagiaire. Les thématiques abordées lors des interactions ainsi que les dilemmes/problématiques (Clot, 2014, 2000) exprimés par chacun des acteurs sont explorés, par l’usage de la méthodologie des entretiens d’autoconfrontation et de l’analyse de contenu (Bardin, 2007), dans une approche compréhensive du processus de régulation. Le cadre théorique prend appui sur l’apprentissage professionnel accompagné (Jorro et al, 2016) et la régulation des apprentissages (Allal, 2007), empruntés au champ de la formation des adultes. Les résultats obtenus, relatifs à l’analyse de l’activité de huit dyades associant tuteur et stagiaire, sont l’identification des feedback privilégiés par les tuteurs et des différentes modalités de régulation tutorale favorisant l’expression de la régulation de la conception l’activité par le stagiaire, ainsi que la mise au jour de marqueurs de régulation dans le discours de celui-ci et des éléments de contexte influençant le processus de régulation. Nous proposons une typologie des régulations de l’activité, celles réalisées par le régulateur (le tuteur) et celles exprimées par le régulé (le stagiaire ou le tutoré)This research focuses on the regulation of the activity of physiotherapists in a mentoring context. To carry out our survey, we implemented video regulation interviews with eight dyads in the context of mentor regulation and exchanges between tutor and tutee, following a clinical learning situation. We opted for a discursive approach to analyse the types of regulation feedback favoured by mentors. We also examined regulation signs which correspond to regulation intents in tutee’s discourses. The content analysis methodology (Bardin, 2007) allowed us to highlight the topics most often discussed during the interactions which sustain the regulation interviews, in relation to professional representations. The self-confrontation interviews method enabled us to understand the regulation process: it allows to probe into the tutor and tutee dilemma inherent to regulation interviews, along with Clot (2014, 2000). The theoretical references come mainly from the field of adult training, for instance “accompanied professional learning” (Jorro et al, 2016) and the regulation of learning (Allal, 2007). Our results are manyfold: informative feedback is more used by the tutor than reflexive feedback or evaluation feedback. The tutees express their intentions to change their practices for improvement in varying proportions during both the regulation and the self-confrontation interviews. We could identify the mentoring feedback which best favours the student’s mental process of regulation practice. We also singled out the words used by the tutee, which are evidence of the regulation process at stake during the activity conception. We finally suggest a classification of the various activity regulations
43
Byerson, Virginia H. "Disadvantaged Preschool Children: Public Policy, Education Models, and Kindergarten Readiness." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7611.
Full textAbstract:
There is a high rate of academic failure among disadvantaged preschool and post preschool students in some school districts in Virginia, yet little is understood about the relationship between education models and academic performance among economically disadvantaged students (EDS). The problem explored is the absence of classroom exercises in pre and post preschools that capitalize on cognitive development to improve executive function (EF) and self-regulation (SR) skills. The purpose of this study is to understand if a change in current classroom practices impacts academic performance among low-income students. Narrative policy serves as a theoretical guide in this qualitative case study that focused on the perceptions of principals, teachers, and administrators regarding best practices for preschool and post-preschool students and, secondly, how teachers implement classroom exercises to capitalize on the development of executive function and self-regulation skills among economically disadvantaged students. All data were inductively coded and then subjected to a thematic analysis procedure and included archived school report cards, preschool enrollment, and semi structured interviews with 3 former teachers now serving as administrators who supervise classroom activities. Findings indicate that best practices for EDS were a responsive classroom approach to correct disruptive behavior while developing mental capacity and simultaneously capitalizing on exercises to improve EF and SR skills in a classroom environment. Implications of social change begin with the empowerment of students, teachers, and administrators. Policy recommendations for social change include mandating two years of high-quality preschool for EDS as well as pursuing policies supporting SR and EF skills.
44
"Activative Fathering, Children's Self-Regulation, and Social Skills." Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.25891.
Full textAbstract:
abstract: This study investigated father-child Activation Theory and the impact of activative fathering on children's dysregulation and social skills. The sample followed 145 families of typically developing children across ages 4 to 6. Fathering and mothering behaviors were coded via naturalistic observations at child age 4, children's dysregulation was coded during a laboratory puzzle task at age 5, and children's social skills were rated by parents and teachers at age 6. Results found support for a constellation of activative fathering behaviors unique to father-child interactions. Activative fathering, net of mothering behaviors, predicted decreased behavioral dysregulation one year later. Support was not found for moderation of the relation between activative fathering and children's dysregulation by paternal warmth, nor was support found for children's dysregulation as a mediator of the relation between activative fathering and children's social skills. These results suggest that parenting elements of father-child activation are unique to fathering and may be more broadly observable in naturalistic contexts not limited to play activities alone. Additionally, activative fathering appears to uniquely influence children's self-regulatory abilities above and beyond identical mothering behavior. In the present work, paternal warmth was not a necessary for activative fathering to positively contribute to children's regulatory abilities nor did children's dysregulation link activative fathering to social skills.Dissertation/Thesis
Doctoral Dissertation Psychology 2014
45
"Does Self-Regulated Learning-Skills Training Improve High-School Students' Self-Regulation, Math Achievement, and Motivation While Using an Intelligent Tutor?" Doctoral diss., 2013. http://hdl.handle.net/2286/R.I.17863.
Full textAbstract:
abstract: This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on students' self-regulation, math achievement, and motivation. The 1st version was a business-as-usual traditional classroom teaching mathematics with direct instruction. The 2rd version of the course provided students with self-paced, individualized Algebra instruction with a web-based, intelligent tutor. The 3rd version of the course coupled self-paced, individualized instruction on the web-based, intelligent Algebra tutor coupled with a series of e-learning modules on self-regulated learning knowledge and skills that were distributed throughout the semester. A quasi-experimental, mixed methods evaluation design was used by assigning pre-registered, high-school remedial Algebra I class periods made up of an approximately equal number of students to one of the three study conditions or course versions: (a) the control course design, (b) web-based, intelligent tutor only course design, and (c) web-based, intelligent tutor + SRL e-learning modules course design. While no statistically significant differences on SRL skills, math achievement or motivation were found between the three conditions, effect-size estimates provide suggestive evidence that using the SRL e-learning modules based on ARCS motivation model (Keller, 2010) and Let Me Learn learning pattern instruction (Dawkins, Kottkamp, & Johnston, 2010) may help students regulate their learning and improve their study skills while using a web-based, intelligent Algebra tutor as evidenced by positive impacts on math achievement, motivation, and self-regulated learning skills. The study also explored predictive analyses using multiple regression and found that predictive models based on independent variables aligned to student demographics, learning mastery skills, and ARCS motivational factors are helpful in defining how to further refine course design and design learning evaluations that measure achievement, motivation, and self-regulated learning in web-based learning environments, including intelligent tutoring systems.Dissertation/Thesis
Ph.D. Educational Technology 2013
46
Hsu, Sheng-wang, and 徐盛旺. "A Problem-Solving Strategy with Big6 Skills and Self-Regulation Model- a Case Study on a Social Science Course." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/19151342510950501193.
Full textAbstract:
碩士國立臺南大學
數位學習科技學系
95
At the network technology vigorous development time, students must understand the utilization of network resources, has the collection, the analysis, the conformity information ability; At the plan of the Grade 1-9 Curriculum, also reveal the importance of that training students abilities of problem solving and self-exploration. This study takes Big6 skills as the teaching strategy, makes the circulation of Self-Regulation as learning Scaffolding,with the learning activities of social studies, assist students to utilize the search strategy, the problem solving effectively. By the learning of Big6 skills, may train students critical thinking and the ability of information problem solving. And the circulation of Self-Regulation can assist students to understand themselves, recognize themselves, then foster the habits of introspection and Self-Regulation.The conclusions of this study are showing as follow： 1. Big6 skills with Self-Regulation can aid students’ achievement performance in social studies. 2. Big6 skills with Self-Regulation have the approaching influence about students’ learning attitude in social studies. 3. To proceed Self-Regulation of on-line by the type of Blog, can also assist students to train the way of Self-Regulation’ habit, and aid the achievement performance in social studies.
47
Kelly, John R. 1950. "The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-08-1666.
Full textAbstract:
Historically, youth with emotional and behavioral disorders (EBD) have experienced higher rates of absenteeism, lower grade point averages, and higher course failure than their non-disabled peers; as a result, students with EBD are at significant risk of school failure, dropping out of school, and experiencing poor life outcomes. Emerging literature suggests that teaching self-determination to students with EBD may be an effective strategy to address the in-school and post-school challenges faced by youth with EBD.
The purpose of this study was to examine the impact of teaching self-determination on adolescents with EBD's on- and off-task behavior, grades, progress towards self-selected goals, and global self-determination. The Self-Determined Learning Model of Instruction (SDLMI) was implemented with four high school students with EBD between the ages of 14 and 16 years who were having difficulty meeting classroom behavioral expectations in two general education classrooms. The SDLMI teaches key components of self-determination, is suitable for diverse students, and is compatible with major academic content areas. Twelve lessons were taught as a separate curriculum individually to each participant. The entire study took 25-weeks, between October and April, to complete.
A multiple baseline across participants design was used to examine the functional relation between SDLMI intervention and the on- and off-task behaviors of high school students with EBD. The results showed that all four students significantly increased on-task behaviors and decreased off-task behaviors and all four participants maintained the increase of on-task behaviors and the decrease of off-task behaviors after the intervention was withdrawn. Moreover, all four students made progress towards their goal of implementing on-task behavior in the classroom and generalized on-task behavior to a second general education classroom. However, data regarding the impact on students' grades and self-determination were inconclusive.
The study provides evidence of effective self-determination instruction that supports students to improve their behavior in a general education classroom. It also provides direction for future research exploring the relationship between behavior and academic skills. Contributions to the field, limitations, and implications for practice and future research are provided.text
48
Moraes, Lívia Nogueira de. "Promoção de competências de autorregulação com crianças com paralisia cerebral: o impacto percebido de uma intervenção baseada na narrativa." Master's thesis, 2021. http://hdl.handle.net/1822/76109.
Full textAbstract:
Dissertação de mestrado em Temas de Psicologia da EducaçãoA Paralisia Cerebral (PC) é considerada como a desordem física mais comum na infância. Crianças com PC demonstram maior predisposição para o desenvolvimento de dificuldades relacionadas com competências de autorregulação. Consequentemente, tendem a apresentar prejuízos na sua autonomia. Ainda que não progressiva, a PC não é imutável. Logo, a intervenção precoce direcionada para as necessidades específicas das crianças constitui uma abordagem eficaz para a promoção destas competências. Este estudo tem como objetivo analisar e aprofundar o conhecimento acerca dos resultados de eficácia no programa de intervenção para promover competências de autorregulação – “As Incríveis Aventuras de Anastácio, O Explorador” -, através do impacto percebido pelas crianças com PC e respetivos pais/cuidadores. O estudo contou com 30 participantes (15 crianças com PC que participaram na intervenção e 15 pais/cuidadores). Os dados foram recolhidos com recurso a uma entrevista semiestruturada. Os dados foram analisados recorrendo a análise temática. Foram identificados três temas neste estudo: i) A importância de pensar antes durante e depois ii) Depois do Anastácio acredito que sou capaz iii) Quem não desistir há-de conseguir. Os resultados corroboram e aprofundam o conhecimento acerca da eficácia do programa de intervenção. As implicações dos resultados deste estudo para a promoção de competências de autorregulação em crianças com PC são discutidas.
Cerebral Palsy (PC) is considered the most common physical disorder in childhood. Children with PC show a greater predisposition for the development of difficulties related to self-regulation skills. Consequently, they tend to present losses in their autonomy. Although not progressive, PC is not immutable. Therefore, early intervention directed to the specific needs of children is an effective approach to promote these skills. This study aims to analyze and deepen the knowledge about the results of effectiveness in the intervention program to promote self-regulation skills - "The Incredible Adventures of Anastasio the Explorer" - through the impact perceived by children with PC and their parents/caregivers. The study had 30 participants (15 children with PC who participated in the intervention and 15 parents/caregivers). The data were collected using a semi-structured interview. The data were analyzed using thematic analysis. Three themes were identified in this study: i) The importance of thinking before during and after ii) After Anastácio I believe I am capable iii) Who doesn't give up will succeed. The results corroborate and deepen the knowledge about the effectiveness of the intervention program. The implications of the results of this study for the promotion of self-regulation skills in children with PC are discussed.
49
Morris, Mary Anne. "The role of parenting style and the family characteristics of levels of organization and control in the development of self -regulation skills in young children." 2003. https://scholarworks.umass.edu/dissertations/AAI3096305.
Full textAbstract:
This study examines the rote of parenting style and the family characteristics of organization and control in the home as they relate to self-regulation skills in children ages 5–7. A theoretical model of the relationship between the independent variables of parenting style, levels of organization and control in home and the demographics of race, gender and SES with the dependent variable of self-regulation was constructed. A clinical group of 32 children, who scored poorly on measures of self-regulation, and a comparison group of 33 children, selected at random, were formed from the initial sample of 318 children within a local urban school district. The primary caretaker for each child was interviewed via telephone using the Parental Authority Questionnaire to measure parenting style and the Family Environment Scale to measure levels of organization and control in the home. Demographic information was also obtained. Data was analyzed through t-tests, correlational and multiple regression analysis. Results indicated positive correlations between authoritative parenting style and level of organization in the home and level of organization and level of control in the home. Negative correlations were reflected between authoritative and authoritarian parenting styles, authoritarian and permissive parenting styles and permissive parenting style and level of organization. Negative correlations were also found between permissive parenting style and level of control and race and level of control. Results of the multiple regression analysis indicated that authoritative parenting style was a predictor of self-regulation skills in young children, accounting for 27.6% of the variance of the independent model while the overall model revealed two predictors, authoritative and permissive parenting style, of self-regulation skills in young children, accounting for 35.1% of the variance of this dependent variable. Implications of this study for parents, schools and researchers are discussed.
50
Pinto, Diana Catarina Figueiras. "Intervenção psicológica no âmbito do desenvolvimento psicossexual : adaptação de um programa para alunos do 5º ano de escolaridade." Master's thesis, 2019. http://hdl.handle.net/10400.14/30925.
Full textAbstract:
Segundo a Organização Mundial de Saúde, adolescência define-se como um
período de idade entre os 10 e os 19 anos, sendo o período entre os 10 e os 14 anos
denominado de pré-adolescência. A sexualidade pode ser definida como um conjunto de
fenómenos que permeia todos os aspetos de nossa existência, é vista inicialmente como
um fenómeno biológico, contudo, pode afirmar-se ainda que é também social e
psicológico e só pode ser compreendido quando situado no âmbito e nas regras da
cultura em que se vive (Taquette, 2008). O objetivo geral deste estudo é a adaptação de
um programa de intervenção na área do desenvolvimento psicossexual, em alunos do 5º
ano de escolaridade, analisando o seu efeito ao nível da autoestima, regulação
emocional, autoconceito e aptidões sociais dos alunos. A amostra foi constituída por 69
participantes: 20 alunos constituíram o grupo controlo e 49 alunos constituíram o grupo
experimental. Para avaliar a autoestima foi usada a escala de Autoestima de Rosenberg
(RSES; Rosenberg, 1965; versão portuguesa, Romano, Negreiros, & Martins, 2007),
para a regulação emocional o questionário Emotion Regulation Index for Children and
Adolescents (ERICA; MacDermott, Gullone, Allen, King, & Tonge, 2010; adaptado
para a população portuguesa por Reverendo & Machado, 2010), para o autoconceito foi
usado a Escala de autoconceito (Piers-Harris Children’s Self-Concept Scale 2;
PHCSCS; Piers, 1964, 1984; adaptado para a população portuguesa por Veiga &
Domingues, 2012) e por último para as aptidões sociais foi utilizado o Questionário de
capacidade e de dificuldades (SDQ- Por; Goodman, 1997; Goodman, Meltzer, &
Bailey, 1998). Foi também utilizado um questionário sociodemográfico para a recolha
de dados demográficos dos participantes. Não foram encontradas diferenças
significativas entre os grupos experimental e controlo em relação à autoestima e
regulação emocional. Por outro lado, foram encontradas diferenças ao nível de algumas
dimensões do autoconceito e aptidões sociaisAccording to the World Health Organization, adolescence is defined as a period between 10 and 19 years, the period between 10 and 14 years known as preadolescence. Sexuality can be defined as a set of phenomena that permeates all aspects of our existence, is initially seen as a biological phenomenon, however, it can be affirmed that it is also social and psychological and can only be understood when situated within the scope and in the rules of the culture in which they live (Taquette, 2008). The general objective of this study is the adaptation of an intervention program in the area of psychosexual development in fifth year students, analyzing its effect on the level of self-esteem, emotional regulation, self-concept and social skills of students. The sample consisted of 69 participants: 20 students were the control group and 49 students were the experimental group. To evaluate self-esteem, the Rosenberg Selfesteem Scale (RSES; Rosenberg, 1965; Portuguese version, Romano, Negreiros, & Martins, 2007) was used for the emotional regulation of the Emotion Regulation Index for Children and Adolescents (ERICA; MacDermott, Gullone, Allen, King, & Tonge, 2010; adapted for the Portuguese population by Reverendo & Machado, 2010), for the self-concept was used the Scale of self-concept (Piers-Harris Children's Self-Concept Scale 2, PHCSCS, Piers, 1964, 1984, adapted for the Portuguese population by Veiga & Domingues, 2012) and lastly for social skills, the Capacity and Difficulties Questionnaire (SDQ-Por; Goodman, 1997; Goodman, Meltzer, & Bailey, 1998) was used. A sociodemographic questionnaire was also used to collect the demographic data of the participants. No significant differences were found between the experimental and control groups regarding self-esteem and emotional regulation. On the other hand, differences were found at the level of some dimensions of self-concept and social skills