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Artykuły w czasopismach na temat „Self-regulation skills”

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Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 19 lutego 2023

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1

Paraskeva, Fotini, Sofia Mysirlaki i Vasilis N. Vasileiou. "Developing Self-Regulation Skills in Virtual Worlds". International Journal of Online Pedagogy and Course Design 2, nr 2 (kwiecień 2012): 25–43. http://dx.doi.org/10.4018/ijopcd.2012040103.

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In order to succeed in today’s life and work environments, people require more than thinking skills and content knowledge. Initiative and self-direction skills are needed, including the ability to manage goals and time, to work independently, and be self-directed learners. On the other hand, e-learning has brought changes in every field of formal and informal education, such as training programs, basic education, and life-long learning. However, e-learning is not inherently motivating and can even be demotivating due to technological, intrapersonal, and interpersonal hurdles. A hallmark of e-learning is its reliance on learner autonomy, also called independent or self-directed learning. In view of the need for the design of e-learning environments that would provide self-regulation strategies for the maximization of learners’ engagement to an e-learning course and the development self-regulation as an important life skill, this paper presents the application of a Self-Regulation Theory based educational scenario, using the Virtual World of Second Life to enhance situated experience in professional and career development and to develop self-regulation as an important skill for the 21st century, along with skills, such as collaboration, team work, peer exchange and problem solving.
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İvrendi, Asiye, Ahmet Erol i Abdullah Atan. "Children’s geometric skills: Any ties to self-regulation skills?" Journal of Educational Research 115, nr 1 (31.12.2021): 1–10. http://dx.doi.org/10.1080/00220671.2021.2007043.

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BALDAN BABAYIGIT, Betul, i Meral GUVEN. "Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation". Eurasian Journal of Educational Research 20, nr 89 (26.10.2020): 1–24. http://dx.doi.org/10.14689/ejer.2020.89.3.

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Kırkıç, Kamil Arif, i Büşra Demir. "EXAMINATION OF PRE-SCHOOL STUDENTS’ SELF-REGULATION SKILLS". Problems of Education in the 21st Century 78, nr 6 (5.12.2020): 967–82. http://dx.doi.org/10.33225/pec/20.78.967.

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Children should have some essential characteristics to follow primary school education. Pre-schools prepare children for the first years of primary school by teaching them to attain the necessary skills. The main aim of this study was to explore the self-regulation skill levels of 4-6 age group students attending pre-school education institutions, according to various demographic variables. In this survey, a descriptive research method, one of the quantitative research methods, was used. The population is 10336 students who attend the public preschool education institutions in Küçükçekmece, İstanbul, and the sample consists of 203 students. The ‘Personal Information Form’ and the Development of the Self-Regulation Skills Scale for 4-6 Years Old Children (Teacher Form) were used in the research to collect data. One-way analysis of variance (ANOVA) and t-test were implemented to analyze the data. In terms of findings of the research, when teachers consider the self-regulation skills of 4-6 years old students as sub-dimensions, they stated that they had “mostly” obstructive control sub-dimension, “mostly” and “always” had sub-dimension of working memory. In general, it can be said that the children participating in the research mostly had self-regulation skills. Although significant differences existed between the self-regulation skills of preschool students in terms of gender, age, and class size, no significant difference was found according to whether the mothers working in a job or not. Keywords: self-regulation, self-regulation skills, preschool students, preschool teacher
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Abrouq, Nawal. "The Role of Reflective Writing in Fostering EFL High School Students Self-Regulation". International Journal of Language and Literary Studies 4, nr 2 (17.06.2022): 265–83. http://dx.doi.org/10.36892/ijlls.v4i2.955.

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

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Can Aran, Özge. "The relationship between self-regulation and study skills". Pegem Eğitim ve Öğretim Dergisi 5, nr 2 (1.06.2015): 207–20. http://dx.doi.org/10.14527/pegegog.2015.011.

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The purpose of this study is to evaluate the relationship between self-regulation and study skills theoretically. In the literature, there are numerous articles which examine self-regulation, study skills and the relationship between these skills and learning strategies, and learning approaches. As a result of examining these articles, it is noted that there are similar aspects between self-regulation and study skills. These similarities reveal there is a need to examine the relationship between them in detail. Therefore, in this study, (a) self-regulation, (b) strategies to improve self-regulation skills, (c) study skills and (d) the relationship between self- regulation and study skills are examined. Additionally, on the basis of the relationship between self-regulation and study skills, in this study, the issues that need to be taken into heed when self-regulation and study skills imparted in the schools are also focused on. The results of this study are expected to shed light on the studies related to the attainment of these skills.
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Sanders, Sara, Lauren Hart Rollins, Linda H. Mason, Ashley Shaw i Kristine Jolivette. "Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development". Intervention in School and Clinic 56, nr 3 (20.07.2020): 131–40. http://dx.doi.org/10.1177/1053451220941414.

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Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of students with disabilities, including those with emotional and behavioral disorders (EBD). However, due to pre-existing deficits in self-regulation skills, students with EBD may benefit from intensifying the four self-regulation skills already present in SRSD. This article provides practical examples for intensifying goal setting, self-monitoring, self-instructions, and self-reinforcement within the existing SRSD instructional approach.
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Kızkapan, Oktay, Oktay Bektaş i Aslı Saylan. "Examining self-regulation skills of elementary school students". Cypriot Journal of Educational Sciences 13, nr 4 (26.12.2018): 613–24. http://dx.doi.org/10.18844/cjes.v13i4.3569.

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The purpose of this study is to determine elementary school students’ level of self-regulation skills—goal setting and to develop strategies to achieve these goals. Survey method is used in the study with the participants of 368 students. The study was conducted at two elementary schools in Incesu and Kocasinan provinces of Kayseri and students filled a five-item Likert type scale. Data were analysed using statistical analysis program and 0.05 significance level was accepted. The result shows that the average grade of girls was higher than the boys, the average of 5th grades was higher than 6th grades and the average of the school in the city centre was higher than the school in the rural area. Also, there was a significant difference between the self-regulation scores of the grade levels in the favour of 5th grades. Lastly, the self-regulation score of the students living in city centre was higher than that of students living in village. Keywords: Self-regulation, elementary education, survey research, elementary students
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T. Vaughn, Marlys. "Teaching Self-Regulation Skills to Improve Academic Achievement". International Journal for Cross-Disciplinary Subjects in Education 5, nr 1 (1.03.2014): 1618–25. http://dx.doi.org/10.20533/ijcdse.2042.6364.2014.0227.

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Suamuang, Wuttiporn, i Surachai Suksakulchai. "Using Assignment Logs to Enhance Self-regulation Skills". International Journal of Information and Education Technology 12, nr 10 (2022): 1031–36. http://dx.doi.org/10.18178/ijiet.2022.12.10.1716.

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Self-regulation play a key role on undergraduates’ knowledge, skills, and engagement in flipped classroom. However, some students cannot complete assignment due to failure of time management, which is a critical skill of self-regulation (SR). Therefore, a tool is required to support self-regulation. Assignment log is a key tool for maintaining self-regulation, including self-efficacy, time management, and help-seeking. This study aimed to study the usage of the assignment logs in flipped classroom and lecture based-learning on self-efficacy, time management, and help-seeking, compared with flipped classroom and lecture based-learning without the assignment logs. The participants included two groups, which one had 41 undergraduate students and another one consisted of 26 students who are part of an electronic engineering program at a large technical university in Bangkok, Thailand. The ANOVA results revealed that there was different self-efficacy, time management, and help seeking between learning with the assignment log and other lecture-based learning without the assignment log and flipped classroom without the assignment log. Students who have learned with the assignment log perceived self-efficacy and time management more than lecture-based learning method and flipped classroom methods. This study provides insight into the importance of the assignment logs to support students’ self-regulation.
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Spaulding, Will, Heinz Wyss, Richard Littrell i Mary Sullivan. "Training psychophysiological self-regulation skills in psychiatric rehabilitation." Psychosocial Rehabilitation Journal 13, nr 3 (1990): 37–39. http://dx.doi.org/10.1037/h0099491.

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Fatıma, Akyzler. "Self-regulation skills of pre-service music teachers". Educational Research and Reviews 9, nr 17 (10.09.2014): 650–59. http://dx.doi.org/10.5897/err2014.1831.

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JANCIN, BRUCE. "Promoting Self-Regulation Skills Can Help Abusive Teens". Clinical Psychiatry News 33, nr 8 (sierpień 2005): 64. http://dx.doi.org/10.1016/s0270-6644(05)70626-3.

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Gaeta, Martha Leticia, Judith Cavazos, Maria del Rosario Cabrera i Pedro Rosário. "Fostering Oral Hygiene Habits and Self-Regulation Skills". Family & Community Health 41, nr 1 (2018): 47–54. http://dx.doi.org/10.1097/fch.0000000000000171.

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Bayındır, Dilan. "Do Self-Regulation Skills of Preschoolers Mediate the Relation Between Parenting Behaviors and Peer Play Skills?" International Education Studies 12, nr 4 (20.03.2019): 74. http://dx.doi.org/10.5539/ies.v12n4p74.

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The aim of this research is to examine the relations between parenting behaviors of mothers, self-regulation skills and peer play skills of preschool children between 60-72 months old focusing in particular the mediation role of the self-regulation skills in relation between parenting behaviors and peer play skills. The sample of the research is selected from the central districts of a city in middle western Turkey, by random sampling method. Sample of the study consist of 365 children, their mothers and teachers. The results indicate that there is a positive relation between positive parenting and positive play skills and a similar association between negative models. Although the self-regulation skills are positively associated with positive peer play, no significant relation is found between self-regulation and negative peer play behaviors. Additionally, no indirect effect of parenting behaviors on peer play skills through self-regulation skills was observed. Implications of the findings are discussed in the light of the related literature.
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Zaky, Hany. "Self-Regulation and Adult Learners". International Journal of Curriculum Development and Learning Measurement 2, nr 2 (lipiec 2021): 45–60. http://dx.doi.org/10.4018/ijcdlm.2021070104.

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The ability to write effectively becomes increasingly essential in our global community. Writing is a cognitively complex and demanding activity. Thus, writing instruction assumes an increasing role in language education in general, and writing proficiency heavily depends on the acquisition and development of self-regulation and transcription skills. With self-regulated learning (SRL), students create better learning habits, strengthen their study skills, monitor their performance, and evaluate their academic progress. The body of research in composition and language teaching highlights the self-regulation impact on beginning and developing writers' competencies in diverse cultural backgrounds. Hence, educators should be aware of the factors influencing their manipulation of SRL in their writing classes. This article addresses some of these factors directing the composition pedagogy for more adult learners' deliberate practice and high self-regulation beliefs. It pinpoints some research-based classroom strategies for more effective teaching.
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Almoslamani, Yousef. "The relationship between self-regulation learning and online learning adoption". Cypriot Journal of Educational Sciences 17, nr 6 (30.06.2022): 2117–26. http://dx.doi.org/10.18844/cjes.v17i6.7550.

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As the online learning environment continues to proliferate and dominate higher education learning systems, more investigation is required to explicate the adoption rate of these systems and the factors influencing students’ adoption. Previous research has demonstrated the learning environment role in self-regulation learning and the association between self-regulation learning and the dropout rate (Kim et al., 2017). But yet there is rare research addressing whether self-regulation learning skills are associated with online learning adoption. This study explicates how self-regulation learning skills associate with the online learning adoption level of university students. A sample of 688 students enrolled in Saudi Electronic University answered a self-administrated questionnaire distributed via their students’ emails. The questionnaire consists of two parts: self-regulation skills and online learning adoption. Chi-square analysis reveals statistically significant positive associations between the overall score of self-regulation skills, goal setting, environment structuring, time management, help-seeking, use of self-regulation strategies, self-evolution and online learning adoption. The results accommodate with the literature that a higher level of self-regulation skills fosters openness to experience. The study recommends fostering students’ self-regulation skills to increase their readiness for online learning environments. Keywords: Learning environment, online learning adoption, self-regulation learning, time management.
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Sezgin, Elif, i Leyla Ulus. "An Examination of Self-Regulation and Higher-Order Cognitive Skills as Predictors of Preschool Children’s Early Academic Skills". International Education Studies 13, nr 7 (21.06.2020): 65. http://dx.doi.org/10.5539/ies.v13n7p65.

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In this study, the direct and indirect relationships of children’s self-regulation skills and their higher-order cognitive skills of cognitive flexibility and abstraction skills with their early academic competencies are examined. Within the scope of the study, the mediating role of self-regulation skills with early academic competencies is investigated. In the study, inhibitory control, behaviour regulation, effortful control and cognitive flexibility are focused on as the main components of executive functions which develop in the early childhood period. The research data were obtained from 185 children aged 60-72 months attending preschool education institutions in the central province of Bursa, and from 16 of these children’s teachers. For determining the children’s self-regulation skills, effortful control and behaviour regulation were evaluated. Stepwise multiple regression analysis was used to test whether or not the children’s self-regulation and higher-order cognitive skills predicted their early academic competencies. As a result of the research, it was determined that the self-regulation skills of effortful control and behaviour regulation predicted early academic skills and attitudes. A statistically significant relationship of cognitive flexibility and abstraction skills with early academic success scale scores was not found. The findings are discussed in terms of the relationship of behaviour regulation and effortful control with early academic success and competencies.
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Cowley, Sue. "Latest thinking on self-regulation". Early Years Educator 23, nr 9 (2.04.2022): 14–16. http://dx.doi.org/10.12968/eyed.2022.23.9.14.

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The positive impact of self-regulation on children's long-term outcomes is one of the strongest and most consistent findings in educational research. With the impact of pandemic restrictions now becoming more apparent in children's behaviour, emotions and approaches to learning, early years educators are thinking about how best to help children develop self-regulation skills.
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Korotsinska, Julia. "YOUNG PEOPLE’ PSYCHOLOGICAL READINESS FOR MASTERING THE SKILLS OF EMOTIONAL SELF-REGULATION". PSYCHOLOGICAL JOURNAL 7, nr 4 (30.04.2021): 48–56. http://dx.doi.org/10.31108/1.2021.7.4.5.

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At the present stage of Ukrainian society, requirements to an individual’s social and professional aspects grow significantly: the present demands activity, purposefulness, mobility, flexibility, and self-confidence from young people. These qualities cannot be manifested without formed skills of emotional self-regulation. The article analyzes the study on young people’s readiness for mastering the emotional self-regulation skills. Four levels of readiness for mastering the emotional self-regulation skills were identified and described. All of them were determined by the following components: motivation for emotional self-regulation, emotional consciousness, emotional competence, effectiveness of emotional self-regulation skills. The correlations were determined between young people’s readiness for mastering the skills of emotional self-regulation and such personal characteristics as: reflexivity, emotional competence and emotional self-awareness. The young people’s awareness of the need for emotional self-regulation and knowledge about them, their emotional sphere and formed reflexivity are essential prerequisites to form such personal characteristics as emotional consciousness, emotional competence, emotional stability and emotional maturity. The article determines that personal motivation for self-development and emotional-volitional control influence positively on the emotional self-regulation skills. Young people who are able to monitor their emotional states and their causal relationships with other internal processes and with effectiveness of their activities have higher motivation for emotional self-regulation and a wider range of emotional self-regulative methods that help them to achieve adequate socialization and productivity. Many young people are agreed that the need to master the skills of emotional self-regulation and recognize the negative impact of uncontrolled emotions on their own lives, but do not apply this need in real life situations.
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Aydın, Bünyamin, Dilek Sezgin Memnun, Emre Dinç, Sevgi Arsuk i Hilal Meriç. "A Study on the Relationship Between Seventh-Grade Students’ Self-Regulation Skills and Their Problem-Solving Achievements". Journal of Educational Issues 5, nr 1 (24.04.2019): 71. http://dx.doi.org/10.5296/jei.v5i1.14543.

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This study aimed to determine the relationship between routine/non-routine problem-solving achievements and self-regulation skills of seventh-grade students who are educated in Turkey. For this purpose, in the 2016-2017 academic year, 133 seventh-grade students who were randomly selected in Denizli and Bursa provinces were studied. In the scope of the study, students were asked to answer routine/non-routine problem-solving tests, prepared by the researchers and the Motivated Strategies for Learning Questionnaire (MSLQ). When the data obtained from the analysis were examined, it was explained that the seventh-grade students attending the study need to develop their routine problem-solving skills and focus more on non-routine problem-solving skill development. Also, it was concluded that there are low-level and positive relationships between students’ routine problem-solving and self-regulation skills, and non-routine problem-solving and self-regulation skills.
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Levitskaya, Tatiana Ye, Sergey A. Bogomaz, Natalia V. Kozlova, Fabio Lucidi, Inna V. Atamanova, Natalia A. Trenkaeva i Eleonora A. Shcheglova. "DEVELOPING SELF-REGULATION SKILLS IN HIGH LEVEL SPORT ATHLETES". Sibirskiy psikhologicheskiy zhurnal, nr 60 (1.06.2016): 130–47. http://dx.doi.org/10.17223/17267080/60/10.

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Graziano, P. A., S. D. Calkins i S. P. Keane. "Toddler self-regulation skills predict risk for pediatric obesity". International Journal of Obesity 34, nr 4 (12.01.2010): 633–41. http://dx.doi.org/10.1038/ijo.2009.288.

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Ramdass, Darshanand, i Barry J. Zimmerman. "Developing Self-Regulation Skills: The Important Role of Homework". Journal of Advanced Academics 22, nr 2 (luty 2011): 194–218. http://dx.doi.org/10.1177/1932202x1102200202.

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Chmiliar, Linda. "Self Regulation Skills and the Post Secondary Distance Learner". Procedia - Social and Behavioral Sciences 29 (2011): 318–21. http://dx.doi.org/10.1016/j.sbspro.2011.11.245.

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Süer, Nazife, i Sertel Altun. "The Effects of Self-regulation Skills on TEOG Exam". Procedia - Social and Behavioral Sciences 174 (luty 2015): 2191–99. http://dx.doi.org/10.1016/j.sbspro.2015.02.020.

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Türkben, Tuncay. "The Effect of Self-Regulation Based Strategic Reading Education on Comprehension, Motivation, and Self-Regulation Skills". International Journal of Progressive Education 15, nr 4 (2.08.2019): 27–46. http://dx.doi.org/10.29329/ijpe.2019.203.3.

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Kaya, İsa. "Investigation of the relationship between children's prosocial behaviour and self-regulation skills". Cypriot Journal of Educational Sciences 15, nr 5 (29.10.2020): 877–86. http://dx.doi.org/10.18844/cjes.v15i5.5071.

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This study aimed to investigate the relationship between children's prosocial behavior and self-regulation skills. To collect the data of the study, demographic information form developed by the researcher was used for the demographic information of children, the prosocial behavior sub-dimension of the social behavior scale was used for the prosocial behavior, and the self-regulation skills scale was used for the self-regulation skills of the children. The collected data were analyzed by independent sample t-test, Pearson’s product moment correlation analysis and simple linear regression analysis in a computer package software. As a result of the research, while the self-regulation and prosocial behaviors of children differed according to gender and age of children, the situation of the children whether they have siblings and duration of the pre-school education did not make any significant difference. According to these results, girls' self-regulation and prosocial behavior scores were higher than that of boys and 6 years of age children’s scores were higher than that of 5 years of age children. While there was a moderate positive significant relationship between self-regulation skills and prosocial behavior, it was concluded that the prosocial behavior of children predicted self-regulation skills at the level of 11%. Keywords: Prosocial behavior, self-regulation skills, early childhood, preschool
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Baranovskaya, Tatiana. "Self-Regulation Skills: Several Ways of Helping Students Develop Self-Regulated Learning". Journal of Language and Education 1, nr 2 (1.03.2015): 56–64. http://dx.doi.org/10.17323/2411-7390-2015-1-2-56-64.

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Empirical research supports the long held assumption that self-control, self-esteem, and motivational orientations of adult language learners are important factors in their language learning behavior. However, precisely these variables influence the language learning process has yet to be investigated. The goal of this paper is to examine the role of how self-control, self-esteem and motivational orientations influence the English language learning process. Recent methodological advances and various theoretical frameworks that have guided the present research are considered in this paper. A special “bidirectional course” turning on teacher-learner interaction was designed - a communicative course which promoted learner autonomy. The results indicate that active involvement in learning, monitoring motivation, self-control and self–esteem are positively related to learning outcomes, demonstrating that the acquisition of self-regulation skills have a positive impact on the learning of English.
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Mickwitz, Åsa, i Marja Suojala. "Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?" Language Learning in Higher Education 10, nr 2 (1.12.2020): 381–402. http://dx.doi.org/10.1515/cercles-2020-2026.

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Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.
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Hetherington, Erin, Sheila McDonald, Nicole Racine i Suzanne Tough. "Longitudinal Predictors of Self-Regulation at School Entry: Findings from the All Our Families Cohort". Children 7, nr 10 (16.10.2020): 186. http://dx.doi.org/10.3390/children7100186.

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Self-regulation is the ability to manage emotions, modulate behaviors, and focus attention. This critical skill begins to develop in infancy, improves substantially in early childhood and continues through adolescence, and has been linked to long-term health and well-being. The objectives of this study were to determine risk factors and moderators associated with the three elements of self-regulation (i.e., inattention, emotional control, or behavioral control) as well as overall self-regulation, among children at age 5. Participants were mother–child dyads from the All Our Families study (n = 1644). Self-regulation was assessed at age 5. Risk factors included income, maternal mental health, child sex, and screen time, and potential moderation by parenting and childcare. Adjusted odds ratios of children being at risk for poor self were estimated using multivariable logistic regression. Twenty-one percent of children had poor self-regulation skills. Risk factors for poor self-regulation included lower income, maternal mental health difficulties, and male sex. Childcare and poor parenting did not moderate these associations and hostile and ineffective parenting was independently associated with poor self-regulation. Excess screen time (>1 h per day) was associated with poor self-regulation. Self-regulation involves a complex and overlapping set of skills and risk factors that operate differently on different elements. Parenting and participation in childcare do not appear to moderate the associations between lower income, maternal mental health, male sex, and screen time with child self-regulation.
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Webb, M. Brady, Evelyn S. Johnson, Julie Meek, Brooke Herzog i Anne B. Clohessy. "Developing a School-Based Multitiered Model for Self-Regulation". Intervention in School and Clinic 53, nr 5 (7.11.2017): 300–307. http://dx.doi.org/10.1177/1053451217736862.

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Self-regulation is the control mechanism that enables a student to manage attention, emotion, behavior, and cognition to engage in goal-directed actions, such as learning. Too often, students at risk for poor school outcomes do not enter school with strongly developed self-regulation skills and have difficulty developing them on their own. Self-regulation skills can be taught and are especially effective when introduced within the school setting. This article describes a school-based model for fostering self-regulation.
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Hidajat, Flavia Aurelia. "Improving students' mathematical academic achievement through self-regulation skills and creativity during the COVID-19 pandemic". World Journal on Educational Technology: Current Issues 15, nr 1 (30.01.2023): 133–44. http://dx.doi.org/10.18844/wjet.v15i1.8392.

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The COVID-19 pandemic has greatly affected the ability of mathematical self-regulation, creativity, and academic achievement in the learning process. This paper aims to identify the effect of mathematical self-regulation skills and creativity on students’ achievement during the COVID-19 pandemic. The participants in this study were 63 junior high school students in the city of Malang, Indonesia. This study is quantitative study. Data analysis used multiple linear regression with SPSS 23 application. The normality test and homogeneity test were conducted before data analysis. The results showed that 82.3% of mathematical self-regulation skills and creativity increased students' academic achievement during the COVID-19 pandemic. The findings showed that 17.7% of supporting factors other than the ability of mathematical self-regulation and creativity affected students' academic achievement. The study results can provide educators with information to plan learning based on mathematical self-regulation skills and creativity to improve students' academic achievement during the COVID-19 pandemic. Keywords: mathematical academic, academic achievement, self-regulation skills, creativity, COVID-19 pandemic.
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Анашкин, Олег, Oleg Anashkin, Светлана Марычева i Svetlana Marycheva. "Methodology of learning military servicing skills for mental self-regulation". Applied psychology and pedagogy 3, nr 1 (1.02.2018): 63–68. http://dx.doi.org/10.12737/article_5a0b48a15a5033.11354419.

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The article considers the approach to the training of military personnel in the skills of psychic self-regulation. The technology of training personnel for the method of voluntary self-regulation of states of consciousness is analyzed by V.E. Popov. The contents of the six lessons are detailed in the context of training military personnel. The proposed method of mobilizing internal reserves and activating combat training activities can be an effective help and a reliable assistant in the daily life of military personnel. Mastering the methods of psychic self-regulation increases the culture of the personnel, providing mental health and professional longevity.
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Crabb, Peter B. "TECHNOLOGY AND SELF-REGULATION: THE CASE OF ALARM CLOCK USE". Social Behavior and Personality: an international journal 31, nr 4 (1.01.2003): 343–47. http://dx.doi.org/10.2224/sbp.2003.31.4.343.

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A study of 417 undergraduate students examined a hypothesized correlation between use of alarm clocks to awaken and self-regulatory skills. As predicted, use of awakening aids (alarm clocks, household members) was negatively correlated with self-regulation measures, while self-awakening was positively correlated with self-regulation. Also as predicted, alarm clock use had larger negative correlations with self-regulation than did being awakened by a household member. The findings suggest that people with poorer self-regulation skills are more likely to rely on technological aids to perform daily tasks.
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Putri, Nyoman Ayu, i Made Sri Astika Dewi. "THE EFFECT OF DISCOVERY LEARNING IMPLEMENTATION ON SCIENCE LITERATURE ABILITY REVIEWING FROM SELF REGULATION LEARNING ELEMENTARY SCHOOL STU-DENTS". JURNAL PENDIDIKAN DASAR NUSANTARA 8, nr 1 (31.07.2022): 100–113. http://dx.doi.org/10.29407/jpdn.v8i1.17847.

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Abstract: This study aims to determine the effect of Discovery Learning model on scientific literacy skills in terms of Self Regulation Learning in class V Cluster II students, Jembrana District. The research design is 2x2 factorial experimental design. The number of population members is 137 students, and number of sample members is 116 students drawn by random sampling. Science literacy ability data was collected by multiple choice test and Self Regulation Learning data was collected by questionnaire. Analysis of the data used in this study was two-way ANOVA and t-Scheffe test assisted by SPSS 17.0 for windows. The results of study showed 1) there are differences in scientific literacy skills between students who follow the Discovery Learning model and students who follow the conventional model 2) there is an interaction effect between the learning model and Self Regulation Learning 3) there are differences in scientific literacy skills between students who follow the Discovery Learning model and students who follow the conventional model of students who have high Self Regulation Learning 4) there are differences in scientific literacy skills between students who follow the Discovery Learning model and students who follow the conventional model of students who have low Self Regulation Learning. Keywords: discovery learning, literacy skills, self-regulation learning.
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Mazhirina, K. G., O. A. Jafarova, O. N. Pervushina i N. G. Redko. "The development and mastering of the skills of self-regulation in the course of game biofeedback: psychological analysis". Bulletin of Siberian Medicine 9, nr 2 (28.04.2010): 129–33. http://dx.doi.org/10.20538/1682-0363-2010-2-129-133.

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In this paper we present the results of the study of the characteristics of self-regulation skills development using game biofeedback, and psychological predictors of these skills’ mastering in the course of biofeedback training. Analysis of the psychological characteristics associated with/ restraining the learning of self-regulation during training is given. It was shown that the training based on computer biofeedback allows modifying self-regulation profiles of the subjects towards more effective ones. The steadiness of the skills was confirmed.
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Rosario, Kristinelli Del, Nicole Lotilla i Jasper Vincent Alontaga. "Improving Self-Regulation Skills of Preschool Students Through CrossFit Activities". Advanced Science Letters 24, nr 11 (1.11.2018): 7862–65. http://dx.doi.org/10.1166/asl.2018.12444.

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Kanfer, Ruth, Phillip L. Ackerman i Eric D. Heggestad. "Motivational skills & self-regulation for learning: A trait perspective". Learning and Individual Differences 8, nr 3 (styczeń 1996): 185–209. http://dx.doi.org/10.1016/s1041-6080(96)90014-x.

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Michalsky, Tova. "Shaping self-regulation in science teachers' professional growth: Inquiry skills". Science Education 96, nr 6 (27.08.2012): 1106–33. http://dx.doi.org/10.1002/sce.21029.

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De Corte, Erik. "Learning Design: Creating Powerful Learning Environments for Self-Regulation Skills". Voprosy obrazovaniya / Educational Studies Moscow, nr 4 (grudzień 2019): 30–46. http://dx.doi.org/10.17323/1814-9545-2019-4-30-46.

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Gajda, Maja, Agnieszka Małkowska-Szkutnik i Wojciech Rodzeń. "Self-Regulation in Adolescents: Polish Adaptation and Validation of the Self-Regulation Scale". International Journal of Environmental Research and Public Health 19, nr 12 (17.06.2022): 7432. http://dx.doi.org/10.3390/ijerph19127432.

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Self-regulation is associated with life satisfaction, well-being, and life success. For adolescents, who may be exposed to peer pressure and engage in risky behaviors, the ability to self-regulate or control emotions, thoughts, and behaviors is crucial for healthy development. While self-regulatory skills have long been recognized as important for many areas of life, instruments to measure self-regulation remain limited, especially in Poland. The aim of this study was to adapt and validate the Self-Regulation Scale in the Polish adolescent sample. The data for this study were obtained as part of the Health Behavior in School-aged Children 2021/2022 pilot study. Exploratory and confirmatory factor analyses confirmed that the instrument has satisfying psychometric properties. A three-factor structure of the instrument was obtained with cognitive, behavioral, and emotional subscales, which corresponds to the original instrument and theoretical assumptions. The final version of instrument contains 24 items, and based on the statistical analysis, it is concluded that it is suitable to be used in adolescent samples.
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Park, Mee Jung, i Sung Hee Park. "The mediating effect of communication skills on the relationship between collaborative self-regulation, collaborative self-efficacy, team efficacy, and problem solving skills in university students learning community activities". Korean Association For Learner-Centered Curriculum And Instruction 22, nr 11 (15.06.2022): 57–75. http://dx.doi.org/10.22251/jlcci.2022.22.11.57.

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Objectives This study examines the mediating effect of communication skills on the relationship between learners' collaborative self-regulation, collaborative self-efficacy, team efficacy, and problem solving skills in order to promote learning outcomes and find efficient support measures in university students' learning community activities. Methods To this end, data were collected and analyzed from 509 university students who participated in the learning community program operated in the 2021-1 semester at the A University Center for Teaching and Learning in Gyeonggi-do. Mediated regression analysis was conducted to find out whether communication skills mediates the relationship between collaborative self-regulation, collaborative self-efficacy, team efficacy, and problem solving skills. In addition, Sobel test was used to test the significance of the mediation effect. Results As a result of the study, it was found that communication skills had a partial mediating effect in the relationship between collaborative self-regulation, collaborative self-efficacy, and team efficacy. In addition, it was found that communication skills had a partial mediating effect in the relationship between collaborative self-regulation, collaborative self-efficacy, and problem solving skills. Conclusions Base on the research results, it was identified that the collaborative competencies of learners in the learning community activities of university students are effective in enhancing learning outcomes and developing core competencies. In addition, it was confirmed that communication skills is an important factor in learning community activities. It emphasizes the need for support to increase the level of learners' interaction, collaborative competency, and communication skills in learning community activities.
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Alhadi, Said, Wahyu Nanda Eka Saputra, Purwadi Purwadi, Siti Muyana, Agus Supriyanto i Dwi Fatmawati. "Self-Regulation of Emotion in Students in Yogyakarta Indonesia: Gender Differences". Jurnal Kajian Bimbingan dan Konseling 4, nr 3 (30.09.2019): 82. http://dx.doi.org/10.17977/um001v4i32019p082.

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Abstract: The purpose of this study was to identify whether there are differences in self-regulation of emotion skills of male and female students. This study is a comparative study with a sample of 796 students (452 males, 344 females). The sample selection is taken using simple random sampling technique. The instrument used is the scale of self-regulation of emotion. Data analysis used to identify differences in self-regulation of emotion skills of male and female students is independent samples test. The findings of the study indicate that there is a significant difference between the self-regulation of emotion skills of male and female students. This study recommends counseling service to improve self-regulation of emotion skills.Abstrak: Tujuan dari penelitian ini adalah untuk mengidentifikasi apakah terdapat perbedaan self-regulation of emotion antara siswa laki-laki dan perempuan. Penelitian ini adalah penelitian komparatif dengan sampel 796 siswa (452 laki-laki, 344 perempuan). Pemilihan sampel diambil menggunakan teknik cluster random sampling. Instrumen yang digunakan adalah skala self-regulation of emotion. Analisis data yang digunakan untuk mengidentifikasi perbedaan self-regulation of emotion siswa laki-laki dan perempuan adalah independent samples test. Temuan penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara self-regulation of emotion siswa laki-laki dan perempuan. Studi ini merekomendasikan layanan konseling untuk meningkatkan self-regulation of emotion siswa.
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Timofeeva, Irina Gennadyevna. "The Readiness of Teachers of Institutions for Orphaned Children and Children Left Without Parental Care to Ensure the Process of Forming the Skills of Pupils’ Volitional Self-Regulation". Общество: социология, психология, педагогика, nr 9 (25.09.2020): 151–56. http://dx.doi.org/10.24158/spp.2020.9.27.

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The paper is devoted to the issue of increasing the readiness of teachers of educational organizations to ensure the process of forming the skills of voli-tional self-regulation of orphans and children left without parental care. The components of teachers’ readiness to ensure the process of formation of stu-dents’ volitional self-regulation skills are deter-mined. A diagnostic toolkit for assessing the readi-ness of teachers to ensure the process of forming the skills of volitional self-regulation of orphans and children left without parental care is proposed. It is revealed that specialists of institutions for orphans and children left without parental care have different levels of readiness to effectively carry out the pro-cess of formation of volitional self-regulation skills in students. To solve the identified problem, a phased work was implemented with teachers of in-stitutions for orphans and children left without pa-rental care. It is proved that the step-by-step work with teachers provides an increase in the level of all components of their readiness to ensure the pro-cess of formation of students’ volitional self-regulation skills.
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Aro, Tuija, Marja-Leena Laakso, Sira Määttä, Asko Tolvanen i Anna-Maija Poikkeus. "Associations Between Toddler-Age Communication and Kindergarten-Age Self-Regulatory Skills". Journal of Speech, Language, and Hearing Research 57, nr 4 (sierpień 2014): 1405–17. http://dx.doi.org/10.1044/2014_jslhr-l-12-0411.

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Purpose In this study, the authors aimed at gaining understanding on the associations of different types of early language and communication profiles with later self-regulation skills by using longitudinal data from toddler age to kindergarten age. Method Children with early language profiles representing expressive delay, broad delay (i.e., expressive, social, and/or symbolic), and typical language development were compared in domains of kindergarten-age executive and regulative skills (attentional/executive functions, regulation of emotions and behavioral activity, and social skills) assessed with parental questionnaires. Results Children with delay in toddler-age language development demonstrated poorer kindergarten-age self-regulation skills than children with typical early language development. Broad early language delays were associated with compromised social skills and attentional/executive functions, and early expressive delays were associated with a generally lower level of kindergarten-age executive and regulative skills. Regression analyses showed that both earlier and concurrent language had an effect especially on the attentional/executive functions. Conclusions The findings suggest that different aspects of toddler-age language have differential associations with later self-regulation. Possible mechanisms linking early language development to later self-regulative development are discussed.
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Hunaepi, Hunaepi, Laras Firdaus, Taufik Samsuri, Endang Susantini i Raharjo Raharjo. "IMPLEMENTASI WORKSHEET INKUIRI TERINTEGRASI KEARIFAN LOKAL UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS MAHASISWA". Bioscientist : Jurnal Ilmiah Biologi 8, nr 1 (18.11.2020): 158. http://dx.doi.org/10.33394/bjib.v8i1.2697.

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The purpose of this study was to assess the effectiveness of integrated local wisdom sheets for local wisdom on students' critical thinking skills. This type of pre-experimental research with the design of one groups pre-test post-test design. Samples were 18 students taken with saturated sampling technique. The instrument used was the Critical Thinking Skills Test (TKBK) with indicators: 1) interpretation; 2) analysis; 3) conclusions; 4) evaluations; 5) explanations; and 6) self-regulation. Data were analyzed descriptively and in paired sample test statistics. The results showed that the integrated inquiry wisdom local worksheet was declared effective based on the results of the N-Gain analysis with an average value of 0.65 (moderate). Indicators of interpretation and evaluation reached a percentage of 81 with a category (very high). Skills indicators explain 80 in categories (high), analysis indicators and skills conclude 60 categories (low), and the lowest percentage in self-regulation indicators reaches 37 in categories (very low). Weak skills in analyzing and making conclusions, because student self-regulation skills are low. This condition demands the need to improve self-regulation by developing cognitive monitoring through an emphasis on learning that can practice scientific curiosity skills.
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Sevincer, A. Timur, Philipp J. Mehl i Gabriele Oettingen. "Well Self-Regulated People Use Mental Contrasting". Social Psychology 48, nr 6 (listopad 2017): 348–64. http://dx.doi.org/10.1027/1864-9335/a000322.

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Abstract. Mentally contrasting a desired future with reality is a self-regulation strategy helping people manage their life by promoting selective goal pursuit: people pursue feasible futures and disengage from unfeasible ones. We investigated whether participants who effectively regulate their academic and everyday life spontaneously use mental contrasting. Indeed, students who were good self-regulators in the academic domain, as indicated by their high self-reported academic self-regulation skills, high need for achievement, and above-average grades mentally contrasted when writing about an important achievement-related wish (Study 1). So did participants who were good self-regulators in everyday life as indicated by their high self-reported generalized self-regulation skills and high need for cognition (Study 2). Results indicate that successful self-regulation is linked to spontaneous mental contrasting.
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Habibi, Habibi, Jumadi Jumadi i Mundilarto Mundilarto. "The Rasch-rating scale model to identify learning difficulties of physics students based on self-regulation skills". International Journal of Evaluation and Research in Education (IJERE) 8, nr 4 (1.12.2019): 659. http://dx.doi.org/10.11591/ijere.v8i4.20292.

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<span>This study applies the unidimensional Rasch Model assumptions in identifying physics learning difficulties based on students' self-regulation abilities. A total of 126 physics teacher candidates have been observed for one semester. Self-project as a learning strategy has been used. Data were collected using 20 items in rating scales and then analyzed quantitatively to get feasibility in measuring self-regulation skills. The results have shown that the profile items analyzed by the Rasch Model are feasible to measure self-regulation skills through a self-sustaining project strategy. Most physics teacher candidates have a medium ability of 51% in the process of self-regulation, high = 33%, and low = 16%. The implications of applying self-projects to the processes of self-regulation are discussed in this article.</span>
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