Дисертації з теми "Self-Regulation Metacognition"
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Hill, Don. "Mathematics teacers' strategies for supporting students' metacognitive development: Has theory been realized in practice?" Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-19132.
Повний текст джерелаSoto, Natalie E. "The role of metacognition in promoting science learning and self-regulation." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140472.
Повний текст джерелаMiddle school students were instructed about the concept of metacognition in the classroom setting in order to investigate the differences in science content learning. This study investigated two research questions, first does teaching students about metacognition change their content learning in science, and second does teaching students about metacognition create self-regulated learners in the science classroom. This study compared both survey results and assessment scores to measure changes after treatment for both control and treatment groups across content scores and the survey categories of test anxiety, cognitive strategy use, and self-regulation. Statistical differences were found between groups after treatment in 2 of 3 of the survey categories; self-regulation and cognitive strategy use, and post assessment scores. Overall findings suggest that regular implementation of learning strategies used for metacognition may be beneficial to help students become more independent learners in the science classroom.
Pratt, Deborah L. "Sparking Metacognition: Contextualizing Reading Strategies for Low-Proficient ESL Readers." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4165.
Повний текст джерелаMcKendree, Robert B. "Rural agriculture teachers’ comprehension and implementation of self-regulation." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/19196.
Повний текст джерелаCommunications and Agricultural Education
Shannon G. Washburn
This qualitative study investigated four rural Kansas high school agriculture teachers’ comprehension and implementation of self-regulation strategies in their own professional growth and in their instructional practice. Each participant was interviewed three times, using symbolic interactionism as the methodological framework and the Seidman technique of interviewing. The participants included two males and two females, each one having between five and 20 years of teaching experience. Three questions guided this study: (1) how do rural Kansas high school agriculture teachers make meaning of self-regulation and the processes needed to facilitate self-regulation, (2) in what ways do teachers self-regulate for their own professional growth purposes, and (3) what strategies do teachers use to foster self-regulation in their students? Findings suggest while participants described utilizing strategies that are associated with self-regulated learning, they have an incomplete understanding of self-regulated learning and they most closely associated it with effort and motivation. The perceived incomplete understanding may be attributable in part to a lack of formal training in metacognitive processes. Nevertheless, when participants perceived value in professional development, they described consciously using self-regulated learning strategies such as seeking assistance, self-evaluation, and self-monitoring, which all indicate participants utilize components of self-regulation to grow professionally. However, even though participants described utilizing all three phases of self-regulation processes to affect growth in their own careers, there was a disconnect when participants described how they try to facilitate these processes within their students. Participants often described attempting to foster growth in self-regulation among students by targeting motivation-oriented behaviors, instead of targeting the underlying cognitive ability to utilize self-regulation processes. Implications for practice are presented, including the possible need for further education concerning self-regulated learning in order to produce pedagogical content knowledge in self-regulation processes. Instruction connecting the three phases of the self-regulation model could assist agricultural educators with forming a more complete understanding of self-regulated learning. Recommendations for future research are discussed including investigating effective teaching strategies for delivering self-regulation instruction to teachers, as well as investigating the possible impact self-regulation instruction has on various attributes of teachers and students, such as self-efficacy and career orientation.
Ross, John D. "Regulating Hypermedia: Self-regulation learning strategies in a hypermedia environment." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/26921.
Повний текст джерелаPh. D.
Turner, Trisha A. "Am I Able to Predict How I Will Do? Examining Calibration in an Undergraduate Biology Course." UKnowledge, 2016. http://uknowledge.uky.edu/edp_etds/47.
Повний текст джерелаMack, Ana. "DIFFERENCES IN ACADEMIC PERFORMANCE AND SELF-REGULATED LEARNING BASED ON LEVEL OF STUDENT PARTICIPATION IN SUPPLEMENTAL INSTRUCT." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2895.
Повний текст джерелаEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
Mannion, James. "Metacognition, self-regulation, oracy : a mixed methods case study of a complex, whole-school 'Learning to Learn' intervention." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/289131.
Повний текст джерелаMargolin, Tiki. "Engaging schools in learning cycles : a study of the impact of a mentoring model on teacher empowerment." Thesis, Anglia Ruskin University, 2009. http://arro.anglia.ac.uk/123187/.
Повний текст джерелаMargolin, Tiki. "Engaging schools in learning cycles – A study of the impact of a mentoring model on teacher empowerment." Thesis, Anglia Ruskin University, 2009. https://arro.anglia.ac.uk/id/eprint/123187/1/Margolin_Tiki_Thesis.pdf.
Повний текст джерелаMyers, Stacy. "The Transfer of Self-regulation and Self-monitoring from the Resource Room to the Science Classroom." Otterbein University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594309963430514.
Повний текст джерелаBui, Thi Hien. "EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2512.
Повний текст джерелаBigenho, Christopher William. "Student reflections as artifacts of self-regulatory behaviors for learning: A tale of two courses." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103291/.
Повний текст джерелаFocant, Jérôme. "Stratégies d'autorégulation d'élèves de cinquième primaire en situation de résolution de problèmes arithmétiques." Université catholique de Louvain, 2004. http://edoc.bib.ucl.ac.be:81/ETD-db/collection/available/BelnUcetd-09072004-210645/.
Повний текст джерелаSulieman, Nidal, and Abeer Wannus. "Effects of Teachers’ Knowledge of formative assessment on teachers’ practices & students’ metacognition : A literature review." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43030.
Повний текст джерелаFoster, Irene. "Metacognition and dyslexia : towards an increased understanding of the cognitive knowledge and self-regulation practices of students with dyslexia in higher education." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/88231/.
Повний текст джерелаChen, Dar-Wei. "Metacognitive prompts and the paper vs. screen debate: how both factors influence reading behavior." Thesis, Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53840.
Повний текст джерелаVan, der Walt Martha Sophia. "'n Ondersoek na metakognisie in Wiskunde-onderrig en -leer met besondere verwysing na die senior fase / Martha Sophia van der Walt." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1689.
Повний текст джерелаThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006
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/.
Повний текст джерелаCroti, Adriana Aparecida. "Aprender a aprender: a autorregulação na perspectiva cognitiva da aprendizagem no contexto do Ensino Profissionalizante." Universidade do Oeste Paulista, 2016. http://bdtd.unoeste.br:8080/jspui/handle/jspui/979.
Повний текст джерелаMade available in DSpace on 2016-09-08T23:12:13Z (GMT). No. of bitstreams: 1 DISSERTACAO ACAO COGNITIVA_POSBANCA_IMPRESSAO (1).pdf: 1747345 bytes, checksum: 47c6574e4bb2481c6000190f610d6f07 (MD5) Previous issue date: 2016-03-23
This work was presented and defended the Master of Education from the University of West Paulista - Concentration Area: Institution Educational and Training Educator. The research had the main objective to understand how the student's vocational education conceives the operation of their intelligence in the learning situation and specific objectives, aimed at identifying possible reflections of students about their own thinking and understand how they understand the construction of intelligence. Cognitive action was addressed from the perspective of Theoretical cognitive as Jean Piaget, David Ausubel, Jerome Bruner and John Flavell, in order to have different contributions in relation to aspects of cognition related to learning and intelligence training process. As a methodological option appealed to the research exploratory qualitative nature of the kind of intrinsic study case. The methodological procedures involved the collection of data using interviews with semi-structured having a guiding question that was applied to twelve students in a class Young Apprentice Senai - SENAI. The interpretation and discussion of the data were worked through Content Analysis. The collected responses were organized into four categories: Knowledge own intelligence operation in the learning process; Perception of learning; learning strategies; Development of intelligence. The results indicate that students conceive the functioning of the intelligence focused on memorization and practice activity. Who realize the thought, but not associate the construction of intelligence and thus reveal limited reflective abstraction. It is noticed that the academic life of these students was not rich enough in relation to self-regulation. Finally, it is understood to be necessary to carry out new studies to add knowledge and explore other ways to deepen the theme of this investigation.
Esta dissertação foi apresentada e defendida no Mestrado em Educação da Universidade do Oeste Paulista - Área de concentração: Instituição Educacional e Formação do Educador. A pesquisa teve por objetivo principal compreender como o aluno do ensino profissionalizante concebe o funcionamento da sua inteligência em situação de aprendizagem e, como objetivos específicos, buscou identificar possíveis reflexões dos alunos sobre o próprio pensamento e compreender como eles entendem a construção da inteligência. A ação cognitiva foi abordada a partir da visão dos Teóricos Cognitivistas como Jean Piaget, David Ausubel, Jerome Bruner e John Flavell, com o intuito de apresentar diferentes contribuições no que tange aos aspectos da cognição relativos à aprendizagem e ao processo de formação da inteligência. Como opção metodológica recorreu-se à pesquisa de natureza qualitativa exploratória, do tipo Estudo de Caso intrínseco. Os procedimentos metodológicos envolveram a recolha de dados utilizando-se de entrevista com roteiro semiestruturado tendo uma questão norteadora que foi aplicada a doze alunos de uma turma de Jovem Aprendiz do Serviço Nacional de Aprendizagem Industrial – SENAI. A interpretação e discussão dos dados foram trabalhadas por meio da Análise de Conteúdo. As respostas recolhidas foram organizadas em quatro categorias: Conhecimento do funcionamento da própria inteligência no processo de aprendizagem; Percepção do aprendizado; Estratégias de aprendizagem; Desenvolvimento da Inteligência. Os resultados sinalizam que os alunos concebem o funcionamento da inteligência com foco na memorização e atividade prática. Que percebem o pensamento, mas não o associam à construção da inteligência e, assim, revelam limitada abstração reflexiva. Percebe-se que a vida acadêmica destes alunos não foi suficientemente rica em relação à autorregulação. Por fim, entende-se ser necessária a realização de novos estudos para acrescentar conhecimentos e explorar outros caminhos para aprofundamento na temática desta investigação.
Tanikawa, Helena Akemi Motoki 1988. "Monitoramento metacognitivo : um estudo sobre suas relações com o pedir ajuda, o autoconceito e a motivação para aprender de estudantes do ensino fundamental." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/319173.
Повний текст джерелаDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-25T20:16:52Z (GMT). No. of bitstreams: 1 Tanikawa_HelenaAkemiMotoki_M.pdf: 1810748 bytes, checksum: 3d015c424f07648fbe65876f3b6f3f23 (MD5) Previous issue date: 2014
Resumo: Estudiosos da Psicologia da Educação definem a aprendizagem autorregulada como um processo no qual o estudante exerce um papel ativo de gerenciar seus comportamentos, pensamentos e sentimentos como meio de alcançar uma determinada meta. Para isso, é necessário que o indivíduo seja capaz de planejar, monitorar e avaliar o seu aprendizado. Assim, o monitoramento metacognitivo é um construto essencial para que ocorra a autorregulação da aprendizagem. A presente pesquisa teve como objetivo caracterizar o monitoramento metacognitivo e examinar as possíveis relações com o pedir ajuda, o autoconceito e a motivação de 159 estudantes, de ambos os gêneros, de idade entre 08 e 15 anos, matriculados no 3º e 4º anos e na 5ª e 8ª série do Ensino Fundamental de uma escola municipal. Para a coleta de dados, utilizaram-se quatro instrumentos que avaliaram o monitoramento metacognitivo, o pedir ajuda, o autoconceito intelectual e acadêmico e a orientação motivacional para aprender. Os dados obtidos foram analisados por meio da estatística descritiva e inferencial. Os resultados mostraram que os alunos apresentaram um desempenho mediano no instrumento de monitoramento metacognitivo. Observou-se que os participantes mais novos foram mais precisos ao realizar o monitoramento, reportaram não fazer uso da estratégia de pedir ajuda, relataram um autoconceito acadêmico positivo, bem como uma orientação motivacional mais intrínseca. Constatou-se também uma queda acentuada na precisão do monitoramento metacognitivo com o avançar da escolarização. No que concerne ao desempenho escolar, verificou-se que os estudantes que foram mais precisos ao realizar o monitoramento da tarefa demonstraram um melhor rendimento nas disciplinas de Língua Portuguesa e Matemática. Discute-se a relevância de se investigar o monitoramento metacognitivo em estudantes do Ensino Fundamental. Espera-se que os resultados deste estudo possam contribuir para a ampliação dos conhecimentos sobre o papel exercido pelo monitoramento metacognitivo na aprendizagem autorregulada e que promovam uma reflexão acerca das ações pedagógicas voltadas para estudantes do Ensino Fundamental
Estudiosos da Psicologia da Educação definem a aprendizagem autorregulada como um processo no qual o estudante exerce um papel ativo de gerenciar seus comportamentos, pensamentos e sentimentos como meio de alcançar uma determinada meta. Para isso, é necessário que o indivíduo seja capaz de planejar, monitorar e avaliar o seu aprendizado. Assim, o monitoramento metacognitivo é um construto essencial para que ocorra a autorregulação da aprendizagem. A presente pesquisa teve como objetivo caracterizar o monitoramento metacognitivo e examinar as possíveis relações com o pedir ajuda, o autoconceito e a motivação de 159 estudantes, de ambos os gêneros, de idade entre 08 e 15 anos, matriculados no 3º e 4º anos e na 5ª e 8ª série do Ensino Fundamental de uma escola municipal. Para a coleta de dados, utilizaram-se quatro instrumentos que avaliaram o monitoramento metacognitivo, o pedir ajuda, o autoconceito intelectual e acadêmico e a orientação motivacional para aprender. Os dados obtidos foram analisados por meio da estatística descritiva e inferencial. Os resultados mostraram que os alunos apresentaram um desempenho mediano no instrumento de monitoramento metacognitivo. Observou-se que os participantes mais novos foram mais precisos ao realizar o monitoramento, reportaram não fazer uso da estratégia de pedir ajuda,relataram um autoconceito acadêmico positivo, bem como uma orientação motivacional mais intrínseca. Constatou-se também uma queda acentuada na precisão do monitoramento metacognitivo com o avançar da escolarização. No que concerne ao desempenho escolar, verificou-se que os estudantes que foram mais precisos ao realizar o monitoramento da tarefa demonstraram um melhor rendimento nas disciplinas de Língua Portuguesa e Matemática. Discute-se a relevância de se investigar o monitoramento metacognitivo em estudantes do Ensino Fundamental. Espera-se que os resultados deste estudo possam contribuir para a ampliação dos conhecimentos sobre o papel exercido pelo monitoramento metacognitivo na aprendizagem autorregulada e que promovam uma reflexão acerca das ações pedagógicas voltadas para estudantes do Ensino Fundamental
Scholars of Educational Psychology define self-regulated learning as a process in which the student plays an active role in managing their behaviors, thoughts and feelings as a means of achieving a particular goal. For this, it is necessary that individuals are able to plan, monitor and evaluate their learning. Therefore, metacognitive monitoring is an essential construct for the self-regulation of learning to occur. The present study aimed to characterize metacognitive monitoring and examine possible relationships with help seeking, self-concept and motivation of 159 students, of both genders, aged 08-15 years, enrolled in the 3rd and 4th year and 5th to 8th grades of Elementary Education in a public school. Four instruments were used for the data collection, which assessed metacognitive monitoring, asking for help, the intellectual and academic self-concept, and the motivational orientation to learn. The data obtained were analyzed using descriptive and inferential statistics. The results showed that the students presented average performance in the metacognitive monitoring instrument. It was observed that the younger participants were more precise when performing the monitoring, they reported not using the asking for help strategy, and they reported a positive academic self-concept, as well as a more intrinsic motivational orientation. A marked decrease was also observed in the precision of the metacognitive monitoring with the advance in education. Concerning the school performance, it was verified that the students who were more precise when performing the monitoring of the task demonstrated higher achievement in the subjects of Mathematics and Portuguese Language. The relevance of investigating metacognitive monitoring in elementary education students is discussed. It is expected that the results of this study may contribute to the expansion of knowledge related to the role played by metacognitive monitoring in self-regulated learning and promote a reflection concerning the pedagogical actions directed toward elementary education students. Abstract: Self-regulated learning, metacognitive Skills, Educational Achievment, Elementary Educarion
Abstract: Scholars of Educational Psychology define self-regulated learning as a process in which the student plays an active role in managing their behaviors, thoughts and feelings as a means of achieving a particular goal. For this, it is necessary that individuals are able to plan, monitor and evaluate their learning. Therefore, metacognitive monitoring is an essential construct for the self-regulation of learning to occur. The present study aimed to characterize metacognitive monitoring and examine possible relationships with help seeking, self-concept and motivation of 159 students, of both genders, aged 08-15 years, enrolled in the 3rd and 4th year and 5th to 8th grades of Elementary Education in a public school. Four instruments were used for the data collection, which assessed metacognitive monitoring, asking for help, the intellectual and academic self-concept, and the motivational orientation to learn. The data obtained were analyzed using descriptive and inferential statistics. The results showed that the students presented average performance in the metacognitive monitoring instrument. It was observed that the younger participants were more precise when performing the monitoring, they reported not using the asking for help strategy, and they reported a positive academic self-concept, as well as a more intrinsic motivational orientation. A marked decrease was also observed in the precision of the metacognitive monitoring with the advance in education. Concerning the school performance, it was verified that the students who were more precise when performing the monitoring of the task demonstrated higher achievement in the subjects of Mathematics and Portuguese Language. The relevance of investigating metacognitive monitoring in elementary education students is discussed. It is expected that the results of this study may contribute to the expansion of knowledge related to the role played by metacognitive monitoring in self-regulated learning and promote a reflection concerning the pedagogical actions directed toward elementary education students
Mestrado
Psicologia Educacional
Mestra em Educação
Kashou, Hussam H. "Examining University Students’ Use of Mobile Technology, Online Engagement, and Self-Regulation & Metacognitive Tendencies Across Formal and Informal Learning Environments." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469453408.
Повний текст джерелаViana, FlÃvia Roldan. "AnÃlise do desenvolvimento do processo de autorregulaÃÃo por alunos com deficiÃncia intelectual: implicaÃÃes dos princÃpios de mediaÃÃo de feuerstein na intervenÃÃo pedagÃgica tutorada." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18345.
Повний текст джерелаA tese objetivou analisar a manifestaÃÃo da autorregulaÃÃo em alunos que apresentam deficiÃncia intelectual. Para isso, se investigou, no contexto da proposiÃÃo de jogos didÃticos-pedagÃgicos, os aspectos envolvidos em uma intervenÃÃo pedagÃgica tutorada, fundamentada nos princÃpios de mediaÃÃo de Feuerstein, que poderiam potencializar o desenvolvimento da autorregulaÃÃo como componente metacognitivo. O quadro teÃrico se apoiou na perspectiva sociointeracionista, e abrangeu cinco categorias conceituais: O sujeito com deficiÃncia intelectual e seus processos de aprendizagem, MetacogniÃÃo, AutorregulaÃÃo, MediaÃÃo e Jogos em contextos de mediaÃÃo na intervenÃÃo pedagÃgica tutorada, no favorecimento da autorregulaÃÃo. Adotou-se a metodologia fundamentada nos pressupostos de uma pesquisa de carÃter quase-experimental. O estudo de campo desenvolveu-se no perÃodo de agosto de 2015 a junho de 2016, contou com a participaÃÃo de trÃs sujeitos com diagnÃstico de deficiÃncia intelectual, e organizou-se em duas fases. A fase 1, ExploraÃÃo da pesquisa de campo, subdividiu-se em trÃs etapas: Pesquisa exploratÃria; SeleÃÃo de sujeitos; e Estudo Piloto (aplicado com quatro sujeitos com deficiÃncia intelectual); e a fase 2, Desenvolvimento da pesquisa de campo (contou com a participaÃÃo de trÃs sujeitos com deficiÃncia intelectual acompanhados nas Salas de Recursos Multifuncionais de duas escolas pÃblicas), tambÃm subdividida em trÃs etapas: TraÃando perfis: avaliaÃÃo cognitiva e prÃ-teste (avaliaÃÃo da autorregulaÃÃo); SessÃes de intervenÃÃo pedagÃgica tutorada; e AvaliaÃÃo do pÃs-teste. A anÃlise de dados organizou-se em duas categorias: A influÃncia dos princÃpios de mediaÃÃo de Feuerstein sobre o avanÃo conceitual de alunos que apresentam deficiÃncia intelectual; ManifestaÃÃo de estratÃgias metacognitivas autorregulatÃrias em alunos com deficiÃncia intelectual por meio do uso de jogos no contexto de uma intervenÃÃo pedagÃgica tutorada. Verificou-se que, a mediaÃÃo, fundamentada nos princÃpios de Feuerstein, possibilitou que os sujeitos participantes demonstrassem capacidade de alcanÃar um nÃvel de complexidade elaborado no desenvolvimento de estratÃgias metacognitivas de autorregulaÃÃo, as quais promoveram o processo de autorregulaÃÃo nas situaÃÃes de aprendizagem. Constatou-se que, ao longo das sessÃes tutoradas de intervenÃÃes, eles passaram a estabelecer objetivos, usar diferentes estratÃgias metacognitivas de autorregulaÃÃo, autocontrolar o prÃprio desempenho, gerenciar o tempo para concluir a atividade, e antecipar resultados dos jogos. Conclui-se que à fundamental oportunizar aos alunos com deficiÃncia intelectual situaÃÃes de aprendizagens, que promovam o diÃlogo com o mundo de significados, tornando-os ativos e sujeitos de sua aprendizagem, para que apreendam informaÃÃes e se conscientizem de sua prÃpria aprendizagem. As contribuiÃÃes deste estudo residem na compreensÃo de que sujeitos que apresentam deficiÃncia intelectual se beneficiam da mediaÃÃo, e, portanto, sÃo capazes de desenvolverem estratÃgias de autorregulaÃÃo diante de situaÃÃes de aprendizagens desafiadoras. Para isso, à necessÃrio conceder a esses sujeitos a oportunidade de estabelecerem e seguirem seus objetivos pessoais, assim como de criarem as suas situaÃÃes de aprendizagem.
Vanderheiden, Guney Stacey Lynn. "The Relationship of Motivated Strategies for Learning, Mental Toughness, and Grit to Developmental Math Student Success in an Adaptive Learning Technology Environment." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862853/.
Повний текст джерелаTorres, Núñez Pablo Enrique. "The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/275666.
Повний текст джерелаKoch, Simone Hack da Silva. "@prender a @prender : na busca de processos metacognitivos com o uso das TIC." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/32142.
Повний текст джерелаThe teacher may surprised to find out that students develop a series of pipes, when he offers learning situations on day-to-day classroom. Some, that do not seem very logical, are prove effective, while others, seemingly more appropriate, have confusing results. How to understand what students do or wanted to do? How to realize their true learning? In this context this study was focus ,researching on how to promote and demonstrate through strategies of teaching/learning ,mediated by ICT, in the individual metacognitive processes through digital and virtual learning environment. To answer the research question, studies on internalization process, metacognition, mediation and teaching/learning strategies are carried out under a socio-interactionist perspective. This work was structured in a case study (multicases) of three primary school students who participated in a social program in the city of Novo Hamburgo. The results showed the strategy of teaching and learning: Brainstorm, Portfolio, Problem Solving and Conceptual Maps, through actions mediated in digital and virtual learning environments showing and promoting metacognition process.
Kiran, Dekant. "A Study On Sources And Consequences Of Elementary Students." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612503/index.pdf.
Повний текст джерелаSELF-EFFICACY BELIEFS IN SCIENCE AND TECHNOLOGY COURSE KIRAN, Dekant M.S., Department of Elementary Science and Mathematics Education Supervisor: Assoc. Prof. Dr. Semra SUNGUR September 2010, 98 pages The present study aimed at investigating sources and consequences of middle school students&rsquo
science self-efficacy beliefs. While mastery experience, vicarious experience, verbal persuasion, and emotional arousal were examined as sources of self-efficacy beliefs, students&rsquo
achievement goals, metacognition, and effort regulation were examined as consequences of self-efficacy beliefs. Self-report instruments, Sources of Science Self-Efficacy Scale (SSSE), Motivated Strategies for Learning Questionnaire (MSLQ) and Achievement Goal Questionnaire (AGQ), were administered to 1932 middle school students to assess variables of the study. Results showed that mastery experience, verbal persuasion, and emotional arousal significantly predict students&rsquo
science self-efficacy which was found to be positively linked to mastery approach goals, performance approach goals, mastery avoidance goals, metacognition, and effort regulation. In addition, a positive relationship was found between verbal persuasion and mastery approach goals. Moreover, findings revealed that approach goals were positively associated with metacognition and effort regulation while avoidance goals are negatively linked to effort regulation. Additionally, results indicated a positive association between emotional arousal and effort regulation.
FRANÇA, Rozelma Soares de. "Um modelo para a aprendizagem do pensamento computacional aliado à autorregulação." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/17236.
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CAPEs
Cada vez mais é necessário criar cenários de aprendizagem que oportunizem a promoção do pensamento computacional na educação básica, uma vez que tal habilidade pode promover a capacidade de resolução de problemas, além de apoiar e relacionar-se com outras ciências. Atrelado a isto, há a necessidade de engajar os aprendizes em atividades de reflexão durante sua formação em conceitos fundamentais da Computação. Sob a ótica da aprendizagem autorregulada, a reflexão, especificamente a autorreflexão, desempenha um papel primordial no processo de aprendizagem, permitindo que os estudantes avaliem o próprio conhecimento na tentativa de identificar as causas dos seus próprios erros e acertos acadêmicos. Os aprendizes podem realizar essas atividades de reflexão e avaliação da aprendizagem individualmente e em colaboração com seus pares. Neste cenário, um modelo colaborativo, intitulado penC, foi concebido para introduzir práticas de autorregulação no contexto do ensino e da aprendizagem do pensamento computacional no ensino médio. O penC foi construído a partir de um estudo exploratório e avaliado por professores, especialistas em áreas contempladas no modelo. Tal avaliação evidenciou fatores que possivelmente contribuem para a autorregulação e a aprendizagem do pensamento computacional, bem como aqueles que requerem melhorias. Ainda, trouxe implicações para o design de uma ferramenta que implementa o penC. A partir de tais resultados, o modelo foi refinado, implementado e avaliado, por meio de um quasi-experimento, durante um curso de desenvolvimento de jogos digitais que introduziu conceitos de lógica de programação em iniciantes na área. Os resultados obtidos com o estudo experimental evidenciam a contribuição da proposta na formação dos estudantes, tendo impacto positivo sobre a autorregulação e a aprendizagem do pensamento computacional repercutindo, ainda, na jogabilidade de games produzidos durante a formação dos participantes em conceitos introdutórios de programação. Adicionalmente, o professor avaliou positivamente a experiência com o uso do modelo proposto e relatou a percepção de resultados positivos sobre a formação de seus estudantes.
There is an increasing need to create learning environments that enable the promotion of computational thinking in basic education, once this ability can promote the skill of solving problems, besides supporting and relating to other sciences. Linked to this, there is the need to engage learners in reflection activities during their education on fundamental concepts of computer science. From the perspective of self-regulated learning, reflection - especially self-reflection - plays an essential role in the learning process, allowing students to assess their own knowledge as an attempt to identify the causes of their own mistakes and academic achievements. Learners can perform such activities of reflection and evaluation of learning individually and in collaboration with their peers. In this scenario, a collaborative model called penC is designed to introduce self-regulation practices in the context of teaching and learning of computational thinking in high school. The penC was built from an exploratory study and evaluated by teachers, experts in areas included in the model. Such evaluation highlighted factors that possibly contribute to the self-regulation and learning of computational thinking as well as those in need of improvement. It also brought consequences for the design of a tool that implements the penC. From these results, the model was refined, implemented and evaluated, through a quasi-experiment, during a course of development of digital games that introduced concepts of programming logic to beginners of this area. The results obtained with the experimental study demonstrate the contribution of the proposal on the education of students, generating positive impact on self-regulation and learning of computational thinking and also repercussions in playability of games produced during the education on introductory concepts of programming. Moreover, the teacher evaluated the experience with the use of the proposed model as positive and reported the perception of positive results on the education process of the students.
Ishii, Ione. "A iniciação científica como prática pedagógica na formação de estudantes de farmácia." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-07032016-144629/.
Повний текст джерелаThe purpose of undergraduate research (UR) is to educate researchers and professionals so they may contribute for the scientific/technological advancement. Studies have shown the benefits of UR: academic and professional supplement, personal development and critical thinking. In addition, qualitative changes in the relationship between the student and learning have been observed: knowledge acquires a meaning and has a sense, and his/her understanding becomes profound. Undergraduate with such characteristics have been described by Marton and Säljö (1976) as students with a deep approach to learning. They utilize metacognition in an efficient way through mechanisms of self-regulation. Metacognition was defined by Flavell (1979) as the capacity to think about one´s own cognition. At this time society is looking for professionals who are independent, critical and able to solving problems and prepared to lifelong learning, features that are found in students with a deep approach to learning. Pharmacy courses have undergone curriculum changes in order to meet the new requirements of the profession. Instigated by the researches about this topic and the need to improve teaching, I conducted a qualitative research by means of interviews, in which students talk about their experience in UR. My intention is thus to contribute for the improvement of mentoring as a pedagogical practice and for the improvement of the undergraduate courses. In 2014, interviews provided evidence that the deep approaches to learning had been adopted as well as the use of metacognitive strategies by the undergraduate research students. With the aim of confirming such results, new interviews were conducted in 2015. By comparing the interviews aspects of the UR mentoring were found, confirmed by talks with the professors who supervised those students. The three professors participating in this stage revealed and reiterated efficient pedagogical actions: focus on the student, not on the research, to identify expectancies, difficulties and the potential of undergraduates; they consider UR as a complement to academic and professional education; they select students who are interested and have time available to dedicate themselves to research; they see conceptual and procedural gap of students as a responsibility of the mentoring, who can help them overcome such difficulties even to detriment of the development of more complex research; they organize the work environment to foster healthy interpersonal relations.
Jagoda, Topalov. "Metakognicija i kognitivne strategije urazumevanju teksta u univerzitetskoj nastaviengleskog jezika." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=99561&source=NDLTD&language=en.
Повний текст джерелаThis dissertation analyzes reading strategies that are employed by readersduring the process reading comprehension. The main goals of the research was first toestablish which reading strategies are used by students who are taking a course in EFLat the university level and then to analyze the effects of Collaborative strategicreading – CSR (Klingner & Vaughn, 1996), a specially designed instructionaltreatment aimed at improving students’ reading skills in the English language, theirstrategic inventory and the frequency of its use. The research reported in this thesis isset within a cognitive theoretical framework, which views readers as logical, activeparticipants in the process of learning. The theoretical considerations first included ananalysis of the reading skill in the context of foreign language learning and focused onthe ways in which different cognitive processes contributed to reading comprehension,which was followed by an examination of reading strategies within a broadertheoretical concept of self-regulation. The introduction of the Input and InteractionHypothesis set the basis for the interpretation of student interaction in the process offoreign language reading comprehension.The research reported in this dissertation investigated the following questions:(1) What is the extent to which strategic competence is developed among universityEFL students? (2) Is there a significant difference in reading comprehension scoresbetween the students who are engaged in cooperative reading activities within astructured strategic framework and the students who are taught within a teachercenteredapproach to reading instruction? (3) Is there a significant difference betweenmetacognition and strategic competence between the students who are engaged incooperative reading activities within a structured strategic framework and the studentswho are taught within a teacher-centered approach to reading instruction? (4) Is there asignificant difference between reading strategies used by successful and less successfulreaders during the process of reading comprehension with respect to the teachingapproach the students were exposed to?Bearing in mind the complexity of the research aim and its correspondingresearch questions, this investigation adopted a mixed methods design during tworesearch phases. The first phase was conducted within a quantitative framework sincethe goal was to describe the students’ strategic inventory and to measure the frequencyof its use. The investigation in the first phase included a total of 487 students studyingat the Faculty of Philosophy in Novi Sad (N1=203), at the Faculty of Philology andArts in Kragujevac (N2=132) and at the Faculty of Philosophy in Niš (N3=152). Theinstrument used in this phase included the Survey of Reading Strategies developed byMokhtari and Sheorey (2002). In the second phase, the research included acombination of qualitative and quantitative methods within a pre-test – post-testexperimental design. The experiment included a total of 50 first and second yearstudents studying at the Faculty of Philosophy in Novi Sad who were taking a coursein English as a faculty requirement. The experimental group included a total of 24students, whereas the control group included 26 students. Data collection methodsincluded reading comprehension tests, questionnaires and think-aloud protocols inorder to minimize the risk of a subjective interpretation of the results. The quantitative data were collected before the beginning of the experimental treatment, at the middleand in the end of the experiment, whereas the qualitative data were collected after theexperimental treatment was completed.The results of the first phase of research indicate that the use of readingstrategies among students can be tied to gender, the learning context, the previousexposure to reading strategies and the self-reported proficiency. The results of thesecond phase imply that the structured group interaction during the process of readingEnglish texts has a favorable effect on the development of the students’ reading andcomprehension skills, as well as their self-regulatory techniques. The mainpedagogical implication of the research concerns the need to introduce explicit strategyinstruction in EFL classes which would enable students to achieve success incomprehending complex texts and difficult topics.
Sungur, Semra. "An implementation of problem based learning in high school biology courses." Phd thesis, Ankara : METU, 2004. http://etd.lib.metu.edu.tr/upload/12604717/index.pdf.
Повний текст джерелаCarré, Alice. "L'analyse des processus cognitifs comme aide à la formation initiale et au perfectionnement des traducteurs." Thesis, Université Grenoble Alpes (ComUE), 2017. http://www.theses.fr/2017GREAL034/document.
Повний текст джерелаTranslator training programmes comprise a wide range of contents and of instructional methods. But it would appear that students do not bridge the gap between declarative and procedural competences to the best of their abilities as a result of their lack of knowledge and understanding of their own working habits. Moreover, expertise research has shown that however robust the initial training, the mere accumulation of experience does not automatically lead to the optimal development of professional competence. The key to expertise would rest both in a suitable working environment and in deliberately self-regulated practice.The present contribution aims at assessing the ability of students to deliberately alter a given aspect of their translation habits after taking part in a workshop designed to strengthen their metacognitive skills. Reference data were collected and analysed to work out the effect of regulation on translating. Our proposed teaching sequence was then tested on two groups of students.It would seem that those students who were able to analyse their own habits and to compare them to those of their fellow students and of professional translators displaying a high level of regulation were able to consciously alter their working habits to a certain extent. Due to the limited number of participants, these results need confirmation through repetition on wider cohorts. But it seems that the proposed teaching sequence could provide students with a tool to proactively improve their working habits or their working environment. As such, it could be part of the wider movement of raising students’ awareness of the importance of cognitive, physical and organisational ergonomics at the workplace that is currently taking place in translator training
Vossman, Strömberg Anneli. "Att förstå sitt lärande : En pilotstudie av högstadieelevers uppfattningar om metakognitiva frågor i ämnena bild och svenska." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-153108.
Повний текст джерелаThis pilot study aims to test how recommended methods to promote students’ metacognitive thinking can be used. Metacognition is about “learning how to learn” and is related to conceptions like feedback, self-regulation and formative assessment. Research shows that students that get training in metacognition increase their performances. One of the goals according to the Swedish Curriculum for the compulsory school, preschool class and the recreation centre 2011/2017 is that students shall develop the ability to assess their results. I have examined how students in grade seven answer and apprehend metacognitive questions in the compulsory subjects Art and Swedish. The students answered metacognitive questions at three different times: when planning, when carrying through and when evaluating the task. In connection to answering the questions they also answered a questionnaire about their conception of the metacognitive questions. The intention is to use the result of the pilot study to prepare for a larger study. A qualitative research method has been used in this study. The result show that it’s substantial that the teachers find out about the students different preunderstanding of the metacognitive questions. The majority of the students find the metacognitive question useless, but for different reasons. If the students don’t understand the questions they think that the questions are something in addition to the task. If the students have a high metacognitive preunderstanding they will consider the questions as redundant. Most students thought that the metacognitive questions took time from the task they were supposed to do. Some students expressed great dissatisfaction, big frustration and irritation over the questions. To be able to train metacognitive thinking methodically with desired effect the students have to be motivated. A key factor is that the students understand what the training is supposed to leading. The teacher has to work in different ways with different groups of students with this.
Österholm, Magnus. "Kognitiva och metakognitiva perspektiv på läsförståelse inom matematik." Doctoral thesis, Linköpings universitet, Tillämpad matematik, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7674.
Повний текст джерелаThere seems to exist a general belief that one needs to learn specifically how to read mathematical texts, that is, a need to develop a special kind of reading ability for such texts. However, this belief does not seem to be based on research results since it does not exist much research that focus on reading comprehension in mathematics. The main purpose of this dissertation is to examine whether a reader needs special types of knowledge or abilities in order to read mathematical texts. Focus is on students’ reading of different kinds of texts that contain mathematics from introductory university level. The reading of mathematical texts is studied from two different perspectives, on the one hand a cognitive perspective, where reading abilities and content knowledge are studied in relation to reading comprehension, and on the other a metacognitive perspective, where focus is on beliefs and how a reader determines whether a text has been understood or not. Three empirical studies together with theoretical discussions, partly based on two literature surveys, are included in this dissertation. The literature surveys deal with properties of mathematical texts and reading in relation to problem solving. The empirical studies compare the reading of different types of texts, partly mathematical texts with texts with content from another domain and partly different types of mathematical texts, where focus is on the use of symbols and texts focusing on conceptual or procedural knowledge. Furthermore, students’ beliefs about their own reading comprehension and about texts and reading in general in mathematics are studied, in particular whether these beliefs are connected to reading comprehension. The results from the studies in this dissertation show that the students seem to use a special type of reading ability for mathematical texts; to focus on symbols in a text. For mathematical texts without symbols, a more general reading ability is used, that is, a type of ability also used for texts with content from another domain. The special type of reading ability used for texts including symbols affects the reading comprehension differently depending on whether the text focuses on conceptual or procedural knowledge. Compared to the use of the more general reading ability, the use of the special reading ability creates a worse reading comprehension. There seems to exist a need to focus on reading and reading comprehension in mathematics education since results in this dissertation show that courses at the upper secondary level (course E) and at the university level (in algebra and analysis) do not affect the special reading ability. However, the mentioned results show that this focus on reading does not necessarily need to be about learning to read mathematical texts in a special manner but to use an existing, more general, reading ability also for mathematical texts. Results from the metacognitive perspective show a difference between conscious aspects, such as regarding beliefs and reflections about comprehension, and unconscious aspects, such as the more automatic processes that make a reader understand a text, where also metacognitive processes are active. In particular, beliefs, which have been examined through a questionnaire, do not have a clear and independent effect on reading comprehension. From the texts used in these studies and the participating students, there seems not do be a general need to view the reading of mathematical texts as a special kind of process that demands special types of reading abilities. Instead, the development of a special type of reading ability among students could be caused by a lack of experiences regarding a need to read different types of mathematical texts where similarities with reading in general can be highlighted and used.
Sacco, Susy Generoso 1985. "Um estudo sobre hábitos e estratégias de aprendizagem na realização de lição de casa de alunos do ensino fundamental." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251385.
Повний текст джерелаDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Pesquisas sobre a prática da lição de casa revelam que essa atividade pode ser favorável para estimular hábitos e uso de estratégias benéficos aos estudos extraescolares, assim como auxiliar na melhora do desempenho escolar do aluno. O presente estudo buscou conhecer a opinião dos estudantes a respeito da importância da atividade de lição de casa, investigar o relato de hábitos e uso de estratégias de aprendizagem na realização da atividade em questão por alunos do ensino fundamental, e verificar também se há relações entre o relato de hábitos e o uso de estratégias com o desempenho escolar dos discentes, o gênero e o ano escolar. Fizeram parte da pesquisa 280 estudantes dos seguintes anos: 3º, 5º, 7º e 9º do ensino fundamental, de duas escolas públicas do município de Piracicaba - SP. Os dados foram coletados por meio de uma questão aberta, na qual os alunos responderam sobre a importância da lição de casa e da aplicação da Escala de Avaliação de Hábitos e Estratégias Relativos à Realização da Lição de Casa. Para averiguar o rendimento escolar dos participantes, foram consultados o boletim de notas dos estudantes referente ao ano da coleta. Foi feita uma análise categorial para as respostas à questão aberta e sua descrição em percentagem. Os dados provenientes da escala foram estudados por meio de estatística descritiva e inferencial. Os resultados revelaram que a maioria dos alunos acreditam na importância da lição de casa. Encontrou-se correlação positiva entre o relato de hábitos e o uso de estratégias para a aprendizagem na realização da lição de casa e o desempenho escolar. No entanto, hábitos e estratégias favorecedores da aprendizagem não aumentaram necessariamente com o avançar dos anos escolares. As meninas revelaram utilizar com mais frequência do que os meninos hábitos e estratégias que favorecem a aprendizagem, durante a realização da lição de casa. Além disso, o sexo masculino relatou, com maior frequência, ter hábitos e fazer uso de estratégias que não são benéficas à aprendizagem. Os dados apontam a importância de se prescrever a atividade de lição de casa como uma ferramenta que pode contribuir para melhora do desempenho escolar dos alunos.
Abstract: Research on the practice of homework discloses that this activity may be favorable to stimulate habits and use of strategies beneficial to extra school studies, as well as, assist in improving the academic performance of student. The present study it searched to know the opinion of the students, regarding the importance of homework activity, investigate reports of habits and use of learning strategies, in the accomplishment the activity in question, for elementary students, and, also check for relationships between reporting habits and use of strategies with the academic performance of students, gender and school year. The participants of the search were 280 students be approximately 70 of each of the following year: 3º, 5º, 7º e 9º elementary school, from two public schools in the city of Piracicaba -SP. The data were collected through an open question, in which students had answered on the importance of homework, and the application of the Rating Scale Habits and Strategies Relating to the Achievement of Homework. To assess the participants' school performance, were consulted bulletin student grades and test results of Saresp, both, referring to the year of collection. A categorial analysis for the answers to the open question and its description in percentage was made. The data proceeding from the scale had been studied by means of descriptive and inferencial statistics. The results had disclosed that majority of the students believe in the importance of homework. A positive correlation was found between reporting habits and use of strategies for learning in the realization of homework and school performance. However, habits and strategies that favor the learning had not increased necessarily with advancing of the school years. The girls had disclosed to use with more frequency than the boys, habits and strategies that favor the learning, during the accomplishment of the homework. In addition, males reported more frequently have habits and use of strategies that are not beneficial to the learning. The data show the importance of prescribing activity homework as a tool that can contribute to improved performance of students.
Mestrado
Psicologia Educacional
Mestre em Educação
Creighton-Lacroix, Wendy Denise. "The self-regulation of test anxiety using metacognitive strategy instruction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0014/NQ59617.pdf.
Повний текст джерелаGaythwaite, Edie. "METACOGNITIVE SELF-REGULATION, SELF-EFFICACY FOR LEARNING AND PERFORMANCE, AND CRITICAL THINKING AS PREDICTORS OF ACADEMIC SUCCE." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3459.
Повний текст джерелаEd.D.
Department of Educational Studies
Education
Curriculum and Instruction
Znaidi, Adel. "Métacognition et apprentissage de l’écriture de textes narratifs : étude de l'autorégulation chez les élèves du 1er cycle de l’enseignement de base." Electronic Thesis or Diss., Université de Lorraine, 2020. http://www.theses.fr/2020LORR0038.
Повний текст джерелаThe learning French as a foreign language (FLE) by a Tunisian learner is a relativelycomplex school activity. In the phase of production of narrative texts, the elementary schoollearner is actually confronted with many syntactic, morphological, interferential and above allsemantic difficulties. The didactic procedures implemented by teachers to teach the writing skill, make it possible to formalize the act of writing. Nevertheless, the texts produced by novice writers still include many errors due to cognitive dysfunctions. The present work aims at identifying and analyzing the difficulties related to textual coherence in students' written productions in order to understand and explain the cognitive processes performed by learners in writing situations. This procedure could help us design remediation sequences based on metacognitive activities that could help learners improve their scriptural performance. The two experimental methods we used during the implementation of the pedagogical sequences enabled us to check the impact of metacognition practice on novice writers' performance
Wilson, Edith E. "Metacognitions of flow experience : towards an understanding of the self-regulation of optimal experience." Thesis, London Metropolitan University, 2016. http://repository.londonmet.ac.uk/1144/.
Повний текст джерелаQueiroz, João Dias de. "A influência da motivação intrínseca e do engajamento multidimensional no desempenho do aluno, sob a perspectiva da sociedade do conhecimento." Faculdade de Educação da, 2017. http://repositorio.ufba.br/ri/handle/ri/24321.
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RESUMO - O objeto desta pesquisa é o aluno e determinados fatores essenciais que influenciam a maneira como ele aprende. Analisando a literatura existente sobre esse tema, foi identificada uma extensa lista de sugestões e proposições para solucionar os problemas enfrentados no ambiente escolar com relação à melhoria de desempenho, porém a maioria dessas propostas foca com maior ênfase o processo de ensino, deixando em segundo plano o processo de aprendizagem. Nesta pesquisa parte-se do pressuposto de que a motivação, que é inerente a cada aluno, é um fator essencial no processo de aprendizagem, e influencia positivamente o engajamento do aluno nas suas três dimensões – cognitiva, emocional e comportamental -, contribuindo para a melhoria de desempenho escolar. Abordando o problema de forma diferenciada, os aspectos de cultura digital e estilo de aprendizagem foram incorporados às dimensões de engajamento, o que permitiu uma análise mais abrangente e contemporânea do objeto de estudo. Na metodologia adotada foi realizada uma extensa pesquisa exploratória, envolvendo teorias de aprendizagem, motivação, engajamento, cultura digital e estilos de aprendizagem, seguida de um estudo de caso, utilizando uma amostra de conveniência, que serviu de protótipo para avaliar os pressupostos formulados. Desta forma, esse estudo caracteriza-se como uma pesquisa empírica aplicada, exploratória, descritiva e multidisciplinar, envolvendo as áreas de psicologia, educação e informática. Para o estudo de caso foi escolhida uma escola pública estadual localizada em Salvador, na Bahia, onde foram realizados levantamentos de dados em classes do 8o. ano do ensino fundamental, sendo realizadas visitas e aplicados questionários com 130 alunos, envolvendo as disciplinas de Língua Portuguesa, Matemática e Ciências. Os resultados da análise dos dados mostraram-se parcialmente aderentes às hipóteses levantadas, e apontam para um cenário em que o engajamento emocional tem maior influência sobre o desempenho escolar e a cultura digital é reconhecida como fator que influencia o engajamento dos alunos.
ABSTRACT - The object of this research is the student and ABSTRACT - certain key factors that influence the way he learns. Analyzing the existing literature on this topic, a long list of suggestions and proposals were identified to address the problems faced in the school environment in relation to the improvement of academic performance, but most of these proposals focus are more emphasized on the teaching process, leaving the learning process in a secondary plan. This research is based on the assumption that the motivation, that is inherent to each student, is an essential factor in the learning process and positively influences student engagement in its three dimensions - cognitive, emotional and behavioral -, contributing to the improvement of school performance. Approaching the problem in a differentiated way, aspects of digital literacy and learning style were incorporated into the dimensions of engagement, which allowed for a more comprehensive and contemporary analysis of the object of study. In the methodology adopted, an extensive exploratory research was carried out, involving learning theories, motivation, engagement, digital literacy and learning styles, followed by a case study, using a convenience sample, which served as a prototype to evaluate the assumptions formulated,. Therefore, this study is characterized as an empirical, applied, exploratory, descriptive and multidisciplinary research, involving the areas of psychology, education and computer science. For the case study, a state public school located in Salvador, Bahia was chosen, where data surveys were conducted in a 8th grade. of elementary school class, with visits and questionnaires being carried out with 130 students, involving disciplines of Portuguese, Mathematics and Science. The results of the data analysis were partially adherent to the hypotheses raised, and point to a scenario in which emotional engagement has greater influence on school performance and digital culture is recognized as a factor that influences students' engagement.
Onoda, Sakae. "Self-regulation and its relation to motivation and proficiency." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/210107.
Повний текст джерелаEd.D.
This study was an investigation of the relationships among willingness to communicate, two motivational variables (intrinsic goal orientation and self-efficacy), three self-regulated learning strategies (metacognitive during-task self-regulation strategies, effort regulation strategies and peer learning strategies), and measures of English speaking and listening proficiency. The study primarily drew on the concept of self-regulation derived from educational psychology. A sample of 279 English majors studying at a private university in eastern Japan participated in this study. Data from a Japanese version of the Motivated Strategies for Learning Questionnaire (MSLQ) and scores of an in-house proficiency test designed to measure speaking and listening skills were collected. Factor analysis and Rasch analysis were conducted to develop a reliable shortened Japanese version of the MSLQ. Multiple one-way ANOVAs indicated that students with higher speaking and listening abilities as measured by an in-house proficiency test, tended to use more metacognitive during-task self-regulation strategies and effort regulation strategies compared with those with intermediate and lower speaking and listening proficiency. There were no statistically significant differences in peer learning strategies for speaking and peer learning strategies for listening. Finally, structural equation modeling was used to test hypothesized speaking and listening models of the relationships among willingness to communicate, intrinsic goal orientation, self-efficacy, metacognitive during-task self-regulation strategies, effort regulation strategies, peer learning strategies, and English speaking and listening proficiency. Modified models indicated that intrinsic goal orientation and self-efficacy influenced effort regulation strategies, which in turn predicted peer Learning strategies and metacognitive during-task self-regulation strategies. It was also found that peer learning strategies influenced metacognitive during-task self-regulation strategies. Finally, metacognitive during-task self-regulation strategies as well as willingness to communicate predicted speaking skills, but listening skills were only predicted by metacognitive during-task self-regulation strategies. Thus, the results illuminated the complex interrelationships among willingness to communicate, self-efficacy, intrinsic goal orientation, effort regulation strategies, and metacognitive during-task self-regulation strategies in predicting speaking and listening skills. Follow-up interviews with a focus group of students revealed that classroom teaching was mainly focused on speaking tasks that required proactive learning behaviors and effort and that listening tasks occupied only part of the class and that usually comprehension of main points served their purposes. The information helps explain why the speaking model had stronger interrelationships among willingness to communicate, motivational variables, self-regulation strategies, and the proficiency variable.
Temple University--Theses
Jones, Brian Lindley. "Developmental Math Students' Calibrated Judgments of Learning." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5995.
Повний текст джерелаRuan, Zhoulin. "Metacognitive knowledge in language learning and writing : a study of self-regulation in a Chinese ELT context." Thesis, University of Reading, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434348.
Повний текст джерелаGoss, 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.
Повний текст джерелаArumí, Ribas Marta. "Incidència d'una acció pedagògica dirigida a l'autoregulació. Dos estudis de cas a l'aula d'iniciació a l'aprenentatge de la interpretació consecutiva." Doctoral thesis, Universitat Pompeu Fabra, 2006. http://hdl.handle.net/10803/7583.
Повний текст джерелаConceptualment, la recerca pren com a principals referents teòrics l'autonomia de l'aprenent i la relació d´aquest àmbit amb la teoria sociocultural i amb els processos d'autoregulació. Pel que fa a la metodologia, seguim els pressupòsits de la recerca etnogràfica i els de l'aproximació ecològica de la recerca.
Un dels reptes importants d'aquest tipus de recerca és el de trobar un model d'anàlisi que serveixi de base per a l'estudi de les dades resultants de la reflexió metacognitiva. Per fer-ho, ens hem aproximat a l´anàlisi del discurs. Un cop segmentades les dades, per a l'anàlisi interpretativa hem tingut en compte, entre altres, els aspectes següents:
a) la relació que s'estableix entre els enunciats a través dels marcadors i els connectors del discurs
b) la localització temporal
c) la modalització i la polifonia de veus en el discurs.
Entre els resultats obtinguts, destaca que els instruments ´diari de l´aprenent- i ´pauta metacognitiva- esdevenen formes vàlides per a verbalitzar la reflexió metacognitiva. I també que l´autoregulació de l'aprenentatge es desenvolupa en un procés de reflexió, cíclic i dinàmic. En aquest procés es fan evidents diversos graus o nivells. Identificar-los ajuda a integrar i a treballar el component metacognitiu a l´aula. I ha de permetre elaborar un programa d´aprendre a aprendre enfocat a l'ensenyament de la interpretació consecutiva. Un programa que respecti els microprocessos relacionats amb els nivells de consciència identificats i que, a la vegada, esdevingui útil per a propòsits didàctics.
El objetivo de esta tesis es analizar cómo se integra en el aula de interpretación consecutiva una acción pedagógica basada en un enfoque socioconstructivista y que pretende fomentar los procesos autoreguladores en el aprendizaje. Esa acción se concreta en la incorporación de una batería de pautas metacognitivas diseñadas específicamente para desarrollar las habilidades que requiere el aprendizaje de la interpretación consecutiva. Nuestro interés se centra en el paso de la heteroregulación a la autorregulación mediante la citada incorporación de pautas metacognitivas entendidas como instrumentos de mediación.
Conceptualmente, la investigación adopta como principales referentes teóricos la autonomía del aprendiz en su relación con la teoría sociocultural y con los procesos de autorregulación. En cuanto a la metodología, seguimos los presupuestos de la investigación etnográfica y los de la aproximación ecológica a la investigación.
Uno de los retos fundamentales de ese tipo de investigación consiste en hallar un modelo de análisis que sirva de base para el estudio que permita estudiar los datos resultantes de la reflexión metacognitiva. A tal fin partimos del análisis del discurso, procediendo de modo que, una vez segmentados los datos, se lleva a cabo una interpretación de los mismos definida según los siguientes criterios:
a) la relación que se establece entre los enunciados recurriendo a los marcadores y conectores discursivos
b) la localización temporal
c) la modalización y la polifonía de voces en el discurso.
Entre los resultados más destacados del presente trabajo cabe citar, por una parte, que los instrumentos 'diario del aprendiz' y 'pauta metacognitiva' resultan fórmulas válidas para verbalizar la reflexión metacognitiva. Por otra parte, hay que referirse al hecho de que la autorregulación del aprendizaje se desarrolla en un proceso de reflexión cíclico y dinámico en el que se dan distintos grados o niveles, la identificación de los cuales permite integrar y trabajar el componente metacognitivo en el aula. Ello, por su parte, debe posibilitar la elaboración de un programa de ´aprender a aprender- aplicado a la didáctica de la interpretación consecutiva y que se ajuste a los microprocesos relacionados con los niveles de conciencia metacognitiva identificados.
The purpose of this research is to analyse how a teaching action is integrated into the consecutive interpreting classroom. This teaching action is based on a socio-constructivist approach and attempts to encourage self-regulation processes in learning. The action takes the form of a battery of metacognitive guides designed specifically for developing the skills required for learning consecutive interpreting.
Our focus of interest is the study of the move from hetero-regulation to self-regulation through the incorporation of instruments of mediation - the metacognitive guides - designed to develop the skills required for learning consecutive interpreting.
Conceptually, the research takes as its main theoretical references learner autonomy and the relationship of this field with socio-cultural theory and the processes of self-regulation. As for methodology, we follow the criteria of ethnographic and ecologial approach to research.
One of the important challenges of this kind of research is finding a model of analysis that serves as a basis for studying the data resulting from metacognitive reflection. To do this, we have used a discourse analysis approach. Once the data has been segmented, for the interpretive analysis we have taken into account the following aspects, among others:
a) the relationship between the sentences through the markers and connectors;
b) the location in time;
c) the modalization and the polyphony of voices in the speech.
Among the main results obtained, the mediation instruments, ´learner´s diary- and ´metacognitive guide-, prove to be valid forms for verbalizing metacognitive reflection. Also, that self-regulation of learning is developed in a cyclical and dynamic reflection process. In this process, different degrees or levels become clear. Identifying them helps to integrate and work with the metacognitive element in the classroom. And it should make it possible to draw up a learning-to-learn program focused on teaching consecutive interpreting: a program that respects the micro-processes related to the levels of consciousness identified and which, at the same time, should prove useful for teaching purposes.
Granger, Benjamin P. "Enhancing Training Outcomes in the Context of e-Learning: The Impact of Objective Learner Control, Training Content Complexity, Cognitive Load, Learning Goal Orientation, and Metacognitive Strategies." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4326.
Повний текст джерелаNess, Bryan 1976. "An evaluation of the effects of teaching students in a resource classroom a self-regulated assignment attack strategy." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10236.
Повний текст джерелаStudents who struggle academically frequently lack or are unable to apply cognitive-motivational processes imperative for self-regulated learning. It is increasingly evident that deficits in self-regulation are a shared characteristic across students who qualify for special education. For example, impaired executive functions, or the cognitive processes responsible for managing and directing goal-directed activity, is a prevalent symptom domain across students with diverse special education identifications. Higher-order cognitive deficits become increasingly relevant as students progress to the secondary level as this transition necessitates the use of more complex organizational schemes to manage increased academic workload. Assignment management is a particularly challenging task for these students as poor organizational skills and lack of strategic approach translate to excessive time spent on assignments, lost materials, and negative attitude toward academic work. There is a growing body of research suggesting interventions targeting self-regulation have potential to improve performance on complex academic tasks such as assignment completion. Broadly speaking, these interventions are referred to as "self-management" strategies and are intended to help students actively reflect on their own cognitive and learning processes while engaged in academic tasks. The purpose of this study was to evaluate the impact of self-management strategy instruction on student "Assignment Attack" and related academic, behavioral, and cognitive variables. This study extended a line of inquiry examining implementation and efficacy of interventions targeting organized, independent student completion of assignments in resource contexts for adolescents who qualify for special education. Utilizing a multiple baseline, across participants research design, this study revealed positive effects of a Self-Regulated Assignment Attack Strategy (SAAS) on assignment attack and teacher-reported student behavior during assignment completion. The results indicated the effect was domain specific with minimal generalized improvement to the other academic, behavioral, or cognitive outcome measures. A discussion of the results is provided focused on the implications of improved assignment attack, generalization, and measurement challenges. Suggestions for further research in this area are provided.
Committee in charge: McKay Sohlberg, Chairperson, Special Education and Clinical Sciences; Robert Horner, Member, Special Education and Clinical Sciences; Richard Albin, Member, Special Education and Clinical Sciences; Bonnie Todis, Member, Not from U of 0; Thomas Dishion, Outside Member, Psychology
Marini, Janete Aparecida da Silva 1969. "Aprendizagem autorregulada de estudantes de pedagogia : suas estratégias de aprendizagem, teorias implícitas de intelegência e variáveis motivacionais." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250749.
Повний текст джерелаTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-21T11:10:32Z (GMT). No. of bitstreams: 1 Marini_JaneteAparecidadaSilva_D.pdf: 1148683 bytes, checksum: 804f941d8486be1cbaa843c124be5fb7 (MD5) Previous issue date: 2012
Resumo: A autorregulação é todo ato intencional que, agindo sobre os mecanismos de aprendizagem, favorece sua progressão e/ou redirecionamento. É um aspecto importante no processo de ensino que contribui para a organização do ato de aprender. Estudantes autorregulados utilizam uma série de estratégias cognitivas, metacognitivas e motivacionais que permitem a construção de conhecimentos relevantes. O presente estudo teve por objetivo conhecer as variáveis associadas à autorregulação da aprendizagem em estudantes de Pedagogia. Mais precisamente, investigou suas Teorias Implícitas de Inteligência, suas motivações e uso de estratégias de aprendizagem e autoprejudiciais. Na coleta de dados foram utilizados: Escala de Avaliação das Estratégias de Aprendizagem, Escala de Avaliação da Motivação para Aprender de Estudantes Universitários, Escala de Teorias Implícitas de Inteligência e Escala de Uso de Estratégias Autoprejudiciais. Foram aplicadas, também, três atividades autorreflexivas: duas referentes ao uso de Estratégias de Aprendizagem e uma relativa às Estratégias Autoprejudiciais. A amostra foi composta por 107 estudantes do curso de Pedagogia, com faixa etária entre 18 e 46 anos, provenientes de duas Instituições de Ensino Superior do Estado de São Paulo. As respostas dos participantes para as atividades autorreflexivas foram examinadas qualitativamente pela análise de conteúdo. Os resultados das escalas e de questões fechadas, por sua vez, foram estudados pela estatística descritiva e inferencial. Observou-se que os participantes reportam fazer uso expressivo das estratégias de aprendizagem, apresentam motivação predominantemente intrínseca para aprender, possuem concepção de inteligência incremental, bem como que quanto maior o uso das estratégias de aprendizagem, menor a adoção de estratégias autoprejudiciais. Correlações entre o uso das estratégias de aprendizagem, motivação intrínseca, motivação para aprender e autoprejudiciais foram encontradas. Entre os estudantes acima de trinta anos, houve relato mais frequente de uso das estratégias de aprendizagem e maior motivação para aprender. Espera-se, que o presente estudo contribua para ampliação dos conhecimentos sobre as variáveis associadas à autorregulação da aprendizagem, bem como para o desenvolvimento de ações voltadas à melhoria da autorregulação da aprendizagem dos estudantes de Pedagogia.
Abstract: Self-regulation is any intentional act that operates on the mechanisms of learning, promotes progression and redirection. It is an important aspect in the learning process that contributes to the organization of the act of learning. Self- regulated students use a variety of cognitive, metacognitive and motivational strategies that allow the construction of relevant knowledge. The present study aims to understand the variables associated with self- regulated learning in a sample of students in undergraduate programs of Pedagogy. More precisely, it investigates their Implicit Theories of Intelligence, their motivations and the use of learning and self-handicapping strategies. Different tools were employed for the data collection: Scale of Assessment of Learning Strategies, Scale for Evaluation of Motivation to Learn for University Students, Implicit Intelligence Theories Scale and Self-handicapping Strategies Scale. Three self-reflective activities were also applied: two related to the use of Learning Strategies and one to the Selfhandicapping Strategies. The sample consisted of 107 undergraduate students of Pedagogy, aged between 18 and 46, from two private universities in the State of São Paulo. Content analysis was the method used to examine participants' responses to the self-reflective activities. Descriptive and inferential statistics methods were used to examine the results of the scales and closed questions. It was observed that participants report expressive use of the learning strategies, present predominantly an intrinsic motivation to learn orientation and have incremental intelligence conception. It was also noticed that the higher the report of use of learning strategies, the lower the report of employment of self-handicapping strategies. Correlations among the use of learning strategies, intrinsic motivation, motivation to learn and self-handicapping strategies were found. Reports of use of learning and higher motivation to learn strategies were more frequent among the students over thirty years old. It is the hope that this study can contribute to increase the understanding of the variables associated with the self-regulation of learning, as well for the development of educational practices oriented towards improving self-regulation of undergraduate Pedagogy students.
Doutorado
Psicologia Educacional
Doutora em Educação
Friedrich, Katja. "Selbstständig(er) durch Selbst- und Fremdeinschätzung? : Möglichkeiten und Grenzen der Förderung von Metakognitionsstrategien bei Schülerinnen und Schülern durch "Ich-kann"-Checklisten ; Ergebnisse einer gezielten Intervention im Fach Deutsch in der 7. gymnasialen Jahrgangsstufe." Phd thesis, Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6641/.
Повний текст джерелаThis paper examines the performance enhancing effect of so called “Can Do” checklists on the metacognitive strategies of 13 to 14 year old Gymnasium students. This study analyzes which students actually use “Can Do” checklists, in what form they apply them, and the specific circumstances in which they appear to be most effective. These checklists define fundamental, subject-specific, and interdisciplinary competencies that are formulated into written “Can Do” lessons that require both self-assessment and third-party assessment. The increasing development and application of “Can Do” checklists and performance metrics is clearly seen both in the recent scholarly papers that address this issue and in classroom practice. The fact that this trend is emerging despite the lack of empirical studies is particularly surprising (e.g. Bastian & Merzinger, 2007; Merzinger, 2007). These salient questions were examined through analysis of a two-year quantitative survey that monitored two consecutive classes of 197 Gymnasium students in their German class during their 7th academic year. The results of this study indicate that “Can Do” checklists are an effective pedagogical tool for self-evaluation especially for boys. Applying this methodology both fosters self management of the learning process and motivates the student to invest more effort into the subject. The benefits of continuous performance self-assessment using “Can Do” checklists also transfer voluntarily beyond the classroom.
"Metacognition in writing: the effect of self-regulation training on revision." Chinese University of Hong Kong, 1993. http://library.cuhk.edu.hk/record=b5887755.
Повний текст джерелаThesis (M.A.Ed.)--Chinese University of Hong Kong, 1993.
Includes bibliographical references (leaves 135-142).
TABLE OF CONTENTS --- p.i
LIST OF TABLES --- p.iv
LIST OF FIGURES --- p.v
ABSTRACT --- p.vii
Chapter CHAPTER 1 --- INTRODUCTION --- p.1
Chapter 1.1 --- Background of the Study --- p.1
Chapter 1.2 --- Purpose of the Study --- p.4
Chapter 1.3 --- Significance of the Study --- p.5
Chapter CHAPTER 2 --- REVIEW OF LITERATURE --- p.6
Chapter 2.1 --- Emphasis of Writing Instruction --- p.6
Chapter 2.2 --- Stage Models of Writing --- p.7
Chapter 2.3 --- Significance of Revision --- p.10
Chapter 2.4 --- Definition of Revision --- p.10
Chapter 2.5 --- Measurement of Revision --- p.25
Chapter 2.6 --- Empirical Findings in Revision --- p.34
Chapter 2.7 --- Definition of Metacognition --- p.42
Chapter 2.8 --- Research on Metacognition and its Application --- p.49
Chapter 2.9 --- Metacognitive View of Revision --- p.51
Chapter 2.10 --- Intervention Studies on Revision --- p.55
Chapter CHAPTER 3 --- DESIGN OF THE STUDY --- p.63
Chapter 3.1 --- Hypotheses --- p.63
Chapter 3.2 --- Pilot Study --- p.63
Chapter 3.3 --- Subjects --- p.78
Chapter 3.4 --- Procedure --- p.79
Chapter 3.4.1 --- Pretest --- p.79
Chapter 3.4.2 --- The Training Programme --- p.80
Chapter 3.4.3 --- Posttest --- p.84
Chapter 3.5 --- Quality Rating --- p.84
Chapter 3.6 --- Data Analysis --- p.86
Chapter CHAPTER 4 --- RESULTS --- p.89
Chapter 4.1 --- Results from Data Analysis and Quality Rating --- p.89
Chapter 4.2 --- Results from Observation --- p.104
Chapter 4.3 --- Results from Retrospective Interviews --- p.110
Chapter CHAPTER 5 --- DISCUSSION --- p.122
Chapter CHAPTER 6 --- CONCLUSION AND IMPLICATIONS --- p.132
BIBLIOGRAPHY --- p.135
APPENDICES
APPENDIX A Integrated Learning Strategies Curriculum --- p.143
APPENDIX B Learning Strategies Taught in the Cognitive Academic Language Learning Approcah (CALLA) --- p.145
APPENDIX C The Writing Task Used in the Pilot Study and the Pretest (Writing Task1) --- p.147
APPENDIX D Questions Asked in the Interview after the Completion of the Writing Task --- p.148
APPENDIX E Part of a Sample Essay with Revision Marks Analyzed with reference to Stages --- p.149
APPENDIX F Questions Asked in the Interview after the Revision Session --- p.150
APPENDIX G The Quality Rating Scales --- p.151
APPENDIX H Quality Assessment Form Adapted from Bernhardt's Quality Rating Scales --- p.152
APPENDIX I Examples of Verbal Protocols in the Interview --- p.153
APPENDIX J A Comparison between the Performance of the Performance of the School Involved in the Study in English Language (Syllabus B)in the 1991 Hong Kong Certificate of Education Examination (the HKCEE) with the Overall Performance in Hong Kong --- p.154
APPENDIX K Essential Components of Revision --- p.155
APPENDIX L Correcting Faults in Usage --- p.156
APPENDIX M Revision Guidelines --- p.157
APPENDIX N The Writing Task Used in the Posttest (Writing Task2) --- p.158
APPENDIX O Numbers of Revisions (per 100 words) of the Subjects in the Main Study at Different Stages --- p.159
APPENDIX P Numbers of Different Types of Revisions (per 100 words) of the Subjects in the Main Study throughout the Three Stages --- p.160
APPENDIX Q Breakdown of the Stage III Revisions (per 100 words) of the Subjects in the Main Study by Type --- p.161
APPENDIX R Percentages of Good Revisions of the Subjects in the Main Study at Different Stages --- p.162
APPENDIX S Excerpts of the Retrospective Protocols of the Subjects in the Main Study --- p.163