The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study

Teacher differences in promoting students' self-regulated learning: Exploring the role of student characteristics

The early promotion of self-regulated learning (SRL) has aroused increased interest since it has been highlighted as the key competence for lifelong learning. To meet the demand for early support, an intervention for kindergarten teachers to foster SRL in five- to six-year old children was developed. In the present study, different SRL promotion strategy profiles of kindergarten teachers were investigated by using latent profile analyses and the effectiveness of the developed intervention was evaluated under consideration of the found profiles. The results of latent profile analysis (n= 134 kindergarten teachers) displayed specific profiles that differ regarding the degree of self-reported knowledge concerning strategies to promote SRL in children. Using a sample of n = 76 kindergarten teachers who participated on a three-week training which was focused on the reflection of the own SRL as well as the promotion of SRL, differential effects of the found profiles were investigated. The results indicate that an adaption of the intervention according to the different SRL promotion strategy profiles would be meaningful, because kindergarten teachers with high and low SRL promotion strategy profiles differed significantly concerning their repertoire of supportive strategies and their SRL behavior.

This study explores how peer-feedback promotes self-regulated learning (SRL) processes in initial teacher education. Self-regulation capacity is analyzed through Pintrich's MSLQ questionnaire. A total of 50 students have participated in this experience during the year 2015-2016. Tasks that enhanced self-regulation and learning to learn competence were developed in this course. In order to analyze the effect of these tasks on SRL, pre- and post-tests were administered to the experimental (n=50) and a control group (n=45). The results revealed an improvement in self-regulation capacity, especially in those items relative to help seeking, task value and self-efficacy.

The promotion of self-regulated learning in an undergraduate French language classroom

BackgroundMedical educators aim to train students with high-quality clinical skills through the promotion of self-regulated learning and the development of lifelong learning skills. Formative clinical skills examinations (FCSE) allow for real-time learner-centered feedback and coaching which are key in promoting the development of expertise in early learners. This study assessed the impact of the integration of FCSE with learner-centered, real-time feedback and coaching based on an “educational plan-do-study-act” (PDSA) cycle on early medical students’ experience and performance.MethodsA mixed methods study was designed to assess the integration of FCSE for first- and second-year medical students. FCSE consisted of linked stations: students gathered a history from a standardized patient (SP), performed a hypothesis-driven physical examination followed by real-time learner-centered feedback and coaching. Each student met with one faculty and one SP to reflect on their performance, identify areas for improvement, re-practice of skills, and identify a plan for ongoing practice improvement. Students were surveyed upon completion of formative and summative clinical skills examinations. Student communication and clinical reasoning performance were compared to historical controls.ResultsStudents reported that FSCE improved the learning environment and helped prepare them for subsequent summative clinical skills examinations. Students appreciated the opportunity for practice and real-time feedback and reported applying their take-home points on subsequent exams. Student longitudinal performance was not impacted by the transition to FSCE.ConclusionWhile labor-intensive, FCSE with real-time feedback and coaching are an effective means of promoting learning and should be considered for integration early in medical school curricula.

Concurrent execution of design and construction tasks is an important way to realize the integration of them in design-build (DB) mode, but it may bring about period risk due to multiple rework and frequent information transfer in local scope. To solve this problem, this study constructs a concurrent execution strategy model from the perspective of quantitative analysis with the decision goal of minimizing the total execution duration. The results show that: first, when the probability of information change between design and construction tasks decreases gradually, the optimal overlap degree increases and the optimal parallelism decreases. Second, learning effect can effectively shorten the minimum duration corresponding to the optimal overlap degree under any degree of parallelism. Thirdly, with the decrease of the probability of information change between design and construction tasks and the strengthening of learning effect, the shortening rate of the actual execution duration corresponding to the optimal parallelism will be gradually greater than the increasing rate of the actual execution duration. The findings of the study provide suggestions for exploring the mechanism of concurrent execution in DB mode, and also provide countermeasures for better realization of integration of design and construction in DB mode.

Modern architectural and structural design is focused on the use of computational capabilities of computers and the use of software. The issue of design process automation is very urgent because of limited capabilities of software complexes and high labor costs for elaboration of solution options. Visual programming is the most accessible tool for scripting to automate the design process in applied software complexes. However, information about this tool in special literature is scattered and unstructured. The aim of this article is to review the spheres of visual programming application in design, to systematize and structure the information and to compare it with alternative tools. For this purpose, we collected and analyzed the relevant literature from the databases of scientific publications. A classification of design approaches in which visual programming is applied has been compiled. Taxonomy and definitions for terms denoting such approaches as parametric, generative and algorithmic design have been proposed. Comparison of visual programming with alternative tools for automating the design process has been carried out. The tasks of design, for which it is rational to apply visual programming, have been singled out. A promising direction of application of this tool is the creation of user plug-ins for software systems.

The main purpose of the present study was to investigate the relationship between L2 motivational self system and self-regulated learning strategies of Iranian L2 lower-intermediate and upper-intermediate learners. To this end, correlation analysis and regression analysis were implemented. The results of the correlation analysis showed that among the components of L2 motivational self system, ideal L2 self and criterion measure were correlated significantly with SRL strategies. Also, attitude and integrativeness showed significant relationships; however, to a lesser degree with SRL strategies. In contrast, ought-to L2 self showed no significant relationship with SRL strategies. It was also confirmed that Iranian L2 learners were highly affected by the visualization of their own desired self than the visualization of their obliged self in their quest of L2 learning. The results of the regression analysis showed that criterion measure was the strongest predictor of SRL strategies. At the second place, the ideal L2 self was the other predictor of SRL strategies. Finally, in order to investigate if there were any differences in the mean scores of L2 motivational self system and SRL strategies between Iranian L2 upper-intermediate and lower-intermediate learners, an independent samples t test was run. The results of the independent samples t test confirmed that Iranian L2 upper-intermediate learners with higher level of L2 competence were stronger at their L2 motivational self system: They possessed more intended learning effort, stronger visualization of their ideal L2 selves, and higher levels of attitude and integrativeness. They were also better at implementing different levels of SRL strategies. DOI: 10.5901/mjss.2016.v7n3p404

This thesis is an article-based (3-paper format) dissertation. In the first article, the research team adapted an input-process-outcome (IPO) model of group-level processes in the classroom, as a theoretical framework, to examine students’ experiences regarding pre-college engineering curricula, classroom environments, and their experiences with the creative process in the two engineering courses offered in a university-based summer enrichment program. Applying provisional and open coding to semi-structured interview data from 16 participants, an Input-Process-Outcome Model of Collaborative Creativity (IPOCC model) was developed. In this study, I grouped our findings under Inputs, Group Processes, Outcomes, and Mediating Factors. The IPOCC model expands the 4P model of creativity to incorporate more collaborative contexts. According to the 4P model, creativity can be viewed from four different perspectives: Person, Process, Product, and Press. The IPOCC model suggests that in K-12 collaborative practice, creativity involves group-level considerations in addition to individual-level components. The IPOCC model offer insights for educators in terms of input components, group processes, and mediating factors that can facilitate learners’ engagement in creative teamwork. Findings of this study indicated that a combination of challenging tasks, open-ended problems, and student teamwork provides a rich environment for learners’ engagement to think creatively. The purpose of the second study was to systematically investigate how novice/K-12 students’ visual representation of design ideas has been operationalized, measured, or assessed in the research literature. In the different phases of screening in this systematic review, inclusion, exclusion, and quality criteria were applied. From an initial sample of 958 articles, 40 studies were included in the final step of the coding process and qualitative synthesis. Applying provisional and open coding, three broad themes, and 23 characteristics were identified that have been used by researchers to conceptualize sketching of ideas, in novice/K-12 design activities: Communicating Ideas, Visual-Spatial Characteristics, and Design Creativity. We propose this Three-pronged Design Sketching (3-pDS) framework to examine K-12 design sketches. In K-12 settings, one major challenge of conducting research on the influence of engineering education programs and curricula involves assessment. There is a need for developing alternative, effective, and reliable assessment measures to evaluate students’ design activities. The third study aimed to address this need by developing the idea-Sketching Early Engineering Design (i-SEED) Scale to assess pre-college learners’ freehand sketches in response to a design task. Applying the Three-pronged Design Sketching (3-pDS) as a theoretical framework, the purpose of this study was to examine evidence of content validity, construct validity, and internal consistency of the i-SEED Scale data. The data collection took place in a residential summer enrichment program for students with gifts and talents at a Midwestern university. Following different stages of scale-development design, a sample of 113 design sketches were scored in this study, and the scores were used to provide evidence of the validity of the data for the i-SEED Scale. The sketches were generated by 120 middle- and high-school students in a collaborative design-oriented course. Exploratory factor analysis results supported a three-factor model for the i-SEED Scale, including Visual-Spatial Characteristics, Design Creativity, and Communicating Ideas.

Human performance in technical and operational environments depends greatly on spatial ability, the skill to imagine, interpret, and mentally manipulate relationships between objects in space. This ability supports essential tasks in design, engineering, and construction, where professionals must visualize complex forms and predict how parts fit together. In altered environments such as microgravity, the natural alignment between the body’s sense of upright (the idiotropic axis) and the visual frame of reference can be disrupted, which may weaken spatial reasoning when people must mentally cut or rotate objects without stable cues.This study tested how misalignment between visual and bodily reference frames affects spatial relations using the Mental Cutting Test (MCT) in immersive virtual reality (VR). A total of 233 participants completed the MCT under three conditions: (1) Control (CC), with aligned axes; (2) Static Misalignment (EC1), with a fixed tilt; and (3) Dynamic Misalignment (EC2), with continuously shifting orientation. These VR scenarios simulated settings with reduced gravitational cues to probe spatial reasoning in microgravity-like contexts.Results showed a clear drop in accuracy under dynamic misalignment (EC2) compared with CC and EC1, while EC1 did not differ from CC. Response times were comparable across conditions, indicating that the performance loss in EC2 reflected accuracy rather than speed. Demographic analyses showed moderation by gender and gaming experience: participants with regular gaming experience, and male participants, performed better under EC2; age showed no significant effects. From a human-factors perspective, these findings point to the need for training that prepares users to maintain spatial precision when visual and bodily frames are misaligned. VR provides a practical platform for assessing these risks and for designing targeted interventions for space, underwater, and other disorienting operational settings

Compared to other goods, buildings have a long lifespan. It is therefore the norm and not the exception that adaptation will be needed at some point in their life cycle to changing environmental conditions, technical progress and new/additional user requirements. The adaptation of existing buildings to future challenges in the form of refurbishment contributes to sustainable development. The proportion of refurbishments is increasing in both absolute and relative terms in the building sector in Europe. It is therefore surprising that the modelling particularities of refurbishment in the context of a life cycle-based environmental performance assessment are still neglected in the EN-standards. The paper deals with these particularities. Specifically, it presents a typology of approaches starting with a distinction between planned refurbishment as B5 and unforeseen refurbishment as an independent design and construction task / next life cycle, as well as the status of the discussion in selected countries. Recommendations for action for the life cycle assessment are given for specific decision-making situations.

Since 1965, the Naval Ship Engineering Center (NAVSEC) and the Naval Ship Research and Development Center (NSRDC), sponsored by the Naval Ship Systems Command, have been actively involved in developing and using computer facilities for the design and construction of naval ships. The overall goals of this effort, known as the Computer-Aided Ship Design and Construction (CASDAC) project, have been twofold---first, to achieve significant near term improvements in the performance of ship design and construction tasks, and second, to develop a long term integrated CASDAC system for all phases of the ship design and construction process.

In this case study a novel educational programme for students in preparatory vocational education was studied. The research questions were: (1) Which teaching/learning processes occur in a simulated workplace using the concept of a knowledge‐rich workplace? (2) What is the role of models and modelling in the teaching/learning processes? The curriculum project consisted of design and construction tasks. The students were collaboratively involved in the process of designing a tricycle for a real customer. This real‐life activity creates opportunities for students to develop and use models, which can be used in more than in one context. The case study explored how the teachers deal with the students’ explicit and implicit need for knowledge and skills. The main findings are that teachers more often provide this knowledge, rather than guide the students in reconstructing it, and towards the end of the project, knowledge tended to remain situated.

Purpose Hearing loss is highly prevalent in long-term care home (LTCH) residents with dementia (“residents”) and exacerbates confusion and communication difficulties. Residents rely on caregivers, including family, for hearing-related care. This study aims to understand the drivers of family caregivers’ provision of hearing support to LTCH residents using the Behaviour Change Wheel. Materials and Methods This exploratory two-stage study was guided by the Capability, Opportunity, Motivation-Behaviour (COM-B) model and the Theoretical Domains Framework (TDF). A self-report survey (N = 87) and interviews (N = 6) explored drivers behind the provision of hearing support. Quantitative data were analysed using descriptive statistics and a within-participants ANOVA. Deductive coding of TDF domains alongside thematic analysis was used for qualitative data. Results Provision of hearing support was variable. Gaps in family caregivers’ psychological capability, reflective motivation and physical opportunity were identified. Barriers included lacking knowledge, unclear caregiver responsibilities, deprioritising hearing support, COVID-19 restrictions and fragmented collaborations with audiology services. Conclusions Future behaviour-change interventions to facilitate family caregivers’ provision of hearing support to LTCH residents should include: Improving knowledge of how to provide effective hearing support, establishing caregiver responsibilities and increasing the resources for hearing support within LTCHs.

Background The importance of transforming physical education learning strategies from instructional to reflective and student-centered. This study aims to determine the effect of Self Regulated Learning strategies on improving intrapersonal intelligence in learning Physical Education in elementary school students. Methods the research approach used was quantitative with a pre-experimental one group pretest-posttest design. The research sample amounted to 50 high-class students in one of the elementary schools in Cimanggung District, Sumedang, which was selected through purposive sampling technique. The instrument used was an intrapersonal intelligence questionnaire prepared based on indicators of self-awareness, emotion regulation, and internal motivation. Data analysis was conducted by normality test, paired sample t-test, and R Square using SPSS version 26. Results It indicated that the contribution of SRL to the improvement of intrapersonal intelligence was 26.2%, while the rest was influenced by other factors outside the research variables. Conclusion This finding suggests that SRL strategies are not only effective for improving cognitive aspects, but also play a role in developing students' affective dimensions, particularly in terms of self-awareness, emotional control, and learning motivation