Toward Self-Regulated Learning in Aphasia Rehabilitation: A Proposed Framework

Background Research on non-invasive brain stimulation (NIBS) for persons with aphasia (PWA) has increased in recent decades. Among NIBS methods, transcranial direct current stimulation (tDCS) stands out as a cost-effective technique with solid evidence of efficacy. Its application involves a multidisciplinary team, with speech-language pathologists (SLPs) playing a critical role in treatment planning, counseling, and care delivery. Aims This study aimed to analyze the awareness, perceptions, and experiences of SLPs in India regarding the use of tDCS for aphasia rehabilitation. Methods & Procedures A cross-sectional online survey was conducted among 250 Indian SLPs. The survey examined familiarity with tDCS, clinical experience, and perceptions of its use in aphasia rehabilitation. Outcomes & Results Seventy-two percent of respondents were familiar with the term tDCS, but 91% reported limited knowledge of its procedural and instrumental aspects. Only 4.4% had hands-on experience administering tDCS. Notably, 80% perceived tDCS as an augmentative method to traditional speech-language therapy, with many expecting 40–60% greater improvement when combined with conventional approaches. Conclusions SLPs in India demonstrated familiarity with the theoretical aspects of tDCS but highlighted the need for practical knowledge and training to support its clinical application in aphasia rehabilitation.

Background and Aim Communication breakdowns in persons with aphasia (PWA) affect their ability to participate in their environment and maintain social relationships. This systematic review examines how individual aphasia therapy targeting language and communication deficits impacts psychosocial well-being, including confidence, self-efficacy, mood, and quality of life in PWA. Methods The systematic review was conducted in accordance with the PRISMA guidelines. Five databases were systematically searched on September 27th, 2024 (PubMed, Cumulative Index to Nursing and Allied Health (CINAHL) Complete, PsycINFO, Scopus, and EMBASE) to identify the studies using the following inclusion studies: studies included PWA due to left hemisphere stroke, used language and/or communication interventions, participants received individual treatment, used quantitative subjective measures to capture the psychosocial status of PWA, included original experimental data, and were written in English. The quality assessment was completed using the US National Heart, Lung, and Blood Institute checklist (NHLBI, 2013). Results Twenty-three studies were included (N = 431 PWA). The studies were categorized into 5 intervention formats: 1) language production and comprehension, 2) technology-based interventions, 3) music or rhythm, 4) conversation and social communication, and 5) patient education. Of the twenty-three studies, six studies measured communication confidence and showed positive post-aphasia treatment changes; two of three studies that measured self-esteem showed positive post-treatment changes; five of the nine studies that measured mood, and fourteen of the nineteen studies that assessed quality of life measures showed positive post-treatment changes. Discussion Overall, studies showed improvements in the three psychosocial domains, thus showing the potential of individualized aphasia interventions to positively impact psychosocial well-being. However, inconsistencies in measurement tools, duration, and frequency of therapy, and variability in participant characteristics across studies continue to hinder the ability to draw clear conclusions about effective aphasia treatment approaches in this population. Future studies need consistent, validated measures to facilitate more meaningful comparisons across studies and clinical settings, enhancing the evidence base for aphasia rehabilitation.

Although aphasia rehabilitation should include significant others, it is currently unknown how this recommendation is adopted in speech-language therapy practice. Speech-language therapists' (SLTs) experience of including significant others in aphasia rehabilitation is also understudied, yet a better understanding of clinical reality would be necessary to facilitate implementation of best evidence pertaining to family interventions. To explore the process through which SLTs work with significant others of people with aphasia in rehabilitation settings. Individual semi-structured interviews were conducted with eight SLTs who had been working with persons with aphasia in rehabilitation centres for at least 1 year. Grounded theory principles were applied in analysing interview transcripts. A theoretical model was developed representing SLTs' process of working with significant others of persons with aphasia in rehabilitation. Including significant others was perceived as challenging, yet a bonus to their fundamental patient-centred approach. Basic interventions with significant others when they were available included information sharing. If necessary, significant others were referred to social workers or psychologists or the participants collaborated with those professionals. Participants rarely and only under specific conditions provided significant others with language exercises or trained them to communicate better with the aphasic person. As a result, even if participants felt satisfied with their efforts to offer family and friends interventions, they also had unachieved ideals, such as having more frequent contacts with significant others. If SLTs perceived work with significant others as a feasible necessity, rather than as a challenging bonus, they could be more inclined to include family and friends within therapy with the aim to improve their communication with the person with aphasia. SLTs could also be more satisfied with their practice. In order to operate these changes in perceptions, we suggest that SLT curriculums include in-depth training about family intervention, a redefinition of the concept of patient, and exploration of SLTs' beliefs and emotions related to significant others.

Parenting Strategy for Enhancing Children’s Self-Regulated Learning

Purpose: The aim of this study was to investigate what speech–language pathologists describe as most important when trying to achieve client-oriented participation during aphasia rehabilitation. Method: A qualitative study including semi-structured focus group interviews with 11 speech–language pathologists. Interviews were analysed with the use of systematic text condensation. Result: Four main themes emerged from the analysis. (1) It is important to take the vulnerability of the client group into account. (2) It is important to address the client’s process of realisation by navigating around unrealistic wishes and goals. (3) It is challenging to involve clients when the evidence-base for clinical practice is limited. (4) It is crucial to make therapy meaningful to the client. Conclusion: This study showed that speech–language pathologists perceived prediction of a clinical course in aphasia rehabilitation as challenging due to the vulnerable client group and the perceived need to guide the clients through the rehabilitation process. They talked about how unrealistic client goals, and the lack of a solid evidence-base to guide their clinical practice, made collaborative goal setting and treatment planning challenging. Due to these barriers, the speech–language pathologists struggled to achieve client participation, and thereby aphasia rehabilitation could not be described as fully client-oriented.

We explored forms of cognitive engagement at 2 levels ― component cognitive processes and sets of these components, labeled acquisition and transformation ― that L. Corno and E. B. Mandinach (1983) described in their model of self-regulated learning (SRL). We collected data on students' cognition using 3 different measures of SRL processes ― a global self-report scale, a self-report scale administered immediately after each of 6 academic tasks, and traces of cognition obtained while working on tasks. Also, we examined correlations between these measures of SRL and aptitude variables. Multitrait-multimethod analyses revealed that measures of SRL are not coherent

Using student interviews, teacher ratings, and achievement test outcomes, we validated a strategy model of student self-regulated learning as a theoretical construct. Forty-four male and 36 female high school students were asked to describe their use of 14 self-regulated learning strategies in six contexts, and their teachers rated these students for their self-regulated learning during class. Factor analyses of the teachers' ratings along with students' scores on a standardized test of mathematics and English revealed a single self-regulated learning factor that accounted for nearly 80% of the explained variance and two smaller factors that were labeled Student Verbal Expressiveness and Achievement. Students' reports of using self-regulated learning strategies during a structured interview correlated .70 with the obtained teachers' rating factor and were negatively related to the Student Verbal Expressiveness and Achievement Factors. Our results indicate both convergent and discriminative validity for a self-regulated learning construct. An important new topic of research in student academic functioning has been termed self-regulated learning (Corno, 1986; Henderson, 1986; McCombs, 1986; Schunk, 1986; Wang & Peverly, 1986). Although interest in this topic has diverse theoretical origins, a common conceptualization of students has emerged as metacognitively, motivationally, and behaviorally active participants in their own learning process (Zimmerman, 1986). In terms of metacognitive processes, self-regulated learners plan, organize, self-instruct, and selfevaluate at various stages during the acquisition process. From a motivational vantage, self-regulated learners perceive themselves as self-efficacious, autonomous, and intrinsically motivated. In terms of behavior, self-regulated learners select, structure, and even create social and physical environments that optimize acquisition. According to this view, effective learners become aware of functional relations between their patterns of thought and action (often termed strategies) and social and environmental outcomes. There is a growing research literature indicating the importance of students' use of self-regulate d learning strategies. Recently Zimmerman and Martinez-Pons (1986) proposed a model that comprised 14 categories of self-regulated learning strategies that high school students use during class and study. These strategies included self-evaluation (Bandura & Cervone,

Strategic Self‐Regulation for Speaking English as a Foreign Language: Scale Development and Validation

IntroductionIn the 21st century, self-regulated learning (SRL) plays a vital role in the cultivation of high-quality talent. Grounded in self-regulated learning theory and attachment theory, this study aims to systematically examine the relationship between adolescents’ SRL and academic achievement, considering the roles of academic emotions and teacher–student relationships (TSR). Additionally, the study investigates whether a recursive pathway exists from academic emotions back to SRL.MethodsThe study draws on nationwide survey data from China (N = 88,149 students) and employs structural equation modeling (SEM) to analyze the relationships among SRL, academic emotions, TSR, and academic achievement. Academic emotions were included as a mediating variable, and TSR as a moderating variable.ResultsThe results indicate that: (1) adolescents’ levels of SRL are significantly and positively associated with their academic achievement; (2) three types of academic emotions (e.g., positive high-arousal emotions) significantly mediate the relationship between SRL and academic achievement; and (3) TSR moderate both the first stage of the mediation pathway (“SRL → academic emotions → academic achievement”) and the direct effect of SRL on academic achievement.DiscussionOverall, the findings support the cognition–emotion cyclical model, suggesting that students can enhance SRL through positive academic emotions, while appropriate SRL strategies can in turn foster positive academic emotions, forming a virtuous cycle that strengthens students’ autonomy in the learning process. This study extends Pintrich’s SRL model by empirically validating a recursive loop between SRL and academic emotions. Furthermore, it highlights a “dual empowerment” path of emotional regulation and metacognitive monitoring through optimized TSR, offering vital policy insights for fostering high-order autonomous learning in the AI era.

Self-regulated learning (SRL) is a cyclical process through which individuals plan their objectives, execute them and self-evaluate their own behavior so as to obtain their proposed goals. SRL has been investigated by different authors such as Zimmerman, Boekaerts, Winne and Hadwin, Pintrich, Efklides and Hadwin, Jarvela and Miller and it's being applied in learning environments. This systematic review describes the current state of the art in terms of the support for SRL in Massive Online Open courses (MOOC) using technologies based on psychological models. 66 studies conducted between 2010 and 2020 were analyzed by searching three multidisciplinary databases: Scopus, Web of Science and Google Scholar. The review methodology steps were the review planning, the search, literature analysis and the results report. Results show SRL in MOOCs is an emerging study area incentivized by the high dropout rate of the participants in MOOC. Regarding models of SRL, the most representative author reported was identified as Zimmerman. The most prominent self-regulation strategies used by MOOCs participants are: Goal setting, Help Seeking, Time management, Self-evaluation and Strategic planning. The platforms with research on SRL in MOOCs that stand out are Coursera, Edx, Open Edx and Moodle. We identified tools which have been developed to support SRL in MOOC and a set of good practices useful to support SLR that can be used by MOOC designers and tutors. Finally, a series of open problems and challenges that could lead to new research on the topic of SRL in MOOCs have been identified.

Aphasia is an acquired neurological disorder of communication with a range of language impairments. Aphasia rehabilitation is becoming an important concern in clinical aphasiology. Traditional approaches for rehabilitation are being practiced. In addition to this, computer-based strategies are also employed in aphasiology. In this study, a qualitative phenomenological research approach is used to gain an understanding on how the SLPs of Pakistan perceive the changing trends of clinical practice in aphasia towards technology-based treatment method. This study presents lived experiences and preferences of the SLPs regarding changing trends from the traditional approach to the technology-based method. Ten SLPs participated and were recruited through purposive sampling. The participants were included if they were qualified SLPs and had at least 2 years of experience. The data was collected through audiotapes of detailed group discussions with the participants. The data was analyzed by using thematic analysis. The findings were grouped into five themes: traditional rehab activities, auditory and visual input, cost-effective approach, access and prognosis note. A range of sub-themes were also identified. The findings suggest the SLPs’ preferences are showing limited trends towards adapting the technology-based method.

Examining teacher candidates’ self-determined motivation to develop self-regulated learning promoting practices

Research on self-regulated academic learning has grown out of more general efforts to study human self-control or self-regulation. Promising investigations of children’s use of self-regulation processes, like goal-setting, self-reinforcement, self-recording, and self-instruction, in such areas of personal control as eating and task completion have prompted educational researchers and reformers to consider their use by students during academic learning. In this initial chapter, I will discuss self-regulation theories as a distinctive approach to academic learning and instruction historically and will identify their common features. Finally, I will briefly introduce and compare six prominent theoretical perspectives on self-regulated learning—operant, phenomenological, social cognitive, volitional, Vygotskian, and cognitive constructivist approaches—in terms of a common set of issues. In the chapters that follow, each theoretical perspective will be discussed at length by prominent researchers who have used it in research and instruction.

1 Models of Self-Regulated Learning and Academic Achievement.- 2 Operant Theory and REnearch on Self-Regulation.- 3 Self-Regulated Learning and Academic Achievement: A Phenomenological View.- 4 Social Cognitive Theory and Self-Regulated Learning.- 5 Self-Regulated Learning: A Volitional Analysis.- 6 Self-Regulated Learning and Academic Achievement: A Vygotskian View.- 7 The Constructivist Approach to Self-Regulation and Learning in the Classroom.- Author Index.

The conceptualization of self-regulated learning (SRL) has been profoundly articulated in recent special issues focused on the similarities and distinctions between SRL and related phenomena like self-regulation, metacognition, and motivation as well as the development of new environments and methods that improve SRL research (Alexander 2008; Azevedo 2005a, 2005b, 2007; Azevedo and Hadwin 2005; Greene and Azevedo 2010; Gress and Hadwin 2010; Jarvela and Hadwin 2013; Molenaar and Jarvela 2014; Perry 2002; Winne and Baker 2013). These special issues have examined how the affordances of (usually computer-based) learning environments can provide the means to observe phenomena described in SRL models and to empirically test theoretical assumptions (Azevedo 2005b; Azevedo and Hadwin 2005; Efklides 2011; Winne and Hadwin 2008; Winne 2010, 2011; Zimmerman and Schunk 2008, 2011). In this special issue, we tighten the focus of this ongoing discussion by focusing on three key features of SRL frameworks: contextual factors, contingencies, and dynamic relations. Contextual factors encompass features of the learning environment, the learner, and their interaction (Efklides 2011). Contingencies refer to instances where one event occurs in the context of another (Winne and Hadwin 2008; Winne 2010, 2011) – a critical assumption of process models of SRL and the basis for research on sequential and temporal characteristics of SRL (Molenaar and Jarvela 2014). Dynamic relations occur when two or more SRL processes influence one another (Winne and Hadwin 2008; Zimmerman and Schunk 2011). The contributors of this special issue are leading international researchers who examine how contextual factors influence SRL (Ben-Eliyahu and Linnenbrink-Garcia 2015; McCardle and Hadwin 2015), how contingent metacognitive processes influence achievement (Binbarasan-Tuysuzoglu and Greene 2015), and how SRL processes dynamically influence one another as learning unfolds (Bernacki et al. 2015; Lichtinger and Kaplan 2015). Two commentaries identify the cross-cutting themes of the special issue (Karabenick and Zusho 2015) and appraise the alignment between the theoretical assumptions, research designs, and Metacognition Learning (2015) 10:1–13 DOI 10.1007/s11409-015-9134-6