scholarly journals Mapping and Drawing to Improve Students’ and Teachers’ Monitoring and Regulation of Students’ Learning from Text: Current Findings and Future Directions

2020 ◽  
Vol 32 (4) ◽  
pp. 951-977 ◽  
Author(s):  
Janneke van de Pol ◽  
Mariëtte van Loon ◽  
Tamara van Gog ◽  
Sophia Braumann ◽  
Anique de Bruin
Keyword(s):  
Concept Maps ◽  
Self Regulation ◽  
Future Research ◽  
Self Monitoring ◽  
Cue Utilization ◽  
Effective Interventions ◽  
Monitoring Accuracy ◽  
Learning From Text ◽  
Learning From Texts ◽  
Cue Diagnosticity

Abstract For (facilitating) effective learning from texts, students and teachers need to accurately monitor students’ comprehension. Monitoring judgments are accurate when they correspond to students’ actual comprehension. Accurate monitoring enables accurate (self-)regulation of the learning process, i.e., making study decisions that are in line with monitoring judgments and/or students’ comprehension. Yet, (self-)monitoring accuracy is often poor as the information or cues used are not always diagnostic (i.e., predictive) for students’ actual comprehension. Having students engage in generative activities making diagnostic cues available improves monitoring and regulation accuracy. In this review, we focus on generative activities in which text is transformed into visual representations using mapping and drawing (i.e., making diagrams, concept maps, or drawings). This has been shown to improve monitoring and regulation accuracy and is suited for studying cue diagnosticity and cue utilization. First, we review and synthesize findings of studies regarding (1) students’ monitoring accuracy, regulation accuracy, learning, cue diagnosticity, and cue utilization; (2) teachers’ monitoring and regulation accuracy and cue utilization; and (3) how mapping and drawing affect using effort as a cue during monitoring and regulation, and how this affects monitoring and regulation accuracy. Then, we show how this research offers unique opportunities for future research on advancing measurements of cue diagnosticity and cue utilization and on how effort is used as a cue during monitoring and regulation. Improving measures of cue diagnosticity and cue utilization can provide us with more insight into how students and teachers monitor and regulate students’ learning, to help design effective interventions to foster these important skills.

scholarly journals Exploring the relations between teachers’ cue-utilization, monitoring and regulation of students’ text learning

2021 ◽  
Author(s):  
Janneke van de Pol ◽  
Selia N. van den Boom-Muilenburg ◽  
Tamara van Gog
Keyword(s):  
Direct Effect ◽  
Text Learning ◽  
Cue Utilization ◽  
Effective Interventions ◽  
Monitoring Accuracy ◽  
Effect Monitoring ◽  
Within Subjects ◽  
Learning From Texts ◽  
And Performance ◽  
Cue Availability

AbstractThis study investigated teachers’ monitoring and regulation of students’ learning from texts. According to the cue-utilization framework (Koriat, in Journal of Experimental Psychology, 126, 349–370, 1997), monitoring accuracy depends on how predictive the information (or cues) that teachers use to make monitoring judgments actually is for students’ performance. Accurate monitoring of students’ comprehension is considered a precondition for adaptive regulation of students’ learning. However, these assumptions have not yet been directly investigated. We therefore examined teachers’ cue-utilization and how it affects their monitoring and regulation accuracy. In a within-subjects design, 21 secondary education teachers made monitoring judgments and regulation decisions for fifteen students under three cue-availability conditions: 1) only student cues (i.e., student’s name), 2) only performance cues (i.e., diagrams students completed about texts they had read), and 3) both student and performance cues (i.e., student’s name and completed diagram). Teachers’ absolute and relative monitoring accuracy was higher when having student cues available in addition to diagram cues. Teachers’ relative regulation accuracy was higher when having only performance cues available instead of only student cues (as indicated by a direct effect). Monitoring accuracy predicted regulation accuracy and in addition to a direct effect, we also found and indirect effect of cue-availability on regulation accuracy (via monitoring accuracy). These results suggest that accurate regulation can be brought about both indirectly by having accurate monitoring judgments and directly by cue-utilization. The findings of this study can help to refine models of teacher monitoring and regulation and can be useful in designing effective interventions to promote teachers’ monitoring and regulation.

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

Peer Regulation in a Peer-to-Peer Business Model

2021 ◽  
pp. 109634802110314
Author(s):  
Li Miao ◽  
Meizhen Lin ◽  
Wei Wei ◽  
Hyoungeun Moon
Keyword(s):  
Impression Management ◽  
Business Model ◽  
Self Regulation ◽  
Peer To Peer ◽  
Tourism Industry ◽  
Future Research ◽  
Self Monitoring ◽  
Control Regulation ◽  
Hospitality And Tourism Industry ◽  
And Control

Peer-to-peer (P2P) businesses in the hospitality and tourism industry pose a regulatory challenge that has disrupted traditional regulatory schemes. This article proposes peer regulation as a form of regulation that complements and supplements command-and-control regulation and platform self-regulation in a P2P business model. Using the polycentric coregulation framework and impression management theory as a theoretical basis, this study systematically explores peer regulation at intrapeer (i.e., self-monitoring and prosocial behaviors), interpeer (i.e., trust-enforcing mechanism and belongingness-enhancing mechanism), and platform (i.e., peer-centric platform self-regulation and de-individualization) levels. The article also discusses critical peer regulation issues such as P2P evaluation and reputation systems in a multifarious regulatory environment, P2P employment, and leveraging platform self-regulation and jurisdictional regulation. This article offers a theoretical account of multilevel peer regulation as a form of P2P regulation and provides future research directions on the topic.

scholarly journals Effects of self-scoring their math problem solutions on primary school students’ monitoring and regulation

2021 ◽  
Author(s):  
Sophie Oudman ◽  
Janneke van de Pol ◽  
Tamara van Gog
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
Primary School Students ◽  
School Students ◽  
Self Monitoring ◽  
Actual Performance ◽  
High Performing ◽  
Monitoring Accuracy ◽  
Before And After ◽  
Division Problems

AbstractPreparing students to become self-regulated learners has become an important goal of primary education. Therefore, it is important to investigate how we can improve self-monitoring and self-regulation accuracy in primary school students. Focusing on mathematics problems, we investigated whether and how (1) high- and low-performing students differed in their monitoring accuracy (i.e., extent to which students’ monitoring judgments match their actual performance) and regulation accuracy (i.e., extent to which students’ regulation judgments regarding the need for further instruction/practice match their actual need), (2) self-scoring improved students’ monitoring and regulation accuracy, (3) high- and low-performing students differed in their monitoring and regulation accuracy after self-scoring, and (4) students’ monitoring and regulation judgments are related. On two days, students of 9 − 10 years old from 34 classes solved multiplication and division problems and made monitoring and regulation judgments after each problem type. Next, they self-scored their answers and again made monitoring and regulation judgments. On the multiplication problems, high-performing students made more accurate monitoring and regulation judgments before and after self-scoring than low-performing students. On the division problems, high-performing students made more accurate monitoring judgments before self-scoring than low-performing students, but after self-scoring this difference was no longer present. Self-scoring improved students’ monitoring and regulation accuracy, except for low- and high-performing students’ regulation accuracy on division problems. Students’ monitoring and regulation judgments were related. Our findings suggest that self-scoring may be a suitable tool to foster primary school students’ monitoring accuracy and that this translates to some extent into more accurate regulation decisions.

Intentional Personality Change: Individual Agency in Change and Interventions for Change

2021 ◽  
pp. 63-84
Author(s):  
Ying Wang ◽  
Chia-Huei Wu
Keyword(s):  
Change Process ◽  
Self Regulation ◽  
Personality Change ◽  
Future Research ◽  
Intervention Design ◽  
Key Factors ◽  
Sustaining Change ◽  
Individual Agency ◽  
Effective Interventions ◽  
Shed Light

This chapter focuses on an emerging domain, that is, how personality can be changed in a more active and intentional manner. It starts from reviewing key factors in individuals’ agency in this volitional change process, such as having goals and desires for change, and the importance of self-regulation in sustaining change. Then, it reviews existing, despite sparse, literature on effective interventions in facilitating personality change, and presents theoretical underpinning that enables the design and delivery of effective interventions. Example programs are discussed so as to offer researchers and practitioners concrete knowledge about how such interventions work. Finally, this chapter discusses additional considerations in the intervention design and shed light on future research.

Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders

2021 ◽  
pp. 107429562110206
Author(s):  
Michele L. Moohr ◽  
Kinga Balint-Langel ◽  
Jonté C. Taylor ◽  
Karen L. Rizzo
Keyword(s):  
Behavioral Disorders ◽  
Cognitive Skills ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Strategy Development ◽  
Academic Learning ◽  
Self Monitoring ◽  
Regulation Strategies ◽  
And Behavior

The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.

A PRISMA Review of Research on Music Practice

2021 ◽  
pp. 102986492110055
Author(s):  
Ee Ran How ◽  
Leonard Tan ◽  
Peter Miksza
Keyword(s):  
Self Regulation ◽  
Deliberate Practice ◽  
Geographical Location ◽  
Final Analysis ◽  
The United States ◽  
Research Literature ◽  
Mental Practice ◽  
Future Research ◽  
Complex Activity ◽  
Music Practice

We employed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method to systematically review research on music practice from 1928 until June 2020 and identified a total of 3,102 records using our inclusion criteria, of which a total of 296 were eventually selected for the final analysis. We tabulated percentages and frequencies of (a) publications in ten-year periods, (b) type of publications, (c) sampling by geographical location, (d) methodologies used, (e) the top tenth percentile of the most highly cited research, and (f) topics covered. Our analyses reveal that particularly strong growth occurred in the literature between 2000 and 2020. In the literature we retrieved, the most commonly sampled research participants were those in the United States, followed by the United Kingdom and Australia. Quantitative research designs were most prevalent, accounting for two-thirds of all studies reviewed (66.2%), with questionnaires and recordings being the most common methods of data collection. Non-empirical papers (17.5%) as well as studies incorporating qualitative (13.5%) and mixed-methods designs (3.1%) were much less prevalent. Ericsson et al.’s (1993) seminal study of deliberate practice, Driskell et al.’s (1994) review of the research literature on mental practice, and Sloboda et al.’s (1996) study of young musicians were by far the most often cited. Overall, the most common topics addressed were deliberate practice, practice strategies, mental practice, the benefits of practice, metacognition, self-regulation, and self-efficacy, suggesting that music practice is a rich, multifaceted, and complex activity. In light of the findings, recommendations for practice and implications for future research are provided.

Motivation Matters: Three Strategies to Support Motivation and Engagement in Mathematics

2021 ◽  
pp. 105345122199480
Author(s):  
Stephanie Morano ◽  
Andrew M. Markelz ◽  
Kathleen M. Randolph ◽  
Anna Moriah Myers ◽  
Naomi Church
Keyword(s):  
Academic Success ◽  
Students With Disabilities ◽  
Mathematics Classroom ◽  
Self Regulation ◽  
Token Economy ◽  
Self Monitoring ◽  
High Preference ◽  
Motivation And Engagement ◽  
Behavior Specific Praise ◽  
Attentive Behavior

Motivation and engagement in mathematics are important for academic success and are sometimes compromised in students with disabilities who have experienced a history of frustration and failure. This article explains how general and special education teachers can implement three research-supported strategies for boosting motivation and engagement for elementary students with or at risk of emotional and behavioral disorders (EBD) in the mathematics classroom. The strategies include (a) reinforcing engagement and motivation in mathematics using behavior-specific praise and token economy systems; (b) teaching self-monitoring and self-regulation strategies to promote attentive behavior and academic achievement; and (c) using the high-preference strategy to build behavioral momentum and support completion of nonpreferred tasks.

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