scholarly journals Building Bridges Between Self-Regulation and Cognitive Load—an Invitation for a Broad and Differentiated Attempt

2020 ◽  
Vol 32 (4) ◽  
pp. 1151-1162
Author(s):  
Tina Seufert
Keyword(s):  
Cognitive Load ◽  
Self Regulation ◽  
Mental Effort ◽  
Integrative Model ◽  
Future Research ◽  
Research Fields ◽  
Starting Point ◽  
Bridge Building ◽  
Relationship Of

Abstract Building bridges between two of the most influential research fields in educational psychology, self-regulation and cognitive load theory, is highly relevant but also challenging. The collection of papers in this special issue reflects this interplay by reviewing the still scarce base of empirical data in an impressively elaborated and profound way. The papers offer different perspectives on how to improve learning by stimulating both activities for self-regulation as well as for reflecting the mental effort which can be used in return for monitoring and regulation. They provide arguments for the two sidedness of the relationship of self-regulation and cognitive load: that cognitive load can cause self-regulation and that self-regulation can cause cognitive load. The common understanding of self-regulation in this issue is very much focused on monitoring and could benefit from a broader view by including the whole cycle of self-regulation and moderating motivational factors like self-efficacy, as proposed in many self-regulation models. The conceptualization of effort, as it is referred to in most of the papers, could also profit from a more differentiated view, which takes into account the origin of required or invested mental effort. Overall, what learners actually decide to do when dealing with self-regulation as well as with cognitive load highly depends on their resources. In an integrative model, the role of potential resources is discussed as a starting point for future research. This discussion invites for an even broader, more individualized, and differentiated view to add to the bridge-building attempts of this impressive collection of research.

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.

scholarly journals Tourism Network in Urban Agglomerated Destinations: Implications for Sustainable Tourism Destination Development through a Critical Literature Review

2020 ◽  
Vol 13 (1) ◽  
pp. 285
Author(s):  
Huanhuan Hua ◽  
Amare Wondirad
Keyword(s):  
Sustainable Development ◽  
Urban Tourism ◽  
Urban Agglomeration ◽  
Future Research ◽  
Tourism Destination ◽  
Research Fields ◽  
Research Themes ◽  
Research Architecture ◽  
Critical Literature

This study analyzes tourism network in urban agglomerated destinations and puts forth implications for future sustainable development through a critical and extensive review of related literature. First of all, with a bibliometric analysis of 2670 selected articles from three research fields of urban tourism, urban agglomeration tourism and tourism destination network, we analyzed their respective research themes and classified them accordingly. Then, the study further investigates the role of tourism network in urban agglomerated destinations by identifying the differences and connections between urban agglomeration tourism and urban tourism. Finally, a basic architecture is established for the study of tourism networks in urban agglomerated destinations context. Study findings highlight that urban agglomeration tourism emphasizes the interconnectivity and social network relationships. However, research on the destination network of urban agglomerations is limited, especially from the tourism development perspectives. Therefore, the evolution process, structural effects, determinants and dynamic mechanisms of the tourism network in urban agglomerated destination are among the opportunities for future research. Moreover, the research architecture shows that the network relationship emerges as a new direction for the study of urban agglomeration system to better integrate and harness destinations’ resources and thereby promote sustainable development in urban agglomerated areas.

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

scholarly journals The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement

Psihologija ◽  
2019 ◽  
Vol 52 (1) ◽  
pp. 35-52
Author(s):  
Vladimir Dzinovic ◽  
Rajka Djevic ◽  
Ivana Djeric
Keyword(s):  
Self Efficacy ◽  
Structural Model ◽  
School Achievement ◽  
Self Regulation ◽  
Self Control ◽  
Future Research ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Eighth Grade Students

Self-control and self-regulated learning refer to those processes and strategies whereby individuals exert agency in facing educational demands. This study tested a structural model which predicts that self-control has direct effect on school achievement, as well as mediated by metacognitive self-regulation, academic self-efficacy, and regulatory motivational styles as the variables related to self-regulated learning. The research was carried out on a stratified random sample of 575 eighth grade students. It was shown that the effect of self-control on achievement is mediated by self-efficacy. In other words, students who have heightened selfcontrol and believe in their own ability to meet school demands will be successful in school regardless of the complexity of their learning or whether they are autonomously motivated. The implications of such a finding were considered, as well as the limitations of the research and the indications for future research.

scholarly journals The Moderating Role of Intellectual Capital between Relationship of Bank Specific Factors and Credit Risk of Islamic Banks

2019 ◽  
Vol 2 (4) ◽  
pp. 79-87
Author(s):  
Muhammad Nawaz ◽  
Alias Mat Nor ◽  
Habibah Tolos
Keyword(s):  
Credit Risk ◽  
Intellectual Capital ◽  
Management Policy ◽  
Annual Reports ◽  
Future Research ◽  
Islamic Banks ◽  
Relationship Of ◽  
The Relationship ◽  
Moderating Role

Purpose-The Objective of this study is to investigate the moderating role of Intellectual Capital between the relationship of Bank internal factor and Credit Risk in Islamic banks of Pakistan. Design/Methodology-Panel data are obtained from annual reports of 4 Islamic banks of Pakistan from the period 2006 to 2017. These are analyzed using hierarchical regression techniques, via Eviews 9 software. Findings-The results showed that intellectual capital significantly moderates the relationship of bank internal variable and credit risk in Islamic banks in Pakistan. Practical Implications-The study found that Intellectual Capital is a very important driver for credit risk. The investment in Intellectual Capital may lower the credit risk which will further help in the growth and sustainability of the bank and hence the growth in the economy. The results of the study will be useful for bank management, policy maker, and regulator and academia for future research.

The Role of Death in Life: Existential Aspects of Human Motivation

2012 ◽  
pp. 42-64 ◽  
Author(s):  
Pelin Kesebir ◽  
Tom Pyszczynski
Keyword(s):  
Self Regulation ◽  
Theory Development ◽  
Future Research ◽  
Self Awareness ◽  
Existential Anxiety ◽  
Four Dimensions ◽  
Self Reflection ◽  
Human Motivation ◽  
And Behavior

The capacity for self-reflection, which plays an important role in human self-regulation, also leads people to become aware of the limitations of their existence. Awareness of the conflict between one's desires (e.g., to live) and the limitations of existence (e.g., the inevitability of death) creates the potential for existential anxiety. In this chapter, we review how this anxiety affects human motivation and behavior in a variety of life domains. Terror management theory and research suggest that transcending death and protecting oneself against existential anxiety are potent needs. This protection is provided by an anxiety-buffering system, which imbues people with a sense of meaning and value that function to shield them against these concerns. We review evidence of how the buffering system protects against existential anxiety in four dimensions of existence: the physical, personal, social, and spiritual domains. Because self-awareness is a prerequisite for existential anxiety, escaping self-awareness can also be an effective way to obviate the problem of existence. After elaborating on how existential anxiety can motivate escape from self-awareness, we conclude the chapter with a discussion of remaining issues and directions for future research and theory development.

Validation and Design Science Research in Information Systems

2012 ◽  
pp. 403-426 ◽  
Author(s):  
Rafael A. Gonzalez ◽  
Henk G. Sol
Keyword(s):  
Information Systems ◽  
Design Science ◽  
Science Research ◽  
Design Science Research ◽  
Theoretical Contribution ◽  
Starting Point ◽  
Relationship Of ◽  
The Relationship ◽  
Validation Strategy

Validation within design science research in Information Systems (DSRIS) is much debated. The relationship of validation to artifact evaluation is still not clear. This chapter aims at elucidating several components of DSRIS in relation to validation. The role of theory and theorizing are an important starting point, because there is no agreement as to what types of theory should be produced. Moreover, if there is a theoretical contribution, then there needs to be clear guidance as to how the designed artifact and its evaluation are related to the theory and its validation. The epistemological underpinnings of DSRIS are also open to different alternatives, including positivism, interpretivism, and pragmatism, which affect the way that the validation strategy is conceived, and later on, accepted or rejected. The type of reasoning guiding a DSRIS endeavor, whether deductive, inductive, or abductive, should also be considered as it determines the fundamental logic behind any research validation. Once those choices are in place, artifact evaluation may be carried out, depending on the type of artifact and the type of technique available. Finally, the theoretical contribution may be validated from a formative (process-oriented) or summative (product-oriented) perspective.

scholarly journals Siblings’ Influence on the Development of Individuals with Down Syndrome

2020 ◽  
Author(s):  
Monica Cuskelly
Keyword(s):  
Down Syndrome ◽  
Identity Formation ◽  
Self Regulation ◽  
Developmental Outcomes ◽  
Sibling Relationship ◽  
Future Research ◽  
Typically Developing ◽  
Social Emotional ◽  
Starting Point

This chapter discusses the influences that siblings may have on developmental outcomes of children with Down syndrome including those related to cognition, language, self-regulation, social-emotional functioning, and identity formation. As there is very little research available that addresses sibling influences on individuals with Down syndrome, the literature related to sibling influence within sibships comprising typically developing children has been used to provide a starting point to the discussion. The influential roles of siblings may include teacher; model and social referent; friend and foe; contrast; and advocate, protector, and caregiver. The quality of the sibling relationship may also influence developmental outcomes. The few investigations that have been conducted suggest that siblings make an important contribution to developmental outcomes for individuals with Down syndrome. In conclusion, directions for future research are discussed.

Theoretical Perspectives on Listening

1998 ◽  
Vol 18 ◽  
pp. 3-19 ◽  
Author(s):  
Tony Lynch
Keyword(s):  
Language Skills ◽  
Future Research ◽  
Discourse Comprehension ◽  
Complex Dynamic ◽  
The Past ◽  
Factors Influencing ◽  
Theoretical Perspectives ◽  
Relationship Of ◽  
The Relationship

Research into listening over the past three decades has, above all, highlighted the fundamental intricacy of the processes involved. In order to make sense of spoken messages, listeners may need to integrate information from a range of sources: phonetic, phonological, prosodic, lexical, syntactic, semantic, and pragmatic. The fact that we achieve all this in real time as the message unfolds makes listening “complex, dynamic, and fragile” (Celce-Murcia 1995:366). In this review I consider research into four aspects of these complexities: processes (e.g., speech recognition, discourse comprehension, and memory); the role of context; factors influencing listening; and the relationship of listening with other language skills. Finally I suggest likely directions for future research into listening.

The Tolstoy Connection in Bakhtin

PMLA ◽  
1985 ◽  
Vol 100 (1) ◽  
pp. 68-80 ◽  
Author(s):  
Caryl Emerson
Keyword(s):  
The Self ◽  
The Other ◽  
Good Reader ◽  
Death In Literature ◽  
Binary Model ◽  
Starting Point ◽  
Good Starting Point ◽  
Relationship Of ◽  
The Relationship

Mikhail Bakhtin's work on Dostoevsky is well known. Less familiar, perhaps, is Bakhtin's attitude toward the other great Russian nineteenth-century novelist, Leo Tolstoy. This essay explores that “Tolstoy connection,” both as a means for interrogating Bakhtin's analytic categories and as a focus for evaluating the larger tradition of “Tolstoy versus Dostoevsky.” Bakhtin is not a particularly good reader of Tolstoy. But he does make provocative use of the familiar binary model to pursue his most insistent concerns: monologism versus dialogism, the relationship of authors to their characters, the role of death in literature and life, and the concept of the self. Bakhtin's comments on these two novelists serve as a good starting point for assessing the strengths and weaknesses of the Bakhtinian model in general and suggest ways one might recast the dialogue between Tolstoy and Dostoevsky on somewhat different, more productive ground.

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