Interfered by unaccomplished academic tasks: The role of success expectations

2021 ◽  
Vol 76 ◽  
pp. 101763
Author(s):  
Nina K. Brassler ◽  
Axel Grund ◽  
Maid Dedic ◽  
Eva Wilmer ◽  
Stefan Fries
Keyword(s):  
Academic Tasks

Motivation From a Self-Regulated Learning Perspective: Application to School Psychology

2021 ◽  
pp. 082957352110546
Author(s):  
Aishah Bakhtiar ◽  
Allyson F. Hadwin
Keyword(s):  
School Psychology ◽  
Self Regulation ◽  
Metacognitive Awareness ◽  
Motivational Beliefs ◽  
Focus Attention ◽  
Metacognitive Control ◽  
Academic Tasks ◽  
Self Regulated Learning ◽  
Regulated Learning

Self-regulation of learning involves developing metacognitive awareness (planning, monitoring, and evaluating) of (a) cognition—motivational beliefs, (b) behaviors—persistence, effort, engagement, and (c) affect—enjoyment, interest, and other emotions. Metacognitive awareness creates opportunities to exert metacognitive control as needed, which may involve sustaining or manipulating motivational cognition, behavior, and affect. By adopting a self-regulation perspective, this paper discusses the ways motivation develops within and across academic tasks and situations, as well as the ways learners can be supported to take control of their motivation in those contexts. Applying self-regulation principles in the practice of School Psychology means to consider the role of situation, context, and learners’ socio-historical experiences while empowering learners to focus attention on things they can control.

scholarly journals Mothers’ and Teachers’ Autonomy Support in Relation to Children’s Academic Procrastination: Self-Efficacy for Self-Regulated Learning as a Mediator

2021 ◽  
Vol 59 (4) ◽  
pp. 477-488
Author(s):  
Bomi Lee ◽  
Nana Shin
Keyword(s):  
Self Efficacy ◽  
Autonomy Support ◽  
Sixth Grade ◽  
Academic Procrastination ◽  
School Students ◽  
Academic Tasks ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Learning Efficacy

This study investigated the association between children’s perceptions of autonomy support from mothers and teachers in relation to academic procrastination. It also examined the role of self-efficacy for self-regulated learning in mediating these effects. The sample comprised 372 fifth and sixth grade elementary school students from Seoul, Korea. Each completed a questionnaire regarding mothers’ and teachers’ autonomy support, children’s self-regulated learning efficacy, and academic procrastination. The results indicated that whereas mothers’ autonomy support had a direct effect on children’s academic procrastination, teachers’ support did not. In other words, children who perceived higher levels of autonomy support from mothers tended to exhibit less academic procrastination. Regarding indirect paths, children who perceived higher levels of mothers’ and teachers’ autonomy support displayed greater efficacy for selfregulated learning, which corresponded to lower levels of academic procrastination. The discussion highlights the vital roles of autonomy support from mothers and teachers in enhancing children’s feelings of effective self-regulated learning and encouraging them to complete academic tasks. Furthermore, the present study considered not only outward behavioral factors but also the underlying cognitive and affective aspects of delaying behavior that underpin the effects of self-regulated learning efficacy and autonomy support of mothers and teachers on academic procrastination.

scholarly journals The motivational system of task values and anticipated emotions in daily academic behavior

2021 ◽  
Author(s):  
Osman Umarji ◽  
Peter McPartlan ◽  
Julia Moeller ◽  
Qiujie Li ◽  
Justin Shaffer ◽  
...  
Keyword(s):  
Achievement Motivation ◽  
Online Course ◽  
Task Completion ◽  
Academic Behavior ◽  
Task Values ◽  
Academic Tasks ◽  
Hierarchical Logistic Regression ◽  
Shed Light ◽  
Anticipated Emotions

AbstractThis study integrates theories of achievement motivation and emotion to investigate daily academic behavior in an undergraduate online course. Using cluster analysis and hierarchical logistic regression, we analyze profiles of task values and anticipated emotions to understand expectations and completion of academic tasks over the duration of a week. Students’ task specific interest, opportunity cost, and anticipated satisfaction and regret varied across tasks and were predictive of both their expectations of task completion and actual task completion reported the following day. The results shed light on the important role of achievement motivation as situated and dynamic, highlighting the interplay between task priorities, task values, and anticipated emotions in academic task engagement.

scholarly journals The Role of Chinese EMI Teachers’ Clarity and Credibility in Fostering Students’ Academic Engagement and Willingness to Attend Classes

2021 ◽  
Vol 12 ◽  
Author(s):  
Jin Zheng
Keyword(s):  
Academic Engagement ◽  
Structural Equation ◽  
Source Credibility ◽  
Sem Analysis ◽  
Equation Modeling ◽  
Academic Tasks ◽  
Chinese College Students ◽  
Credibility Scale ◽  
Teacher Clarity

Given the fact that students’ absence and disengagement are among the major challenges that teachers experience in educational contexts, investigating factors contributing to students’ academic engagement and willingness to attend classes is of high importance. These challenges are more common in English as a medium of instruction (EMI) classes wherein students are usually not skilled enough to participate in academic tasks and activities. Accordingly, the present study probed into the role of Chinese EMI teachers’ clarity and credibility in fostering students’ academic engagement and willingness to attend classes. In doing so, the E-version of Teacher Clarity Short Inventory, Source Credibility Scale, Utrecht Work Engagement Scale for Students, and Willingness to Attend Classes Questionnaire was virtually distributed among 832 Chinese college students. Performing correlational analyses, strong associations were found between teachers’ clarity and credibility and students’ academic engagement and willingness to attend classes. To assess the power of Chinese EMI teachers’ clarity and credibility in predicting students’ academic engagement and willingness to attend classes, structural equation modeling (SEM) was employed. The results of SEM analysis illuminated that both teacher clarity and credibility are strong predictors of students’ academic engagement and willingness to attend classes. The implications of the findings are also discussed.

Role of dactinomycin in the improved survival of children with Wilms' tumor

JAMA ◽  
1966 ◽  
Vol 195 (12) ◽  
pp. 1005-1009 ◽  
Author(s):  
D. J. Fernbach
Keyword(s):  
Wilms Tumor

Role of the allergist in diagnosis and management of patients with uveitis

JAMA ◽  
1966 ◽  
Vol 195 (3) ◽  
pp. 167-172 ◽  
Author(s):  
T. E. Van Metre
Keyword(s):  
Diagnosis And Management

The power of norms to sway fused group members

2018 ◽  
Vol 41 ◽  
Author(s):  
Winnifred R. Louis ◽  
Craig McGarty ◽  
Emma F. Thomas ◽  
Catherine E. Amiot ◽  
Fathali M. Moghaddam
Keyword(s):  
Evolutionary Anthropology ◽  
Normative Systems ◽  
Violent Extremism ◽  
Identity Fusion ◽  
Group Members

AbstractWhitehouse adapts insights from evolutionary anthropology to interpret extreme self-sacrifice through the concept of identity fusion. The model neglects the role of normative systems in shaping behaviors, especially in relation to violent extremism. In peaceful groups, increasing fusion will actually decrease extremism. Groups collectively appraise threats and opportunities, actively debate action options, and rarely choose violence toward self or others.

Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Processes ◽  
Evolutionary History ◽  
Behavioral Responses ◽  
History Of ◽  
Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

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