scholarly journals It takes two to tango: How scientific reasoning and self-regulation processes impact argumentation quality

Author(s):  
Yoana Omarchevska ◽  
Andreas Lachner ◽  
Juliane Richter ◽  
Katharina Scheiter
2017 ◽  
Vol 20 ◽  
Author(s):  
Nuria Anaya-Reig ◽  
Manuela Romo

AbstractThis paper presents abundant empirical evidence to support the view that Santiago Ramón y Cajal was a pioneer of the emerging Psychology of Science discipline. Narrative analysis of his autobiography (Recollections of my Life) and some of his unspecialized works (Advice for a Young Investigator, The World from an Eighty-Year-Old’s Point of View, and Café Chats) revealed that the Spanish histologist’s interest in the psychology of scientists was part and parcel of a high-level, intellectual self-regulation strategy he applied on his path to success. This research led him to document various psychological conclusions about scientists in writing, so as to encourage, guide, and facilitate the work of junior researchers. Current knowledge of the Psychology of Science has confirmed many of the Nobel laureate’s observations about psychosocial aspects of scientists, scientific reasoning, and creativity.


2009 ◽  
Vol 16 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Gary A. Troia

Abstract This article first provides an overview of components of self-regulation in writing and specific examples of each component are given. The remainder of the article addresses common reasons why struggling learners experience trouble with revising, followed by evidence-based practices to help students revise their papers more effectively.


2009 ◽  
Vol 23 (2) ◽  
pp. 117-127 ◽  
Author(s):  
Astrid Wichmann ◽  
Detlev Leutner

Seventy-nine students from three science classes conducted simulation-based scientific experiments. They received one of three kinds of instructional support in order to encourage scientific reasoning during inquiry learning: (1) basic inquiry support, (2) advanced inquiry support including explanation prompts, or (3) advanced inquiry support including explanation prompts and regulation prompts. Knowledge test as well as application test results show that students with regulation prompts significantly outperformed students with explanation prompts (knowledge: d = 0.65; application: d = 0.80) and students with basic inquiry support only (knowledge: d = 0.57; application: d = 0.83). The results are in line with a theoretical focus on inquiry learning according to which students need specific support with respect to the regulation of scientific reasoning when developing explanations during experimentation activities.


2019 ◽  
Vol 33 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Elizabeth M. Stoakley ◽  
Karen J. Mathewson ◽  
Louis A. Schmidt ◽  
Kimberly A. Cote

Abstract. Resting respiratory sinus arrhythmia (RSA) is related to individual differences in waking affective style and self-regulation. However, little is known about the stability of RSA between sleep/wake stages or the relations between RSA during sleep and waking affective style. We examined resting RSA in 25 healthy undergraduates during the waking state and one night of sleep. Stability of cardiac variables across sleep/wake states was highly reliable within participants. As predicted, greater approach behavior and lower impulsivity were associated with higher RSA; these relations were evident in early night Non-REM (NREM) sleep, particularly in slow wave sleep (SWS). The current research extends previous findings by establishing stability of RSA within individuals between wake and sleep states, and by identifying SWS as an optimal period of measurement for relations between waking affective style and RSA.


2017 ◽  
Vol 31 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Asmir Gračanin ◽  
Igor Kardum ◽  
Jasna Hudek-Knežević

Abstract. The neurovisceral integration model proposes that different forms of self-regulation, including the emotional suppression, are characterized by the activation of neural network whose workings are also reflected in respiratory sinus arrhythmia (RSA). However, most of the previous studies failed to observe theoretically expected increases in RSA during emotional suppression. Even when such effects were observed, it was not clear whether they resulted from specific task demands, a decrease in muscle activity, or they were the consequence of more specific self-control processes. We investigated the relation between habitual or trait-like suppression, spontaneous, and instructed suppression with changes in RSA during negative emotion experience. A modest positive correlation between spontaneous situational and habitual suppression was observed across two experimental tasks. Furthermore, the results showed greater RSA increase among participants who experienced higher negative affect (NA) increase and reported higher spontaneous suppression than among those with higher NA increase and lower spontaneous suppression. Importantly, this effect was independent from the habitual suppression and observable facial expressions. The results of the additional task based on experimental manipulation, rather than spontaneous use of situational suppression, indicated a similar relation between suppression and RSA. Our results consistently demonstrate that emotional suppression, especially its self-regulation component, is followed by the increase in parasympathetic activity.


Author(s):  
Bjarne Schmalbach ◽  
Markus Zenger ◽  
Michalis P. Michaelides ◽  
Karin Schermelleh-Engel ◽  
Andreas Hinz ◽  
...  

Abstract. The common factor model – by far the most widely used model for factor analysis – assumes equal item intercepts across respondents. Due to idiosyncratic ways of understanding and answering items of a questionnaire, this assumption is often violated, leading to an underestimation of model fit. Maydeu-Olivares and Coffman (2006) suggested the introduction of a random intercept into the model to address this concern. The present study applies this method to six established instruments (measuring depression, procrastination, optimism, self-esteem, core self-evaluations, and self-regulation) with ambiguous factor structures, using data from representative general population samples. In testing and comparing three alternative factor models (one-factor model, two-factor model, and one-factor model with a random intercept) and analyzing differential correlational patterns with an external criterion, we empirically demonstrate the random intercept model’s merit, and clarify the factor structure for the above-mentioned questionnaires. In sum, we recommend the random intercept model for cases in which acquiescence is suspected to affect response behavior.


2012 ◽  
Vol 43 (3) ◽  
pp. 115-126 ◽  
Author(s):  
Christina Matschke ◽  
Kai Sassenberg

Entering a new group provides the potential of forming a new social identity. Starting from self-regulation models, we propose that goals (e.g., internal motivation to enter the group), strategies (e.g., approach and avoidance strategies), and events (e.g., the group’s response) affect the development of the social self. In two studies we manipulated the group’s response (acceptance vs. rejection) and assessed internal motivation as well as approach and avoidance strategies. It was expected, and we found, that when newcomers are accepted, their use of approach strategies (but not avoidance strategies) facilitates social identification. In line with self-completion theory, for highly internally motivated individuals approach strategies facilitated social identification even upon rejection. The results underline the active role of newcomers in their social identity development.


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