scholarly journals Predicting Mathematical Performance: The Effect of Cognitive Processes and Self-Regulation Factors

2012 ◽  
Vol 2012 ◽  
pp. 1-13 ◽  
Author(s):  
Mariel Musso ◽  
Eva Kyndt ◽  
Eduardo Cascallar ◽  
Filip Dochy
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Mathematical Performance ◽  
Future Performance ◽  
Mathematics Test ◽  
Wide Range ◽  
Ann Models ◽  
Motivation And Learning ◽  
High Degree ◽  
The Impact

A substantial number of research studies have investigated the separate influence of working memory, attention, motivation, and learning strategies on mathematical performance and self-regulation in general. There is still little understanding of their impact on performance when taken together, understanding their interactions, and how much each of them contributes to the prediction of mathematical performance. With the emergence of new methodologies and technologies, such as the modelling with predictive systems, it is now possible to study these effects with approaches which use a wide range of data, including student characteristics, to estimate future performance without the need of traditional testing (Boekaerts and Cascallar, 2006). This research examines the different cognitive patterns and complex relations between cognitive variables, motivation, and background variables associated with different levels of mathematical performance using artificial neural networks (ANNs). A sample of 800 entering university students was used to develop three ANN models to identify the expected future level of performance in a mathematics test. These ANN models achieved high degree of precision in the correct classification of future levels of performance, showing differences in the pattern of relative predictive weight amongst those variables. The impact on educational quality, improvement, and accountability is highlighted.

Tuning the Mechanical and Geometric Properties of Electrochemically Aligned Collagen Threads Towards Applications in Biohybrid Robotics

2021 ◽  
Author(s):  
Wenhuan Sun ◽  
Jason Paulovich ◽  
Victoria Webster-Wood
Keyword(s):  
Tensile Modulus ◽  
Solution Concentration ◽  
Cross Sectional ◽  
Geometric Properties ◽  
Wide Range ◽  
Crosslinker Concentration ◽  
High Degree ◽  
The Impact ◽  
Fabrication Parameters ◽  
Manufacturing Parameters

Abstract Electrochemically Aligned Collagen (ELAC) threads fabricated by the isoelectric focusing (IF) of collagen have previously shown potential in tissue engineering and more recently in the fabrication of biohybrid robot structures. For applications in biohybrid robotics, ELAC structures are needed that are both robust and compliant enough to facilitate muscle actuation. However, studies on the effects of IF parameters, and the interactions of such fabrication parameters, on the mechanical and geometric properties of resulting ELAC threads have not been previously found in literature. Understanding the impact of these manufacturing parameters on the material properties is critical to facilitate biohybrid robot design. In this study, the effects of IF duration, IF voltage, and collagen solution concentration were investigated and showed statistically significant effects on adjusting ELAC properties via single-factor experiments. The interactions between parameters exhibited significant joint effects on ELAC property tuning through two-factor experiments. Scanning electron microscopy and 2,4,6-trinitrobenzenesulfonic assays revealed the correlation between high mechanical properties and a combination of low porosity and high degree of crosslinking. By simply tuning IF parameters without changing other fabrication steps, such as crosslinker concentration, ELAC threads with a wide range of mechanical and geometric properties were fabricated. The average tensile modulus of the resulting ELAC threads ranged from 198±90 to 758±138 MPa. The average cross-sectional area ranged from 7756±1000 to 1775±457 µm2. The resultant mapping between IF parameters and ELAC thread properties enabled the production of strong and flexible threads with customizable properties.

Business Ethics is Socio-Political, or Not at All

2015 ◽  
pp. 251-281
Author(s):  
Ana-Maria Pascal
Keyword(s):  
Business Ethics ◽  
Theoretical Background ◽  
Kantian Ethics ◽  
Political Responsibility ◽  
Wide Range ◽  
Mining Project ◽  
Public Ethics ◽  
High Degree ◽  
The Impact

This chapter explores the moral aspects of commercial deals that allegedly democratic governments enter into with foreign investors. These are discussed against a twofold theoretical background – where the philosophical ideal of public ethics based on truth and transparency meets business ethics theories. The Kantian ethics of duty proves to be the key link between these, as particularly relevant for cases where the impact on a wide range of stakeholders is considerable. The main case under consideration is the controversial USD $2 billion Romanian mining project at Rosia Montana, which highlights the need for accountability mentioned above and lends itself well to a multi-fold business ethics analysis. The role of the civil society in effectively stopping the project is a good illustration of the stakeholder theory. The chapter concludes with the thesis that a high degree of socio-political responsibility may be best achieved when trying to combine principle-based and utilitarian thinking.

scholarly journals Scenario-Based Instruction Design as a Tool to Promote Self-Regulated Language Learning Strategies

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401668417
Author(s):  
Meral Seker
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Training Experience ◽  
Based Instruction ◽  
The Impact ◽  
Instruction Design

The study investigated the impact of scenario-based instruction on language learners’ awareness and use of self-regulated language learning (SRL) strategies to provide an instructional design to successfully promote them. The scenario-based SRL strategy instruction design developed in the study was based on Oxford’s Strategic, Self-Regulation (S2R) Model. Following an experimental design, the data were gathered from foreign language learners ( N = 125) at a state university through three instruments: the Strategy Inventory for Language Learning, whole-class discussions, and semistructured interviews. Although the quantitative data from the inventory helped determine the level of reported strategy use by learners, the additional qualitative data were gathered to elicit learners’ reflections to determine SRL awareness during and following the training experience. Analyzing pre- and posttraining results from the control and the experimental groups indicated significant differences with an increased awareness and a higher reported use of strategies for the experimental group. The results are meant to help guide future directions in strategy instruction for foreign language learning.

scholarly journals Protocol for an App-Based Affective Control Training for Adolescents

2018 ◽  
Author(s):  
Susanne Schweizer ◽  
Jovita T. Leung ◽  
Rogier Kievit ◽  
Maarten Speekenbrink ◽  
William R. Tender ◽  
...  
Keyword(s):  
Mental Health ◽  
Emotion Regulation ◽  
Mental Health Problems ◽  
Controlled Trial ◽  
Self Regulation ◽  
Health Problems ◽  
Matching Task ◽  
Double Blind ◽  
Wide Range ◽  
The Impact

Abstract Background: 75% of all mental health problems have their onset before the end of adolescence. Adolescence, thus may be a particularly sensitive time period for preventing mental health problems. Affective control, the capacity to engage with goal relevant and inhibit distracting information in affective contexts, has been proposed as a potential target for prevention. In this study, we will explore the impact of improving adolescents’ affective control capacity on their mental health. Methods: The proof-of-principle double-blind randomized controlled trial will compare the effectiveness of an app-based affective control training (AC-Training) to a placebo training (P- Training) app. 200 (~50% females) adolescents (11-19 years) will train for 14 days on their training app. The AC-Training will include three different n-back tasks: visuospatial, auditory and dual (i.e., including both modalities). These tasks require participants to flexibly engage and disengage with affective and neutral stimuli (i.e., faces and words). The P-Training will present participants with a perceptual matching task. The three versions of the P-Training tasks vary in the stimuli included (i.e., shapes, words and faces). The two training groups will be compared on gains in affective control, mental health, emotion regulation and self-regulation, immediately after training, 1 month and 1 year after training. Discussion: If, as predicted, the proposed study finds that AC-Training successfully improves affective control in adolescents, there would be significant potential benefits to adolescent mental health. As a free app, the training would also be scalable and easy to disseminate across a wide range of settings. Trial registration: The trial was registered on December 10 2018 with the International Standard Randomised Controlled Trial Number (Registration number: ISRCTN17213032, http://www.isrctn.com/ISRCTN17213032). Keywords: Mental health; Adolescence; Emotion regulation; Affective control; App-based training

Business Ethics is Socio-Political, or Not at All

2016 ◽  
pp. 1560-1590
Author(s):  
Ana-Maria Pascal
Keyword(s):  
Business Ethics ◽  
Theoretical Background ◽  
Kantian Ethics ◽  
Political Responsibility ◽  
Wide Range ◽  
Mining Project ◽  
Public Ethics ◽  
High Degree ◽  
The Impact

This chapter explores the moral aspects of commercial deals that allegedly democratic governments enter into with foreign investors. These are discussed against a twofold theoretical background – where the philosophical ideal of public ethics based on truth and transparency meets business ethics theories. The Kantian ethics of duty proves to be the key link between these, as particularly relevant for cases where the impact on a wide range of stakeholders is considerable. The main case under consideration is the controversial USD $2 billion Romanian mining project at Rosia Montana, which highlights the need for accountability mentioned above and lends itself well to a multi-fold business ethics analysis. The role of the civil society in effectively stopping the project is a good illustration of the stakeholder theory. The chapter concludes with the thesis that a high degree of socio-political responsibility may be best achieved when trying to combine principle-based and utilitarian thinking.

scholarly journals THE IMPACT OF INTERVENTION PROGRAM ON HEALTH BEHAVIOURS AND SOCIOEMOTIONAL SKILLS AMONG PORTUGUESE COLLEGE STUDENTS

2021 ◽  
Vol 15 (2) ◽  
pp. 82-93
Author(s):  
Marta Reis ◽  
Lúcia Ramiro ◽  
Margarida Gaspar de Matos
Keyword(s):  
Health Promotion ◽  
University Students ◽  
Intervention Program ◽  
Positive Impact ◽  
Self Regulation ◽  
Well Being ◽  
Emotional Skills ◽  
Wide Range ◽  
The Impact ◽  
Health And Well Being

Health promotion is defined as the process of enabling people to increase control over and to enhance their health. It focuses on individual behaviors towards a wide range of interventions on social and environmental determinants of health and other health related aspects of life (WHO, 2015; 2017). Thus, health promotion implies the need to promote and empower people with resources and skills towards health and well-being (Saboga-Nunes, et al., 2019). The literature reports a negative variation in the lifestyle of university students, and simultaneously demonstrates a significant percentage of university students with a set of emotional, relational, anxiety and stress management difficulties (WHO, 2021, 2018). The need to curb behavioral tendencies harmful to the health of young university students comes justify the need for health promotion in the context of these institutions. This study aimed at analyzing the impact of university students' training, in the area of health promotion and of personal and socio-emotional skills. Participated 286 students. The results show that in addition to the skills worked during the training, the students’ well-being and health also improved at the end of the training. The variables that evidenced to be the most important for the university students’ health promotion were that they finished the training with more self-esteem, resilience, psychological well-being, self-efficacy, happiness and less instability and alienation. Regarding the pre and post evaluation comparisons about skills, importance and usefulness of HBSC/JUnP training, it was observed that both knowledge about health aspects and personal and socio-emotional skills, namely the resilience, self-regulation and problem-solving strategies had a strong positive impact on promoting the health and well-being of students. Higher education institutions present themselves as enhancers of public health, contributing to the students make healthy choices. Keywords: health promotion, personal and socio-emotional skills, university students’ training, healthy universities, Portugal

Emotions in Social-Historical Educational Contexts

2019 ◽  
Author(s):  
Paul A. Schutz ◽  
Sharon L. Nichols ◽  
Sofia Bahena
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Research Areas ◽  
Learning Tasks ◽  
Teachers And Students ◽  
Regulation Strategies ◽  
Instructional Decision ◽  
Motivation And Learning ◽  
Relationship Of

After two decades of research on emotions in education we have come to understand little about the relationship of teachers and their instructional decision-making and students and their motivation and learning. Most of what we know about emotions stems from studies that look specifically at students and their approach to learning tasks as well as teachers and how they grapple with the stress of teaching and the emotional experiences of working with students. However, we know less about how emotions manifest in varying social-historical educational contexts. When it comes to students, we know that emotions can influence students’ adoption of self-regulation strategies and their subsequent learning outcomes. For example, pleasant emotions tend to be related with effective learning strategies, whereas unpleasant emotions such as anxiety and boredom can reduce motivation and academic achievement. Importantly, these relationships are not consistent throughout the literature, and evidence suggests that, in some cases, anxiety can be motivating for some students. When it comes to teachers, there are two types of research areas. First are studies about how teachers handle unpleasant experiences in an effort to better understand teacher burnout. Second are studies that try to understand the role of emotions and pleasant and unpleasant experiences for newer teachers and how they inform emergent professional identities. More research is needed to understand how emotions play out in the classroom so that we can better support teachers and students and create effective intervention programs aimed at reducing the emotional stress of teaching and learning.

scholarly journals Beyond existence and aiming outside the laboratory: estimating frequency-dependent and pay-off-biased social learning strategies

2008 ◽  
Vol 363 (1509) ◽  
pp. 3515-3528 ◽  
Author(s):  
Richard McElreath ◽  
Adrian V Bell ◽  
Charles Efferson ◽  
Mark Lubell ◽  
Peter J Richerson ◽  
...  
Keyword(s):  
Social Learning ◽  
Learning Strategies ◽  
Social Information ◽  
Evolutionary Model ◽  
Evolutionary Analysis ◽  
Natural Behaviour ◽  
Wide Range ◽  
Learning Heuristics ◽  
The Impact ◽  
Social Learning Strategies

The existence of social learning has been confirmed in diverse taxa, from apes to guppies. In order to advance our understanding of the consequences of social transmission and evolution of behaviour, however, we require statistical tools that can distinguish among diverse social learning strategies. In this paper, we advance two main ideas. First, social learning is diverse, in the sense that individuals can take advantage of different kinds of information and combine them in different ways. Examining learning strategies for different information conditions illuminates the more detailed design of social learning. We construct and analyse an evolutionary model of diverse social learning heuristics, in order to generate predictions and illustrate the impact of design differences on an organism's fitness. Second, in order to eventually escape the laboratory and apply social learning models to natural behaviour, we require statistical methods that do not depend upon tight experimental control. Therefore, we examine strategic social learning in an experimental setting in which the social information itself is endogenous to the experimental group, as it is in natural settings. We develop statistical models for distinguishing among different strategic uses of social information. The experimental data strongly suggest that most participants employ a hierarchical strategy that uses both average observed pay-offs of options as well as frequency information, the same model predicted by our evolutionary analysis to dominate a wide range of conditions.

scholarly journals Assumptions and confidence of others: the impact of socio-cognitive information on metacognitive self-regulation

2021 ◽  
Author(s):  
Lenka Schnaubert ◽  
Simon Krukowski ◽  
Daniel Bodemer
Keyword(s):  
Self Regulation ◽  
Confidence Judgment ◽  
Social Contexts ◽  
Self Regulated Learning ◽  
Additional Information ◽  
Regulatory Processes ◽  
Wide Range ◽  
Regulated Learning ◽  
Cognitive Information ◽  
The Impact

AbstractSelf-regulated learning rarely happens in isolation and although there is a wide range of evidence that socio-cognitive information may impact decision making and learning, its role in metacognitive self-regulation remains understudied. Thus, we investigated how socio-cognitive information on assumptions and confidence in assumptions of an unknown other in a learning setting affects (1) changes in assumptions (i.e., convergence towards other), (2) perception of the other’s competence, and (3) the search for information (i.e., metacognitive and conflict-based regulation). In our empirical study, N = 60 students first read texts, then judged statements as being true or false and stated their confidence in these assumptions on an integrated confidence/answer scale, were then confronted with bogus information on the supposed answers of another learner (computer generated), and were then asked to (1) re-state their assumptions including confidence judgment, (2) judge the other’s competence, and (3) decide what statements they wanted additional information on. Results showed that learners (1) converged towards the other learner, (2) judged the other’s competence in accordance with the other’s stated confidence, and (3) regulated their learning based on their own (adjusted) confidence rather than on the presence or absence of socio-cognitive conflicts. This suggests that socio-cognitive information can affect how learners metacognitively evaluate own assumptions and thus impact self-regulatory processes, but also that confidence of others affects their perceived competence. Although the direct impact of socio-cognitive conflicts on regulatory processes remains unclear, this study fosters our understanding of self-regulated learning processes within social contexts.

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