AME+Cyber: Evaluating the online delivery of a holistic cyber-related talent development program

2021 ◽  
pp. 026142942110543
Author(s):  
Ophelie Desmet ◽  
Danielle Crimmins ◽  
Kathryn C. Seigfried-Spellar ◽  
Marcia Gentry
Keyword(s):  
Online Learning ◽  
Achievement Motivation ◽  
Self Regulation ◽  
Development Program ◽  
Change Score ◽  
Cognitive Outcomes ◽  
Future Research ◽  
Score Analysis ◽  
Motivation Enhancement ◽  
Enrichment Program

The present study used an explanatory mixed-method design to examine the effects of the Achievement Motivation Enhancement (AME)+Cyber enrichment program and teachers’ perception of procedures and outcomes in the context of emergency remote teaching, including online and hybrid formats, during the COVID-19 pandemic. Three teachers implemented the program with 57 students in grades 9 through 12. To evaluate the program, we combined change score analysis of pretest and posttest data on academic self-perception, self-regulation, goal valuation, cyber-related interest, as well as descriptive interpretative analysis of interview data. We found the online learning format was more effective than the hybrid format for the affective and cognitive outcomes. Qualitative findings suggested pedagogical concerns and struggle with online learning due to emergency remote teaching during the COVID-19 pandemic, centered around a lack of student engagement and interaction that appropriate levels of training and practice could remedy. Implications and future research suggestions are discussed.

The Achievement Motivation Enhancement Curriculum: Evaluating an Affective Intervention For Gifted Students

2021 ◽  
pp. 1932202X2110574
Author(s):  
Ophélie A. Desmet ◽  
Nielsen Pereira
Keyword(s):  
Pilot Study ◽  
Goal Setting ◽  
Achievement Motivation ◽  
Small Groups ◽  
Self Regulation ◽  
Gifted Students ◽  
Summer Program ◽  
Self Perceptions ◽  
Motivation Enhancement ◽  
Regulation Strategies

The present qualitative pilot study aimed to evaluate students’ perceptions of procedures and outcomes from an affective intervention to increase achievement motivation among gifted students. The intervention was implemented at a summer program with 20 students. Using inductive analysis, participants’ perceptions of the intervention and its effects were evaluated. This study’s findings show most students enjoyed the Achievement Motivation Enhancement sessions and felt they benefited from talking about their experiences with peers in small groups. Students discussed improved self-perceptions and said they benefitted from learning goal valuation, goal-setting, and self-regulation strategies. Implications are discussed.

scholarly journals Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110269
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
New Technology ◽  
Development Program ◽  
Future Research ◽  
Information And Communication ◽  
Using Data ◽  
Teachers Professional Development ◽  
Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

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.

scholarly journals Integrating students’ perspectives about online learning: a hierarchy of factors

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Montgomery Van Wart ◽  
Anna Ni ◽  
Pamela Medina ◽  
Jesus Canelon ◽  
Melika Kordrostami ◽  
...  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Large Scale ◽  
Success Factors ◽  
Course Design ◽  
Instructional Support ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Social Comfort

AbstractThis article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

scholarly journals Bivariate Latent-Change-Score Analysis of Peer Relations From Early Childhood to Adolescence: Leading or Lagging Indicators of Psychopathology

2021 ◽  
pp. 216770262096593
Author(s):  
Brent I. Rappaport ◽  
Joshua J. Jackson ◽  
Diana J. Whalen ◽  
David Pagliaccio ◽  
Joan L. Luby ◽  
...  
Keyword(s):  
Early Childhood ◽  
Peer Victimization ◽  
Peer Relations ◽  
Clinical Symptoms ◽  
Social Withdrawal ◽  
Externalizing Symptoms ◽  
Change Score ◽  
Leading Indicator ◽  
Score Analysis ◽  
Latent Change Score

Understanding longitudinal associations between problematic peer relations and psychopathology is needed to inform public health. Three models have been proposed: Poor peer relations (a) lead or are a risk factor for psychopathology, (b) lag or are a consequence of psychopathology, or (c) both lead and lag psychopathology. Another model is that poor peer relations lead or lag psychopathology depending on the developmental period. To test these models, youths’ peer relations and clinical symptoms were assessed up to six times between ages 3 and 11 in 306 children. Bivariate latent-change-score models tested leading and lagging longitudinal relationships between children’s peer relations (peer victimization/rejection, peer-directed aggression, social withdrawal, prosocial behavior) and psychopathology (depression, anxiety, and externalizing symptoms). Peer victimization/rejection was a leading indicator of depression from early childhood into preadolescence. Peer-directed aggression was a leading indicator of externalizing symptoms (in late childhood).

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.

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 Perceived Benefits of Yoga among Urban School Students: A Qualitative Analysis

2016 ◽  
Vol 2016 ◽  
pp. 1-7 ◽  
Author(s):  
Donna Wang ◽  
Marshall Hagins
Keyword(s):  
New York ◽  
Stress Reduction ◽  
Intervention Program ◽  
Self Regulation ◽  
Qualitative Evaluation ◽  
Future Research ◽  
Physical Conditioning ◽  
School Students ◽  
School Based ◽  
Barriers And Challenges

This study reports on the findings of a qualitative evaluation of a yoga intervention program for urban middle and high school youth in New York City public and charter schools. Six focus groups were conducted with students who participated in a year-long yoga program to determine their perceptions of mental and physical benefits as well as barriers and challenges. Results show that students perceived the benefits of yoga as increased self-regulation, mindfulness, self-esteem, physical conditioning, academic performance, and stress reduction. Barriers and challenges for a yoga practice include lack of time and space. The extent to which the benefits experienced are interrelated to one another is discussed. Suggestions for future research and school-based programming are also offered.

Advertising self-regulation: Clearance processes, effectiveness and future research agenda

2011 ◽  
Vol 11 (4) ◽  
pp. 393-414 ◽  
Author(s):  
Xuemei Bian ◽  
Philip Kitchen ◽  
Maria Teresa Cuomo
Keyword(s):  
Research Agenda ◽  
Self Regulation ◽  
Future Research ◽  
Future Research Agenda

scholarly journals 0322 Napping, Inhibitory Control, and Self-Regulation in 2-Year-Old Children

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A122-A122
Author(s):  
E L Shalowitz ◽  
A M Miller ◽  
J R Harsh ◽  
M K LeBourgeois
Keyword(s):  
School Readiness ◽  
Inhibitory Control ◽  
Self Regulation ◽  
Delay Of Gratification ◽  
Future Research ◽  
Cognitive Resources ◽  
Poor Sleep ◽  
Healthy Children ◽  
Number Of Children ◽  
Regulation Strategies

Abstract Introduction Poor sleep in early childhood is linked to reduced school readiness. This study examined the role of acute sleep loss in behavioral self-regulation using a delay of gratification task. We hypothesized that after acute nap deprivation, toddlers would have worse inhibitory control and resort to more maladaptive self-regulation strategies than after a nap. Methods 25 healthy children (11 males, 34.1±2.3 months-old) followed a strict sleep schedule for ≥5 days before a baseline (nap) and an acute nap deprivation condition (no-nap). After being introduced to an age-appropriate toy, children were instructed not to touch the toy and left alone for 3-minutes. To assess inhibitory control, videos of the waiting period were behaviorally coded for latency to touch and 11 self-regulation strategies. We combined strategies into adaptive and maladaptive composites; higher scores on each composite indicated greater use. Results During the nap condition, 19 children touched the toy (latency to touch=70.0±60.7 sec); during the no-nap condition, 18 children touched the toy (latency to touch=65.4±71.6 sec). The adaptive composite score was 1.58±0.25 for the nap condition and 1.17±0.27 for the no-nap condition. The maladaptive score was 0.92±0.17 for the nap condition and 0.83±0.19 for the no-nap condition. We found no differences between conditions in the number of children who touched the toy (X2=0, p=0.50), mean latency to touch (t=0.27, p=0.39), or the composite scores of adaptive (z=0.35, p=0.12) and maladaptive strategies (z=0.09, p=0.69). Conclusion Findings indicate that acute nap deprivation may not have an immediate impact on inhibitory control and self-regulation in toddlers. 30-36 months old children may not have sufficient cognitive resources to exert inhibitory control and self-regulate whether or not they have obtained adequate daytime sleep. Future research should examine developmental changes in the effects of acute sleep restriction on behavioral self-regulation. Support Research support from NIH R01-MH086566 to MKL.

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