Perceptions of locus of control and satisfaction in friendships: The impact of problem-solving strategies

2005 ◽  
Vol 22 (2) ◽  
pp. 183-206 ◽  
Author(s):  
Marian M. Morry ◽  
Cheryl Harasymchuk
Keyword(s):  
Locus Of Control ◽  
Problem Solving ◽  
Problem Solving Strategies ◽  
The Impact

The Effects of Grouping, Self Esteem, and Locus of Control on Microcomputer Performance and Help Seeking by Mildly Handicapped Students

1987 ◽  
Vol 3 (4) ◽  
pp. 443-460 ◽  
Author(s):  
Merith A. Cosden ◽  
Judy P. English
Keyword(s):  
Locus Of Control ◽  
Problem Solving ◽  
Help Seeking ◽  
Personal Characteristics ◽  
Self Esteem ◽  
Problem Solving Skills ◽  
Math Problem Solving ◽  
Performance Accuracy ◽  
Instructional Literature ◽  
The Impact

The impact of grouping, learning handicap, locus of control, and self esteem on students' performance on a math problem-solving program was assessed in two studies. Outcome measures included: 1) the level of difficulty at which students selected to work, 2) use of a program help command, and 3) response accuracy with and without help. Despite indication from the non-computer instructional literature that grouping would facilitate problem-solving skills for some students, neither problem selections nor performance accuracy varied as a function of group configuration. Personal characteristics influenced problem selections, help seeking, and accuracy in anticipated directions but not consistently. More consistent patterns were noted as a function of initial student competency in math.

Explicit Heuristic Training as a Variable in Problem-Solving Performance

1979 ◽  
Vol 10 (3) ◽  
pp. 173-187 ◽  
Author(s):  
Alan H. Schoenfeld
Keyword(s):  
Problem Solving ◽  
Explicit Instruction ◽  
The Other ◽  
Heuristic Strategies ◽  
Problem Solving Strategies ◽  
The Impact

This experiment examined the impact that explicit instruction in heuristic strategies, above and beyond problem-solving experience, has on students' problem-solving performance. Two groups of students received training in problem solving, spent the same amount of time working on the same problems, and saw identical problem solutions. But half the students were given a list of five problem-solving strategies and were shown explicitly how the strategies were used. The heuristics group significantly outperformed the other students on posttest problems that were similar to, but not isomorphic to, those used in the problem sets. This lends credence to the idea that explicit instruction in heuristics makes a difference--an idea further supported by the transcripts of students solving the problems out loud.

scholarly journals THE IMPACT OF STUDENTS’ ACADEMIC LOCUS OF CONTROL AND PERCEPTION OF PROBLEM SOLVING ABILITY ON THEIR PERFORMANCE IN DESIGN PROJECTS

2018 ◽  
Author(s):  
Mohamed Galaleldin
Keyword(s):  
Locus Of Control ◽  
Problem Solving ◽  
Engineering Design ◽  
Assessment Tool ◽  
Skill Assessment ◽  
Hands On ◽  
Academic Locus Of Control ◽  
Post Test ◽  
The University ◽  
The Impact

The University of Ottawa has introduced newintroductory engineering design courses that introducesstudents to engineering design through a CollaborativeProject Based Learning (CPBL) environment as it is knownfor enhancing deep learning, motivating students tocultivate interdependence in learning, problem-solving,and creating interest and excitement in learning. Studentswork in teams with a client to solve an engineering problemand develop and iterate prototypes. This paper aims atunderstanding the impact of those two hands-on courses(Engineering Design and Introduction to ProductDevelopment and Management) on engineering students’design skills as well as the factors that impacted thestudents learning. The factors that are considered in thisstudy are students’ prior knowledge or experience ofengineering design, students’ construct locus of control,perception of problem solving ability and team dynamics.A pre-& post-test was administered to students using avalidated design process skill assessment tool to quantifystudents’ progress during the course. Students’ finalprototypes were also assessed by external judges from thecommunity to evaluate the quality of students’ designs.

Investigating problem-solving strategies of translation trainees with high and low levels of self-efficacy

2018 ◽  
Vol 1 (1) ◽  
pp. 74-97 ◽  
Author(s):  
Roya Araghian ◽  
Behzad Ghonsooly ◽  
Afsaneh Ghanizadeh
Keyword(s):  
Problem Solving ◽  
Self Efficacy ◽  
Verbal Protocols ◽  
Affective Factors ◽  
Complex Processes ◽  
Approaches To Study ◽  
Problem Solving Strategies ◽  
Low Levels ◽  
The Impact ◽  
Cognitive And Metacognitive Strategies

Abstract Translatology adopts psychological and cognitive approaches to study the complex processes underlying translational phenomena. As such, it deals with both translations and the translators who produce them. The present study uses think-aloud protocols and keystroke logging to explore the impact of affective factors such as self-efficacy beliefs on the selection and application of translation problem-solving strategies by a group of trainee translators completing a translation task. Four translation trainees completed a Translation Self-efficacy Questionnaire. Participants with both high and low self-efficacy rankings were asked to translate a text using the Translog keylogger while simultaneously verbalizing their mental processes. Analysis of the verbal protocols indicated considerable differences within the group regarding the cognitive and metacognitive strategies that they chose to employ. The results suggested that low self-efficacy leads subjects to spend too much time translating, due to repeated attempts at production and extensive revision. Implications of the findings for translator training are discussed.

The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Muhammad Fendrik ◽  
Elvina Elvina
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Elementary Students ◽  
Visual Learning ◽  
Control Group ◽  
Visual Thinking ◽  
Quasi Experimental ◽  
Student Skill ◽  
Mathematical Skill ◽  
The Impact

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).

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