scholarly journals Self-control using Traffic Lights Toolkit for Academic Success

2021 ◽  
Vol 8 (12) ◽  
pp. 93-95
Author(s):  
Afzal Sayed Munna
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Academic Success ◽  
Learning Experience ◽  
Self Control ◽  
Use Of Self ◽  
Traffic Light ◽  
Self Assessment ◽  
Traffic Lights ◽  
Light System

The term traffic light refers to automatically operated coloured light those help control the traffic. In this piece of writing the term has been used to reflect from the day-to-day practice how one can make use of self-control for their academic success. The aim of introducing the traffic light toolkit in higher education is to ensure that there is an effective way to monitor and improve the learning experience. It was evidenced from previous use that the traffic light system encourage reflection and help continue ongoing self-assessment and improve academic performance level.

scholarly journals WAYS TO INCREASE THE ACADEMIC ACTIVITY OF TECHNICAL UNIVERSITY STUDENTS IN FOREIGN LANGUAGE CLASSES

2021 ◽  
pp. 19-25
Author(s):  
O.I. Taranenko ◽  
◽  
L.A. Fedko ◽  
E.V. Shchepotieva ◽  
I.F. Veremeeva
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Foreign Language ◽  
Cognitive Skills ◽  
Cognitive Activity ◽  
Self Control ◽  
Important Condition ◽  
Language Classes ◽  
Cognitive Activities ◽  
Definition Of

The relevance of the formation of professionally and socially significant personality traits is obvious. The theoretical and practical issues of students’ cognitive activities during their studies in higher education institutions are considered. The definition of cognitive skills is formulated and their characteristics are proposed. Being formed cognitive activity characterizes the attitude of students to the content and process of teaching, the desire for effective mastering knowledge, skills and abilities. Cognitive activity is defined as the most important condition for their academic success. The ways of increasing the cognitive activity of students, both during classes and in the process of extracurricular self-training, are proposed. The importance of self-control of knowledge in the course of independent activity in the performance of group or individual work is emphasized.

scholarly journals The Contribution of Learner Self-Assessment for Improvement of Learning and Teaching Process: A Review

2018 ◽  
Vol 8 (1) ◽  
pp. 48 ◽  
Author(s):  
Anastasia Papanthymou ◽  
Maria Darra
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Secondary Education ◽  
Language Learning ◽  
Religious Education ◽  
Primary Education ◽  
Self Esteem ◽  
Learning Motivation ◽  
Assessment Process ◽  
Self Assessment

The present study is a literature review of 37 empirical studies from Greece and internationally of the last decade and aims at investigating the contribution of learner self-assessment to: a. enhancement of learning motivation, b. improvement of academic performance/learning, c. development of self-regulating learning and d. raise of self-esteem. According to the findings, enhancement of learning motivation as an outcome of learner self-assessment process has been identified in Greek Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally has been identified in Secondary education in English and Physical education. In Greece, improvement of academic performance/learning as an outcome of learner self-assessment has been found in Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally at all levels of education, in almost all subjects of Secondary education and in Primary education in Language Arts, English and Mathematics. Development of self-regulating learning has been identified in Higher education in Greece and internationally, whereas in Secondary education in Geography and Geometry only internationally. Furthermore, raise of student’s self-esteem as an outcome of self-assessment has been found internationally, in Secondary education in Religious education and in Greek Primary education in English language learning. Moreover, self-assessment process has also been examined internationally in non-formal education where English is taught as a second language with positive outcomes in performance/learning. Finally, self-assessment is implemented through various practices and tools such as rubrics, checklist, scripts, think boards, reflective journals, mind maps and in combination with learning or teaching models.

The Use of Behavioural Self-Control as a Teaching Tool

1985 ◽  
Vol 9 (2) ◽  
pp. 24-27
Author(s):  
Diana Roe ◽  
Sandi Plummer
Keyword(s):  
Case Studies ◽  
Behaviour Change ◽  
Self Control ◽  
Teaching Tool ◽  
Use Of Self ◽  
Self Assessment ◽  
Self Monitoring ◽  
Control Techniques ◽  
Children’S Behaviour ◽  
Special Children

AbstractThis paper examines the use of self-control techniques as a teaching tool to change children’s behaviour, and to generalize that behaviour change to other settings. Four case studies are presented to illustrate the use of self-assessment, using the child’s own criteria for rating behaviour, self-modelling with videotapes of the child in the classroom, and self-monitoring using a wrist counter. It is concluded that self-control techniques can be a valuable way of teaching special children to discriminate and evaluate how they are behaving.

Academic Success of “Tiger Cubs”

2016 ◽  
Vol 8 (6) ◽  
pp. 698-705 ◽  
Author(s):  
Hsiang-Yi Wu ◽  
Franki Y. H. Kung ◽  
Hsueh-Chih Chen ◽  
Young-Hoon Kim
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
The United States ◽  
Academic Growth ◽  
Self Control ◽  
Latent Growth ◽  
The North ◽  
Curve Model ◽  
And Gender

Studies in the United States have shown that self-control can predict academic performance beyond intelligence quotient (IQ), which also explains why girls (vs. boys) tend to have higher grades. However, empirical evidence is scarce; moreover, little is known about whether these effects generalize to other cultures. To address these limitations, we conducted a 2-year longitudinal study in Asia and examined the effects of self-control, IQ, and gender on students’ academic achievement over time. Specifically, we first measured 195 Taiwanese seventh grades’ self-control and IQ, and then traced their overall grades over four school semesters. Latent growth curve model analyses suggest that IQ predicted students’ initial academic performance more strongly than self-control; however, self-control—but not IQ—predicted students’ academic growth across the four time points and explained girls’ higher grades. Overall, the findings support the argument that self-control has unique long-term benefits academically and provide initial evidence outside of the North American context.

scholarly journals Designing a Smart Traffic Light Algorithm (HMS) Based on Modified Round Robin Algorithm

2017 ◽  
Vol 2 (1) ◽  
pp. 27-30
Author(s):  
Hozan Khalid Hamarashid ◽  
Miran Hama Rahim Saeed ◽  
Soran Saeed
Keyword(s):  
Traffic Congestion ◽  
Fixed Time ◽  
Traffic Load ◽  
Traffic Light ◽  
Traffic Jam ◽  
Traffic Lights ◽  
Traffic System ◽  
Light System ◽  
Smart Traffic ◽  
Fixed System

Nowadays, traffic light system is very important to avoid car crashes and arrange traffic load. In the Sulaimani City / Iraq, there are many traffic problems such as traffic congestion or traffic jam and the amount of time provided manually to the traffic light system. This is the main difficulty that we try to solve. The traffic lights exist but still do not manage traffic congestion due to the fixed time provided for each lane regardless of their different load. Therefore, we are proposing to change the traditional traffic system to smart traffic system (adaptive system). This paper Focuses on the existing system (fixed system), then propose the adaptive one. The main crucial side effects of the existing system are:   Emergency cases: congested traffics might block the way of emergencies for instance ambulance, which transports people to the hospital Wasting time of people generally and specially Delays, which lead people to not to be punctual, this means people arrive late to the work  Wasting more fuels as staying more in the traffics, which affects the environment by increasing pollution.

scholarly journals Addictive use of digital devices in young children: Associations with delay discounting, self-control and academic performance

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0253058
Author(s):  
Tim Schulz van Endert
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Delay Discounting ◽  
Intertemporal Choice ◽  
Self Control ◽  
Personality Factors ◽  
Impulsive Behavior ◽  
Digital Devices ◽  
Adolescents And Adults ◽  
The Relationship

The use of smartphones, tablets and laptops/PCs has become ingrained in adults’ and increasingly in children’s lives, which has sparked a debate about the risk of addiction to digital devices. Previous research has linked specific use of digital devices (e.g. online gaming, smartphone screen time) with impulsive behavior in the context of intertemporal choice among adolescents and adults. However, not much is known about children’s addictive behavior towards digital devices and its relationship to personality factors and academic performance. This study investigated the associations between addictive use of digital devices, self-reported usage duration, delay discounting, self-control and academic success in children aged 10 to 13. Addictive use of digital devices was positively related to delay discounting, but self-control confounded the relationship between the two variables. Furthermore, self-control and self-reported usage duration but not the degree of addictive use predicted the most recent grade average. These findings indicate that children’s problematic behavior towards digital devices compares to other maladaptive behaviors (e.g. substance abuse, pathological gambling) in terms of impulsive choice and point towards the key role self-control seems to play in lowering a potential risk of digital addiction.

scholarly journals Understanding Student Behavior in a Flipped Classroom: Interpreting Learning Analytics Data in the Veterinary Pre-Clinical Sciences

2020 ◽  
Vol 10 (10) ◽  
pp. 260
Author(s):  
Laura Dooley ◽  
Nikolas Makasis
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Learning Analytics ◽  
Student Behavior ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Individual Student ◽  
Study Materials ◽  
Student Access ◽  
Access Patterns

The flipped classroom has been increasingly employed as a pedagogical strategy in the higher education classroom. This approach commonly involves pre-class learning activities that are delivered online through learning management systems that collect learning analytics data on student access patterns. This study sought to utilize learning analytics data to understand student learning behavior in a flipped classroom. The data analyzed three key parameters; the number of online study sessions for each individual student, the size of the sessions (number of topics covered), and the first time they accessed their materials relative to the relevant class date. The relationship between these parameters and academic performance was also explored. The study revealed patterns of student access changed throughout the course period, and most students did access their study materials before the relevant classroom session. Using k-means clustering as the algorithm, consistent early access to learning materials was associated with improved academic performance in this context. Insights derived from this study informed iterative improvements to the learning design of the course. Similar analyses could be applied to other higher education learning contexts as a feedback tool for educators seeking to improve the online learning experience of their students.

scholarly journals Smart Traffic Lights over Vehicular Named Data Networking

Information ◽  
2019 ◽  
Vol 10 (3) ◽  
pp. 83 ◽  
Author(s):  
Majed Al-qutwani ◽  
Xingwei Wang
Keyword(s):  
Traffic Congestion ◽  
Fixed Time ◽  
Light Signal ◽  
Vehicular Traffic ◽  
Named Data Networking ◽  
Traffic Light ◽  
Traffic Lights ◽  
Light System ◽  
Smart Traffic ◽  
Data Networking

The existing traffic light system fails to deal with the increase in vehicular traffic requirements due to fixed time programming. Traffic flow suffers from vehicle delay and congestion. A new networking technology called vehicular ad hoc networking (VANET) offers a novel solution for vehicular traffic management. Nowadays, vehicles communicate with each other (V2V), infrastructure (V2I), or roadside units (V2R) using IP-based networks. Nevertheless, IP-based networks demonstrate low performance with moving nodes as they depend on communication with static nodes. Currently, the research community is studying a new networking architecture based on content name called named data networking (NDN) to implement it in VANET. NDN is suitable for VANET as it sends/receives information based on content name, not content address. In this paper, we present one of VANET’s network applications over NDN, a smart traffic light system. Our system solves the traffic congestion issue as well as reducing the waiting time of vehicles in road intersections. This system replaces the current conventional system with virtual traffic lights (VTLs). Instead of installing traffic lights at every intersection, we utilize a road side unit (RSU) to act as the intersection controller. Instead of a light signal, the RSU collects the orders of vehicles that have arrived or will arrive at the intersection. After processing the orders according to the priority policy, the RSU sends an instant message for every vehicle to pass the intersection or wait for a while. The proposed system mimics a human policeman intersection controlling. This approach is suitable for autonomous vehicles as they only receive signals from the RSU instead of processing many images. We provide a map of future work directions for enhancing this solution to take into account pedestrian and parking issues.

scholarly journals Academic success online: The mediating role of self-efficacy on personality and academic performance

2021 ◽  
Author(s):  
Jillianne Code ◽  
Nick Zap ◽  
Rachel Ralph
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Self Efficacy ◽  
English Language ◽  
Online Courses ◽  
Learning Experience ◽  
Design Strategies ◽  
Mediation Effects ◽  
Learning Options

Abstract Academic success in any context is dependent upon a student's belief in their ability to succeed. While learning online, a students’ self-efficacy is affected by their confidence in their ability to interact within the online environment. With the proliferation of personalized learning and the growth of Massive Open Online Courses, this growing trend is a shift in focus from the centralized brick-and-mortar locus of control, to one of enabling student choice and agency for how, when, and where they learn. In the pre-pandemic setting, this research study examined the personality types of students enrolled in eight sections of four online courses in educational technology, and the role self-efficacy for learning online played in their academic performance. Key findings reveal that personality affects learners’ academic achievement is moderately significant, self-efficacy for online learning affects learners’ academic achievement in a small but significant way, and student conscientiousness and academic performance were significantly and fully mediated by self-efficacy for learning online while controlling for gender and English language proficiency. There were no mediation effects with the other personality traits. A discussion around learning design strategies is provided. The authors recommend that institutions adopt more flexible learning options for teaching and learning that include both online and blended learning options that provide student’s choice and agency over the learning experience but also enable the institution to be better equipped for what the uncertain future of education holds.

scholarly journals Resources, Potentials and Academic Achievements of Students. Part 1. Differentiation of Resources and Potentials

2020 ◽  
Vol 22 (4) ◽  
pp. 64-88
Author(s):  
L. Ya. Dorfman ◽  
A. Yu. Kalugin
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Scientific Data ◽  
Self Control ◽  
Cognitive Factors ◽  
General Idea ◽  
Practical Significance ◽  
Integrative Approach ◽  
Separate Analysis ◽  
Academic Achievements

Introduction. To develop the measures for improvement of the training in higher education, it is necessary to establish external and internal prerequisites for academic achievements of students. The external prerequisites include structural and functional organisation, educational environment. The internal prerequisites consist of cognitive factors – intelligence, creativity, and non-cognitive factors – self-efficacy, self-control, motivation, expectations and goal setting. However, the internal prerequisites have not yet thoroughly studied yet; the currently available information about them is rather contradictory and fragmented. There is no consistency in the interpretations and criteria of personal learning resources and potentials, and the numerous models are inaccurate in most cases.The aim of the present research is to conceptually harmonise and systematise disjointed scientific data on the internal resources and potentials of students as prerequisites for their academic success in higher education.Methodology and research methods. The resources and potentials are differentiated by personality categories and cognitive processes based on analytical review of psychological research. The system-integrative approach was the key approach to study the individual. Initially, this approach involves the identification (differentiation) of the basic components of the system followed by the reverse process – their commonality (integration) into the system, in which its new qualities and capabilities can be revealed.Results and scientific novelty. The psychological theories and concepts of resources and personality potentials are arranged and reconsidered. The differences in foreign and Russian studies of this topic are highlighted. Their diverse components from the field of general, social and development psychology are mainly due to different traditions. Despite the considerable differences in scientific search and research approaches, the general idea is revealed: the resources are recognised as the space of current, and potentials – the space of possible. This raises the questions about the optimal expression and measurement of data determinants of students’ academic achievements, and whether there are intersections between resources and potentials.The existing models of resources and potentials are critically assessed. The independent importance of these phenomena and the demand for their separate analysis are shown: the clarifications made by the authors, in some cases, contribute to a better understanding of the phenomena under consideration. The authors of the present article propose to classify both resources and potentials into personal and cognitive categories in terms of their future integration in order to fill some gaps in psychological knowledge. The specific actions are outlined to study empirically the resources and potentials of students’ academic achievements with the aim of building a generalised model, converging on the contributions of all internal prerequisites to these achievements.Practical significance. The research materials are of practical significance for specialists in higher education. Moreover, the research outcomes can be included in the training courses in personality psychology and cognitive psychology for students of psychology departments of classical and pedagogical universities.

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