scholarly journals The Frequency of Emotions and Emotion Variability in Self-regulated Learning: What Matters to Task Performance?

2021 ◽  
Vol 9 (4) ◽  
pp. 76-91
Author(s):  
Shan Li ◽  
Juan Zheng ◽  
Susanne P. Lajoie
Keyword(s):  
Clinical Reasoning ◽  
Joint Effect ◽  
Basic Emotions ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Simulated Environment ◽  
Regulated Learning ◽  
Research Findings ◽  
New Research ◽  
Study Designs

Emotion variability and its relationship to performance is an underexplored area of research both inside and outside the realm of medical education. We address this gap by examining the relative importance of the frequency of emotions and emotion variability that occurred in specific phases of self-regulated learning (SRL) in predicting students’ performance. Specifically, 23 medical students were recruited to complete the task of diagnosing a virtual patient in a hospital-simulated environment. Students’ facial expressions were video-recorded and were classified into basic emotions. We calculated the frequency of emotions and emotion variability at each SRL phase: forethought, performance, and self-reflection. Findings revealed that both the frequency of emotions and emotion variability influenced clinical reasoning performance, but they functioned differently in different SRL phases. Moreover, emotion variability negatively predicted performance regardless of which SRL phases it was tied to. This study helps shift the focus of research from the effect of emotions on performance to the joint effect of emotion and emotion variability, which has the potential to address the inconsistency in emotion-related research findings. Although we situate the study in the context of clinical reasoning, findings from this research inform the research of emotion in learning and instruction for other domains. Furthermore, this study lays the foundation for future advances in emotion-related study designs since the introduction of emotion variability leaves many questions unanswered and shows promise for new research directions.

Digital Storytelling as a Self-Regulated Learning Tool

2019 ◽  
pp. 209-232 ◽  
Author(s):  
Sinan Kaya
Keyword(s):  
Learning Process ◽  
Digital Storytelling ◽  
Learning Processes ◽  
Learning Tools ◽  
Learning Tool ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Digital Stories ◽  
Research Findings ◽  
Made In

The purpose of this chapter is, as a self-regulated learning tool, to focus on digital storytelling by uncovering relationship between digital storytelling and self-regulated learning process/based on research findings made in the its field. Within this focus, firstly, concept of digital storytelling was theoretically addressed; researches made in learning-teaching for use have been presented; later, self-regulated learning processes and strategies have been defined and given examples. Finally, research findings on the use of digital stories as self-regulated learning tools have been shared.

Self-Regulated Learning as a Method to Develop Scientific Thinking

2015 ◽  
pp. 1189-1214
Author(s):  
Erin E. Peters Burton
Keyword(s):  
Nature Of Science ◽  
Self Regulation ◽  
Scientific Thinking ◽  
Scientific Enterprise ◽  
Self Monitoring ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Self Regulated Learning ◽  
Evaluation Of Performance ◽  
Regulated Learning

The development of skills and the rationale behind scientific thinking has been a major goal of science education. Research has shown merit in teaching the nature of science explicitly and reflectively. In this chapter, the authors discuss how research in a self-regulated learning theory has furthered this finding. Self-regulation frames student learning as cycling through three phases: forethought (cognitive processes that prepare the learner for learning such as goal setting), performance (employment of strategies and self-monitoring of progress), and self-reflection (evaluation of performance with the goal). Because students have little interaction with the inherent guidelines that drive the scientific enterprise, setting goals toward more sophisticated scientific thinking is difficult for them. However, teachers can help students set goals for scientific thinking by being explicit about how scientists and science function. In this way, teachers also explicitly set a standard against which students can self-monitor their performance during the learning and self-evaluate their success after the learning. In addition to summarizing the research on learning and teaching of self-regulation and scientific thinking, this chapter offers recommendations to reform science teaching from the field of educational psychology.

scholarly journals Information Management Tools for the Development of Self-Regulated Learning Skills in Pre-service Teacher Education

2018 ◽  
pp. 31 ◽  
Author(s):  
Adolfina Pérez ◽  
Victoria Irene Marín ◽  
Gemma Tur
Keyword(s):  
Student Teachers ◽  
Information Management ◽  
Personal Information ◽  
Information Aggregation ◽  
Management Tools ◽  
Self Reflection ◽  
Personal Learning ◽  
Traditional Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning

This article presents a didactic strategy aimed at developing student teachers’ personal learning environments (PLEs) with a self-regulated learning (SRL) approach. The strategy is framed in the Dabbagh and Kitsantas (2012) model, which relates Zimmerman’ SRL cycle (forethought, performance, self-reflection) to the three levels of social media usage (personal information management, social interaction and collaboration, and information aggregation and management). A learning scenario was implemented to facilitate SRL skills through information management. The participants were 241 students of Education at the University of Balearic Islands (Spain) and data was collected through a questionnaire designed to explore tool usage and their perceptions of the effectiveness of those tools for information management tasks. Data analysis allows the observation of some patterns in the usage of information management tools in the diverse learning scenarios. In the conclusions challenges such as resistance and traditional assessment focus are identified; affordances for transferability of the acquired skills to other contexts are highlighted and further educational implementation and research are suggested. With this work, a model applicable to other contexts is provided, and a didactic strategy for the management of information based on the PLE and the SRL is presented.

scholarly journals Self-Regulated Learning of Mathematics for Teacher Prospectives in the Development of Student E-Worksheets

2021 ◽  
Vol 5 (1) ◽  
pp. 205
Author(s):  
Kusno Kusno ◽  
Eka Setyaningsih
Keyword(s):  
21St Century ◽  
Junior High School ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Material Development ◽  
Self Confidence ◽  
Central Java ◽  
Teacher Skills ◽  
Regulated Learning ◽  
Collaboration And Communication

This research is motivated by demands for mastery of 21st-century skills as a form of educational reform in the 4.0 era. This study aims to explore the understanding and skills of the prospective mathematic teacher in the development of the student e-worksheet as a form of teacher skills in the 21st-century. A total of 27 math teacher candidates in Banyumas Regency, Central Java, Indonesia, who took part in training teaching material development, was formed into 9 Groups (G) and was given the task to develop student e- worksheet of mathematics of junior high school. Data were collected through observation, interviews, self-reflection, open questionnaires, and portfolios and analyzed using content analysis procedures by reading carefully to understand relevant themes. The coding and labeling are then carried out to find the meanings associated with the research objectives and theoretical framework. This study's results indicate that self-regulated learning of prospective mathematics education teachers in the development of student e-worksheet can encourage motivation to learn, self-confidence, experience, and determination to become professional teachers in the 21st century. From this study, an understanding and skill of the century 21can be explored from self-regulated learning during the development of student e- worksheet, namely collaboration and communication skills, problem-solving, creativity and imagination, innovation, and novelty, literacy, and leadership.

An Integrative Model of Self-Regulated Learning for University Students: The Contributions of Social Cognitive Theory of Carriers

2020 ◽  
pp. 002205742090437
Author(s):  
Mauricio Federico Zalazar-Jaime ◽  
Leonardo Adrián Medrano
Keyword(s):  
Structural Equation ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Empirical Support ◽  
Integrative Model ◽  
Equation Modeling ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Social Cognitive Career

Self-regulated learning (SRL) has gained increasing interest in educational research. Although SRL models agree on the dynamic interplay between forethought, performance, and self-reflection processes, they differ in the subprocesses implied at each phase. The main objectives of this study were to develop and test an SRL model by integrating main contributions of social cognitive career theory and Zimmerman’s SRL model in a sample of undergraduates in Argentina. Structural equation modeling showed that three models fitted well to the data, explaining between 21% and 34% of the variance. The results of this study provide theoretical and empirical support for the SRL model.

Exploring Clinical Reasoning in Novices: A Self-Regulated Learning Microanalytic Approach

2013 ◽  
Author(s):  
Anthony R. Artino ◽  
Timothy J. Cleary ◽  
Ting Dong ◽  
Paul A. Hemmer ◽  
Steven J. Durning
Keyword(s):  
Clinical Reasoning ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals ENHANCING LIFELONG LEARNING AWARENESS IN THE FACULTY OF ENGINEERING AT MCGILL UNIVERSITY

2018 ◽  
Author(s):  
Maria Orjuela-Laverde ◽  
Nasim Razavinia ◽  
Laurent Mydlarski
Keyword(s):  
Lifelong Learning ◽  
Engineering Students ◽  
Self Regulation ◽  
Assessment Method ◽  
Self Reflection ◽  
Systematic Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Mcgill University ◽  
Definition Of

 Abstract – The theoretical approach to Lifelong Learning used in this paper introduces findings in the field of Self-Regulated Learning (SRL). We are using Nilson’s [4] definition of SRL, which states that self-regulation "encompasses the monitoring and managing of one’s cognitive processes, as well as the awareness of and control over one’s emotions, motivations, behavior, and environment as related to learning." The principles that guide SRL, as proposed by Schunk and Zimmerman [6-8] are: 1) Forethought; 2) Performance/volitional control and; 3) Self-reflection. Following the definition and principles suggested in the SRL literature, activities were designed to develop and strengthen engineering students’ self-regulated learning skills and awareness of such competencies. At McGill University, the Faculty of Engineering is pursuing a systematic assessment method of lifelong learning awareness by the way of activities that target the first- and final-year students.

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