scholarly journals Academic Motivation And Self-Regulated Learning In Predicting Academic Achievement in College

2015 ◽  
Vol 11 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Baris Cetin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Academic Motivation ◽  
Self Regulation ◽  
Spring Semester ◽  
Childhood Education ◽  
Self Regulated Learning ◽  
Academic Motivation Scale ◽  
Regulated Learning ◽  
Study Participants

The purpose of this study was to determine whether academic motivation and academic self-regulated learning predicted students’ GPAs in the Early Childhood Education Department. The study participants consisted of 166 early childhood education majors enrolled in the 2014 spring semester at Georgia Southern University, USA. Data were gathered using the “academic motivation scale” developed by Vallerand et al. (1992), and the “academic self-regulated learning scale” developed by Mango (2010).  The study’ s results showed that there was no correlation between GPA and academic motivation and academic self-regulation learning. In other words, the students’ academic motivation and academic self-regulated learning total scores, together, did not predict their GPA. 

scholarly journals Academic Motivation And Approaches To Learning In Predicting College Students' Academic Achievement: Findings From Turkish And US Samples

2015 ◽  
Vol 12 (2) ◽  
pp. 141-150 ◽  
Author(s):  
Baris Cetin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary School ◽  
Academic Motivation ◽  
Preschool Education ◽  
Approaches To Learning ◽  
School Education ◽  
Spring Semester ◽  
Childhood Education ◽  
The Us

The aim of this study is to determine if approaches to learning and academic motivation together predict grade point averages (GPAs) of students who study at Primary School Education and Preschool Education in Turkey and of students who study at Early Childhood Education in the US. The first group of participants included 166 third- and fourth-year students at Georgia Southern University’s Early Childhood Education Department during the 2014 spring semester. The second group of participants included 455 third- and fourth-year students who study at Canakkale 18 Mart University’s Primary School Education and Preschool Education Departments during the 2013 spring semester. It was found that approaches to learning and academic motivation together did not predict GPA of students who studied in Turkey or the US.

scholarly journals Growing-and-Giving Mindset Intervention in Early Childhood Education: A Collaborative Action Research

2021 ◽  
Author(s):  
Fumiko Masaki
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Early Childhood Education ◽  
Self Regulation ◽  
Collaborative Action Research ◽  
Constructivist Approach ◽  
Childhood Education ◽  
Target Behaviors ◽  
Collaborative Action ◽  
Mindset Intervention

In childhood education, a behaviorist approach (a mixture of praise and punishment) has been used for student target behaviors; however, the results have not been consistent. This study investigated how a constructivist approach would work in the same setting. The participant was a four-year-old student who showed target behaviors with negative attention-seeking and avoidance of self-regulation; three teachers and the author worked with him on collaborative action research. We treated him using the behaviorist approach in the first cycle of intervention. It seemed to work on the surface but was not helping him become autonomously self-regulated; his surroundings learned to remove the antecedents. We took the constructivist approach for the second cycle of intervention, wherein the student was provided opportunities to build puzzle pictures and give them to his teachers or friends. The teacher’s scaffolding helped him complete the task, perceive his competence, and aim for even bigger challenges. Through his efforts, he experienced making others happy, and as the growing-giving mindset was fostered, the target behaviors were decreased.

scholarly journals THE IMPLEMENTATION OF EARLY CHILDHOOD EDUCATION IN THE TIME OF COVID-19 PANDEMIC: A SYSTEMATIC REVIEW

2020 ◽  
Vol 8 (6) ◽  
pp. 46-54
Author(s):  
Maria Gayatri
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Online Learning ◽  
Early Childhood Education ◽  
Online Education ◽  
Self Regulation ◽  
School Closure ◽  
Learning System ◽  
Childhood Education ◽  
Manual Search

Purpose of the study: The study examined the implementation of early childhood education during the pandemic of COVID-19. Methodology: A systematic review identified the implementation in early childhood education settings. Electronic databases such as PubMed, MEDLINE, Web of Science, Scopus, and manual search on Google Scholar were explored with specific keywords from the inception of the pandemic COVID-19 to November 30, 2020. Main Findings: Early childhood education has been influenced due to school closure. Most of the children experience online learning, to reduce the spread of the outbreak, especially when face-to-face learning cannot be conducted. Parents and teachers have significant roles in supporting the children to improve their cognitive and social development. However, the implementation of home learning causes some difficulties in relation to the self-regulation of very young children, the readiness to utilize digital technology and learning materials, parent’s beliefs and attitudes on online learning compared with traditional learning, and requirements of demanding time and knowledge to accompany the children. Therefore, it is important to have good communication between parents and teachers to support early childhood online learning during the outbreak. Applications of this study: This article will provide evidence from some countries about the matter of early childhood education during the COVID-19 pandemic. The study will be useful for improving the quality of early childhood education. Novelty/Originality of this study: Due to the COVID-19 pandemic, the early childhood education has changed from the traditional system to online education system to reduce the spread of the diseases. This article will show the various implementations of learning system during the outbreak and the lesson learned.

scholarly journals Early Childhood Education

2021 ◽  
Author(s):  
Bernhard Kalicki ◽  
Anke Koenig
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Relations ◽  
Self Regulation ◽  
Problem Solver ◽  
Learning Potential ◽  
Learning And Development ◽  
Childhood Education ◽  
Education And Care ◽  
Active Learner

The relevance of early childhood education and care (ECEC) is widely acknowledged in many countries, the number of ECEC settings is expanding correspondingly. This trend reflects the tremendous learning potential during early childhood. Right from birth and during early childhood a variety of learning processes are initiated that foster agency, self-regulation and development. Even the newborn is an active learner, a competent interaction partner and a problem-solver. In line with a deeper understanding of the mechanisms, principles and conditions of learning, early childhood education relies on pedagogical concepts, approaches and didactic methods that promote early learning and development. ECEC settings for young children stimulate exploration and action in everyday situations, embedded in social relations and interactions with peers and with a skilled and reliable pedagogical professional. The expansion and professionalization of the ECEC sector requires establishing a research infrastructure as well as implementing different research approaches at the micro-, meso- and macro-level of the system of early childhood education.

Reconceptualising the role of the child portfolio in assessment: How it serves for ‘assessment as learning’

2021 ◽  
pp. 146394912110480
Author(s):  
Arif Yılmaz ◽  
Selda Aras ◽  
Ayça Ülker ◽  
Figen Şahin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Self Regulation ◽  
Main Issue ◽  
Assessment Process ◽  
Childhood Education ◽  
Children’S Agency ◽  
Assessment As Learning ◽  
Practical Implications

Although the concept of assessment as learning has important educational and practical implications, the utilisation and creation of contexts for assessment as learning in early childhood education are contemporary issues that need to be clarified. The overall goal of this work is to reconceptualise the role of the child portfolio as a tool for promoting assessment as learning in early childhood education. This theoretical framework provides some conceptual insights into children's agency in the learning and assessment process through the use of child portfolios. The main issue addressed is the progressive use of the child portfolio, which comprises observations of classroom experiences, documentation of these observations, revisiting learning experiences and a celebration of children's achievements. These aspects are discussed along with arguments that raise the question of how portfolios can act as catalysts for assessment as learning. This article further advocates that the multidimensional processes of creating a child portfolio may be considered a promising context for promoting autonomy, self-regulation, metacognition and reflection in early childhood education.

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