Cluster Analysis by Children’s Basic Learning Ability and Mother’s Achievement Expectation Anxiety:Predictability of Children’s Self-regulation Ability and Mother’s Learning Involvement

The problem raised in the study is also due to the lack of a common conceptual framework explaining the conditionality of foreign students’ realization by subjective characteristics. The purpose of the paper is to present and analyze the results of an empirical study of self-attitude indicators as subject predictors of students’ self-realization in a foreign cultural environment. The study was conducted in 2019-20 among students of the Peoples’ Friendship University of Russia getting undergraduate and Master’s degrees in Humanities. 412 respondents aged 18-25 took part in the survey. The authors used “Multidimensional questionnaire of self-identity” method by S. I. Kudinov; “Test - questionnaire of self-attitude” method by V. V. Stolin, S. R. Panteleev; the self-assessment diagnostic technique by Dembo-Rubinstein in A. M. Prikhozhan’s modification; “Individual preferences of self-expression sphere” questionnaire by S. S. Kudinov; methods of mathematical and statistical analysis (descriptive statistics, cluster analysis, K. Pearson’s correlation analysis, factor analysis, the program of standard statistical package “Statistica-7.0”. In the course of an empirical study of students in a multinational university it was found that the respondents’ self-realization is carried out mainly in the course of educational activities. As a result of cluster analysis, three groups of respondents with dominant indicators of self-attitude have been identified, which were conventionally designated as positive-stable, negative-rigid and socially dependent type of self-attitude. It is determined that respondents with a positive-stable type of self-attitude demonstrate most successful self-fulfillment due to the expression of such personal qualities as self-acceptance, self-confidence, faith in their possibilities and abilities, self-management. At the same time, the greatest difficulties in self-realization are experienced by students with a socially dependent type of self-attitude, due to low self-esteem, external self-regulation and constant expectation that others would evaluate their activities, actions and reactions.

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Achievement goals and self-determination in adult football players – a cluster analysis

Kinesiology ◽

10.26582/k.50.1.1 ◽

2018 ◽

Vol 50 (1) ◽

pp. 43-51

Author(s):

Hugo Sarmento ◽

Adilson Marques

Keyword(s):

Cluster Analysis ◽

Achievement Goals ◽

Self Regulation ◽

Hierarchical Cluster ◽

Future Research ◽

Football Players ◽

Chi Square ◽

Motivational Profile ◽

And Performance ◽

Profile Characteristics

To better understand the relationship between aspects of motivation and performance level in adult football players, this study aimed to identify differences in motivation among different motivational profiles created by means of hierarchical cluster analysis. The participants were 304 adult football players (90 professionals, 144 semi-professionals, 70 amateurs, age: 25.4±4.6 years). Participants completed the Task and Ego Orientation in Sports Questionnaire and the Self-Regulation Questionnaire. Based on the constructs of the questionnaires, cluster analyses were performed. Chi-square was used to determine any relationships between the players and clusters. Four different clusters were identified. There was no typical motivational profile for football players of different competition levels. However, the differences in all four clusters represented specific characteristics of football players of different competition levels most represented in each respective cluster. Cluster 1, which was the most adaptive, was not related to any competition level. On the other hand, professional athletes were significantly less represented in the least adaptive motivational profile (Cluster 4). The results highlight the complex relationship between competition and sporting motivation. Identifying the motivational profile characteristics of football players who can reach higher competition levels presents itself as a future research opportunity.

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Specyfika samoregulacji procesu uczenia się dzieci z zaburzeniami sensorycznymi w wieku wczesnoszkolnym

Special School ◽

10.5604/01.3001.0010.5865 ◽

2017 ◽

Vol LXXVIII (4) ◽

pp. 277-284

Author(s):

Anna Akhmetzyanova ◽

Tatiana V. Artemyeva

Keyword(s):

Learning Process ◽

Self Regulation ◽

Learning Task ◽

Self Control ◽

Learning Ability ◽

Early Elementary ◽

Hearing Impairments ◽

New School ◽

School Conditions ◽

Sensory Impairments

Specific character of self-regulation of the learning process in children with sensory impairments at an early elementary school age The relevance of studying self-regulation in early elementary schoolchildren is determined by the belief that conscious regulation of the learning process is largely a determining factor of the effectiveness of learning. The learning process in early elementary schoolchildren with sensory impairments has specific features that are conditioned by a malfunction in the visual or auditory analyzers. A low level of self-regulation can lead to a child's poor adaptation to new school conditions and, as a consequence, to poor academic performance. The aim of the study was to identify the features of self-regulation as a component of general learning ability in early elementary schoolchildren with sensory impairments. The pilot study revealed the features of self-regulation in early elementary schoolchildren with visual and hearing impairments which are manifested in a reduced level of motivation and self-control while doing tasks and assessing the results of their work, and also in a slower switching rate when changing activities as compared to their nondisabled peers. The data show that schoolchildren with visual impairments cannot orient their activity toward a specific goal and requirements in a set time period and quickly lose interest in the activities performed. Schoolchildren with hearing impairments, on the other hand, have difficulty organizing their activities and understanding the learning task and actions that need to be performed to complete the task. They also show inertness in self-regulation and self-control. The results of the study will allow us to design intervention programs and activities aimed at developing self-regulation of learning in early elementary schoolchildren with sensory impairments.

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The Effects of Parenting Style on Emerging Adulthood Emotional Self-Regulation and Identity Development

UF Journal of Undergraduate Research ◽

10.32473/ufjur.v22i0.121824 ◽

2020 ◽

Vol 22 ◽

Author(s):

Merari Flores Saldana ◽

Larry Forthun

Keyword(s):

Cluster Analysis ◽

Identity Development ◽

Emerging Adulthood ◽

Psychological Control ◽

Online Survey ◽

Self Regulation ◽

Cluster Solution ◽

Parental Nurturance ◽

Low Levels ◽

Parenting Profiles

The purpose of this research is to examine how parenting profiles, identity development, and emotional self-regulation may relate to one another in emerging adulthood utilizing a person-centered approach. The data being used for this study was from the Multi-Site University Study of Identity and Culture (MUSIC), which was collected using a cross-sectional online survey. The data consists of 3,775 students of which 61.9% were White and 69.9% were females ages 18-29. A hierarchical cluster analysis was performed for all participants using mother and father psychological control and nurturance to identify the parenting profiles. A four-cluster solution was most parsimonious and consistent after evaluating the agglomeration table and plots. Clusters were finalized using k-means cluster analysis; differences were tested through an analysis of variance (ANOVA) with Games-Howell post hoc testing. Parental Nurturance has high nurturance and low levels of psychological control from both parents. Parental Repression has high levels of psychological control and low levels of nurturance from both parents. Parental Equivocation has high levels of both parental nurturance and psychological control. Maternal Mitigation has high levels of maternal nurturance and paternal psychological control, and low levels of maternal psychological control and paternal nurturance. Parental Nurturance had the highest levels of depth and breadth of exploration, identification with commitment and commitment making, and use of reappraisal. The Maternal Mitigation profile was similar in outcomes. The Parental Equivocation and Parental Repression profiles were significantly lower on identity commitment and reappraisal and significantly higher on ruminative exploration and suppression.

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Design of Multimedia Teaching Platform for Chinese Folk Art Performance Based on Virtual Reality Technology

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v12i09.7487 ◽

2017 ◽

Vol 12 (09) ◽

pp. 28 ◽

Cited By ~ 3

Author(s):

Hong Li

Keyword(s):

Virtual Reality ◽

Self Regulation ◽

Folk Art ◽

System Structure ◽

Learning Ability ◽

Virtual Reality Technology ◽

Multimedia Teaching ◽

Art Performance ◽

Teaching Cases ◽

Learning Interest

Virtual reality (VR) technology can bring us immersive, so it can be widely applied in all professions and trades. The application of multimedia in Chinese folk art performance teaching has many problems and defects, and VR technology can help overcome such problems and defects. This paper aims to develop and design multimedia teaching with VR technology from the aspects of system structure, system function, system multimedia, and system implementation based on the defects in the course of Chinese Folk Art Performance, to combine virtual situations created with VR technology with the teaching of Chinese folk art performance, and decompose classic teaching cases. Contrast experiment shows that the VR-based multiple teaching systems is helpful for students to improve their theoretical knowledge reserve and enhance students’ self-regulation of learning, arouse students’ learning interest, and improve classroom atmosphere. These findings indicate this teaching design can help students comprehend the teaching contents of Chinese folk art performance, and improve students’ learning ability and efficiency.

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ТИПОЛОГІЯ АКАДЕМІЧНИХ ЗДІБНОСТЕЙ УЧНІВ ОСНОВНОЇ ШКОЛИ З РІЗНОЮ УСПІШНІСТЮ У НАВЧАННІ

Вісник ХНПУ імені Г. С. Сковороди "Психология" ◽

10.34142/23129387.2019.61.10 ◽

2019 ◽

pp. 169-185

Author(s):

О. Щербакова

Keyword(s):

Middle School ◽

Cluster Analysis ◽

Academic Performance ◽

Self Regulation ◽

Academic Ability ◽

Academically Successful ◽

School Students ◽

Academic Abilities ◽

High Level ◽

Partial Success

Aim of the study to determine the typology of academic ability of the middle school students. Methodology. The study used the Amthauer test to evaluate verbal, non-verbal (spatial) and mathematical intelligence for students in grades 7-9, a non-verbal subtest of the E. Torrens method, an adapted method for the psychodiagnostics of E. Deci and R. Ryan's academic self-regulation for students. In total, 331 pupils of 7-9 grades participated in the study (204 pupils study under the Intelligence of Ukraine project, 127 pupils of gymnasiums), including 189 academically successful pupils and 142 academically unsuccessful pupils aged 11-15. Results. Using cluster analysis, five profiles of academic abilities of successful pupils and three profiles of academically unsuccessful pupils were obtained. Conclusions. According to the results of a cluster analysis of academic abilities of successful and unsuccessful students of the middle school, a typology of academic abilities was obtained. Academically successful pupils are presented with five types of academic ability, characterized by different ratios of high levels of verbal, mathematical, and spatial intelligence, high or moderate levels of creativity, different levels of internal and external motivation, and high or moderately high overall and partial success. High academic performance is ensured by high intelligence in different ratios of creativity, motivation, partial and overall success. Academically unsuccessful pupils within the three typological profiles differ in the level of intelligence, motivation and partial success. Against the background of a sufficiently high level of intelligence with low motivation, or with insufficient intellectual talent against a background of high intrinsic motivation, or with a decrease in all parameters of academic ability, students have a decline in academic performance.

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Effectiveness of Self-Regulated Learning Intervention Program in Forethought Phase of a School Underachiever

Psychological Research on Urban Society ◽

10.7454/proust.v3i2.95 ◽

2020 ◽

Vol 3 (2) ◽

pp. 109

Author(s):

Eunike Karina Nadine Matitaputty ◽

Farida Kurniawati

Keyword(s):

Middle School ◽

Intervention Program ◽

Single Case ◽

Self Regulation ◽

Middle School Student ◽

Learning Ability ◽

Cognitive Domain ◽

Self Regulated Learning ◽

Regulated Learning ◽

Success Indicators

When someone fails to achieve their potential, it is called underachievement. This phenomenon is predominantly observed for adolescent, particularly during the transition to middle school. This finding is observed because they are obligated to adapt to many internal and external changes. Several studies have confirmed that underachievement is caused by poor self-regulated learning skills. In this study, researchers adapted the Self-Regulation Empowerment Program (SREP) to help middle school student improve their self-regulation skills in learning. This program focuses on increasing the knowledge (cognitive domain) on self-regulated learning at the forethought phase by the means of SREP. This research adopts a single-case experimental design, particularly the A-B design. The analysis is performed by observing how well the participant performs in terms of success indicators, comparison between pretest and posttest scores, and qualitative analysis. Hence, the participant could achieve all success indicators in each session. This intervention program is effective in increasing knowledge on self-regulated learning at the forethought phase in empowerment and goal setting aspects. However, it is not effective in improving the time-management aspect. The procedures in this intervention can be adapted by parent and teachers to help the participant in improving their self-regulated learning ability.

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Brain size affects performance in a reversal-learning test

Proceedings of The Royal Society B Biological Sciences ◽

10.1098/rspb.2017.2031 ◽

2018 ◽

Vol 285 (1871) ◽

pp. 20172031 ◽

Cited By ~ 40

Author(s):

Séverine D. Buechel ◽

Annika Boussard ◽

Alexander Kotrschal ◽

Wouter van der Bijl ◽

Niclas Kolm

Keyword(s):

Reversal Learning ◽

Cognitive Complexity ◽

Poecilia Reticulata ◽

Brain Size ◽

Learning Ability ◽

Colour Discrimination ◽

Reward Contingency ◽

Cognitive Benefits ◽

Learning Test ◽

Basic Learning

It has become increasingly clear that a larger brain can confer cognitive benefits. Yet not all of the numerous aspects of cognition seem to be affected by brain size. Recent evidence suggests that some more basic forms of cognition, for instance colour vision, are not influenced by brain size. We therefore hypothesize that a larger brain is especially beneficial for distinct and gradually more complex aspects of cognition. To test this hypothesis, we assessed the performance of brain size selected female guppies ( Poecilia reticulata ) in two distinct aspects of cognition that differ in cognitive complexity. In a standard reversal-learning test we first investigated basic learning ability with a colour discrimination test, then reversed the reward contingency to specifically test for cognitive flexibility. We found that large-brained females outperformed small-brained females in the reversed-learning part of the test but not in the colour discrimination part of the test. Large-brained individuals are hence cognitively more flexible, which probably yields fitness benefits, as they may adapt more quickly to social and/or ecological cognitive challenges. Our results also suggest that a larger brain becomes especially advantageous with increasing cognitive complexity. These findings corroborate the significance of brain size for cognitive evolution.

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