scholarly journals The Effects of Co-Teaching Zones of Regulation on Elementary Students’ Social, Emotional, and Academic Risk Behaviors

2021 ◽  
Vol 8 (1) ◽  
pp. 171-192
Author(s):  
Marie Conklin ◽  
Dharma Jairam
Keyword(s):  
At Risk ◽  
Elementary Students ◽  
Emotional Regulation ◽  
Self Regulation ◽  
Emotional Behavior ◽  
Control Group ◽  
Academic Risk ◽  
Positive Behavior Interventions ◽  
Student Misbehavior ◽  
Experimental Group

Student misbehavior is a significant concern in the current classroom. Teachers nationwide have implemented several approaches to reduce student misbehavior, including School-wide Positive Behavior Interventions and Supports (PBIS) and co-teaching. However, since misbehaver still disrupts learning, research is still needed to find a classroom intervention that will reduce misbehavior in a classroom to prevent students from under achieving, disruption of peers’ learning and teacher burnout. Zones of Regulation focuses on self-regulation, while addressing sensory processing, executive functioning, and emotional regulation. This experimental study tested the effects of co-taught Zones of Regulation on students’ Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). Fifty-six early elementary students (48% female) were assigned randomly to either the experimental group, which received co-taught direct instruction with Zones of Regulation or the control group, which received standard instruction with a morning meeting. It was predicted that the experimental group would score higher on the SAEBRS than the control group. Although results showed no statistical difference on the SAEBRS scores between the two groups, more students in the experimental group moved from “at risk” to “not at risk”. This study suggests additional research needs to be conducted to determine if co-taught Zones of Regulation instruction is an effective intervention for reducing misbehavior.

scholarly journals CHANGES IN SCHOOL ANXIETY AND EMOTIONAL SELF-REGULATION OF AN ADOLESCENCE EXPERIMENTAL GROUP FOLLOWING THE ABKT-B PROGRAMME

2020 ◽  
Vol 3 ◽  
pp. 253
Author(s):  
Baiba Kalnciema ◽  
Guna Svence
Keyword(s):  
Emotional Regulation ◽  
Self Regulation ◽  
Emotional Awareness ◽  
Control Group ◽  
Assessment Instruments ◽  
Evaluation Questionnaire ◽  
School Anxiety ◽  
Before And After ◽  
Two Stages ◽  
Experimental Group

The purpose of this study was to adapt the experimental programme MBCT-C (Randy J. Semple & Jennifer Lee’s programme “Mindfulness-Based Cognitive Therapy for Anxious Children”, 2011) in early adolescents and compare the changes in school anxiety and emotional regulation indicators before and after in the experimental and control group. The necessity for intervention with respect to school anxiety and emotional regulation among children with emotional regulation and school anxiety issues in the early adolescence group was indicated by research into problems connected with youth behaviour and difficulties in regulating emotions. The study analysed the results of six 6th grade students (12-13 years old) using the following instruments: The Emotion Questionnaire (Rydell, Berlin, & Bohlin, 2003, adapted by Grīvza, Brūdere-Ruska, & Raikova, 2014); the School Anxiety Questionnaire (Beeman N. Phillips, 1970, translated by Zalcmane, 2004), the Parent Evaluation Questionnaire (Semple & Lee, 2011) and the Children Evaluation Questionnaire (Semple & Lee, 2011) that have been used in research as assessment instruments. Testing was performed in two stages: before intervention and after 12 intervention sessions. The experimental group showed an improvement in all school anxiety results compared to the control group, but the school anxiety results of control group pupils deteriorated. Emotional regulation indicators for both groups decreased, but the main impact of the experiment was demonstrating that after 12 intervention sessions the level of school anxiety dropped, while scores related to emotional awareness compared to the control group increased. 

Implementation of a rhythm and movement intervention to support self-regulation skills of preschool-aged children in disadvantaged communities

2019 ◽  
Vol 47 (6) ◽  
pp. 800-820 ◽  
Author(s):  
Kate E. Williams ◽  
Donna Berthelsen
Keyword(s):  
Executive Function ◽  
School Readiness ◽  
Emotional Regulation ◽  
School Achievement ◽  
Self Regulation ◽  
Intervention Group ◽  
Control Group ◽  
Disadvantaged Communities ◽  
Path Analyses ◽  
Before And After

Self-regulation skills are an important predictor of school readiness and early school achievement. Research identifies that experiences of early stress in disadvantaged households can affect young children’s brain architecture, often manifested in poor self-regulatory functioning. Although there are documented benefits of coordinated movement activities to improve self-regulation, few interventions have focused exclusively on music and rhythmic activities. This study explores the effectiveness of a preschool intervention, delivered across 8 weeks, which focused on coordinated rhythmic movement with music to improve self-regulation and executive function. The study involved 113 children across three preschools in disadvantaged communities. The intervention group received 16 sessions of a rhythm and movement program over 8 weeks, whereas the control group undertook the usual preschool program. Executive functions were directly assessed, and teachers reported on children’s self-regulation before and after the intervention. Path analyses found positive intervention effects for emotional regulation reported by teachers and, for boys, on the measure of shifting in the executive function assessment. Teacher-reported cognitive and behavioral regulation also improved in one research site. These early findings suggest that a rhythm and movement intervention has the potential to support the development of self-regulation skills in preschool; however, further research is required.

Parent-Assisted Instruction in a Motor Skill Program for At-Risk Preschool Children

1999 ◽  
Vol 16 (4) ◽  
pp. 415-426 ◽  
Author(s):  
Michelle Hamilton ◽  
Jacqueline Goodway ◽  
John Haubenstricker
Keyword(s):  
At Risk ◽  
Preschool Children ◽  
Developmental Delay ◽  
Motor Development ◽  
Motor Skill ◽  
Intervention Program ◽  
Academic Failure ◽  
Control Group ◽  
Object Control ◽  
Experimental Group

The purpose was to investigate the effectiveness of parental involvement on the acquisition of object-control skills of preschool children who are at risk for developmental delay or academic failure. The experimental group (n = 15) participated in an 8-week motor skill intervention program consisting of two 45-min lessons per week delivered by the children’s parents. The control group (n = 12) participated in the regular motor skill program, which consisted of movement songs delivered by the parents. All children were pretested and posttested on the object-control subscale of the Test of Gross Motor Development (Ulrich, 1985). Both groups performed in the lower 20th percentile on the pretest. A 2 X 2 (Group X Test) ANOVA revealed that the experimental group improved significantly in the object-control subscale score from pretest to posttest, whereas the control group did not change. The results provide support for including parents in the instructional process of children who are at risk for developmental delay or academic failure.

scholarly journals Self-Regulation and Rubrics Assessment in Structural Engineering Subjects

2015 ◽  
Vol 2015 ◽  
pp. 1-8 ◽  
Author(s):  
María Consuelo Sáiz Manzanares ◽  
Miguel Ángel Sánchez Báez ◽  
Vanesa Ortega-López ◽  
Juan M. Manso Villalaín
Keyword(s):  
Structural Engineering ◽  
Procedural Knowledge ◽  
Self Regulation ◽  
Expert Assessment ◽  
Control Group ◽  
Structural Elements ◽  
Self Assessment ◽  
Perceptions Of Students ◽  
University Systems ◽  
Experimental Group

Present-day university systems need to educate graduates who are confident and highly independent, attributes that are especially relevant to engineering. We need to develop active methods that can analyze the prior knowledge of students and that impart teaching based on self-regulation and self-assessment by the student. In this study, we work with a sample of 116 students of architecture following a Structural Engineering subject module (61 in the experimental group and 55 in the control group). The objectives of the investigation are (1) to test whether significant differences exist in the knowledge of students after a training program in self-regulation and (2) to test whether the use of rubrics will improve the perceptions of students with regard to their own knowledge. We found that students trained in self-regulation methodologies improved their procedural knowledge in the field of structural engineering. Likewise, student self-perceptions of their own knowledge increased in relation to the design and expert assessment of structural elements and the graphic representation of constructive elements.

Employing a visualized searching system to assist elementary students’ tactics and success of storybook searching

2017 ◽  
Vol 41 (3) ◽  
pp. 412-427
Author(s):  
Po-Yao Chao ◽  
Chia-Ching Lin ◽  
Ming-Shiang Wu
Keyword(s):  
Elementary Students ◽  
Control Group ◽  
Search System ◽  
Content Type ◽  
Dependent Variables ◽  
Quasi Experimental ◽  
Keyword Searching ◽  
Search Approach ◽  
Reading Activities ◽  
Experimental Group

Purpose The purpose of this paper is twofold: first, to develop a visualized search system utilizing graphical images to represent the story elements and concepts to help elementary students describe and seek their desired storybooks; and second, to explore the effect of the proposed visualized search system on elementary students’ tactics, success, and motivation for seeking storybooks. Design/methodology/approach A quasi-experimental approach was conducted with a sample of 61 elementary students in this study. The students’ tactics, motivation and the success of their storybook searching were addressed as dependent variables for further comparisons of the visualized searching system and a conventional keyword searching system. Findings The results revealed that the students in the experimental group exhibited more frequent tactics and greater motivation for storybook searching than those in the control group. Further χ2 analysis indicated a significant relationship between the searching interface and the success of the students’ storybook searching. Originality/value This paper proposes a new visual search approach which allows young children to search for storybooks by describing an intended storybook in terms of its characters, objects, or the background colors of the cover page. The findings provide some evidence of the effectiveness of the visualized searching interface in terms of promoting young children’s learning through storybook searching and reading activities.

scholarly journals The Effectiveness of Acceptance and Commitment Therapy on Cognitive Emotion Regulation Strategies and Cognitive Flexibility in Gastrointestinal Patients

2021 ◽  
pp. 91-110
Keyword(s):  
Acceptance And Commitment Therapy ◽  
Cognitive Flexibility ◽  
Emotional Regulation ◽  
The Body ◽  
Control Group ◽  
Statistical Population ◽  
Commitment Therapy ◽  
Acceptance And Commitment ◽  
Treatment Research ◽  
Experimental Group

Background: The gastrointestinal tract, as one of the most important organs of the body, has its own diseases that involved many people. Therefore, the present study seeks to investigate the effectiveness acceptance and commitment therapy based on cognitive-emotional regulation and cognitive flexibility among gastrointestinal patients. Materials and Methods: The research method was quasi-experimental with pretest-posttest design with control group was unbalanced and the statistical population of this study was all gastrointestinal patients in Sari who referred to Imam Khomeini Hospital in 2020 and its sample included 30 people (15 people for the experimental group and 15 people for the control group), who were selected using the available sampling method. Then, the members of the experimental group were treated for 8 sessions based on acceptance and commitment and the control group did not receive any treatment. Research instruments included the Cognitive-Emotional Regulation Questionnaire (Garnowski et al, 2001) and Cognitive Flexibility (Dena and Venedrwal, 2010). And the statistical method of this research was multivariate analysis of covariance. Results: The results of multivariable covariance analysis showed that acceptance and commitment therapy was effective on cognitive-emotional regulation and cognitive flexibility and significantly improved cognitive-emotional regulation and cognitive flexibility in gastrointestinal patients. Conclusion: According to the research findings, acceptance and commitment therapy can be used as an effective method to promote cognitive-emotional regulation and cognitive flexibility in gastrointestinal patients.

scholarly journals Bimbingan Kelompok dengan Teknik Self-Instruction untuk Meningkatkan Self-Regulation Siswa

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Bambang Setiawan ◽  
M. Solehuddin ◽  
Anne Hafina
Keyword(s):  
Self Regulation ◽  
Sampling Technique ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Wide Range ◽  
Self Instruction ◽  
Experimental Group ◽  
Selection Of ◽  
Group Guidance

Triggered by the importance of self-regulation, then this research was conducted in order to test the effectiveness of group guidance with self-instruction technique in order to enhance self-regulation of the students. Self-regulation is considered as the As card of human personality as it is assumed to be able to strenghten and increase the ability of a person to face the demand of live as well as act as a guide of behaviours of the person himself. In addition, lack of self-regulation will also cause wide range of problems specifically for the students as it may affect the academic achivement of the students themselves. Quantitative approach with quasy-experimental design was used in this research. Meanwhile, the research method used was Nonequivalent Pretest-Posttest Control Group Design. The selection of the sample of the study was by using the purposive sampling technique, the total samples taken were 69 students, 39 students were placed in experimental group and other 30 students were in control group. The study found that in general the profile of the students’ self-regulation was on the moderate category, and empirically the group guidance with self-instruction technique was proven to be able to enhance students’ self-regulation.  

scholarly journals Formation of soft skills in the educational process of higher education as a factor in the development of competitiveness of young professionals

2021 ◽  
Vol 51 (3) ◽  
pp. 115-126
Author(s):  
Olga V. Zaslavskaya ◽  
◽  
Aleksandra S. Malafiy ◽  
Keyword(s):  
Soft Skills ◽  
Participant Observation ◽  
Self Regulation ◽  
Work Organization ◽  
Hospitality Management ◽  
Educational Process ◽  
Practical Significance ◽  
Professional Activity ◽  
Control Group ◽  
Experimental Group

Introduction. Modern professional activity of a specialist in tourism and hospitality requires the possession of not only highly specialized, so-called hard skills, but also skills, which in contrast to the former are considered “soft”. The growing tourism services sector, international competition, new forms of work organization require from a specialist to possess, first of all, the skills of self-organization, communication, teamwork, etc. Materials and methods. The study involved 86 people (46 people were in the control group; 40 people were in the experimental group) who were students of “Hospitality Management” at Tula State University. Methods of questionnaires, participant observation and “mystery shopping” were used to determine the level of formation of soft skills in the participants of the control group. The survey among employers (n=10) was conducted. To analyze the effectiveness of the forming experiment the χ2-Pearson’s criterion was used. Results. The formative stage of experimental work was associated with the introduction of organizational and pedagogical conditions in the practice of training bachelors in the direction of “Hotel Management”. It was found that the identified organizational and pedagogical conditions affect the formation of professionally significant qualities of a specialist, underlying its productive competitiveness in the field of professional activity. It was revealed that the students of the experimental group more actively form the skills of mental self-regulation and overcoming stressful situations (χ2 = 6.64; p<0.05). Discussion. The practical significance of the results is determined by the possibility of their use in training not only specialists in the field of tourism, but also other representatives of professions that are part of the “human-human” system.

scholarly journals Enhancing Writing Ability and Self-regulation through Teacher-led Collaborative Modeling

2017 ◽  
Vol 6 (2) ◽  
pp. 239
Author(s):  
Reza Tahmasebi ◽  
Hossein Khodabakhshzadeh
Keyword(s):  
Self Regulation ◽  
Placement Test ◽  
Control Group ◽  
Writing Performance ◽  
Writing Ability ◽  
Modeling Instruction ◽  
Writing Test ◽  
Collaborative Modeling ◽  
Significant Difference ◽  
Experimental Group

Teacher-led collaborative modeling can provide a condition through which the teachers and learners cooperate, negotiate, discuss, and provide different degrees of support to compose and edit written texts. The presupposition in this study was that this type of modeling can improve the writing ability of the EFL learners as well as their self-regulation in writing. To test the main hypotheses of the study, eighty five female upper-intermediate EFL students studying English as a foreign language at the Ayandehsazan Language Institute (A.L.C) in Torbat-e- Heydarieh , Iran, ranging in age from 14 to 20 sat for the Quick Placement Test (QPT) and 50 students were selected based on their scores on the QPT test. They were divided into two groups. The learners in the experimental group received instruction according to the stages of instruction using collaborative modeling. The participants in the control group, on the other hand, didn’t receive any collaborative modeling instruction. The participants in both groups sat for the writing test as well as a self-regulation test for writing. The results revealed that the experimental group outperformed the control group concerning their writing performance. However, there was no significant difference between the self-regulation ability of the participants in these two groups. The findings of the study have implications for pedagogy as well as research.Keywords: Teacher-led collaborative modeling, self-regulation, writing performance

scholarly journals Peningkatan Daya Saing Siswa Menengah Kejuruan Swasta melalui Pelatihan Regulasi Diri

2014 ◽  
Vol 41 (1) ◽  
pp. 89
Author(s):  
Hastaning Sakti ◽  
Jati Ariati
Keyword(s):  
Self Regulation ◽  
T Test ◽  
Self Concept ◽  
Vocational Schools ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Experimental Group

The aim of this research was to design self-regulation training as an alternative effort to enhance students’ competitiveness. A total number of 147 students from two private vocational schools were involved as subjects. Pretest posttest control group design was used. In each school there were an experimental group, which got self-regulation training, and a control group, which got self-concept training. Manipulation was delivered six times each of which was supervised by two observers. T-test showed there were differences between experimental groups. SMK PL: before (M=89.93, SD=7.681) and after manipulation (M=92.16, SD=7.278) t(43) =-2.185, p

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