The Structural Relationships among Teachers’ Autonomy Support, Learner’s Psychological Capital, Cognitive Learning Strategy and University Students’ Learning Engagement

2016 ◽  
Vol 16 (11) ◽  
pp. 759-781 ◽  
Author(s):  
Nami Kim ◽  
◽  
Hyowon Kim ◽  
Keyword(s):  
University Students ◽  
Autonomy Support ◽  
Learning Strategy ◽  
Psychological Capital ◽  
Cognitive Learning ◽  
Learning Engagement ◽  
Structural Relationships ◽  
Cognitive Learning Strategy

scholarly journals Strategi Belajar Kognitif sebagai Mediator atas Peran Motivasi Belajar Intrinsik terhadap Prestasi Belajar Statistika

2019 ◽  
Vol 5 (1) ◽  
pp. 18
Author(s):  
Adi Putra Hidayatullah ◽  
Asmadi Alsa
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Learning ◽  
Test Results ◽  
Mediation Model ◽  
Final Exam ◽  
Learning Achievement ◽  
Strategic Impact ◽  
Cognitive Learning Strategy

This research aimed to empirically examine the strategic impact of cognitive learning as a mediator for intrinsic learning motivational role on statistics learning achievement. The data were collected through the motivation scale of intrinsic learning and cognitive learning strategy. Statistics learning achievement in the research was measured through the grades of mid semester exam and final exam. The subjects in this research were 208 university students who took statistics class. The test results of multiple regression analysis through mediation model indicated that cognitive learning strategy was a partial mediator for motivational role of intrinsic learning on statistics learning achievement (p<0.05). However, among four forms of cognitive learning strategy, only rehearsal and organizational learning strategies which proven to be capable of predicting statistics learning (p<0.05).

Impact of Knowledge Adoption and Cognitive Learning in the Knowledge Transfer Process

2020 ◽  
Vol 16 (3) ◽  
pp. 1-16
Author(s):  
Phocharapol Srisamran ◽  
Vichita Vathanophas Ractham
Keyword(s):  
Knowledge Transfer ◽  
Transfer Process ◽  
Learning Strategy ◽  
Cognitive Learning ◽  
Management Teams ◽  
Learning Theories ◽  
Intention To Adopt ◽  
White Collar Workers ◽  
Knowledge Adoption ◽  
Cognitive Learning Strategy

This study aims to investigate the influence of knowledge adoption (intention to adopt knowledge) and cognitive learning in the knowledge transfer process. The moderating impact of cognitive learning strategy is also explored. Building on cognitive learning theories, a model was developed to examine the knowledge recipient's intention to adopt knowledge and his/her cognitive learning. As this study follows quantitative approach, the model was tested empirically using a survey of 615 white-collar workers in Thailand. The results show that higher knowledge recipient's intention to adopt knowledge can enhance his/her cognitive learning. The results also show that utilizing cognitive learning strategy may only be suitable for some groups of knowledge recipients. Based on the study's findings, management teams can understand the importance of employees' intention to adopt knowledge in their learning of the transferred knowledge. Moreover, management teams can understand how to utilize the cognitive learning strategy for employees with different intentions to adopt knowledge.

scholarly journals Can a Non-Cognitive Learning Companion Increase the Effectiveness of a Meta-Cognitive Learning Strategy?

2017 ◽  
Vol 10 (3) ◽  
pp. 277-289 ◽  
Author(s):  
Kurt VanLehn ◽  
Lishan Zhang ◽  
Winslow Burleson ◽  
Sylvie Girard ◽  
Yoalli Hidago-Pontet
Keyword(s):  
Learning Strategy ◽  
Cognitive Learning ◽  
Cognitive Learning Strategy

scholarly journals Cognitive Learning Strategy of BIPA Students in Learning the Indonesian Language

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Imam Suyitno ◽  
Gatut Susanto ◽  
Musthofa Kamal ◽  
Ary Fawzi
Keyword(s):  
Learning Strategy ◽  
Cognitive Learning ◽  
Cognitive Learning Strategy

scholarly journals APPLYING COGNITIVE LEARNING STRATEGY IN DEVELOPING THE STUDENTS’ SPEAKING ABILITY

2020 ◽  
Vol 2 (1) ◽  
pp. 12
Author(s):  
Luqman Luqman
Keyword(s):  
Research Method ◽  
Learning Strategy ◽  
Positive Impact ◽  
Cognitive Learning ◽  
T Test ◽  
Average Value ◽  
Before And After ◽  
Second Year ◽  
Quantitative Descriptive ◽  
Cognitive Learning Strategy

This research aimed to examine the types of cognitive learning strategy that the students employed in developing their ability to speak English. This research applied quantitative descriptive and experimental research method. Data were analyzed by descriptive presentation and statistical analysis of t test. This research was carried out at the second year of SMA 2 Sinjai. They are all selected by using random sampling by number of students as sample of 30 students. The researcher conducted questionnaire to capture data about type of cognitive learning strategy used by the students. The result showed that, on average 58.04 % of all respondents using cognitive learning strategy, and 70 % or 21 of the 30 respondents used the practice to overcome the difficulties speaking. The analysis with the formula t test showed that, applying the cognitive learning strategy had significant positive impact on developing the learners’ ability to speak English. This was indicated by the average value before and after treatment (73 and 85.25) and obtained the distribution t table 2.000 with t calculate 5.467 obtained greater than t table.

scholarly journals The Interrelationship Among Psychological Capital, Mindful Learning, and English Learning Engagement of University Students in Taiwan

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824402090160
Author(s):  
Yi-Ti Lin
Keyword(s):  
Structural Equation Modeling ◽  
University Students ◽  
Learning Outcomes ◽  
Structural Equation ◽  
Psychological Capital ◽  
Equation Modeling ◽  
English Learning ◽  
Learning Engagement ◽  
Mindful Learning

This study aimed to investigate the interrelationship of psychological capital (PsyCap) and mindful learning for English learning engagement and the possible path from PsyCap to English learning engagement with mindful learning as the mediator for university students in Taiwan. Data from 245 Taiwanese university students were used to analyze their PsyCap, mindful learning, and English learning engagement. The results of structural equation modeling indicated that PsyCap predicted mindful learning, mindful learning predicted English learning engagement, and a complete mediation existsed with mindful learning as the mediator between PsyCap and English learning engagement. The findings suggested that training and practicing PsyCap and mindful learning may be effective in facilitating English learning outcomes.

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