scholarly journals THE DEVELOPMENT OF LIFE-LONG LEARNING COMPETENCIES: POSITIONING STUDENTS FOR SELF-REGULATION

2015 ◽  
Author(s):  
Richard J. Aleong ◽  
David S. Strong
Keyword(s):  
Engineering Students ◽  
Sense Of Self ◽  
Self Regulation ◽  
Self Awareness ◽  
Self Reflection ◽  
Reflective Process ◽  
Life Long Learning ◽  
Self Knowledge ◽  
Learning Competencies ◽  
Insight Into

Within the engineering attribute of life-long learning is the ability for self-regulation, described as the process in which students plan, monitor, control, and adjust their behaviour to meet specific goals. To be self-regulating requires a degree of self-awareness and self-reflection to build knowledge about the self. This self-knowledge contributes to one’s values, personal identity, and motivational beliefs that may direct academic behaviour. In this paper, we present insight into the implementation of a workshop program designed to engage undergraduate engineering students in a facilitated self-reflective process. The workshop program challenged participants to think about how they see themselves in their engineering education and how they envision the person they wish to become in their future career. The research aims to offer educators with pedagogical insight into students’ sense of self, self-regulating processes, and new ways to promote the skills of life-long learning.

Chutes, Not Ladders

2018 ◽  
Vol 11 (2) ◽  
pp. 114-130
Author(s):  
Pavithra Nagarajan
Keyword(s):  
School Success ◽  
Cultural Practices ◽  
Self Regulation ◽  
Research Data ◽  
Self Awareness ◽  
Self Reflection ◽  
Single Sex ◽  
Black Bodies ◽  
Boys Of Color ◽  
And Control

This article explores how a single-sex school for boys of color intentionally and unintentionally (re)defines masculinity through rules and rituals. The school’s mission posits that boys become men through developing three skills: selfregulation, self-awareness, and self-reflection. Drawing from qualitative research data, I examine how disciplinary practices prioritize boys’ ability to control their bodies and image, or “self-regulate.” When boys fail to self-regulate, they enter the punitive system. School staff describe self-regulation as integral to out-of-school success, but these practices may inadvertently reproduce negative labeling and control of black bodies. This article argues for school cultural practices that affirm, rather than deny, the benefits of boyhood.

The Role of Death in Life: Existential Aspects of Human Motivation

2012 ◽  
pp. 42-64 ◽  
Author(s):  
Pelin Kesebir ◽  
Tom Pyszczynski
Keyword(s):  
Self Regulation ◽  
Theory Development ◽  
Future Research ◽  
Self Awareness ◽  
Existential Anxiety ◽  
Four Dimensions ◽  
Self Reflection ◽  
Human Motivation ◽  
And Behavior

The capacity for self-reflection, which plays an important role in human self-regulation, also leads people to become aware of the limitations of their existence. Awareness of the conflict between one's desires (e.g., to live) and the limitations of existence (e.g., the inevitability of death) creates the potential for existential anxiety. In this chapter, we review how this anxiety affects human motivation and behavior in a variety of life domains. Terror management theory and research suggest that transcending death and protecting oneself against existential anxiety are potent needs. This protection is provided by an anxiety-buffering system, which imbues people with a sense of meaning and value that function to shield them against these concerns. We review evidence of how the buffering system protects against existential anxiety in four dimensions of existence: the physical, personal, social, and spiritual domains. Because self-awareness is a prerequisite for existential anxiety, escaping self-awareness can also be an effective way to obviate the problem of existence. After elaborating on how existential anxiety can motivate escape from self-awareness, we conclude the chapter with a discussion of remaining issues and directions for future research and theory development.

Vying voices of the pandemic

2021 ◽  
Vol 15 (1) ◽  
pp. 114-118
Author(s):  
Caroline Adewole
Keyword(s):  
Great Britain ◽  
Traumatic Event ◽  
Sense Of Self ◽  
Self Awareness ◽  
Interpersonal Dynamics ◽  
Self Reflection ◽  
The Past ◽  
Socially Constructed ◽  
Event Tracking ◽  
Human Psyche

This article documents and explores the painful impact of a gruesome racial attack during the first lockdown in the wake of the Covid-19 pandemic. It occurred less than a fortnight before the brutal murder of George Floyd in America. It is a reflection on the issue of racism and the marginalisation of less dominant groups in and outside the borders of Great Britain. It is the recognition and exploration in myself of an internalised colony of voices emerging as a response to the traumatic event. Tracking the intra-psychic and interpersonal dynamics involved in the racism and the subsequent attempt at an anti-racist answer leads to self-reflection on my part and the confrontation of my own bias. Eventually, I can feel my underlying vulnerability and the resulting shift. The sense of self-awareness and agency evolves into the mobilisation of an extensive mentalizing process. The article attempts to capture the subtle, insidious nature of othering and the fear behind the defences we use to keep this in place; the centrality of our capacity to courageously embrace our vulnerability as crucial to our ability to embrace and treat with dignity people who are different from us. The article touches on hopefulness that one day this socially constructed monster, racism, would be a thing of the past, not just on paper but in the human psyche also.

A Terror Management Theory Perspective on Human Motivation

2019 ◽  
pp. 66-88 ◽  
Author(s):  
Tom Pyszczynski ◽  
Pelin Kesebir ◽  
McKenzie Lockett
Keyword(s):  
Terror Management Theory ◽  
Self Regulation ◽  
Terror Management ◽  
Management Theory ◽  
Self Awareness ◽  
Existential Anxiety ◽  
Self Reflection ◽  
Life And Death ◽  
Human Motivation ◽  
And Behavior

The capacity for self-reflection, which plays an important role in human self-regulation, also leads people to become aware of the limitations of their existence. Awareness of the conflict between one’s desires (e.g., to live) and the limitations of existence (e.g., the inevitability of death) creates the potential for existential anxiety. This chapter reviews how this anxiety affects human motivation and behavior in a variety of life domains. Terror management theory and research suggest that transcending death and protecting oneself against existential anxiety are potent needs. This protection is provided by an anxiety-buffering system, which provides people a sense of meaning and value that function to shield them against these concerns. The chapter reviews evidence regarding the role of death and other existential concerns in four domains of existence: physical, personal, social, and spiritual. Because self-awareness is a prerequisite for existential anxiety, escaping or changing the nature of self-awareness can also be an effective way to manage the problems of life and death.

scholarly journals Developing Student Meta-Cognition in a Design Course.

2018 ◽  
Author(s):  
Alan L. Steele
Keyword(s):  
Group Work ◽  
Engineering Students ◽  
Project Work ◽  
Group Project ◽  
Design Work ◽  
Main Route ◽  
Self Reflection ◽  
Life Long Learning ◽  
Capstone Project ◽  
Planning Group

practice can help with developing professional skills. To encourage the development of self reflection and ultimately meta-cognition related to project and design work, undergraduate electrical engineering students in anon-capstone project course undertook reflection exercises on their group project. The instructor observed a range of abilities to undertake the reflections, with some not going beyond describing the work that they had done, whereas others started to show a deeper consideration and thinking about their project work. The main route for reflection was a reflection journal, where five entries were required over the period of the project. The choice of reflection topic was up to the student except in one entry case when a mandatory question on life long learning was asked. For each of the other reflections a suggestion was provided for a reflection topic. Other opportunities for reflection were included with questionnaires at the beginning and end of the course, as well as presentations including one describing one thing the group had learned.The individual experiences of students in a first major group project course allow a range of reflections to occur, from ideas about planning, group work, problem solving and design being potential areas for discussion. Evaluation here is restricted to the instructors observations and not a detailed analysis of the student’s reflection work. This is an early examination of reflection and meta-cognition of the students but there areindications that students are taking the first steps in considering their approaches to project and design work.

scholarly journals Emotional Intelligence of Engineering Students as Basis for More Successful Learning Process for Industry 4.0

Mathematics ◽  
2020 ◽  
Vol 8 (8) ◽  
pp. 1321
Author(s):  
Slavica Mitrović Veljković ◽  
Ana Nešić ◽  
Branislav Dudić ◽  
Michal Gregus ◽  
Milan Delić ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Industry 4.0 ◽  
Engineering Students ◽  
Self Regulation ◽  
Geographic Origin ◽  
Development Program ◽  
Personal Characteristics ◽  
Student Population ◽  
Three Dimensions ◽  
Self Awareness

The purpose of this paper is creating analyses for understanding the personality characteristics related to emotional intelligence and how can this define the development program of personal characteristics in the processes of education for Industry 4.0. The main research goal is to measure dimensions of emotional intelligence in the student population based on a quantitative survey (Emotional Competence Inventory) through dimensions of emotional intelligence: self-regulation, self-awareness, and attitude towards changes. Since the student population was the research target, a group of 338 engineering students was selected. The group was characterized by highly diversified geographic origin, having previously completed school and achieved success. The results show that there are statistically significant differences between all three dimensions of emotional intelligence. Namely, self-regulation and attitude towards changes (both directly and indirectly through self-regulation) are positively affected by self-awareness, while attitude towards changes is positively affected by self-regulation. Developing student emotional potential is one of the most important actuators of business for Industry 4.0, especially in countries with low educational attainment and low social and economic indicators.

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.

scholarly journals When you are talking to yourself, is anybody listening? The relationship between inner speech, self-awareness, wellbeing, and multiple aspects of self-regulation

2021 ◽  
Vol 7 ◽  
pp. 8-24
Author(s):  
Paul Verhaeghen ◽  
Grazia Mirabito
Keyword(s):  
Sense Of Self ◽  
Self Regulation ◽  
Inner Speech ◽  
Hierarchical Regression ◽  
Moral Foundations ◽  
Self Awareness ◽  
Moral Foundation ◽  
Attention Regulation ◽  
Inner Dialogue ◽  
High Level

This correlational study of 433 adults (260 college students and 173 Mechanical-Turk workers) examined how the selfreported functions and experienced phenomenology of habitual inner speech (action guidance, problem solving/search, memory/attention regulation, emotion regulation, evaluate/motivate, other voices, inner dialogue, condensed speech) relate to self-awareness (self-reflection and controlled sense-of-self in the moment), potentially influence high-level aspects of self-regulation (self-preoccupation, self-compassion, wisdom, and the moral foundations of individualizing and binding), and psychological wellbeing. Hierarchical regression analysis revealed partial and mutual mediation between inner speech variables and self-awareness variables. Self-awareness was more consistently associated with self-regulation. The only inner speech variables associated with self-regulation in a beneficial way were memory/attention regulation (for wisdom about the self and the individualizing moral foundation) and evaluate/motivate (for the binding moral foundation). These findings suggest that, with the exception just described, inner speech (with the present dependent variables, and in adults) is easiest understood as an epiphenomenon.

scholarly journals Professional Self-Awareness as a Factor of Personal and Professional Self-Development of University Students

2020 ◽  
Vol 20 (4) ◽  
pp. 454-464
Author(s):  
Zhanna G. Garanina ◽  
Natalia V. Andronova
Keyword(s):  
University Students ◽  
Self Regulation ◽  
Self Control ◽  
Self Awareness ◽  
Self Assessment ◽  
Self Development ◽  
Professional Self ◽  
Self Knowledge ◽  
High Level ◽  
Development Of Students

Introduction. The article analyzes the problem of professional self-awareness, and the influence of this phenomenon on the process of personal and professional self-development of students. A theoretical study of this problem has shown that professional self-awareness is one of the most important prerequisites for the self-development and self-improvement of university students. Materials and Methods. The article presents the results of an empirical study of the characteristics of self-awareness and self-development of students of the Mordovian State University. A set of methods was used: questionnaire “Ability for self-development” I. V. Zvereva, methodology “Readiness for self-knowledge and self-development” T. A. Ratanova, N. F. Shlyakhta, test “Determination of the level of development of reflexivity” by A. V. Karpov, “Questionnaire of self-attitude” by V. V. Stolin, S. R. Pantileev, methods of researching self-assessment by S. A. Budassi, test “Assessment of self-control in communication” by M. Snyder, questionnaire “The style of self-regulation of students’ behavior” by V. I. Morosanova. Results. Statistically significant correlations between the reflexive, affective and regulatory components of students’ self-awareness and the level of their personal and professional self-development were revealed. It has been found that a high level of development of students’ reflective qualities is associated with their desire for self-knowledge. The connection between self-regulation and readiness for self-knowledge and self-development determines the ability of students to carry out systematic and purposeful work on themselves. It is shown that students with high and above average levels of self-development are aware of the changes taking place in the structure of their personality in the process of vocational training. These students are characterized by higher indicators of reflexivity, self-attitude and self-esteem compared to students with low and below average levels of self-development. Discussion and Conclusion. The results obtained confirm the assumption that personal and professional self-development is conditioned by the students’ ability to reflect and realize their personal and professional qualities.

scholarly journals Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches

2018 ◽  
Author(s):  
Jordi Colomer ◽  
Laura Serra-Saurina ◽  
Dolors Cañabate ◽  
Teresa Serra
Keyword(s):  
Self Regulation ◽  
Reflective Learning ◽  
First Year ◽  
Learning Approach ◽  
Learning Approaches ◽  
Self Reflection ◽  
Learning Framework ◽  
Sustainability Learning ◽  
Self Knowledge

This paper addresses the development of knowledge and assessment-centered learning approaches within a reflective learning framework in a first year physics class in a university faculty. The quality of students’ reflections was scored using a Self-reporting Reflective Learning Appraisal Questionnaire at the end of each learning approach. The results showed the differences between the approaches based on reflections on the learning control through self-knowledge, by connecting experience and knowledge, as well as through self-reflection and self-regulation. Assessment-centered activities fundamentally help students identify aspects of their attitudes towards, as well as regulate, their sustainability learning education.

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