Perceptions of Namibian College of Open Learning learners' self-regulated skills

2019 ◽  
Vol 41 (1) ◽  
Author(s):  
Bernadette Geduld ◽  
Selma Iiyambo
Keyword(s):  
Academic Success ◽  
Curriculum Design ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Ministry Of Education ◽  
Open Learning ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Self Regulated Learning

This paper presents a case study of tutor and learner perceptions of Grade 10 Namibian College of Open Learning (NAMCOL) learners’ self-regulated learning (SRL) skills to achieve academic success. Zimmerman and Moylan’s (2009) model of SRL, grounded in social cognitive theory, formed the theoretical framework of the study. A qualitative research design, guided by a phenomenological case study in an interpretivist paradigm, was used to explore the perceptions of tutors and learners regarding the Grade 10 NAMCOL learners’ SRL skills to cope with the challenges of open distance learning (ODL). Three NAMCOL centres, six tutors and 15 learners were conveniently and purposively selected. Semi-structured interviews were conducted to collect data. The findings reveal discrepancies between tutors’ and learners’ perceptions of Grade 10 NAMCOL learners’ SRL skills to cope with ODL and to achieve academic success. The findings underline the importance of academic support for ODL learners as well as the development of tutors’ knowledge and use of SRL teaching strategies to foster SRL learning,self-directed learning and academic success. Recommendations are offered to the Namibian Ministry of Education to improve infrastructure for ODL centres and to NAMCOL to adapt their curriculum design and tutor training. Further studies should be conducted to explore academic and institutional support for NAMCOL learners. 

Education on the Digital Terrain: A Case Study Exploring College Athletes’ Perceptions of Social-Media Training

2015 ◽  
Vol 8 (1) ◽  
pp. 103-124 ◽  
Author(s):  
Jimmy Sanderson ◽  
Blair Browning ◽  
Annelie Schmittel
Keyword(s):  
Social Media ◽  
Social Cognitive ◽  
College Athletes ◽  
Cognitive Theory ◽  
Media Education ◽  
Structured Interviews ◽  
Framework Analysis ◽  
Athletic Departments ◽  
Social Media Platforms

College athletes are active on a variety of social-media platforms. As a result, most athletic departments require them to participate in social-media education. Although this practice is becoming more prominent, little research has explored how college athletes perceive such training. This case study explored college athletes’ social-media use and their perceptions about social-media education. Semi structured interviews of 20 college athletes at a Division I university were conducted. Using social-cognitive theory as a framework, analysis revealed that while participants expressed a desire for social-media education, they indicated that most of the messages they receive about social media tend to be forgettable. Consequently, athletic departments need to take a more refexive approach to social-media education that incorporates college athletes’ feedback to optimize this instruction.

Smartphone-Induced Digital Distractions

2022 ◽  
pp. 189-203
Author(s):  
Kendall Hartley
Keyword(s):  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Current Role ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Challenges And Opportunities ◽  
Personal Technology ◽  
The Individual

This chapter investigates smartphone-induced digital distractions through the lens of social cognitive theory and self-regulated learning. Social cognitive theory's reciprocal triarchic conceptualization is matched with the current role of the smartphone in the learning environment. Self-regulated learning is used to frame the challenges and opportunities presented by the smartphone. A final section suggests two opportunities for generating positive educational outcomes in light of social cognitive theory and self-regulated learning. The first is opportunity described as a reclamation of the dominant narrative regarding the educative role of personal technology. The second is the development of the individual learning scientist.

scholarly journals Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

2011 ◽  
Vol 31 (2) ◽  
pp. 5-15 ◽  
Author(s):  
Richard J. Erlich ◽  
Darlene Russ-Eft
Keyword(s):  
Student Learning ◽  
Social Cognitive Theory ◽  
Learning Outcomes ◽  
Academic Advising ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Student Learning Outcomes ◽  
Self Regulated Learning ◽  
Regulated Learning

Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they can be applied to academic advising. The article concludes with the development of a model for assessing student learning outcomes in academic advising using these theoretical constructs.

scholarly journals Models of Self-Regulated Learning in the Context of New Higher Education Standards Implementation

2018 ◽  
pp. 17-22
Author(s):  
Liliya M. Sirazieva ◽  
Radif R. Zamaletdinov ◽  
Rezida A. Fahrutdinova ◽  
Rifat R. Fahrutdinov
Keyword(s):  
Social Cognitive ◽  
Cognitive Theory ◽  
Theoretical Models ◽  
Task Completion ◽  
Education Standards ◽  
Actual Performance ◽  
Social Foundations ◽  
Self Regulated Learning ◽  
Background Theory ◽  
Regulated Learning

Self-regulated learning (SRL) is viewed as an important aspect of student academic performance and achievement. Over the past decades, the concept of SRL has been heavily researched, with many educational psychologists proposing theoretical models and setting up studies to test the theories and provide pragmatic information about SRL. The aim of this review was to analyze different models of SRL. To achieve this goal, three models of SRL developed by Zimmerman, Pintrich and Efklides were presented. All of the models had empirical evidence supporting the validity of some of their main aspects. As developing their models, both Pintrich and Zimmerman, and partly Efklides; drew on the same background theory and their models reflected Bandura’s 1986 Social Cognitive Theory, underlining social foundations of thinking and behavior. The terminology also varied from one model to another, but all the authors assumed SRL to proceed from a preparatory or preliminary phase, through actual performance or task completion phase, to an appraisal or adaptation one.

scholarly journals Assessing Academic Advising Outcomes Using Social Cognitive Theory: A Validity and Reliability Study

2012 ◽  
Vol 32 (2) ◽  
pp. 68-84 ◽  
Author(s):  
Richard J. Erlich ◽  
Darlene F. Russ-Eft
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Student Survey ◽  
Validity And Reliability ◽  
Post Intervention ◽  
Academic Planning ◽  
Self Regulated Learning ◽  
Regulated Learning

The validity and reliability of three instruments, the Counselor Rubric for Gauging Student Understanding of Academic Planning, micro-analytic questions, and the Student Survey for Understanding Academic Planning, all based on social cognitive theory, were tested as means to assess self-efficacy and self-regulated learning in college academic planning. The rubric assessed pre- and post-intervention self-regulated learning of academic-planning strategy levels. The micro-analytic questions assessed self-regulated learning during forethought and self-reflection phases. Post-intervention self-efficacy in academic planning and retrospectively evaluated pre-intervention self-efficacy were measured by the survey. All three instruments showed strong validity and reliability, but the survey did not distinguish between different self-efficacy challenge levels.

An Integrative Model of Self-Regulated Learning for University Students: The Contributions of Social Cognitive Theory of Carriers

2020 ◽  
pp. 002205742090437
Author(s):  
Mauricio Federico Zalazar-Jaime ◽  
Leonardo Adrián Medrano
Keyword(s):  
Structural Equation ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Empirical Support ◽  
Integrative Model ◽  
Equation Modeling ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Social Cognitive Career

Self-regulated learning (SRL) has gained increasing interest in educational research. Although SRL models agree on the dynamic interplay between forethought, performance, and self-reflection processes, they differ in the subprocesses implied at each phase. The main objectives of this study were to develop and test an SRL model by integrating main contributions of social cognitive career theory and Zimmerman’s SRL model in a sample of undergraduates in Argentina. Structural equation modeling showed that three models fitted well to the data, explaining between 21% and 34% of the variance. The results of this study provide theoretical and empirical support for the SRL model.

Parental Involvement in Education

2019 ◽  
pp. 116-140
Author(s):  
Olivia Patrice-Chante' Miller ◽  
Regina L. Banks-Hall
Keyword(s):  
African American ◽  
Academic Success ◽  
Parental Involvement ◽  
Parenting Styles ◽  
Low Income ◽  
African American Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
American Students ◽  
Crime Family

This chapter examines the key factors of parental involvement in relation to African-American students' academic success. Researchers identified that school failure is common among low-income African-American youth in the United States. This achievement gap requires a review of areas, such as poverty and crime, family environments, parenting styles, and academic race stereotypes, that could possibly affect African-American's academic achievement. Data from the Bureau of Justice Statistics National Crime Victimization Survey revealed that opportunities exist in reducing poverty and crime in African-American communities. Additionally, factors such as school-district locations may impact African Americans' perception of education. Most low-income schools lack educational resources to support students with increased learning needs which leads to greater disparities in developmental outcomes. Using social-cognitive theory as a framework, the authors found that increased parental involvement may improve African-American students' self-efficacy for increased academic motivation.

Mathematics Self-Efficacy in the Education of Youngsters and Adults: The Vanda’s Case

2019 ◽  
Vol 21 (3) ◽  
pp. 75-90
Author(s):  
Ana Cristina Ferreira ◽  
Carolina Soares Rodrigues
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Single Case ◽  
School Achievement ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Structured Interviews ◽  
Self Confidence ◽  
Mathematics Self Efficacy

Literature has pointed out, for at least two decades, that the perceptions about one’s own competency influence the motivation to learn and the school achievement. However, in the case of the Education for Youngsters and Adults (EJA), the beliefs and emotions related to the students’ own self-percepts as learners, especially as Mathematics learners, have not been given proper attention. In this article, we present a case study whose purpose was to investigate possible mobilizations of the Mathematics self-efficacy beliefs by an EJA student throughout the development of Mathematics tasks, which were created based on a theoretical framework. The research - from the development of the activities through the analysis - was based on Albert Bandura’s Social Cognitive Theory, in particular, on the concept of self-efficacy. For seven months we collected data through questionnaires, semi-structured interviews, the researchers' field journal, and video recordings of a few Mathematics class of a high school class at a public school, in Divinópolis, Minas Gerais, Brazil. The results showed strong evidence of mobilization of the self-efficacy beliefs on Vanda’s behalf. However, albeit there has been observed more persistence by the student when carrying out her activities, her more active and autonomous participation, as well as her self-confidence and emotional well-being, it was also verified that the student’s behavior, feelings, and perceptions under evaluative situations evinced a slight change with regards to controlling negative emotions in those situations. In spite of being a single case, this work contributes to shed light on the Mathematics self-efficacy beliefs held by EJA students, as well as on the teacher’s role in the process.

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