scholarly journals Self-Regulation Prompts Promote the Achievement of Learning Goals – but Only Briefly: Uncovering Hidden Dynamics in the Effects of a Psychological Intervention

2020 ◽  
Author(s):  
Jasmin Breitwieser ◽  
Andreas B. Neubauer ◽  
Florian Schmiedek ◽  
Garvin Brod
Keyword(s):  
Temporal Dynamics ◽  
Psychological Intervention ◽  
Implementation Intentions ◽  
Self Regulation ◽  
Learning Goals ◽  
Optimal Frequency ◽  
High Resolution Data ◽  
Intensive Longitudinal Data ◽  
Beneficial Effects ◽  
Learning Success

Most psychological interventions have to be administered repeatedly to be effective, but what is the optimal frequency? The answer will depend on how quickly the effects build up and wear off between intervention sessions. We investigated these temporal dynamics in a popular self-regulation intervention – implementation intentions. We combined a novel intervention design with objective high-resolution data of students’ learning success during 40 days of preparation for an exam. Students received intervention prompts on half of the days, alternating between 2-3 consecutive days of prompting and no-prompting. Leveraging the intensive longitudinal data, we found that the beneficial effect of prompting on learning success built up over consecutive days of prompting and faded out when prompting was discontinued. These results suggest that the beneficial effects of self-regulation prompts on learning success are more volatile than previously believed. Self-regulation interventions may undergo a prolonged acquisition phase that can be accelerated by repeated prompting.

scholarly journals Incremental validity of online over offline reports of volitional control in predicting learning success

2020 ◽  
Author(s):  
Jasmin Breitwieser ◽  
Andreas B. Neubauer ◽  
Garvin Brod
Keyword(s):  
Self Regulation ◽  
Incremental Validity ◽  
Learning Goals ◽  
Volitional Control ◽  
High Stakes ◽  
Self Regulated Learning ◽  
Learning Platform ◽  
Learning Success ◽  
Online Assessments ◽  
The Face

Volitional control (i. e., efforts to maintain goal striving in the face of obstacles) is an integral part of self-regulated learning and an important factor for explaining individual differences in academic performance. However, differences between the various methods for assessing volitional control have rarely been investigated. Two common methods are (a) offline questionnaires, in which respondents aggregate experiences over a longer period of time, and (b) online questionnaires such as learning diaries, which assess respondents’ experiences close to the learning event. We compared these assessment approaches in 96 medical students who prepared for a high-stakes exam. Achievement of self-set learning goals was measured objectively via log-files of students’ activities on a learning platform. Daily reports of volitional control explained substantial variance in achievement of learning goals over and above the offline questionnaire, indicating incremental validity of online assessments of self-regulation. Moreover, the daily reports of volitional control could explain intra- individual day-to-day variance in goal achievement. The current study, thus, suggests that learning diaries, albeit cumbersome, have clear advantages over offline questionnaires.

Goal Pursuit

2012 ◽  
pp. 207-231 ◽  
Author(s):  
Peter M. Gollwitzer ◽  
Gabriele Oettingen
Keyword(s):  
Goal Setting ◽  
Goal Attainment ◽  
Implementation Intentions ◽  
Self Regulation ◽  
Empirical Work ◽  
The Self ◽  
Learning Goals ◽  
Theories Of Intelligence ◽  
Mental Contrasting ◽  
Goal Implementation

We start out with describing how the goal concept emerged in the history of the psychology of motivation to better understand the important role it plays in current research on motivation. We then suggest a differentiation between studies targeting the setting of goals versus the implementation of goals to get a grip on the host of empirical work the goal concept has triggered. With respect to goal setting, we first discuss studies that explore determinants affecting the content and structure of set goals (e.g., entity vs. incremental theories of intelligence influence the setting of performance vs. learning goals). We then turn to studies on the self-regulation of goal setting and discuss in detail how a self-regulation strategy called mental contrasting of future and reality facilitates strong commitment to feasible goals but dissolves commitment to unfeasible ones. With respect to goal implementation we first refer to studies on the determinants of effective goal striving (e.g., the framing of the set goal in terms of approach vs. avoidance) and then turn to analyzing the effective self-regulation of goal implementation. Here we focus on the strategy of forming implementation intentions (i.e., if-then plans) and explicate in detail how such planning helps in overcoming classic hurdles to goal attainment (e.g., distractions). We will end the chapter by reporting the results of recent intervention studies that successfully enhanced goal attainment in the health, academic, and interpersonal domains by combining the self-regulation strategy of mental contrasting with that of forming implementation intentions.

scholarly journals Incremental Validity of Online Over Offline Reports of Volitional Control in Predicting Learning Success

2019 ◽  
Vol 51 (4) ◽  
pp. 1-12
Author(s):  
Jasmin Breitwieser ◽  
Andreas B. Neubauer ◽  
Garvin Brod
Keyword(s):  
Self Regulation ◽  
Incremental Validity ◽  
Learning Goals ◽  
Volitional Control ◽  
High Stakes ◽  
Self Regulated Learning ◽  
Learning Platform ◽  
Learning Success ◽  
Online Assessments ◽  
The Face

Abstract. Volitional control (i. e., efforts to maintain goal striving in the face of obstacles) is an integral part of self-regulated learning and an important factor for explaining individual differences in academic performance. However, differences between the various methods for assessing volitional control have rarely been investigated. Two common methods are (a) offline questionnaires, in which respondents aggregate experiences over a longer period of time, and (b) online questionnaires such as learning diaries, which assess respondents’ experiences close to the learning event. We compared these assessment approaches in 96 medical students who prepared for a high-stakes exam. Achievement of self-set learning goals was measured objectively via logfiles of students’ activities on a learning platform. Daily reports of volitional control explained substantial variance in the achievement of learning goals over and above the offline questionnaire, indicating incremental validity of online assessments of self-regulation. Moreover, the daily reports of volitional control could explain intra-individual day-to-day variance in goal achievement. The current study, thus, suggests that learning diaries, albeit cumbersome, have clear advantages over offline questionnaires.

Physiological evidence of a deficit to enhance the empathic response in schizophrenia

2014 ◽  
Vol 29 (8) ◽  
pp. 463-472 ◽  
Author(s):  
S. Corbera ◽  
S. Ikezawa ◽  
M.D. Bell ◽  
B.E. Wexler
Keyword(s):  
Temporal Dynamics ◽  
Self Regulation ◽  
Event Related Potentials ◽  
Cognitive Empathy ◽  
Task Demands ◽  
Emotional Engagement ◽  
Personal Distress ◽  
Empathic Response ◽  
Cognitive Component ◽  
Related Potentials

AbstractEmpathy is crucial for maintaining effective social interactions. Research has identified both an early-emotional sharing and a late-cognitive component of empathy. Although considered a functionally vital social cognition process, empathy has scarcely been studied in schizophrenia (SZ). We used event-related potentials (ERPs) to study the temporal dynamics of empathic response in 19 patients with SZ and 18 matched healthy controls (HC) using an empathy for physical pain paradigm. Participants responded to pictures of hands in neutral and painful situations in an active empathic condition and one manipulated by task demands. Additionally, subjective ratings of the stimuli and empathic self-reports were collected. People with SZ had (1) decreased early-emotional ERP responses to pictures of others in pain; (2) decreased modulation by attention of late-cognitive ERP responses; (3) lower ratings of perspective taking and higher ratings of personal distress which were both related to decreased modulation of late-cognitive empathic responses; (4) a significant relationship between high affective overlap between somebody else's pain and their own pain and decreased modulation of late-cognitive empathic responses; (5) a distinct relationship between regulatory deficits in late-cognitive empathy and functioning. Patients had present but reduced early and late empathy-related ERPs. Patients also reported increased personal distress when faced with distress in others. The late ERP responses are thought to be associated with self-regulation and response modulation. The magnitude of these late responses was inversely associated with reported levels of personal distress in both patients and controls. Additionally, regulatory deficits in cognitive empathy were highly related with deficits in functioning. Decreased ability to regulate one's own emotional engagement and response to emotions of others may be an important source of distress and dysfunction in social situations for patients with schizophrenia.

scholarly journals Mindfulness meditation training in an occupational setting: Effects of a 12-weeks mindfulness-based intervention on wellbeing

Work ◽  
2021 ◽  
pp. 1-11
Author(s):  
Teresa Fazia ◽  
Francesco Bubbico ◽  
Giovanni Berzuini ◽  
Laura Dalla Tezza ◽  
Carolina Cortellini ◽  
...  
Keyword(s):  
Mindfulness Meditation ◽  
Self Regulation ◽  
Emotional Awareness ◽  
Self Report ◽  
Psychological Wellbeing ◽  
Control Group ◽  
Beneficial Effects ◽  
Self Compassion ◽  
Occupational Setting ◽  
Professional Outcomes

BACKGROUND: Mindfulness-based interventions (MBIs) are known for their beneficial effects on positive and negative psychological factors. When applied in an occupational context, MBIs might help workers to cope with stress, increase their professional outcomes and wellbeing. OBJECTIVE: In this two-groups pre-post experimental design we tested the effect of our MBI, called Integral Meditation (IM), among the employers of an Italian service company by measuring positive and negative aspects of psychological wellbeing related to mindfulness and workplace functioning through eight self-report questionnaires (CORE-OM, FFMQ, WEMWBS, MAIA, PSS, PANAS, STAI-X1, SCS). METHOD: Forty-two voluntary non-clinical employers of the company, randomly assigned to the experimental or the control group, were analyzed. The experimental group underwent our IM program, which consists of 12 weekly meditation classes given after the afternoon shift, while the control group did not receive any intervention. Data was analyzed via linear mixed models. RESULTS: Statistically significant results were obtained for FFMQ observing subscale (β= 0.49, p = 0.014), WEMWBS (β= 5.31, p = 0.02), PSS (β= –3.31, p = 0.03), the whole scale of SCS (β= 0.47, p = 0.01) and self-judgment (β= 0.68, p = 0.003) and isolation (β= –0.66, p = 0.01) SCS subscales. Statistically significant results were also found in four out of eight subscales of MAIA: emotional awareness (β= 1.26, p <  0.001), self-regulation (β= 1.28, p <  0.001), body listening (β= 1.08, p <  0.001) and trusting (β= 1.1, p <  0.001). CONCLUSION: Our intervention has demonstrated to bring beneficial effects in a mindfulness subdomain, in perceived stress, self-compassion, interoception and psychological wellbeing. Based on our results, we conclude that our intervention was effective in increasing the positive aspects of wellbeing and in reducing stress.

scholarly journals The Goal of the Universal Design for Learning: Development of All to Expert Learners

2021 ◽  
pp. 23-57
Author(s):  
Julita Navaitienė ◽  
Eglė Stasiūnaitienė
Keyword(s):  
General Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Self Regulation ◽  
Learning Goals ◽  
Learning Needs ◽  
Personal Learning ◽  
General Education Curriculum ◽  
Design For Learning ◽  
Learning Development

AbstractOver the past 10 years, every learner’s ability to achieve the highest level of learning success has become quite an important topic. The Universal Design for Learning (UDL) sets a goal to allow all learners to achieve their optimal learning experience that matches inclusive education. Learners who can assess their own learning needs set their personal learning goals, and monitor their progress are termed the expert learners (McDowell. Developing expert learners: a roadmap for growing confident and competent students. Corwin, 2019). This chapter focuses on theoretical backgrounds for expert learners’ paradigm. It starts from fundamental constructivist theories and moves towards the theory of self-regulation and cognitive neuroscience approach. It concentrates on the theory of self-determination, which, in our opinion, validates in the best way the nature of the expert learners’ development. Implementation of the Universal Design for Learning allows all learners to access, participate in, and progress in the general-education curriculum. This chapter presents the specific profile of the expert learners covering their main characteristics and qualities and revealing the essence of the UDL framework. Educators could use the profile as the educational guidelines conductive to understand how the process of becoming the expert learner proceeds.

scholarly journals Grit in Online Education

2019 ◽  
pp. 1-11
Author(s):  
Nicole Buzzetto-Hollywood ◽  
Kathy Quinn ◽  
Wendy Wang ◽  
Austin Hill
Keyword(s):  
Student Achievement ◽  
Online Education ◽  
Student Success ◽  
Student Performance ◽  
Online Courses ◽  
Self Regulation ◽  
P Value ◽  
Learning Success ◽  
Promising Area ◽  
Learning Efficacy

Aim: This study sought to explore the role of the elusive non-cognitive skill set known as grit, or the resolve and determination to achieve goals regardless of impediments, on student success in online education. It represents an area of exploration where there is a dearth in the available literature and reports the results of a study conducted at a Mid-Atlantic minority-serving university that examined the relationship between grit and student performance in fully online courses. Methodology: Students were administered the standard 12-Question Grit Scale with the addition of a series of validated questions that sought to measure perceived self-learning efficacy. Additionally, student performances in online courses were recorded and correlations conducted. Basic statistical analyses such as mean, mode, standard deviation, variance, and confidence interval were calculated. Two hypotheses were introduced as part of this study and tested with Anovas and crosstabulations. Results: This study found that higher grit scores correlated progressively to both self-discipline and self-efficacy but that a positive relationship to student achievement in fully online courses as measured with a p value of greater than .05 could not be confirmed. Conclusion: As online education continues to grow, providing opportunities to foster and strengthen student success in online courses and programs is increasingly important. E-learning success requires that students exhibit strong self-regulation, self-discipline, resilience, dutifulness, conscientiousness, and low impulsivity all of which are attributes of grit. As such, grit is presented as a promising area of exploration for increasing student achievement in online education.

scholarly journals HASIL BELAJAR FISIKA DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMA NEGERI 2 SEKAMPUNG

2018 ◽  
Vol 1 (1) ◽  
pp. 110
Author(s):  
Ayang Kinasih
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Success Rate ◽  
Learning Outcomes ◽  
Self Regulation ◽  
Higher Learning ◽  
Self Awareness ◽  
Learning Success ◽  
Learn Physics ◽  
High Emotional Intelligence

Abstrak: Tujuan penelitian ini adalah mendeskripsikan tingkat keberhasilan belajar fisika ditinjau dari kecerdasan emosional, kontribusi kecerdasan emosional terhadap hasil belajar, kesesuaian hasil belajar dengan tingkat kecerdasan emosional, pola dukungan subvariabel kecerdasan emosional yang terbentuk pada variasi kategori hasil belajar. Populasi pada penelitian ini adalah seluruh siswa SMA Negeri 2 Sekampung, sampel diambil 20% dari populasi atau sebanyak 35 siswa. Data diperoleh melalui metode tes dan angket kecerdasan emosional. Kesimpulan: (1) Siswa yang memiliki kecerdasan emosional tinggi maka tingkat keberhasilan belajar paling besar, (2) kontribusi kecerdasan emosional terhadap hasil belajar sangat besar, (3) hasil belajar sesuai dengan kecerdasan emosional, (4) pola dukungan subvariabel kecerdasan emosional pada hasil belajar tinggi, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial tinggi, pola dukungan subvariabel kecerdasan emosional pada hasil belajar sedang, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial sedang, pola dukungan subvariabel kecerdasan emosional pada hasil belajar rendah, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial rendah. Subvariabel kecerdasan emosional yang dominan mendukung hasil belajar adalah turut merasakan (empati).Abstract:  The purpose of this study was to describe the success rate to learn physics in terms of emotional intelligence, emotional intelligence contribute to learning outcomes, learning outcomes conformity with the level of emotional intelligence, emotional intelligence subvariabel support pattern formed on the variation of categories of learning outcomes. The population in this study were all students of SMA Negeri 2 Sekampung, samples taken 20% of the population, or as many as 35 students. Data obtained through the method of emotional intelligence tests and questionnaires. Conclusions: (1) Students who have high emotional intelligence the greatest learning success rate, (2) contribution of emotional intelligence to the learning outcomes is very large, (3) learning outcomes in accordance with emotional intelligence, (4) a pattern of emotional intelligence subvariabel support the results higher learning, the students' self-awareness, self-regulation, also feel (empathy), and high social skills, emotional intelligence subvariabel patterns support the learning outcomes were, the students have self-awareness, self-regulation, also feel (empathy), and skills social being, patterns support emotional intelligence subvariabel low learning outcomes, the students have self-awareness, self-regulation, also feel (empathy), and low social skills. Subvariabel emotional intelligence is the dominant support learning outcomes also feel (empathy).

scholarly journals Doing despite Disliking: Self–Regulatory Strategies in Everyday Aversive Activities

2019 ◽  
Vol 33 (1) ◽  
pp. 104-128 ◽  
Author(s):  
Marie Hennecke ◽  
Thomas Czikmantori ◽  
Veronika Brandstätter
Keyword(s):  
Emotion Regulation ◽  
Self Regulation ◽  
Self Control ◽  
Negative Consequences ◽  
Comprehensive Understanding ◽  
Pilot Studies ◽  
Personality Psychology ◽  
Beneficial Effects ◽  
Regulatory Strategies ◽  
Self Reports

We investigated the self–regulatory strategies people spontaneously use in their everyday lives to regulate their persistence during aversive activities. In pilot studies (pooled N = 794), we identified self–regulatory strategies from self–reports and generated hypotheses about individual differences in trait self–control predicting their use. Next, deploying ambulatory assessment ( N = 264, 1940 reports of aversive/challenging activities), we investigated predictors of the strategies’ self–reported use and effectiveness (trait self–control and demand types). The popularity of strategies varied across demands. In addition, people higher in trait self–control were more likely to focus on the positive consequences of a given activity, set goals, and use emotion regulation. Focusing on positive consequences, focusing on negative consequences (of not performing the activity), thinking of the near finish, and emotion regulation increased perceived self–regulatory success across demands, whereas distracting oneself from the aversive activity decreased it. None of these strategies, however, accounted for the beneficial effects of trait self–control on perceived self–regulatory success. Hence, trait self–control and strategy use appear to represent separate routes to good self–regulation. By considering trait– and process–approaches these findings promote a more comprehensive understanding of self–regulatory success and failure during people's daily attempts to regulate their persistence. © 2018 European Association of Personality Psychology

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