A study of fuzzy modeling analysis of factors influencing socially regulation of learning performance in an online environment

2021 ◽  
pp. 1-11
Author(s):  
Chengzheng Li ◽  
Ying Peng ◽  
Peng Peng ◽  
Lei Cao
Keyword(s):  
Goal Setting ◽  
Help Seeking ◽  
Group Performance ◽  
Learning Performance ◽  
Trust Building ◽  
Team Assessment ◽  
Social Conditioning ◽  
Team Supervision ◽  
Task Strategy ◽  
Main Factors

Investigating the factors influencing the performance of social conditioning in the network environment is the core issue for improving academic performance. Through the search of existing literature, the paper analyzes the main factors that influence social conditioning learning in current research, and through the questionnaire survey and in-depth processing of the raw data, the advanced behavioral indicators related to learning are obtained and analyzed by Spearman correlation coefficient and fuzzy modeling in machine learning. The results showed that the twelve dimensions of motivation regulation, trust building, efficacy management, cognitive strategy, time management, goal setting, task strategy, peer support, team assessment, help seeking, environment construction, and team supervision were significantly related to group performance, with team supervision having a significant negative relationship with group performance. In addition, trust building, team supervision and environment construction were the main factors for online social learning, effectiveness management, task strategy, peer support and help-seeking were the secondary factors, while motivation regulation, cognitive strategies, goal setting and team assessment had little impact on the final performance. The findings have some implications for the optimization of social conditioning learning support services and the improvement of social conditioning learning performance.

scholarly journals Exploring Goal–Setting Strategies of Prospective Physical Education Teachers to Maintain Academic Performance

2021 ◽  
Vol 13 (1) ◽  
pp. 473-484
Author(s):  
Jusuf Blegur ◽  
Aniq Hudiyah Bil Haq ◽  
Muya Barida
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
Learning Strategies ◽  
Goal Setting ◽  
Academic Failure ◽  
Learning Task ◽  
Learning Performance ◽  
Traumatic Experiences ◽  
Physical Education Teachers ◽  
Learning Challenges

Some students have successfully used goal–setting to maintain academic performance throughout their studies. Behind these successes, they implemented the strategy to the fullest, making their goals more manageable. This study explores the strategies of prospective physical education teachers using goal–setting to maintain academic performance. The research team used an exploratory qualitative approach to compare students’ experiences with good and bad academic reputations in maintaining academic performance through observation, interview, and documentation techniques. There were 11 students involved, both those with good academic reputations and vice versa. Spradley’s taxonomic analysis found that students had to reconstruct their way of learning because of traumatic experiences of academic failure and the economic limitations of the family. Goal–setting ensures that students complete their work on time and are more selective in using the clarity of information in lecturer learning designs. In addition, they reduce their learning challenges by learning and acting according to the assessment rubric, commit to each learning task and responsibility, use feedback to improve learning performance, and ensure all learning task needs by developing self–learning strategies.

The Effects of Mastery, Competitive, and Cooperative Goals on the Performance of Simple and Complex Basketball Skills

1988 ◽  
Vol 10 (4) ◽  
pp. 408-417 ◽  
Author(s):  
John M. Giannini ◽  
Robert S. Weinberg ◽  
Allen J. Jackson
Keyword(s):  
Goal Setting ◽  
Achievement Motivation ◽  
Achievement Goals ◽  
Group Performance ◽  
Goal Orientations ◽  
Feedback Group ◽  
Future Directions ◽  
Mastery Goal ◽  
Significant Relationships ◽  
Better Than

This study investigated the effects of different goal and feedback conditions on performance of a basketball shooting task and a more complex one-on-one offensive basketball task. Subjects (N= 1(D) were matched, based on pretest performance, into one of five conditions: competitive goal, cooperative goal, mastery goal, "do your best" with feedback, and "do your best" without feedback. Subjects also responded to questionnaires to allow an assessment of the strength of mastery, competitive, and social goal orientations, which reflected personal achievement goals held before goal-setting instructions were offered. Results indicated that the competitive goal group performed significantly better than the do-your-best-without-feedback group in one-on-one posttest trials. No other between-group performance differences were significant. Subjects' goal orientations were not related to performance in the competitive and cooperative goal conditions, but significant relationships were found for mastery goal group subjects. The results are discussed in terms of Locke's theory of goal setting as well as achievement motivation research on goal orientations, and future directions for research are offered.

Shining lights and bad apples: The effect of goal-setting on group performance

2013 ◽  
Vol 45 (3) ◽  
pp. 332-348 ◽  
Author(s):  
Petru L Curşeu ◽  
Steffie EA Janssen ◽  
Marius TH Meeus
Keyword(s):  
Goal Setting ◽  
Group Performance

The effect of goal setting on group performance: A meta-analysis.

2011 ◽  
Vol 96 (6) ◽  
pp. 1289-1304 ◽  
Author(s):  
Ad Kleingeld ◽  
Heleen van Mierlo ◽  
Lidia Arends
Keyword(s):  
Goal Setting ◽  
Group Performance ◽  
Meta Analysis

scholarly journals Self-Regulation Test-Taking Strategies for Mathematics

2018 ◽  
Vol 3 (2) ◽  
pp. 105
Author(s):  
Kiew Nee Tee ◽  
Kwan Eu Leong ◽  
Suzieleez Syrene Abdul Rahim
Keyword(s):  
Goal Setting ◽  
Help Seeking ◽  
Self Regulation ◽  
Peer Pressure ◽  
Female Students ◽  
Low Achievers ◽  
Male And Female ◽  
Test Taking ◽  
Test Taking Strategies ◽  
Correction Strategies

The present study aims at exploring various self-regulation test-taking strategies used by the grade 11 students for their mathematics tests which is observed from three aspects, they are before, during, and after test-taking. The data were collected from 86 students in a private school which located in Malaysia. The goal-setting and planning, help-seeking, seeking information, rehearsal, memorization, reviewing, peer pressure, adult influence, self-consequences, self-motivated, and environment setting were the strategies that is used for test preparation. Outline formulas, recall and identify key information, keep trying, and checking were the strategies used during test-taking. In addition, correction and self-evaluation were the strategies used after the test-taking. The study further examined differences of various test-taking strategies used across three performance groups, high, medium, and low achievers, and also for male and female students. The results showed that there were statistical differences in goal-setting and planning, help-seeking, keep trying, checking, and correction strategies among high, medium, and low achievers. There were also statistical differences in goal-setting and planning, rehearsal, self-motivated, outline formulas, checking, and correction strategies between male and female students. The result of this research showed that the groups of using goal-setting and planning, rehearsal, help-seeking, recall and identify key information, keep trying, checking, and correction strategies have higher scores in mathematics performance rather than those groups which do not use these strategies.

The Rubric of Rubik's Communication Cube in Online Graduate Courses

2017 ◽  
pp. 153-178
Author(s):  
JuliAnna Zimmerman ◽  
Dwayne A. Wirfel ◽  
Randy T. Piper
Keyword(s):  
Social Networks ◽  
Goal Setting ◽  
Best Practice ◽  
Communication Satisfaction ◽  
Learning Motivation ◽  
Learning Performance ◽  
Graduate Courses ◽  
Communication Management ◽  
Teachers And Students ◽  
Motivation And Learning

The Rubik's Communication Cube (RCC) is a learning metaphor for improving understanding of the communications narrative. The authors summarize seven theories: (1) economics networks, (2) social networks, (3) innovation, (4) high-trust leadership, (5) negotiation, (6) goal-setting, and (7) motivation. Besides the authors' 20 best practices list, the authors argue that the best practice of developing a communication management measurement system (CMMS) is critically important. The authors propose a testable, parsimonious communication-online performance learning (COPL) model that includes the constructs of goal-setting, negotiation, trust, communication satisfaction, learning motivation, and learning performance. If teachers and students were to negotiate interactively communication plans based on an ethos of trust coupled with goal-setting for each online graduate student (OGS), then this interdependent Rubik's Communication Cube would enhance and advance each OGS's learning motivation and ultimately learning performance.

Group goal setting and group performance in a physical activity context

2010 ◽  
Vol 8 (3) ◽  
pp. 245-261 ◽  
Author(s):  
Shauna M. Burke ◽  
Kim M. ShapcOtt ◽  
Albert V. Carron ◽  
Michael H. Bradshaw ◽  
Paul A. Estabrooks
Keyword(s):  
Physical Activity ◽  
Goal Setting ◽  
Group Performance

A study of crowd-collaborative learning: an empirical study

2018 ◽  
Vol 36 (4) ◽  
pp. 622-635
Author(s):  
Wen-Shan Lin ◽  
Yi-Ju Wang ◽  
Hong-Ren Chen
Keyword(s):  
Collaborative Learning ◽  
Social Interactions ◽  
Social Comparison ◽  
Hierarchical Linear Modeling ◽  
Group Performance ◽  
Learning Performance ◽  
Equation Modeling ◽  
Group Level ◽  
Content Type ◽  
Group Members

Purpose Information technology is widely applied for completing group tasks and enhancing learning in computer-supported collaborative learning (CSCL) environment. Group members not only complete tasks but also learn ideas from other members of the group. These ideas can be better than what individual could come up with. As these ideas are referred as an upward comparison in the perspective of social comparison theory. However, there are limited studies that provide evidence in investigating how social comparison orientation (SCO) perceived by individual learner impacts on learning and group performance. The paper aims to discuss these issues. Design/methodology/approach This study experimentally tackles this problem at both individual and group level. An experimental study was applied in this study. Structural equation modeling and hierarchical linear modeling approaches are used to validate the data. Findings Results of 168 subjects reveal that SCO does have associations with group performance and learning performance respectively. Discussions and implications for literature and practice are given at the end of the paper. Originality/value This study confirms that the social genesis occurs more effectively through social interactions in CSCL. It also extends our understandings about the impacts of SCO. Results reveal that the higher level of SCO adopted by group members, the higher level of social interactions at group level can be triggered. As a result, the group performance can be enhanced. On one hand, these findings bridge the research gap in terms of investigating the notion of SCT on CSCL. On the other hand, it provides a possible solution in alleviating the problem of social loafing as commonly observed in CSCL. Therefore, these findings fulfilled the two research objectives.

Sign in / Sign up

Export Citation Format

Share Document