scholarly journals The Relation Between Cognitively Measured Executive Functions and Reported Self-Regulated Learning Strategy Use in Adult Online Distance Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Celeste Meijs ◽  
Hieronymus J. M. Gijselaers ◽  
Kate M. Xu ◽  
Paul A. Kirschner ◽  
Renate H. M. De Groot
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Processing Speed ◽  
Self Regulation ◽  
Cognitive Strategy ◽  
Strategy Use ◽  
Cognitive Tests ◽  
Online Distance Education ◽  
Self Regulated Learning ◽  
Online Distance

While executive functions (EFs) and self-regulated learning (SRL) strategy use have been found to be related in several populations, this relationship has not been studied in adult online distance education (ODE). This is surprising as self-regulation, and thus using such strategies, is very important here. In this setting, we studied the relation between basic executive functions (i.e., working memory and shifting, measured with cognitive tests) and reported SRL-strategy use (i.e., management of time and effort, complex and simple cognitive strategy use, contacts with others, and academic thinking) within a correlational design with 889 adult online distance students. In this study, we performed regression analyses and took age and processing speed into consideration, as processing speed and EFs decrease with age, whereas self-regulation is reported to increase with age. Cognitively measured working memory was not related to reported SRL-strategy use in adult ODE students. Thus, even though the SRL-components within the strategies seem to elicit working memory, reported SRL-strategy use is not related to the functioning of this basic EF (measured with cognitive tests). This means that if SRL-strategy use needs to be increased in adult ODE students, training of working memory might not be an effective manner for achieving that goal. Better shifting and processing speed were related to less reported SRL-strategy use, which might suggest that SRL-strategies might be used to compensate for lower shifting (in academic thinking) and lower processing speed (in simple cognitive strategy use and contacts with others). With increasing age, the number of contacts with peers or teachers decreases. This latter finding might be of relevance during the pandemic since contacts with others is importance during lockdown.

scholarly journals Mathematics Skills and Executive Functions Following Preterm Birth: A Longitudinal Study of 5-to 7- Year Old Children

2019 ◽  
Author(s):  
Julia Anna Adrian ◽  
Frank Haist ◽  
Natacha Akshoomoff
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Processing Speed ◽  
Spatial Working Memory ◽  
Working Memory Capacity ◽  
Full Term ◽  
Healthy Children ◽  
Time Points ◽  
Mathematics Skills ◽  
Increased Risk

Early mathematics skills are an important predictor of later academic, economic and personal success. Children born preterm, about 10% of the US population, have an increased risk of deficits in mathematics. These deficits may be related to lower levels of executive functions and processing speed. We investigated the development of mathematics skills, working memory, inhibitory control and processing speed of healthy children born very preterm (between 25 and 32 weeks gestational age, n=51) and full-term (n=29). Children were tested annually from ages 5 to 7 years. We found persistent lower overall mathematics skills in the preterm group, driven by differences in more informal skills (e.g. counting) at earlier time points, and by differences in more formal skills (e.g. calculation) at later time points. We did not find significant differences between preterm and full-term born children in spatial working memory capacity or processing speed. However, these cognitive measures were significant predictors of mathematics skills in the preterm but not the full-term group, hinting towards the use of different strategies when solving problems.

scholarly journals Brain Training Game Boosts Executive Functions, Working Memory and Processing Speed in the Young Adults: A Randomized Controlled Trial

PLoS ONE ◽  
2013 ◽  
Vol 8 (2) ◽  
pp. e55518 ◽  
Author(s):  
Rui Nouchi ◽  
Yasuyuki Taki ◽  
Hikaru Takeuchi ◽  
Hiroshi Hashizume ◽  
Takayuki Nozawa ◽  
...  
Keyword(s):  
Working Memory ◽  
Randomized Controlled Trial ◽  
Young Adults ◽  
Executive Functions ◽  
Processing Speed ◽  
Controlled Trial ◽  
Brain Training ◽  
Randomized Controlled

Transforming the Online Learning Experience

2021 ◽  
pp. 009862832110489
Author(s):  
Nancy J. Hamilton ◽  
Benjamin C. Heddy ◽  
Jacqueline A. Goldman ◽  
John B. Chancey
Keyword(s):  
Online Learning ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Intrinsic Value ◽  
Self Regulation ◽  
Cognitive Strategy ◽  
Virtual Learning ◽  
Strategy Use ◽  
Virtual Learning Environment ◽  
Personal Relevance

Background College instruction has experienced a significant movement toward increased online learning course options. Without appropriate supports, students in virtual learning environments often face greater challenges with self-regulation, motivation, and recognizing the personal relevance of course content. Objective The current study focuses on the prevalence of personal relevance and its associated impact on cognitive and motivational variables including achievement emotion, intrinsic value, self-efficacy, test anxiety, cognitive strategy use, self-regulation, and metacognition in a virtual learning environment. Method Students in two online graduate level human development courses completed a series of questionnaires ( N = 73) for course credit. Results Results show the high transformative experience (TE) group reported significantly higher positive emotions, interest, intrinsic value, self-efficacy, cognitive strategy use, test anxiety, and self-regulation, giving them more cognitive and motivational benefits than those who experienced low levels. They also show no relationship between TE and course grade. Conclusion Future research in this area may benefit from focus on ways to intentionally increase TEs from online contexts to real-life contexts. Teaching Implications Such research would allow instructors intentionality in pedagogical endeavors while allowing students to integrate course information into their daily lives.

ADHD and SCT Symptomatology in Relation to College Students’ Use of Self-Regulated Learning Strategies

2017 ◽  
Vol 23 (14) ◽  
pp. 1719-1728 ◽  
Author(s):  
Christopher R. Shelton ◽  
William E. Addison ◽  
Cynthia M. Hartung
Keyword(s):  
College Students ◽  
Rating Scale ◽  
Self Regulation ◽  
Strategy Use ◽  
Sluggish Cognitive Tempo ◽  
Future Research ◽  
Use Of Self ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Regulation Strategies

Objective: The present study examined the relation between self-regulated learning (SRL) strategies and ADHD and sluggish cognitive tempo (SCT) symptomatology. Method: Participants were 303 college students, aged 18 to 25 ( M = 20.04, SD = 1.45), from a Midwestern university who completed the Barkley Adult ADHD Rating Scale-IV (BAARS-IV), and a shortened, generalized version of the Motivated Strategies for Learning Questionnaire (MSLQ). Results: Among college students, inattention symptomatology was consistently predictive of deficits in use of value, expectancy, and self-regulation strategies, while SCT symptomatology was only predictive of deficits in the use of self-regulation strategies. Conclusion: This study is the first to examine the relation between SCT symptomatology and SRL strategy use in college students. The findings revealed that SRL strategy use differs between college students exhibiting ADHD or SCT symptomatology. Remediation focusing on these deficits would likely increase academic achievement. Clinical implications, limitations, and suggestions for future research are discussed.

scholarly journals An Interactive Layers Model of Self-Regulated Learning and Cognitive Load

2020 ◽  
Vol 32 (4) ◽  
pp. 1127-1149
Author(s):  
Joachim Wirth ◽  
Ferdinand Stebner ◽  
Melanie Trypke ◽  
Corinna Schuster ◽  
Detlev Leutner
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Self Regulation ◽  
Sensory Memory ◽  
Long Term Memory ◽  
Term Memory ◽  
Self Regulated Learning ◽  
Regulated Learning

Abstract Models of self-regulated learning emphasize the active and intentional role of learners and, thereby, focus mainly on conscious processes in working memory and long-term memory. Cognitive load theory supports this view on learning. As a result, both fields of research ignore the potential role of unconscious processes for learning. In this review paper, we propose an interactive layers model on self-regulated learning and cognitive load that considers sensory memory, working memory, and long-term memory. The model distinguishes between (a) unconscious self-regulated learning initiated by so-called resonant states in sensory memory and (b) conscious self-regulated learning of scheme construction in working memory. In contrast with conscious self-regulation, unconscious self-regulation induces no cognitive load. The model describes conscious and unconscious self-regulation in three different layers: a content layer, a learning strategy layer, and a metacognitive layer. Interactions of the three layers reflect processes of monitoring and control. We first substantiate the model based on a narrative review. Afterwards, we illustrate how the model contributes to re-interpretation of inconsistent empirical findings reported in the existing literature.

scholarly journals Promoting Students' Self-Regulatory Learning Skills in Online Intercultural Learning

2015 ◽  
Vol 1 ◽  
pp. 145
Author(s):  
Egle Gerulaitiene ◽  
Natalija Mažeikienė
Keyword(s):  
Learning Strategies ◽  
Study Skills ◽  
Self Regulation ◽  
Pedagogical Practices ◽  
Online Course ◽  
Learning Skills ◽  
Online Distance Education ◽  
Learning And Teaching ◽  
Online Distance ◽  
Self Regulatory Learning

<em>The rapid growth of online distance education has implied the need to rethink delivery structures and pedagogical practices that were once appropriate (Beldarrain, 2006). Learning and teaching in a distance learning environment is a learning method that promotes interactivity, independence, and cooperation, creates favourable conditions for the students to work independently, improves accessibility of the studies, allows successfully handling work and studies and the same time, and ensures flexibility of the studies. Self-regulation is essential to the learning process. It can help students create better learning habits and strengthen their study skills, apply learning strategies to enhance academic outcomes, monitor their performance, and evaluate their academic progress (Zumbrunn et al., 2011).</em> <em>For students to be successful in an online course, it is necessary to work on pedagogical instruments and scenarios. <strong>The aim of the research</strong> presented in this article is to discuss the influence of online learning and pedagogical instruments and scenarios for promoting students’ self-regulatory learning skills.</em>

The Connection Between Primary School Students’ Self-Regulation in Learning and Perceived Teaching Quality

2013 ◽  
Vol 12 (2) ◽  
pp. 138-156 ◽  
Author(s):  
Svenja Rieser ◽  
Benjamin C. Fauth ◽  
Jasmin Decristan ◽  
Eckhard Klieme ◽  
Gerhard Büttner
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Self Regulation ◽  
Teaching Quality ◽  
Strategy Use ◽  
Metacognitive Strategy ◽  
Volitional Control ◽  
Cognitive Activation ◽  
Self Regulated Learning ◽  
Regulated Learning

Effective self-regulation is needed to foster student learning. A meta-analysis has shown that even primary school children benefit from training in self-regulated learning. However, there is a lack of research considering the connection between key aspects of regular classroom instruction and students’ self-regulated learning. This study investigates the hypothesis that in primary school, self-regulated learning is systematically related to the quality of teaching. Teaching quality is conceptualized as a multidimensional construct comprising classroom management, supportive climate, and cognitive activation. All three dimensions of teaching quality, as well as metacognitive strategy use and volitional control, were reliably assessed for 996 third graders from 54 classes in German primary schools via questionnaire. Because of the clustered data structure, we used multilevel regression analyses for identifying the assumed connections. Most notably, at the classroom level, metacognitive strategy use was significantly predicted by cognitive activation, whereas volitional control was predicted by a supportive climate.

Understanding the Cognition Related to Mathematics Difficulties: A Meta-Analysis on the Cognitive Deficit Profiles and the Bottleneck Theory

2018 ◽  
Vol 88 (3) ◽  
pp. 434-476 ◽  
Author(s):  
Peng Peng ◽  
Cuicui Wang ◽  
Jessica Namkung
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Cognitive Deficits ◽  
Processing Speed ◽  
Phonological Processing ◽  
Cognitive Deficit ◽  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Mathematics Difficulties

The current study investigated the cognitive deficit profiles among individuals with mathematics difficulties (MD) and potential moderators and mechanism for these profiles. Seventy-five cognitive profiling studies on MD were included, representing a total of 13,001 individuals and 126 independent samples. Results showed that compared with typically developing individuals, individuals with MD showed deficits (from most severe to less severe) in phonological processing, processing speed, working memory, attention, short-term memory, executive functions, and visuospatial skills. Moderation analyses indicated that comorbidity (with reading disabilities) and types of MD screening affected the cognitive deficits. Severity of MD was related to processing speed deficits. Deficits in phonological processing and attention were more severe in younger individuals with MD. Deficits in processing speed and working memory were most severe in the numerical domain. Deficits in low-level cognitive skills (i.e., processing speed and short-term memory) could not completely explain the deficits in high-level skills (i.e., working memory, attention, and executive functions), partially supporting the bottleneck theory. These findings, taken together, suggest that (a) deficits in processing speed and working memory are most salient and stable cognitive markers of MD, (b) numerical-processing deficit and the cognitive deficits of MD are relatively independent from each other, and (c) MD may be a discrete construct with heterogeneity reflected by MD subtypes and age. Implications for incorporating cognition in the diagnosis and the interventions for MD are discussed.

scholarly journals M60. EARLY VERSUS DELAYED PRESCRIPTION OF CLOZAPINE AND THE COGNITIVE PERFORMANCE ON SCHIZOPHRENIA

2020 ◽  
Vol 46 (Supplement_1) ◽  
pp. S157-S158
Author(s):  
Silvia Amoretti ◽  
Marina Garriga ◽  
Gisela Mezquida ◽  
Andrea Mallorqui ◽  
Rafael Penadés ◽  
...  
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Cognitive Performance ◽  
Processing Speed ◽  
Treatment Initiation ◽  
Cognitive Domains ◽  
Clozapine Treatment ◽  
Cognitive Improvement ◽  
Significant Difference ◽  
Late Treatment

Abstract Background Patients with schizophrenia display a wide and characteristic array of cognitive deficits. A range of factors has been shown to influence cognition, including cognitive reserve (CR). Amongst antipsychotics only clozapine has shown positive results on cognition to date. Although it is known that delayed initiation of clozapine may be related to poor clinical psychotic response, no previous results have been tested on relation to cognitive improvements. This study aimed to analyze the improvement in cognitive performance after starting clozapine treatment according to the early versus late treatment initiation after diagnosis. Methods 41 patients with schizophrenia were enrolled. All subjects were assessed clinically, neuropsychologically and functionally at baseline and at the 18th week of clozapine treatment. Premorbid IQ was calculated with the vocabulary subtest of the WAIS-III and it was considered a measure of CR. For study purposes, sample was divided into early or late treatment initiation of clozapine (± 3 years after diagnosis). Lineal mixed model analyses were used while confounding from different factors. Results There were no differences between groups in terms of gender, functional, clinical and neuropsychological outcomes at baseline and follow-up. Neither clozapine dose, nor plasma concentration of nor-clozapine, have been found to be different at 18 weeks. Significant difference in age was found (p&lt;0.001). In early initiation clozapine treatment group (n=22), improvements in working memory, attention, executive functions, and processing speed were found. Thus, CR was the only significant factor explaining these improvements in all cognitive domains, except in processing speed that was explained by time. Late onset group (n=19) improved their cognitive performance on working memory and executive functions, both explained by CR (not time or age). Discussion There were no differences between groups at baseline, except for age. Patients who started an early treatment of clozapine improved more cognitive domains at 18-week that those who started it later. In both cases, CR is a key factor in predicting cognitive improvement. Reducing clozapine treatment delay might represent immediate prospective improvements on cognitive domains in comparison with delayed start. Time-wise cognitive monitoring and CR enhancement at early stages of the psychotic illness/treatment may be helpful in order to prevent cognitive impairment.

Sign in / Sign up

Export Citation Format

Share Document