The Inventory of Learner Persistence

2013 ◽  
pp. 271-290
Author(s):  
M. Gail Derrick
Keyword(s):  
Self Regulation ◽  
Learner Autonomy ◽  
Theoretical Framework ◽  
Autonomous Learning ◽  
Personal Attribute ◽  
Psychological Perspective ◽  
Intentional Behavior ◽  
Goal Directedness ◽  
The Individual ◽  
Post Hoc

The Inventory of Learner Persistence (ILP) was designed to assess persistence in learning and specifically within the context of autonomous learning. Autonomous learning is defined as the manifestation of persistence along with desire, resourcefulness, and initiative in learning; learner autonomy is defined as the characteristic or personal attribute of the individual to exhibit agency or intentional behavior. Thus, persistence in learning is the exhibition of volition, goal directedness and self-regulation. The development of items for the ILP provides a theoretical framework for defining persistence from a cognitive and psychological perspective and provides a mechanism for understanding persistence from other than a post hoc behavioral standpoint. The implications of such assessments can provide an analysis of where a learner may be in terms of their development and readiness for learning that will require persistent skills for success.

scholarly journals Group Learning Through the Lens of Learner Autonomy

2020 ◽  
Vol 10 (2) ◽  
pp. 23
Author(s):  
Michael K. Ponton
Keyword(s):  
Group Learning ◽  
Learner Autonomy ◽  
Theoretical Framework ◽  
Intentional Learning ◽  
Personal Agency ◽  
Theoretical Discussion ◽  
Group Level ◽  
Intentional Group ◽  
Learning Modes ◽  
The Individual

Learner autonomy describes the individual who exercises personal agency in his or her learning. Similar to an individual, groups—that is, collections of people with a defined purpose often represented by organizational subunits—also engage in intentional learning to support and improve existing processes or identify and pursue new opportunities. The purpose of this theoretical discussion is to characterize aspects of intentional group learning using the theoretical framework associated with learner autonomy. Applied to the group level, notions of agentic learning, modes through which agentic learning is exercised, and regulation will be discussed through this lens of autonomy. This discussion may prove useful in describing how organizational groups learn intentionally and in developing processes that improve such learning.

Reflecting on the Game: Situational Stressors, Stress Responses, and Coping in German Elite Volleyball Referees

2021 ◽  
Vol 5 (1) ◽  
pp. 124-134
Author(s):  
Lisa-Marie Rückel ◽  
Benjamin Noël ◽  
André Jungen ◽  
Sebastian Brückner ◽  
Bernd Strauss ◽  
...  
Keyword(s):  
Coping Strategies ◽  
Stress Responses ◽  
Self Regulation ◽  
Test Group ◽  
Stressful Events ◽  
Stress Reactions ◽  
Cognitive Stress ◽  
The Individual ◽  
And Coping ◽  
Post Hoc

This study uses a thematic content analysis to analyze common stressors for volleyball referees, examine the individual triggered stress responses, and identify the applied coping strategies. A total of 38 German elite volleyball referees (24 male and 14 female, Mage = 38.29 years, SD = 7.91 years) were considered for this study. Through the analysis, 17 stressful events, 14 stress responses, and 6 different coping strategies were identified and further clustered into four main dimensions. Common stressors among elite German volleyball referees were identified as stressful game situations, need for game management, situational environment, and demands on self-activation. These stressors triggered emotional stress reactions, cognitive stress reactions, changes in focus, and reactions among the test group after increased strain. In order to deal with these situations and emotions, referees applied self-regulation strategies, improved focus and concentration, searched for a solution, prepared for the match or a stressor, showed a confident appearance, and tried to accept and let go of mistakes or situations. Post hoc Pearson’s correlation analyses showed significant relationships between emotional and cognitive stress reactions with stressful game situations. Consequently, the role of coping with emotions and thoughts becomes essential for volleyball referees to remain focused and perform.

METHODOLOGY AND TECHNOLOGY RESEARCH OF PERSONALITY SELF-DEVELOPMENT RESOURCES

1970 ◽  
Vol 8 (1) ◽  
pp. 97-103
Author(s):  
Svitlana Kuzikova
Keyword(s):  
Professional Training ◽  
Self Regulation ◽  
Life Strategy ◽  
Psychological Resources ◽  
Vital Activity ◽  
Development Organization ◽  
Self Development ◽  
Individual Consciousness ◽  
The Subject ◽  
The Individual

The author's approach to the empirical study of the peculiarities of self-development of a person has been  considered. The criteria of self-development as a subject activity have been characterized. Its indicators have been  given.  The  psychological  resources  of  personal  self-development  have  been  singled  out:  the  need  for  self- development as its source and determinant; conditions that ensure its success; mechanisms as functional means and  conditions  for  its  implementation.  Their  essence  has  been  revealed.  The  need  for  self-development  has  been  determined by the actualization of the characteristics of self-development (self-activity, vital activity, development of  self-consciousness) and has been occurred when the content structure of the individual consciousness and the  transformation of semantic entities changed. Conditions of self-development has been defined by mature I of  personality, openness, tolerance to the new, the presence of a conscious goal of self-realization and active life  strategy. Reflection, self-regulation and feedback have been considered as mechanisms of self-development. The  methodical approaches and means of studying the peculiarities and factors of the development of the subject of self- development in adolescence in the process of professional training have been offered, and the results of their  integrated empirical research have been highlighted. Particular attention has been paid to the analysis of the level  of actualization of self-development resources among students, discovered with the author's diagnostic method  "DCPSD" (Dispositional Characteristic of Personality of Self-development). It has been proved that psychological  resources as a set of possibilities of development already exist in the psychological reality of a person. It has been  shown that the dominance of the level of self-development resources’ actualization of the individual (and their  combination) can be correlated with the dimensions of the individual psychological space, indicating the individual  peculiarity of the personal self-development organization. It has been noted that, at the same time, actualization,  strengthening and harmonization of all psychological resources of a person self-development, enrichment of its  relations with the environment and other people, and increasing spirituality is necessary for the implementation of  progressive conscious personal self-development. У  статті  розглянуто  авторський  підхід  до  емпіричного  вивчення  особливостей  саморозвитку  особистості. Охарактеризовано критерії саморозвитку як суб’єктної діяльності, наведено його показники.  Виокремлено психологічні ресурси особистісного саморозвитку: потребу в саморозвитку як його джерело і  детермінант; умови, які забезпечують його успішність; механізми як  функціональні засоби і умови його  здійснення.    Розкрито    їх    сутність.    Потреба    в    саморозвитку    визначається    актуалізованістю  характеристик саморозвитку (самоактивність, життєдіяльність, розвиненість самосвідомості) і виникає  при зміні змістової  структури індивідуальної свідомості та трансформації смислових утворень. Умови  саморозвитку  окреслюють  зріле  Я  особистості,  відкритість,  толерантність  до  нового,  наявність  усвідомленої   мети   самоздійснення   та   активної   життєвої   стратегії.   Як   механізми   саморозвитку  розглядаються рефлексія, саморегуляція та зворотній зв'язок. Запропоновано методичні підходи і засоби  вивчення особливостей та чинників становлення суб’єкта саморозвитку в юнацькому віці в процесі фахової  підготовки, висвітлено результати їх комплексного емпіричного дослідження. Особливу увагу приділено  аналізу  рівня  актуалізації  ресурсів  саморозвитку  у  студентів,  виявленого  за  допомогою  авторської  діагностичної методики «ДХСО». Доведено, що психологічні ресурси  як сукупність можливостей розвитку  вже існують у психологічній реальності людини. Показано, що домінування рівня актуалізації ресурсів  саморозвитку особистості ( та їх поєднання) можна співвіднести з вимірами психологічного простору  особистості,   що   свідчить   про  індивідуальну   своєрідність   організації   особистісного  саморозвитку.  Зазначено,  що  в  той  же  час  для  здійснення  прогресивного  усвідомленого  особистісного  саморозвитку  необхідна   актуалізація,   взаємопосилення   і   гармонізація   всіх   психологічних   ресурсів   саморозвитку  особистості, збагачення її зв’язків із навколишнім середовищем та іншими людьми, підвищення духовності.

INVESTIGATING EFL TEACHERS’ PERCEPTIONS AND PRACTICES REGARDING LEARNER AUTONOMY AT DONG THAP UNIVERSITY

2018 ◽  
Vol 127 (6B) ◽  
pp. 5
Author(s):  
Anh Thanh Nguyet Le
Keyword(s):  
Language Education ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Teachers Perceptions ◽  
Local Contexts ◽  
Efl Teachers ◽  
University Life

<p><em>Learner autonomy is currently one of the central themes in language education. </em><em>Autonomous learning plays an important role not only in university life but also throughout life for learners.</em><em> Exploring teachers’ perceptions and practices regarding learner autonomy is necessary, especially in local contexts, to provide more insights of this field. The present study was conducted with 20 EFL teachers at Dong Thap University through interview. The findings showed that all of them had positive understandings in related aspects and levels of learner autonomy. In practice, they made significant attempts to cultivate students’ autonomy. However, they faced certain problems shared by EFL teachers elsewhere.  </em></p><p><em></em><em><br /></em></p>

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

Inhibition tasks are not associated with self-regulation outcomes in healthy college students

2019 ◽  
Author(s):  
Curtis David Von Gunten ◽  
Bruce D Bartholow ◽  
Jorge S. Martins
Keyword(s):  
Latent Variable ◽  
Convergent Validity ◽  
Self Regulation ◽  
Poor Performance ◽  
Self Control ◽  
Self Report ◽  
Life Outcomes ◽  
Variable Level ◽  
Cast Doubt ◽  
The Individual

Executive functioning (EF) is defined as a set of top-down processes used in reasoning, forming goals, planning, concentrating, and inhibition. It is widely believed that these processes are critical to self-regulation and, therefore, that performance on behavioral task measures of EF should be associated with individual differences in everyday life outcomes. The purpose of the present study was to test this core assumption, focusing on the EF facet of inhibition. A sample of 463 undergraduates completed five laboratory inhibition tasks, along with three self-report measures of self-control and 28 self-report measures of life outcomes. Results showed that although most of the life outcome measures were associated with self-reported self-control, none of the life outcomes were associated with inhibition task performance at the latent-variable level, and few associations were found at the individual task level. These findings challenge the criterion validity of lab-based inhibition tasks. More generally, when considered alongside the known lack of convergent validity between inhibition tasks and self-report measures of self-control, the findings cast doubt on the task’s construct validity as measures of self-control processes. Potential methodological and theoretical reasons for the poor performance of laboratory-based inhibition tasks are discussed.

A Review on Employee’s Voluntary Turnover: A Psychological Perspective

2020 ◽  
Vol 5 (2) ◽  
pp. 107-112
Author(s):  
Yan Zhen ◽  
Zuraina Dato Mansor
Keyword(s):  
Job Satisfaction ◽  
Turnover Intention ◽  
Turnover Rate ◽  
Psychological Capital ◽  
Voluntary Turnover ◽  
Work Conditions ◽  
Jel Classification ◽  
Mediating Effect ◽  
Psychological Perspective ◽  
The Individual

Objective – High voluntary turnover rate has become the focus of most employers and scholars in related fields. Although employers have attempted to use a variety of retention strategies to retain qualified and skilled employees, the turnover rate remains high in the vast majority of industries around the world. Methodology/Technique – Past studies are concerned mostly with employees’ external demands such as salaries, fringe benefits, work conditions and less focus has been given on the importance of employees’ internal needs based on psychological capital. Therefore, there is a need to perform a study on the turnover from this perspective as it is crucial not only to retain the individual but also to ensure their contentment and satisfaction are fulfilled by their organizations. Findings – This paper undertakes a review of existing literature which specifically addresses the perspectives of individual psychology, and simultaneously explains the relationship between the two psychological factors (namely psychological capital and person-environment fit) and the turnover intention with the mediating effect of job satisfaction. Novelty – The arguments are presented to emphasize the needs to carry out this study. Type of Paper: Review. Keywords: Psychological Capital; Person-organization Fit; Job Satisfaction; Turnover Intention. Reference to this paper should be made as follows: Zhen, Y; Mansor, Z.D. 2020. A Review on Employee’s Voluntary Turnover: A Psychological Perspective, J. Mgt. Mkt. Review 5(2) 107 – 112 https://doi.org/10.35609/jmmr.2020.5.2(3) JEL Classification: M54, Z32.

SAMUEL J. BROADS CONTRIBUTIONS TO THE ACCOUNTING PROFESSION

1996 ◽  
Vol 23 (2) ◽  
pp. 69-85 ◽  
Author(s):  
Gary John Previts ◽  
Thomas R. Robinson
Keyword(s):  
Self Regulation ◽  
Accounting Profession ◽  
General Acceptance ◽  
Accounting Principles ◽  
The Individual ◽  
Securities Laws ◽  
Analogous Reasoning ◽  
Independent Audit ◽  
Selection Of

In the decade following the passage of the Federal Securities Laws of 1933 and 1934, the reform of accounting and auditing practices directed authority for selection of accounting principles and auditing procedures away from the discretion of the individual accountant and auditor. Instead, a self-regulatory peer driven process to establish general acceptance for a more limited set of principles and procedures was being initiated. Two events which occurred in 1938 indelibly affected this process, the SEC's decision to issue Accounting Series Release No. 4, which empowered non-governmental entities as potential sources of authoritative support, and the McKesson & Robbins fraud which called into question the value of the independent audit and the role of external auditing at the very time a momentum had been established for self-regulation by the nascent and recently reunified accounting profession. The contributions of Samuel J. Broad in both the initiatives for self-regulation of accounting principles and of auditing procedures is examined in this paper. Further, several examples of Broad's rhetorical technique of employing analogous reasoning to facilitate dissemination of complex economic and accounting issues are examined.

Error Management in Audit Firms: Error Climate, Type, and Originator

2013 ◽  
Vol 89 (1) ◽  
pp. 303-330 ◽  
Author(s):  
Anna Gold ◽  
Ulfert Gronewold ◽  
Steven E. Salterio
Keyword(s):  
Impression Management ◽  
Data Availability ◽  
Error Management ◽  
Organizational Life ◽  
Climate Type ◽  
Error Type ◽  
Audit Firms ◽  
The Individual ◽  
Post Hoc ◽  
Willingness To Report

ABSTRACT This paper examines how the treatment of audit staff who discover errors in audit files by superiors affects their willingness to report these errors. The way staff are treated by superiors is labelled as the audit office error management climate. In a “blame-oriented” climate errors are not tolerated and those committing errors are punished. In contrast, an “open” climate characterizes error commitment as a normal, albeit unfortunate aspect of organizational life that offers opportunities for learning without sanctions on the originator. We examine error management climate in the context of audit-specific factors that might affect the decision to report errors: audit error type (conceptual or mechanical) and who committed the error (the individual who discovered it or a peer). An open climate results in an increase in the reporting of mechanical (but not conceptual) errors and all peer errors versus a blame climate. Post hoc findings suggest that one obstacle to reporting conceptual errors stems from an auditor's own impression management concerns. We discuss how auditing standards and regulatory inspections may impact audit firm error management climates. Data Availability: Experimental data are available from the second author subject to data confidentiality restrictions issued by the participating firms.

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