Mark-UP

2010 ◽  
pp. 278-294
Author(s):  
Mark McMahon
Keyword(s):  
Undergraduate Students ◽  
Reading Skills ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Academic Skills ◽  
Information Design ◽  
Student Experiences ◽  
Self Monitoring ◽  
Regulatory Strategies ◽  
High Level

While reading skills are an accepted key skill both for life and study, the capacity to read critically and apply reading concepts to solve problems and develop higher order conceptual understandings requires a high level of cognitive self-regulation that students do not always have. This chapter describes the development of and research into an environment, Mark-UP, designed to promote the self-monitoring inherent in regulating reading comprehension. The environment consists of a range of tools to assist learners in monitoring their comprehension through annotation, discussion, problem-solving and so on. The tool was applied to a class of undergraduate students in Interface and Information Design at an Australian university. The research involved questionnaires of the whole cohort as well as case studies of a number of student experiences with the environment, using interview and analysis of the students’ portfolios. The study found that, concerning students with weak academic skills, Mark-UP provided some support for their learning, but for stronger students it replicated cognitive strategies that they had already developed. The product was most effective for those students with moderate existing academic skills as it articulated and modeled strategies for reading that they could apply and go beyond to develop their own cognitive regulatory strategies for reading.

COGNITIVE-BEHAVIORAL SELF-INTERVENTION VERSUS SELF-MONITORING OF ANGER: EFFECTS ON ANGER FREQUENCY, DURATION, AND INTENSITY

2001 ◽  
Vol 29 (3) ◽  
pp. 345-356 ◽  
Author(s):  
Ephrem Fernandez ◽  
Richard Beck
Keyword(s):  
Anger Management ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Cognitive Behavioral ◽  
Slight Reduction ◽  
Focal Points ◽  
Secondary Findings ◽  
Self Monitoring ◽  
Reversal Design ◽  
Treatment Gains

In the self-regulation of anger, it is unclear whether the effects are due to self-monitoring or actual self-intervention. This is especially important in the light of the reactivity often attributed to self-monitoring. The present study compared both procedures within a reversal design involving college students with moderate levels of anger. Intervention consisted of behavioral contracting and relaxation as well as cognitive strategies of reappraisal and imagery. Measures included anger frequency, duration, and intensity, all of which were obtained in naturalistic settings. Results revealed significant and dramatic reductions in anger frequency and duration during self-intervention but no such improvements with self-monitoring apart from a slight reduction in anger intensity. The return to baseline self-monitoring was associated with no relapse in anger but a maintenance of treatment gains. Secondary findings of interest were a correlation between anger intensity and anger duration and a predominance of anger directed at persons rather than situations. In general, the outcome of this study adds strength to the inference that cognitive-behavioral self-interventions are effective for anger and that this effectiveness goes beyond mere reactivity. The effects are most pronounced for anger frequency and duration and this offers clues for future focal points in the practice of anger management.

Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development

2020 ◽  
Vol 56 (3) ◽  
pp. 131-140
Author(s):  
Sara Sanders ◽  
Lauren Hart Rollins ◽  
Linda H. Mason ◽  
Ashley Shaw ◽  
Kristine Jolivette
Keyword(s):  
Reading Comprehension ◽  
Students With Disabilities ◽  
Goal Setting ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Academic Skills ◽  
Strategy Development ◽  
Instructional Approach ◽  
Self Monitoring

Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of students with disabilities, including those with emotional and behavioral disorders (EBD). However, due to pre-existing deficits in self-regulation skills, students with EBD may benefit from intensifying the four self-regulation skills already present in SRSD. This article provides practical examples for intensifying goal setting, self-monitoring, self-instructions, and self-reinforcement within the existing SRSD instructional approach.

scholarly journals Peculiarities of self-regulation of extreme profile specialists

2017 ◽  
Vol 7 (1) ◽  
pp. 89-105 ◽  
Author(s):  
T.N. Kabanova ◽  
E.A. Pleshakova ◽  
A.A. Dubinsky ◽  
A.S. Vasilchenko
Keyword(s):  
Physical Activity ◽  
Trait Anxiety ◽  
Dynamic Properties ◽  
Self Regulation ◽  
Self Control ◽  
Professional Activity ◽  
Self Monitoring ◽  
Affective Component ◽  
Reactive Anxiety ◽  
High Level

Individually-psychological characteristics were studied and profiles of the styles of self-regulation of the employees engaged in hazardous were determined. The mainly group consisted of 30 men aged 21 to 60 years, who are specialists of dangerous professions. The comparison group included 30 men from 22 to 60 years, whose professional activity was not associated with risk. The following methods were used: questionnaire "Style of self-regulation of behavior" by V. I. Morosanova; questionnaire of self-control (H. Grasmik, 1993, adaptation Bulygina V. G., Abdrazakova A. M., 2009); the questionnaire BIS/BAS, used to study the sensitivity to punishment and reward; the questionnaire formal-dynamic properties of individuality by V. M. Rusalov; the aggression questionnaire by A. Buss and M. Perry (adaptation Enikolopov S. N., Cybulski N. P., 2007); the scale of anxiety Charles D. Spielberger (State-Trait Anxiety Inventory – STAI); personal questionnaire of the G. and S. Eysenck – EPQ. It was found that specialists hazardous professions are distinguished by: a higher level of development of the regulatory flexibility and individual system of conscious self-regulation activity; higher levels of extroversion, communication activity, the total adaptability; a lower level of reactive anxiety, trait anxiety and general emotional. Moreover, impulsiveness, egocentrism, lack of restraint and physical activity in the structure of self-monitoring specialists of dangerous professions associated with high levels of affective component of aggression and incoherence of parts of the process of self-regulation. There were allocated a 3 profile of self-regulation in specialists of dangerous professions: a) a high level of self-regulation – coupled with a high intellectual and physical development, the highest level of adaptability and general activity; b) medium – rapid response to emerging changes in the situation, the successful production alternatives, greater flexibility in the process of communicating with less intellectual and physical activity; c) low – the most developed stage of self-regulation is assessment of results with low rates of formal-dynamic properties of individuality and adaptability at the same time.

scholarly journals Investigating Nonnative TEFL Students’ Self-Regulation in an Online Learning Environment

2020 ◽  
Vol 11 (1) ◽  
pp. 125
Author(s):  
Safaa M. Khalil
Keyword(s):  
University Students ◽  
Self Regulation ◽  
Educational Process ◽  
Online Questionnaire ◽  
Virtual Classrooms ◽  
Regulatory Strategies ◽  
Undergraduate University Students ◽  
Group Interviews ◽  
High Level

Coping with technological revolution has become unavoidable in the educational process. In addition to the various advantages of integrating technology into the traditional classroom, utilizing it has been compulsory as an inevitable solution to a global crisis such as the Coronavirus pandemic that we face these days. The present study, using a case study design, aims at exploring self-regulatory strategies that undergraduate university students practice while engaging in virtual classrooms. Participants of the study were 187 university students from all levels. They are all majoring in Teaching English as a Foreign Language (TEFL). Data were collected using mixed method approach in which two tools of measurement were used in the research. An online questionnaire was administered to the participants, then online focus group interviews were conducted. Data gathered were analyzed statistically and findings revealed that non-native TEFL students are high-level self-regulatory learners with no significant effect of university level on students’ self-regulation. In addition, pedagogical recommendations were displayed.

scholarly journals Efl undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation

2019 ◽  
Vol 5 (1) ◽  
pp. 67
Author(s):  
Concilianus Laos Mbato ◽  
Anastasia Cendra
Keyword(s):  
Undergraduate Students ◽  
Help Seeking ◽  
Self Regulation ◽  
University Staff ◽  
Efl Students ◽  
Asian Context ◽  
High Level ◽  
Thesis Writing ◽  
The University ◽  
Undergraduate Thesis

Type Undergraduate thesis writing necessitates EFL students to self-regulate themselves, particularly in overcoming the difficulties they encounter and maintaining their motivation. To date, there has been little research on EFL undergraduate students’ self-regulation, help-seeking, and motivation-regulation in thesis writing, especially in Asian context. Under explanatory mixed-method framework, this research aimed to investigate how Indonesian EFL undergraduate students self-regulated their thesis writing process and to what extent their self-regulation assisted them to seek help and regulate their motivation. The results showed that the students generally demonstrated a high level of self-regulation, help-seeking, and motivation-regulation. Furthermore, it was revealed that self-regulation had a positive, significant, and moderate correlation with help-seeking (r=.461), and a positive, significant, and high correlation with motivation-regulation (r=.648). The findings suggested that self-regulation, help-seeking, and motivation-regulation were important for students to finish their challenging undergraduate thesis. However, even when the overall measured results were good, the support from other people including from the university staff were needed, especially in cultivating students’ self-regulatory mechanism. This research offers implications for the university and thesis advisors.

scholarly journals The Effect of Navigation Structure in Electronic Courseware and Self-regulated Learning on achievement and Satisfaction in Instructional Design for Undergraduate Students

2022 ◽  
Vol 5 (1) ◽  
pp. 129-184
Author(s):  
Eltayeb Ahmed Hassan Haroun
Keyword(s):  
Instructional Design ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Self Regulation ◽  
Satisfaction Scale ◽  
Self Regulated Learning ◽  
Quasi Experimental ◽  
Navigation Structure ◽  
Faculty Of Education ◽  
High Level

This study aims at identifying the effects of navigation structure in electronic courseware, and student self-regulation level on achievement in instructional design and satisfaction towards learning environment for undergraduate students. A quasi-experimental (3x3) factorial ANOVA design used to explore the main effects the independent variables. Two hundred nineteen respondents selected from third class undergraduate students in the faculty of education at Ablaba University. The respondents randomly assigned into one of three treatment groups varied in navigation structure. The treatment group used linear, hierarchical, and network navigation respectively. The tools consist of, achievement test, student's satisfaction scale, and self-regulation scale. The results showed that high-level self-regulated learners outperformed low-level self-regulated learners in achievement, and in satisfaction scale. There were no significant differences for the three treatments; the navigation structure employed in this study had no effect on participants’ learning and satisfaction. A significant interaction seen between leaning self-regulation skills and navigation structure. High-level self-regulated learners learn better from hierarchical navigation and less with linear navigation weak-level self-regulated learners learn better with linear navigation and weak with hierarchical. However, the network navigation structure mediate the two other navigation structure for all treatment group.

scholarly journals The Role of Self-Efficacy in the Thesis-Writing Experiences of Undergraduate Honors Students

2022 ◽  
Vol 10 ◽  
Author(s):  
Ann Medaille ◽  
Molly Beisler ◽  
Rayla Tokarz ◽  
Rosalind Bucy
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Critical Role ◽  
Emotional Awareness ◽  
The United States ◽  
Honors Students ◽  
Research Experiences ◽  
Academic Tasks ◽  
Regulatory Strategies ◽  
High Level

Writing a thesis is often the culminating experience for undergraduate students enrolled in university honors programs in the United States. Because writing a thesis is one of the most difficult academic tasks that an undergraduate student may undertake, it requires a high level of self-efficacy, or belief in one’s capabilities to achieve certain results. However, the factors that contribute to students’ efficacy expectations when writing a thesis are not fully understood. This qualitative study followed 11 honors students over the course of several months in order to understand their experiences as they completed their theses. Data was gathered through a series of four questionnaires and two interviews. Analysis revealed six themes: previous research experiences, emotions, project timelines, structure, advisors, and support networks. These themes suggest that students’ abilities to manage their emotions and employ self-regulatory strategies play a critical role in their self-assessments of efficacy during work on challenging academic tasks, findings which have implications for a variety of academic programs and campus support services. In addition, this study reveals that faculty mentoring of undergraduate students may require greater attention to cultivating emotional awareness and regulation than does the mentoring of graduate students.

The Factor Structure and Psychometric Properties of the Resiliency Scale in Chinese Undergraduates

2010 ◽  
Vol 26 (3) ◽  
pp. 162-171 ◽  
Author(s):  
Lixia Cui ◽  
Xiujie Teng ◽  
Xupei Li ◽  
Tian P.S. Oei
Keyword(s):  
Factor Analysis ◽  
Psychometric Properties ◽  
Factor Structure ◽  
Undergraduate Students ◽  
Concurrent Validity ◽  
Higher Order ◽  
Criterion Variable ◽  
Confirmatory Factor ◽  
High Level ◽  
Chinese Undergraduates

The current study examined the factor structure and the psychometric properties of Sandra Prince-Embury’s Resiliency Scale for Adolescents (RESA) in Chinese undergraduates. A total of 726 undergraduate students were randomly divided into two subsamples: Sample A was used for the exploratory factor analysis (EFA) and Sample B was used for the confirmatory factor analysis (CFA). The EFA revealed that 56 items and a model of 10 factors with 3 higher order factors (as described by Sandra) were to be retained; CFA with Sample B confirmed this result. The overall scale and the subscales of the Chinese-RESA demonstrated a high level of internal consistency. Furthermore, concurrent validity was demonstrated by the correlation of the scale with other instruments such as the PANAS and the CSS, and the predictive validity was confirmed via three multiple regression analyses using the PANAS as a criterion variable: one for the 10 subscales of the C-RESA, one for the 3 higher order scales, and one for the total C-RESA. We concluded that the C-RESA may be used for research into Chinese undergraduates’ adaptive behaviors.

Patient consent to medical students in general practice

2018 ◽  
Vol 68 (suppl 1) ◽  
pp. bjgp18X697229
Author(s):  
Matthew Webb ◽  
Sarah Thirlwall ◽  
Bob McKinley
Keyword(s):  
Medical Education ◽  
General Practice ◽  
Medical Students ◽  
Medical School ◽  
Undergraduate Students ◽  
Teaching Quality ◽  
School Students ◽  
Patient Journey ◽  
Patient Consent ◽  
High Level

BackgroundInformed consent is required for active participation of patients in medical education. At Keele Medical School, we require practices to advertise that they teach undergraduate students and to obtain appropriate patient consent at various stages of the patient journey.AimThe study aimed to explore patients’ experience of consent to involvement in undergraduate medical education in general practice.MethodDuring the final year at Keele University Medical School, students undertake a patient satisfaction survey. A questionnaire was attached to the reverse of this survey during the academic year 2016–2017. The questionnaire explored the stage of the patient journey consent was obtained, whether they were offered an alternative appointment and how comfortable they were with medical students being involved in their care.ResultsA total of 489 questionnaires were completed covering 62 GP practices. 97% of patients reported that consent was obtained at least once during their encounter and the majority reported that this occurred at booking. 98% of patients were comfortable or very comfortable with a medical student leading their consultation. However, 28% of those surveyed stated that they were either not given the option of not seeing the student or there was no other alternative appointment available.ConclusionThe results indicate that in the vast majority of cases patient consent is obtained at least once during their attendance. Patients expressed a high level of satisfaction with medical students’ involvement in their care. Further work is required to evaluate the role of the data as a marker of individual practice teaching quality.

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