A Conceptual Study on Self-Regulation Skills in the Context of Virtual Identity Use in Distance Education

2022 ◽  
pp. 547-565
Author(s):  
Esra Barut Tuğtekin
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Conceptual Framework ◽  
Knowledge Construction ◽  
Self Regulation ◽  
Virtual Learning ◽  
Virtual Identity ◽  
Conceptual Study ◽  
The Individual ◽  
Effective Use

In distance education, instructor control over learners is limited compared to traditional settings. Learning in distance education includes the process of developing the virtual identity of the individual. Learners and instructors use their virtual identities to share ideas and promote themselves by participating in social. Therefore, this research aims to evaluate self-regulation skills in the context of virtual identity use strategies in distance education and to evaluate them in a conceptual framework. Considering the literature, self-regulation skills need to be rearranged according to virtual learning to achieve academic success in distance education environments. It should be accepted that virtual identities are crucial to create participation in the classroom and support knowledge construction, and instructors should guide this. It is recommended to provide training to instructors and learners on the effective use of virtual identity and to carry out incentive activities to reflect self-regulation skills in the use of virtual identity and lessons.

scholarly journals Measuring Self-Regulation of Distance Learners: A Comparative Study of Science and Arts Students

2020 ◽  
Vol 5 (2) ◽  
pp. 138-157
Author(s):  
Farkhunda Rasheed Choudhary ◽  
Azhar Mahmood ◽  
Sidra Khushnood
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Distance Learning ◽  
Goal Setting ◽  
Future Orientation ◽  
Self Regulation ◽  
High Rate ◽  
Distance Learners ◽  
Science Students ◽  
Online Questionnaire

In distance learning, students’ self-regulation and autonomy has vital place. Learner’s selfregulation is a major predictor of the academic success of distance learner. The high rate of selfregulation increases the quality of distance education. Therefore, it is important to explore that how much self-regulated the distance learners are in a distance education mode. This study aimed at exploring the self-regulation strategies of science and arts students studying in a distance learning university. The present study was descriptive in nature and survey was used for it. A sample of forty students was selected through purposive sampling. Learners’ self-regulation was measured through research tool, having six constructs such as planning, monitoring, effort made by the distance learners to accomplish the course, self-efficacy, help-seeking situations, time and environment management situations. The data was collected through online questionnaire. It was found that distance learning science students were more self-regulated than arts students. Overall science students scored significantly higher grades than that of arts students. It is concluded that the science students are more self  regulated due to self monitoring for their studies, more goal setting and more group interdependence. Goal setting and group interdependence can be considered as contributor for high GPA of distance learners. For science students, group interdependence is a good predictor of more GPA, however, for arts students, future orientation can be a predictor of good GPA. It is recommended that more interaction must be increased between instructor and arts students so that they can be more self-regulated about their studies.

scholarly journals Autorregulação da Aprendizagem na Educação a Distância: Análise das Produções Científicas Realizadas em Brasil e Portugal no Período de 2010 a 2015

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Janaína Copello Quintes Monnerat ◽  
Maria Teresa Ribeiro Pessoa ◽  
Joaquim Armando Gomes Alves Ferreira
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Learning Strategies ◽  
Self Regulation ◽  
The Self ◽  
Self Regulated Learning ◽  
Technological Tools ◽  
Regulated Learning ◽  
E Learning ◽  
Hypermedia Applications

A sociedade atual, do conhecimento e da informação, requer do ensino superior novas dinâmicas mediadas pelas tecnologias, constituindo-se, nesse contexto, a Educação a Distância como modalidade de ensino privilegiada. Tornam-se relevantes a análise e a compreensão das formas de aquisição de conhecimento nessa modalidade por parte dos alunos, sendo o estudo da variável autorregulação da aprendizagem priorizada dada a sua importância para o sucesso acadêmico dos mesmos. O presente trabalho, após pesquisa guiada pelos atuais e credíveis repositórios português e brasileiro, RCAAP e CAPES, analisou artigos, dissertações de mestrado e teses de doutorado no âmbito da autorregulação da aprendizagem na Educação a Distância publicados no Brasil e em Portugal no período de 2010 a 2015. Os resultados encontrados apontam para quatro abordagens principais: o portfólio, como instrumento com imenso potencial da aprendizagem autorregulada; as estratégias de aprendizagem como extremamente importantes nos processos de autorregulação; estudos centrados no tutor e na forma como estes podem promover a autorregulação nos alunos; e, por último, as TIC, ou seja, as aplicações hipermédia como apoio à aprendizagem autorregulada. São necessários estudos mais aprofundados sobre este tema, incluindo a ampliação das plataformas de busca para um resultado mais abrangente.Palavras-chave: Autorregulação, E-learning, Educação a Distância. Self Regulation of Learning in the E-Learning Area - Analysis of the Scientific Works Performed in Brazil and Portugal in the Period of 2010 to 2015AbstractHigher education includes an integration of various technological tools and distance education is constituted as a privileged mode of education. It is relevant to the analysis and understanding of the ways of acquiring knowledge by the students and the study of self-regulation variable prioritized learning given its importance for academic success thereof. This study analyzed articles, dissertations and theses PhD under the Self-Regulation of Learning in Distance Education published in Brazil and Portugal in the period 2010 to 2015 in RCAAP's and CAPES's databases. The results point to four main approaches: the portfolio as a tool with great potential of self-regulated learning; learning strategies as extremely important in the self-regulation processes; studies centered tutor and how these may promote self-regulation in students; and, finally, ICT, so hypermedia applications like self-regulating support for learning. Further studies are needed on this topic including the expansion of search platforms to a broader result.Keywords: Self regulation, E-learning, Distance education.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

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.

SELF-PRESERVATION OF THE PHYSICAL HEALTH OF STUDENTS IN THE VIEW OF THEIR PROFESSIONAL AND LABOR COMPETENCIES

2020 ◽  
pp. 31-40
Author(s):  
Pavlov B.S. ◽  
Sentyurina L.B. ◽  
Pronina E.I. ◽  
Pavlov D.B. ◽  
Saraikin D.A.
Keyword(s):  
Physical Health ◽  
Everyday Life ◽  
Healthy Lifestyle ◽  
Leisure Activities ◽  
Physical Culture ◽  
Federal Districts ◽  
The Individual ◽  
Effective Use ◽  
Academy Of Sciences ◽  
Labor Potential

The state policy of health preservation of Russians and the process of introducing a healthy lifestyle into their everyday life is hampered by the lack of sufficient self-activity and purposefulness of the individual ecological and valeological behavior of representatives of various population groups. According to the authors of the article, one of the important indicators of the maturity of professional and labor competencies of school and student youth is their readiness and desire for permanent self-preserving behavior. “With numbers in hand,” the authors show the scale of deviant deviations and the phenomena of spontaneous irresponsibility in the educational and leisure activities of students, hindering the preservation and development of physical culture, the accumulation and effective use of their psychophysiological and labor potential. The conclusions of the proposal of the authors of the article are based on the results of a number of sociological surveys conducted in 2000-2020. at the Institute of Economics of the Ural Branch of the Russian Academy of Sciences in a number of secondary schools and universities of the Ural and Volga Federal Districts.

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.

Exploring Self-Regulation Based Virtual Learning Environments Using Diary

2015 ◽  
Vol 3 (2) ◽  
pp. 66-75
Author(s):  
Mahmoud Mohamed Hussien Ahmed ◽  
Chaklam Silpasuwanchai ◽  
Naglaa Mohammed Fares ◽  
Zeinab Mohamed Amin ◽  
Abd El-Rahem Ahmed Ahmed Salama
Keyword(s):  
Learning Environments ◽  
Self Regulation ◽  
Virtual Learning ◽  
Virtual Learning Environments

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.

scholarly journals Self-Regulation using Moodle Virtual Learning Environment (VLE) in Solar System Practice

2021 ◽  
Vol 1779 (1) ◽  
pp. 012072
Author(s):  
BR Rosyadi ◽  
Khoirun Nisa ◽  
Irfan Afandi ◽  
Fathor Rozi ◽  
Ahmad Fawaid ◽  
...  
Keyword(s):  
Solar System ◽  
Learning Environment ◽  
Self Regulation ◽  
Virtual Learning ◽  
Virtual Learning Environment
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