Developing Self-Regulation and Study Skills

2021 ◽  
pp. 127-139
Author(s):  
Del Siegle
Keyword(s):  
Author(s):  
Egle Gerulaitiene ◽  
Natalija Mažeikienė

<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>


Author(s):  
Hany Zaky

The ability to write effectively becomes increasingly essential in our global community. Writing is a cognitively complex and demanding activity. Thus, writing instruction assumes an increasing role in language education in general, and writing proficiency heavily depends on the acquisition and development of self-regulation and transcription skills. With self-regulated learning (SRL), students create better learning habits, strengthen their study skills, monitor their performance, and evaluate their academic progress. The body of research in composition and language teaching highlights the self-regulation impact on beginning and developing writers' competencies in diverse cultural backgrounds. Hence, educators should be aware of the factors influencing their manipulation of SRL in their writing classes. This article addresses some of these factors directing the composition pedagogy for more adult learners' deliberate practice and high self-regulation beliefs. It pinpoints some research-based classroom strategies for more effective teaching.


2020 ◽  
Vol 47 (2) ◽  
pp. 162-168
Author(s):  
Julia Englund Strait ◽  
Gerald Gill Strait ◽  
Maryellen Brunson McClain ◽  
Laurel Casillas ◽  
Kristin Streich ◽  
...  

This preliminary randomized controlled experiment evaluated the effects of a single classroom mindfulness educational session, versus an active contact control activity (study skills review), on college students’ mindfulness meditation frequency and self-reported stress, anxiety, and self-regulation. Those in the intervention group reported marginal increases in meditation frequency, decreased stress (but not anxiety), and improved self-regulation on one of two measures. Decreased stress explained the relationship between group assignment and self-regulation improvements. We provide recommendations for future research based on study limitations, as well as implications for classroom psychology instructors.


2015 ◽  
Vol 5 (2) ◽  
pp. 207-220
Author(s):  
Özge Can Aran

The purpose of this study is to evaluate the relationship between self-regulation and study skills theoretically. In the literature, there are numerous articles which examine self-regulation, study skills and the relationship between these skills and learning strategies, and learning approaches. As a result of examining these articles, it is noted that there are similar aspects between self-regulation and study skills. These similarities reveal there is a need to examine the relationship between them in detail. Therefore, in this study, (a) self-regulation, (b) strategies to improve self-regulation skills, (c) study skills and (d) the relationship between self- regulation and study skills are examined. Additionally, on the basis of the relationship between self-regulation and study skills, in this study, the issues that need to be taken into heed when self-regulation and study skills imparted in the schools are also focused on. The results of this study are expected to shed light on the studies related to the attainment of these skills.


2009 ◽  
Vol 16 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Gary A. Troia

Abstract This article first provides an overview of components of self-regulation in writing and specific examples of each component are given. The remainder of the article addresses common reasons why struggling learners experience trouble with revising, followed by evidence-based practices to help students revise their papers more effectively.


2019 ◽  
Vol 33 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Elizabeth M. Stoakley ◽  
Karen J. Mathewson ◽  
Louis A. Schmidt ◽  
Kimberly A. Cote

Abstract. Resting respiratory sinus arrhythmia (RSA) is related to individual differences in waking affective style and self-regulation. However, little is known about the stability of RSA between sleep/wake stages or the relations between RSA during sleep and waking affective style. We examined resting RSA in 25 healthy undergraduates during the waking state and one night of sleep. Stability of cardiac variables across sleep/wake states was highly reliable within participants. As predicted, greater approach behavior and lower impulsivity were associated with higher RSA; these relations were evident in early night Non-REM (NREM) sleep, particularly in slow wave sleep (SWS). The current research extends previous findings by establishing stability of RSA within individuals between wake and sleep states, and by identifying SWS as an optimal period of measurement for relations between waking affective style and RSA.


2017 ◽  
Vol 31 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Asmir Gračanin ◽  
Igor Kardum ◽  
Jasna Hudek-Knežević

Abstract. The neurovisceral integration model proposes that different forms of self-regulation, including the emotional suppression, are characterized by the activation of neural network whose workings are also reflected in respiratory sinus arrhythmia (RSA). However, most of the previous studies failed to observe theoretically expected increases in RSA during emotional suppression. Even when such effects were observed, it was not clear whether they resulted from specific task demands, a decrease in muscle activity, or they were the consequence of more specific self-control processes. We investigated the relation between habitual or trait-like suppression, spontaneous, and instructed suppression with changes in RSA during negative emotion experience. A modest positive correlation between spontaneous situational and habitual suppression was observed across two experimental tasks. Furthermore, the results showed greater RSA increase among participants who experienced higher negative affect (NA) increase and reported higher spontaneous suppression than among those with higher NA increase and lower spontaneous suppression. Importantly, this effect was independent from the habitual suppression and observable facial expressions. The results of the additional task based on experimental manipulation, rather than spontaneous use of situational suppression, indicated a similar relation between suppression and RSA. Our results consistently demonstrate that emotional suppression, especially its self-regulation component, is followed by the increase in parasympathetic activity.


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