Preparing conscious self-regulated readers through metacognition

2021 ◽  
Vol 2 (5/S) ◽  
pp. 330-337
Author(s):  
Zaure Kertaeva
Keyword(s):  
Selective Attention ◽  
Metacognitive Strategies ◽  
Successful Implementation ◽  
Task Planning ◽  
Self Monitoring ◽  
Self Evaluation

The purpose of the article is to share the results of the experiment carried out in order to compare the readers who use and do not use metacognitive strategies and procedures intended to make readers more conscious and self-regulated through metacognition. The research was carried out following Dhieb-Henia`s theory which states that metacognition includes four phases – selective attention to the task, planning, self-monitoring, and self-evaluation. The hypothesis of the research “Successful implementation of metacognition makes learners conscious effective self-regulated readers” has been confirmed by the end of the experiment

A Survey Study of Chinese College Engineering Students’ Use of Metacognitive Strategies in English Writing

2016 ◽  
Vol 6 (7) ◽  
pp. 1390 ◽  
Author(s):  
Xin Chen ◽  
Gengsheng Xiao
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Engineering Students ◽  
Metacognitive Strategies ◽  
Survey Study ◽  
Writing Proficiency ◽  
Self Monitoring ◽  
English Writing ◽  
Self Evaluation ◽  
Classroom Activities

Metacognitive strategy has been recognised as a crucial factor in language learning, and its role in English writing for Chinese learners still remains unknown. The present study investigates 215 Chinese college engineering students’ use of metacognitive strategies through employing research methods of questionnaire survey and writing proficiency test. According to the results, it is found that selective attention and self-monitoring are used in writing quite often, while planning and self-evaluation are seldom used. Besides, the differences in the use of metacognitive strategies between freshmen and sophomores are not statistically significant. It is also found that engineering students of higher writing proficiency tend to employ metacognitive strategies in academic writing more frequently and effectively than those with poor writing skills. It is eventually suggested that metacognitive strategies should be imparted to the students, and that the training of metacognitive strategies should be integrated into classroom activities of English writing teaching.

PENERAPAN TEKNIK SELF MANAGEMENT TERHADAP KEPATUHAN BEROBAT PENDERITA HIV DI YOGYAKARTA

2017 ◽  
Vol 16 (1) ◽  
Author(s):  
Yuliati Hasanah
Keyword(s):  
Medication Adherence ◽  
Behavioral Approach ◽  
Self Management ◽  
Single Subject ◽  
Single Subject Design ◽  
Self Monitoring ◽  
Self Evaluation ◽  
Subject Design ◽  
Management Techniques ◽  
The Subject

Abstract Self management is a strategy in which the cognitive behavioral approach in the application, subject to the expected full attendance during the intervention process. NAP is an HIV patient and had undergone antiretroviral therapy. Saturation, fatigue experienced by NAP during the ARV therapy, so found some times subject medical leave provisions. Healthy behavior in a sick person (in this case a person suffering from HIV) one of which is adherent to treatment that must be endured. This research aims to gain result the applying of self management techniques against medication adherence of NAP patient with HIV in the Balai Rehabilitasi Sosial Pamardi PutraYogyakarta. This study focuses on the application of self-management techniques that include self-monitoring, self reinforcement and self evaluation of medication adherence that includes aspects of belief, accept and act on the subject. Researchers used quantitative approach by using the method of single subject design N = 1 model A-B-A now where the measurements and observations made in each phase. The subject in this study as many as one person with initials NAP. The purpose of this study is to look at the effect of applying the self management technique against NAP’s medication adherence. The results of this study indicate that the application of self-management techniques have a positive effect in improving NAP’s medication adherence with skor of 2SD smaller than skor of the mean phase difference A2 and A1. Stages through the application of this technique is extracting and determining value, set goals, formulate an action plan, the implementation of self-monitoring, self reinforcement and self evaluation. Based on the analysis of the results of the study concluded that the motivation, participation and discipline will determine the effectiveness of the intervention. Support of family members is also important to support the commitment of the subjects in this therapy.Keywords: behavior modification, HIV, medication adherence, self-management AbstrakManusia dapat memutuskan dan menentukan dirinya sendiri. Berdasarkan asumsi tersebut teknik self management merupakan salah satu teknik modifikasi perilaku yang memfokuskan pada regulasi diri. Self management merupakan salah satu strategi dalam pendekatan perilaku kognitif dimana dalam penerapannya, subjek diharapkan kehadiran penuh selama proses intervensi. NAP adalah seorang penderita HIV dan telah menjalani terapi ARV. Kejenuhan, kelelahan dialami NAP selama mengikuti terapi ARV, sehingga ditemukan beberapa kali subjek meninggalkan ketentuan-ketentuan medis. Perilaku sehat pada orang sakit (dalam kasus ini seseorang yang menderita HIV) salah satunya adalah patuh terhadap pengobatan yang harus dijalani. Penelitian ini bertujuan untuk memperoleh hasil dari penerapan teknik self management terhadap kepatuhan berobat subjek NAP sebagai penderita HIV di Balai Rehabilitasi Sosial Pamardi Putra Yogyakarta. Penelitian ini menitikberatkan pada penerapan teknik self management yang mencakup self monitoring, self reinforcement dan self evaluation terhadap kepatuhan berobat yang mencakup aspek mempercayai (belief), menerima (accept) dan tindakan (act) pada subjek. Peneliti menggunakan pendekatan kuantitatif dengan menggunakan metode single subject design N=1 dengan model A-B-A dinama pengukuran dan pengamatan dilakukan di setiap fase. Subjek dalam penelitian ini sebanyak satu orang dengan inisial NAP. Tujuan penelitian ini adalah untuk melihat pengaruh penerapan teknik self management terhadap kepatuhan berobat subjek NAP. Hasil penelitian ini menunjukkan bahwa penerapan teknik self management mempunyai pengaruh positif dalam meningkatkan kepatuhan berobat subjek NAP dengan nilai 2SD lebih kecil dari selisih mean fase A2 dan A1. Tahapan yang dilalui dalam penerapan teknik ini adalah penggalian dan penentuan value, menetapkan goals, merumuskan rencana tindakan, pelaksanaan self monitoring, self reinforcement dan self evaluation. Berdasarkan analisa hasil penelitian disimpulkan bahwa motivasi, peran serta dan kedisiplinan akan menentukan efektifitas intervensi. Dukungan anggota keluarga juga penting untuk mendukung komitmen subjek dalam terapi ini.Kata kunci:  HIV, kepatuhan berobat, modifikasi perilaku, self management

Leadership and school self-evaluation in Irish-medium immersion: A roadmap for success

2021 ◽  
pp. 174114322110152
Author(s):  
TJ Ó Ceallaigh ◽  
Aoife Ní Shéaghdha
Keyword(s):  
Quality Indicators ◽  
Cognitive Skills ◽  
Best Practice ◽  
Research Question ◽  
Evaluation Process ◽  
Successful Implementation ◽  
Language And Literacy ◽  
Evaluation Tool ◽  
Self Evaluation ◽  
Individual Interviews

While research on Irish-medium immersion education (IME) has heralded benefits such as cognitive skills, academic achievement and language and literacy development, many studies have also identified challenges to its successful implementation. Immersion-specific research-validated tools can help school leaders navigate the school self-evaluation journey, critically review and evaluate the quality of aspects of their school’s provision and plan for improvement. This paper reports on one theme, leadership, from a larger study, Quality indicators of best practice in Irish-medium immersion (Ó Ceallaigh and Ní Shéaghdha, 2017). Qualitative in nature, the study was guided by the following research question: What are IME educators’ perceptions of best practices in IME?. The study explored 120 IME educators’ perceptions of best practice in IME to inform the development of IME quality indicators. Individual interviews and focus group interviews were utilised to collect data. Data analysis revealed particular themes related to best IME leadership practices. Findings in turn informed the design of an evidence-informed school self-evaluation tool for IME settings. The various functions of the tool will be explored with a particular emphasis on building teaching and leadership capacity in IME through the school self-evaluation process.

Self-Management with Behaviorally Disordered Students in School Settings: A Promise Unfulfilled?

1989 ◽  
Vol 14 (4) ◽  
pp. 250-262 ◽  
Author(s):  
Charles A. Hughes ◽  
Kathy L. Ruhl ◽  
Anjali Misra
Keyword(s):  
Self Management ◽  
Future Research ◽  
Professional Literature ◽  
Behaviorally Disordered ◽  
Self Monitoring ◽  
Self Evaluation ◽  
School Settings ◽  
Management Procedures ◽  
Procedural Concerns ◽  
Self Instruction

Self-management procedures have been promoted in the professional literature as effective in producing, maintaining, and generalizing behavior changes in behaviorally disordered students. Additional purported advantages are increased student involvement in the behavior change process with a concurrent decrease in teacher involvement. The present review was conducted to evaluate studies of self-management procedures (i.e., self-evaluation, self-instruction, self-monitoring, and self-reinforcement) used with behaviorally disordered students in school settings. While general support for these techniques was found, many procedural concerns must be addressed in future research before educators can use them with confidence and efficiency.

scholarly journals SELF-REGULATED LEARNING MICROANALYSIS FOR THE STUDY OF THE PERFORMANCE OF CLINICAL EXAMINATIONS BY PHYSIOTHERAPY STUDENTS

2019 ◽  
Author(s):  
Raquel Medina ◽  
Daniel David Álamo-Arce ◽  
Felipe Rodríguez de Castro ◽  
Dario Cecilio Fernandez ◽  
John Sandars ◽  
...  
Keyword(s):  
Strategic Planning ◽  
Clinical Examination ◽  
Learning Processes ◽  
The Self ◽  
Rater Reliability ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Regulated Learning ◽  
Physiotherapy Students

Abstract Background Understanding how health sciences students learn to perform clinical examinations is required to inform feedback that improves performance. Self-regulated learning (SRL) is an essential component of effective feedback. The key self-regulated learning processes can be identified using microanalysis. Self-regulated learning microanalysis is increasingly used to assess and inform the training of clinical skills in medical education but there are no studies on the use of self-regulated learning microanalysis to understand the performance of clinical examination by physiotherapy students. The aim of this study was to evaluate the feasibility of using self-regulated learning microanalysis to understand how physiotherapy students use key self-regulated learning processes while performing a clinical examination. Method SRL microanalysis assessed the self-regulated learning processes of second year physiotherapy students of a Spanish university (n= 26) as they performed a goniometric evaluation. An analysis of inter-rater reliability was also performed to evaluate the degree of agreement among raters. Results There were differences in the use of key self-regulated learning processes between successful (n= 15: 57.0%) and unsuccessful performers (n= 11: 43.0%), with differences in strategic planning, self-monitoring and the self-evaluation phases. There was good inter-rater reliability for scoring strategic planning (k=0.792), self-monitoring (k=0.946) and self-evaluation (k=0.846). Conclusion SRL microanalysis is a feasible approach to identify the key self-regulated learning processes of the performance of clinical examination by physiotherapy students. Further research with larger number of students and a variety of tasks is recommended.

scholarly journals A Journey into the Metacognitive Learning Strategies

2019 ◽  
Vol 15 (14) ◽  
pp. 4
Author(s):  
Eleni Mitsea ◽  
Athanasios Drigas
Keyword(s):  
Executive Functions ◽  
Learning Strategies ◽  
Positive Relationship ◽  
Metacognitive Strategies ◽  
Research Interest ◽  
Self Monitoring ◽  
Metacognitive Learning ◽  
Learning And Achievement

<p>In the last few decades, there has been growing research interest in investigating the positive relationship between metacognitive strategies, conscious learning, and achievement. However, the lack of a uniform classification indicates a need to map the different approaches, so as to discover the cornerstone strategies that result in ascending the knowledge and consequently the consciousness pyramid. The outcome of this study place executive functions, self-monitoring, and adaptation at the heart of these strategies.</p><p><strong> </strong></p>

Comparison of Cognitive and Behavioral Self-Control Treatments of Depression

1987 ◽  
Vol 60 (3) ◽  
pp. 975-982 ◽  
Author(s):  
J. Randy Thomas ◽  
Robert A. Petry ◽  
Jacquelin R. Goldman
Keyword(s):  
Group Treatment ◽  
The Self ◽  
Self Control ◽  
Control Treatment ◽  
Self Monitoring ◽  
Cognitive Treatment ◽  
Self Evaluation ◽  
Treatment Conditions ◽  
Treatment Of Depression

A self-control treatment of depression was evaluated against a cognitive treatment of depression. 30 depressed female volunteer subjects were randomly assigned to one of two 6-wk. group treatment conditions. The self-control treatment focused on self-monitoring, self-evaluation and self-reinforcement. The cognitive treatment emphasized identifying and altering irrational thoughts. The self-control treatment was as effective as the cognitive treatment in producing significant reductions in depression. Results remained stable at a 6-wk. follow-up. Discussion focused on the efficacy of the self-control model and implications for research.

scholarly journals METACOGNITIVE STRATEGIES: INVESTIGATING EFL STUDENTS' SELF-EVALUATION OF SPEAKING PERFORMANCE DURING ONLINE LEARNING

2020 ◽  
Vol 3 (2) ◽  
pp. 413-419
Author(s):  
Ryantika Dyah Safitri ◽  
Lilia Indriani
Keyword(s):  
Metacognitive Strategies ◽  
Metacognitive Strategy ◽  
English Department ◽  
State University ◽  
Online Classes ◽  
Online Class ◽  
Self Evaluation ◽  
Efl Students ◽  
Speaking Performance ◽  
Almost All

This study examines an investigation toward EFL students' self-evaluation in speaking performance to report the metacognitive strategies using during an online class. The participants were 35 EFL students at the English Department of a state university. Self-evaluation is a type of metacognitive strategy in which students assess and measure their work (Amanda Arp, 2016). This study is based on previous research regarding self-evaluation by Amanda Arp in 2016. Researcher using the coding self-evaluation that was adapted from thirty self-evaluations based on the use of descriptive coding (Saldaña). A questionnaire was administered to the EFL students to explore their self-evaluation strategy towards their speaking performance during online classes. The results show that there are almost all participants applied the Metacognitive strategy which is self-evaluation toward their speaking performance during an online class

scholarly journals MENGOPTIMALKAN SELF MANAGEMENT SEBAGAI UPAYA MENUMBUH KEMBANGKAN KEGIATAN PEMBELAJARAN MATA PELAJARAN EKONOMI DI SEKOLAH MENENGAH ATAS

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Adi Suprayitno
Keyword(s):  
High School ◽  
High School Student ◽  
Behavioral Therapy ◽  
Self Management ◽  
Student Learn ◽  
Self Monitoring ◽  
Senior High School Student ◽  
Self Evaluation ◽  
Therapy Technique ◽  
Student Question

Self-Management represent therapy technique form of behavior/behavioral. Therapy form of behavior this focus study to individual to become effective changer this for behavior will own. technique of Self-Management this cover: self-monitoring, self-evaluation, and self-reinforcement. Third the technique aim to be behavioral to to increase learn Senior High School student. Learn SMA beside as instructor, also as coach and counsellor. As counsellor, teacher share to assist process learn by creating the condition of conducive student able to alter its own behavior and also can solve internal issues activity of study economic subject. Problem of which often experienced of to relate to process learn namely student do not want to enquire if/when meeting items which is difficult to be comprehended, and in disregard of student question of items studied. To overcome problems of student, can be developed technique of self-management. Stages;Steps mentioned as following: ( 1) planning and executing distorting technique; ( 2) evaluating distorting program.

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