Scaling up self- regulatory ability in childhood education as correlate of creative mindset

The study is on the need to scale up self – regulatory abilities in learners towards more sustainable national development in Nigeria. This study was instigated by the poor nature of children that need to create a background on purposeful activities in the learning environment. Three research questions raised which were translated into correspondent null hypotheses to guide the study. Some related literatures were reviewed accordingly. The study adopted a Survey research design with 218 samples selected through simple random sampling technique from primary school Pupils in Ogoja Education Zone of Cross River State. A four points likert scale questionnaire with eighteen items was adapted and validated and used for data collection. The reliability estimate was established for the instrument using the Cronbach alpha reliability method, the values were between o.76 and 0.81. Pearson product moment correlation method of analysis was employed to analyze the data. All hypotheses were tested at 0.05 level of significance. The result of the analysis revealed that all hypotheses were significant. Based on the findings, the researcher concluded that there was a relationship between self-regulatory learning ability and pupils’ creative mindset. The use of SRL strategy by pupils significantly correlates with pupils’ creative mindset. It was recommended among others that schools should organize sensitive educational programmes to develop children’s creative mindset. Parents, teachers and caregivers should encourage the values of managing emotions, behaviour and learning in children. Keywords: Self-regulatory ability, Early childhood education, creative mindset

Low Self-Control: A Hidden Cause of Loneliness?

Loneliness has been associated with multiple negative outcomes. But what contributes to loneliness in the first place? Drawing from the literature on the importance of self-regulatory ability for successful social functioning, the present research explored the role of low self-control as a factor leading to loneliness. A set of four studies (and three additional studies in Supplementary Online Materials ) using cross-sectional, experimental, daily diary, and experience sampling methods showed that lower self-control is associated with higher loneliness at both trait and state levels. Why does low self-control contribute to loneliness? Self-control failures that have negative implications for others lead to higher risks for being ostracized by others, which predicts increased feelings of loneliness over time. These results suggest that low self-control, which is often associated with negative intrapersonal outcomes, can have important interpersonal consequences by evoking ostracism, and consequently, loneliness.

Analisis Kemampuan Regulasi Kognisi Peserta Didik dalam Pembelajaran

Proses pembelajaran pada peserta didik perlu dilatihkan serangkaian kegiatan yang sangat penting agar pembelajaran dapat berhasil dengan baik. Tujuan penelitian ini adalah untuk mendapatkan gambaran tentang kemampuan regulasi kognisi peserta didik dalam pembelajaran dengan model RML (reflective metacognitive learning) dengan fase: (1) refleksi orientasi, (2) refleksi organisasi, (3) refleksi eksekusi, dan (4) refleksi verifikasi. Penelitian ini merupakan penelitian deskriptif. Sampel yang digunakan sebanyak 75 orang peserta didik di tingkat SMA/MA di Lombok Tengah, yang dipilih secara cluster random sampling. Instrumen yang digunakan berupa angket kemampuan regulasi kognisi sebanyak 34 butir pertanyaan/pernyataan yang telah dinyatakan valid dan reliabel. Data berupa kemampuan regulasi kognisi peserta didik dianalisis dengan menentukan rata-rata pencapaian setiap peserta didik pada masing-masing sekolah, dan penentuan rata-rata skor pada setiap indikator kemampuan regulasi kognisi. Hasil penelitian ini adalah kemampuan regulasi kognisi peserta didik yang dibelajarkan dengan model RML mencapai kategori baik. Hal ini dilihat dari perolehan rata-rata pada ketiga sekolah sebesar 3,20; 3,18; dan 3,08, perolehan rata-rata setiap indikator pada ketiga sekolah juga berkategori baik dengan skor 3,18 untuk indikator planning; 3,15 untuk idikator information management strategy; 3,16 untuk indikator monitoring ; 3,17 untuk indikator debugging; dan 3,12 untuk indikator evaluation. Dengan demikian, kemampuan regulasi kognisi peserta didik dapat dilatihkan dalam pembelajaran dengan model RML yang menekankan proses refleksi secara sadar melalui: (1) penyajian fenomena kkonflik kognitif, (2) penyajian fenomena anomali, (3) proses internalisasi, (4) penyajian fenomena baru yang terkait dengan konsep yang dibelajarkan.Analysis of Students' Cognition Regulation Ability in LearningAbstractThe learning process in students needs to be trained in a series of activities that are very important so that learning can be successful. The purpose of this study was to obtain an overview of the ability of students to regulate cognition in learning with the RML (reflective metacognitive learning) model with the following phases: (1) orientation reflection, (2) organizational reflection, (3) reflection on execution, and (4) reflection on verification. This research is descriptive research. The sample used was 75 students at the SMA / MA level in Central Lombok, who were selected by cluster random sampling. The instrument used was a questionnaire on the ability to regulate cognition as many as 34 questions / statements that were declared valid and reliable. Data in the form of students' cognitive regulatory abilities were analyzed by determining the average achievement of each student in each school, and determining the average score on each indicator of the cognitive regulatory ability. The results of this study were the ability of students to regulate cognition who learned the RML model reached a good category. This can be seen from the average acquisition of the three schools of 3.20; 3.18; and 3.08, the average acquisition of each indicator in the three schools was also in the good category with a score of 3.18 for the planning indicator; 3.15 for the information management strategy indicator; 3.16 for monitoring indicators; 3.17 for debugging indicators; and 3.12 for indicator evaluation. Thus, the ability of students to regulate cognition can be trained in learning with the RML model which emphasizes the process of conscious reflection through: (1) presenting cognitive conflict phenomena, (2) presenting anomalous phenomena, (3) internalizing processes, (4) presenting new phenomena which is related to the concept being learned.

Increased serum antimicrobial peptide LL-37 and HBD-2 combined with 25-hydroxyvitamin D3 deficiency in infants with pertussis

Introduction: Most children with serious infection diseases suffer from malnutrition. Vitamin D participates in the immune response through endogenous antimicrobial peptides (AMPs) regulation. The aim of this study is to investigate the expression of 25-hydroxyvitamin D3 [25(OH)D3], AMPs [LL-37 and human β-defensin 2 (HBD-2)] in the children with pertussis. Methodology: Serum levels of 25(OH)D3, LL-37, and HBD-2 were detected in 116 children with pertussis aged at 1–12 months (67 males and 49 females). Fifty healthy infants at similar age were employed as normal controls. Results: The serum 25(OH)D3 levels in the children with mild (27.30 ± 5.98 ng/ml) and severe (24.40 ± 6.27 ng/ml) pertussis were significantly lower than that in the healthy group (30.16 ± 5.13 ng/ml; p <0.01). The vitamin D deficiency rates in children with mild (55.9%) and severe (78.12%) pertussis were significantly higher than that in the control group (34%; p < 0.01). The serum levels of LL-37 and HBD-2 were significantly higher in pertussis patients. Spearman rank correlation analysis did not show any correlation of 25-(OH)D3 with LL-37 or HBD-2. Conclusions: Most children with pertussis had vitamin D deficiency accompanied by elevated serum LL-37 and HBD-2 levels. However, the average level of 25(OH)D3 at 26.50 ng/ml in the infants with pertussis may not affect the immuno-regulatory ability; thus, the infants with pertussis still maintained a higher level of AMPs (LL-37 and HBD-2) against pertussis infection.

Does control of insensible evaporative water loss by two species of mesic parrot have a thermoregulatory role?

ABSTRACTInsensible evaporative water loss (EWL) at or below thermoneutrality is generally assumed to be a passive physical process. However, some arid zone mammals and a single arid zone bird can control their insensible water loss, so we tested the hypothesis that the same is the case for two parrot species from a mesic habitat. We investigated red-rumped parrots (Psephotus haematonotus) and eastern rosellas (Platycercus eximius), measuring their EWL, and other physiological variables, at a range of relative humidities at ambient temperatures of 20 and 30°C (below and at thermoneutrality). We found that, despite a decrease in EWL with increasing relative humidity, rates of EWL were not fully accounted for by the water vapour deficit between the animal and its environment, indicating that the insensible EWL of both parrots was controlled. It is unlikely that this deviation from physical expectations was regulation with a primary role for water conservation because our mesic-habitat parrots had equivalent regulatory ability as the arid habitat budgerigar (Melopsittacus undulatus). This, together with our observations of body temperature and metabolic rate, instead support the hypothesis that acute physiological control of insensible water loss serves a thermoregulatory purpose for endotherms. Modification of both cutaneous and respiratory avenues of evaporation may be involved, possibly via modification of expired air temperature and humidity, and surface resistance.

DEVELOPMENT OF TEACHER’S CONFLICTOLOGICAL COMPETENCE IN THE SYSTEM OF METHODICAL WORK OF GENERAL SECONDARY EDUCATIONAL INSTITUTIONS

The aim of the article is to improve teachers’ conflictological competence in the system of methodical work of institutions of general secondary education. The tasks of the article are to determine the directions of development of teacher’s conflictological competence and to clarify the criteria and indicators of formation of teacher’s conflictological competence. The directions of development of teacher’s conflictological competence have been presented, taking into account teachers’ readiness for conflictological activity. They have meant independent work for experienced teachers and introduction of special seminar “Fundamentals of Pedagogical Conflictology” for beginner teachers. The special seminar has included the use of educational forms and methods aimed at activation of educational-cognitive actions, development of learning independence and creativity of teachers. It has meant the use of lectures and seminars in the form of a dialogue with audience, business and role-playing games, training and testing methods, analysis of incidents and conflicts, work with own biography etc. The main criteria and indicators of formation of teacher’s conflictological competence have been clarified. They are motivational, cognitive and procedural-activity criteria. The motivational criterion included positive attitude and awareness of expediency of acquiring conflictological competence. The cognitive criterion meant completeness of conflictological knowledge. The procedural-activity criterion included the formation of conflictological skills. The main skills are diagnostic (adequate analysis on conflict situation, clear definition of the initial parameters of conflict, the causes of conflict, its participations and their peculiarities, motives and intentions), communicative (ability to engage in dialogue, focusing on the rules of conflict-free communication, peculiarities and emotional state of an interlocutor), regulatory (ability to use effective methods for solving the conflict), prognostic (substantiated prognosis of conflict developments) and reflexive (analysis and correction of own behaviour).