Intrinsic and extrinsic future goals: Their differential effects on students’ self‐control and distal learning outcomes

2019 ◽  
Vol 56 (10) ◽  
pp. 1596-1613
Author(s):  
Karen C. H. Zhoc ◽  
Ronnel B. King ◽  
Wilbert Law ◽  
Dennis M. McInerney
Keyword(s):  
Learning Outcomes ◽  
Self Control ◽  
Differential Effects ◽  
Future Goals ◽  
Distal Learning

Influence of Age, Gender, and Perceived Self-Control on Future Goals of Children in Adversities

2016 ◽  
Vol 10 (4) ◽  
pp. 1107-1119 ◽  
Author(s):  
Matthew O. Olasupo ◽  
Erhabor S. Idemudia
Keyword(s):  
Self Control ◽  
Future Goals

Resource forecasting: Differential effects of glucose taste and ingestion on delay discounting and self-control

Appetite ◽  
2018 ◽  
Vol 121 ◽  
pp. 101-110 ◽  
Author(s):  
X.T. Wang ◽  
Ryan N. Reed ◽  
Lee A. Baugh ◽  
Kelene A. Fercho
Keyword(s):  
Delay Discounting ◽  
Self Control ◽  
Differential Effects

Using digital tasks when teaching mathematics at school

2021 ◽  
Vol 1 (8) ◽  
pp. 37-52
Author(s):  
N. A. Lebedeva ◽  
T. A. Chernetskaya
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Dynamic Models ◽  
Educational Process ◽  
Point Of View ◽  
Self Control ◽  
Full Time ◽  
Geometric Constructions ◽  
Training Courses ◽  
Training Exercises

The article discusses various types of digital math tasks to be performed on computers or tablets. The experience of creating digital tasks in mathematics with complex answers from the point of view of automatic verifcation: algebraic expressions, geometric constructions, graphs of functions, etc. is discussed. As an example of the use of digital tasks, the use of digital materials for preparing schoolchildren for the Unifed State Exam in mathematics of a profle level is considered. The article also discusses various forms of using simulators and tests in the educational process: supporting the independent activities of students in the full-time educational process, supporting online learning with a teacher in the context of the coronavirus pandemic, independent online learning without a teacher based on specially prepared and structured training courses. In the latter case, in addition to simulators, it is proposed to use other digital educational resources to increase the visibility of the educational material and organize self-control of learning outcomes: videos, slides, dynamic models, training exercises for problems with a detailed answer to the options for the USE control and measuring materials.

Differential effects of problem-solving demands on individual and collaborative learning outcomes

2011 ◽  
Vol 21 (4) ◽  
pp. 587-599 ◽  
Author(s):  
Femke Kirschner ◽  
Fred Paas ◽  
Paul A. Kirschner ◽  
Jeroen Janssen
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Learning Outcomes ◽  
Differential Effects

scholarly journals IMPLEMENTATION OF SCIENTIFIC READING BASED PROJECT (SRBP) MODEL TO IMPROVE COOPERATION AND NATURAL SCIENCE LEARNING OUTCOMES ABOUT HEAT TRANSFER FOR FIFTH GRADE STUDENTS OF SDN KEMIRI IN ACADEMIC YEAR OF 2019/2020

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Ellie Syafitri ◽  
Tri Saptuti Susiani ◽  
Kartika Chrysti Suryandari
Keyword(s):  
Heat Transfer ◽  
Learning Outcomes ◽  
Science Learning ◽  
Student Learning Outcomes ◽  
Self Control ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Data Validity ◽  
Project Model ◽  
Academic Year

<em>The study aimed to improve cooperation and learning outcomes of fifth grade students of SD N Kemiri in academic year of 2019/2020.It was classroom action research conducted in two cycles. The subjects were fifth grade students of SD N Kemiri. Data collection techniques were tests and non-tests. The data validity used technique triangulation and source triangulation. Data analysis included data reduction, data presentation, and conclusions drawing.The results showed that the Scientific Reading Based Project improved cooperation and student learning outcomes. Thecooperation improved because the students were confident to deliver their opinion, the students helped their friends finding difficulty, and the students had self-control for not interrupting discussion and cooperation. The learning outcomes improved because the students mastered about heat transfer and answered the cognitive question correctly in the level of C1-C4. It concludes that the implementation of Scientific Reading Based Project model improves cooperation and learning outcomes for fifth grade students of SD N Kemiri in academic year of 2019/2020.</em>

scholarly journals Integrating Islamic Values and Science for Millennial Students’ Learning on Using Seamless Mobile Media

2020 ◽  
Vol 9 (2) ◽  
pp. 231-240
Author(s):  
E. F. Fahyuni ◽  
W. Wasis ◽  
A. Bandono ◽  
M. B. U. B. Arifin
Keyword(s):  
Learning Outcomes ◽  
Self Control ◽  
Mobile Media ◽  
Multivariate Statistic ◽  
Millennial Students ◽  
Learning Patterns ◽  
Multivariate Statistic Analysis ◽  
Spiritual Potential ◽  
Islamic Values

This research aims to facilitate and assist student learning in finding, gathering and analyzing what is needed to develop spiritual potential, self-control, personality, intelligence, noble character, by using seamless mobile media to get the required help in his life. Integration with guided inquiry learning the values of Islam and science in the phenomenon of natural at millennial students utilize information technology of learning resources available environment. The concurrent triangulation strategy is done by collecting quantitative and qualitative data concurrently, then comparing the two databases related to the presence or absence of convergence, differences, or combination. Based on this multivariate statistic analysis, there are differences in learning outcomes between millennial students who use seamless mobile media and non-seamless mobile media. Efforts to integrate Islamic values and science are realized learning outcomes that are; 1) wisdom of greatness, 2) usefulness in life, 3) artificial projects, 4) written reports, 5) responsibilities, 6) accuracy, 7) curiosity. The results of learning patterns that integrate Islamic values and science using seamless mobile media increase students’ skills, abilities, and knowledge. The millennial students can complete artificial projects and report very well their meaningful learning activities to have gratitude to all who made God’s creation on Earth. Efforts to integrate Islamic values and science essential to develop knowledge and ethical character. In Islam, every human being born in a sacred environment, and education becomes a deciding factor in the quality of a child’s religion by providing learning of meaning to improve the quality of millennial students.

scholarly journals MENGKRITISI FAKTOR-FAKTOR KEGAGALAN AKADEMIK SISWA DALAM BELAJAR

1970 ◽  
Vol 4 (2) ◽  
pp. 205-224
Author(s):  
Muh. Misdar
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Deep Understanding ◽  
Academic Failure ◽  
Learning Objectives ◽  
Behavioral Changes ◽  
Self Control ◽  
Learning Success ◽  
Heavy Burden ◽  
Low Self Control

Changes and developments in education are identical to learning. Because learning is a means to change. Changes as learning outcomes can emerge changes in physical, intellectual, emotional and behavioral changes. Not all learning can achieve the above, systematic and systematic learning that can lead to these changes. The failure of learning is one of the obstacles to change. Deep understanding of the inhibiting factors of learning is one way to overcome them. Failure to learn is a trigger for academic failure achieved by students at school. In this paper there are seven factors that lead to academic failure of students in school, among others: The active cycles experienced by students before they become the trigger for further failure, weaknesses in students in learning that are unclear what orientation and learning objectives in school, weak business those who have not yet shown a resilient effort in learning, low self-control that appears in the effort of low self-discipline in learning, lack of noble attitude that does not seem to like the heavy burden of learning, does not like challenges such as lethargy when added with assignments more learning assignments, low perceptions of learning success which usually do not have an effort to pursue higher achievement, hopes of going forward are very low. All these factors must be packaged systematically so as not to become the biggest obstacle for students in learning not to fail in school. Basically, in schools and in madrasas the teacher has implemented an effort to reduce the failure. It's just that the way teachers do is very conventional, not yet giving contributive meaning to solving student learning failures. like giving assignments or recitation. During this time the task is interpreted in a way to overcome the weaknesses of students, the task should be interpreted as a functional positive attribution to the strengthening of the results of weaknesses or failures of student learning.

Sign in / Sign up

Export Citation Format

Share Document