Helping students help themselves: Generative learning strategies improve middle school students' self-regulation in a cognitive tutor

2016 ◽  
Vol 65 ◽  
pp. 121-126 ◽  
Author(s):  
Celeste Pilegard ◽  
Logan Fiorella
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Learning Strategies ◽  
Self Regulation ◽  
Generative Learning ◽  
School Students ◽  
Cognitive Tutor

scholarly journals Predictors of Middle School Students’ Interest in Participating in an Incentive-Based Tobacco Prevention and Cessation Program in Connecticut

2014 ◽  
Vol 2014 ◽  
pp. 1-6 ◽  
Author(s):  
Meghan E. Morean ◽  
Deepa R. Camenga ◽  
Grace Kong ◽  
Dana A. Cavallo ◽  
Ty S. Schepis ◽  
...  
Keyword(s):  
Middle School ◽  
Smoking Cessation ◽  
Middle School Students ◽  
Middle Schools ◽  
Self Regulation ◽  
Smoking History ◽  
Tobacco Prevention ◽  
Program Participation ◽  
School Students ◽  
Trait Impulsivity

Behavioral incentives have been used to encourage smoking cessation in older adolescents, but the acceptability of incentives to promote a smoke-free lifestyle in younger adolescents is unknown. To inform the development of novel, effective, school-based interventions for youth, we assessed middle school students’ interest in participating in an incentive-based tobacco abstinence program. We surveyed 988 students (grades 6–8) attending three Connecticut middle schools to determine whether interest in program participation varied as a function of (1) intrapersonal factors (i.e., demographic characteristics (sex, age, race), smoking history, and trait impulsivity) and/or (2) aspects of program design (i.e., prize type, value, and reward frequency). Primary analyses were conducted using multiple regression. A majority of students (61.8%) reported interest in program participation. Interest did not vary by gender, smoking risk status, or offering cash prizes. However, younger students, non-Caucasian students, behaviorally impulsive students, and students with higher levels of self-regulation were more likely to report interest. Inexpensive awards (e.g., video games) offered monthly motivated program interest. In sum, middle school students reported high levels of interest in an incentive-based program to encourage a tobacco-free lifestyle. These formative data can inform the design of effective, incentive-based smoking cessation and prevention programs in middle schools.

scholarly journals Self-Regulation of Middle School Students With Learning Disabilities During a Complex Project-Based Science Activity

2019 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Sheri Berkeley ◽  
Anna Larsen ◽  
Amanda Colburn ◽  
Robert Yin
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Middle School Students ◽  
Educational Games ◽  
Renewable Energy Sources ◽  
Self Regulation ◽  
Project Based Learning ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Actual Performance

Self-regulation is widely considered important for the academic success of students. Yet, there is limited research about how students self-regulate during complex, long-term learning tasks, such as the project-based learning activities that commonly occur as part of science classroom instruction. There is also less known about how atypical learners, including students with learning disabilities (LD), self-regulate academic tasks. The current multiple case study explores these gaps in the research base through an investigation of how middle school students with language-based LDs self-regulated their learning during a complex, science-based project—creation of computerized serious educational games (SEG) about renewable energy sources. Findings from the current study suggest that there is a relationship between attributions that students with LD make for their performance and their self-efficacy for learning, but only under specific conditions. The role of this relationship seems to diminish when a student poorly calibrates perception of ability relative to actual performance and when a student perceives the cost of effort to outweigh the benefit.

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