The Role of Positive Emotions and Type of Feedback in Self-regulation of Learning Goals Achievement: Experimental Research

Η εννοιολογική αλλαγή στη μάθηση της φυσικής και ο ρόλος της σχετικής με τη φυσική προσωπικής επιστημολογίας

Psychology: the Journal of the Hellenic Psychological Society ◽

10.12681/psy_hps.23707 ◽

2020 ◽

Vol 18 (1) ◽

pp. 37

Author(s):

Χριστίνα Σταθοπούλου

Keyword(s):

Theoretical Model ◽

Knowledge Acquisition ◽

Cultural Context ◽

Self Regulation ◽

Personal Epistemology ◽

Study Strategies ◽

Learning Goals ◽

New Information ◽

Indirect Impact

The present paper presents a skeletal theoretical model for understanding the role of physics-related personal epistemology in conceptual change in physics learning. It is argued that personal beliefs regarding the nature of knowledge and knowing in physics can function as constraints on the knowledge acquisition process, just like ontologicalpresuppositions and other beliefs of a motivational and affective character can do. Beliefs about knowledge and knowing can have a direct impact on the kind of new information that is picked up from the physical and social-cultural context and the way it is explained. They can also have an indirect impact on picking up and explaining information, by influencing certain mediating cognitive and metacognitive functions, such as study strategies used to accomplish learning goals and self-regulation of knowledge acquisition. Evidence from a number of studies supporting the theoretical model is presented.

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The Role Of Feedback Type In Self-Regulation Of Learning Goals Achievement

10.15405/epsbs.2017.12.4 ◽

2017 ◽

Author(s):

Irina Bondarenko

Keyword(s):

Self Regulation ◽

Learning Goals ◽

Feedback Type

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The role of self-regulation in different approaches to learning

Zbornik Instituta za pedagoska istrazivanja ◽

10.2298/zipi1402251m ◽

2014 ◽

Vol 46 (2) ◽

pp. 251-276

Author(s):

Snezana Mirkov

Keyword(s):

Self Regulation ◽

Approaches To Learning ◽

Total Sample ◽

Metacognitive Strategies ◽

Learning Goals ◽

Approach To Learning ◽

Deep Approach To Learning ◽

The University ◽

Oriented Approach

The paper presents the results of an empirical study aimed at analysing the role of self-regulation in different approaches to learning that were established in the previous studies. We examined whether certain categories of metacognitive strategies were present in the deep, surface and achievement-oriented approach. The sample included 560 first- to fifth-year students of the Teacher Training Faculty, the Faculty of Philosophy and the Faculty of Philology of the University of Belgrade. A shorter version of the Instrument for measuring learning goals and strategies was applied. The previous research had established that learning goals and strategies comprised by this instrument were grouped into three second-order factors: the surface, deep and achievement-oriented approach to learning. The items from the Scale of students? metacognitive strategies were included. Factor analysis confirmed the existence of the three approaches to learning that include learning goals and strategies. We analysed the frequency of individual approaches to learning on the total sample, the frequency of individual approaches in the respondents of different gender and the correlations of the approach to learning with the age, year of studies and academic achievement. Different metacognitive strategies contribute to the defining of the deep and achievement-oriented approach to learning, but they do not occur in the surface approach to learning. According to the obtained findings, self-regulation can play different roles in accordance with the goals set by students and the strategies used in learning. The results of this study point to possible directions of encouraging the deep approach to learning and self-regulation at the university level, as well as in primary and secondary school.

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The role of affect in feelings of obligation

Behavioral and Brain Sciences ◽

10.1017/s0140525x19002449 ◽

2020 ◽

Vol 43 ◽

Author(s):

Stefen Beeler-Duden ◽

Meltem Yucel ◽

Amrisha Vaish

Keyword(s):

Positive Emotions ◽

The Creation ◽

Sense Of Obligation

Abstract Tomasello offers a compelling account of the emergence of humans’ sense of obligation. We suggest that more needs to be said about the role of affect in the creation of obligations. We also argue that positive emotions such as gratitude evolved to encourage individuals to fulfill cooperative obligations without the negative quality that Tomasello proposes is inherent in obligations.

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