Practical career counseling applications of the happenstance learning theory.

2015 ◽  
pp. 283-292 ◽  
Author(s):  
John D. Krumboltz
Keyword(s):  
Career Counseling ◽  
Learning Theory

scholarly journals Pelatihan Learning Theory of Career Counseling bagi Guru Bimbingan dan Konseling

2020 ◽  
Vol 3 (2) ◽  
pp. 182
Author(s):  
Evi Winingsih ◽  
Eko Darminto ◽  
Wiryo Nuryono ◽  
Ari Khusumadewi ◽  
Roby Anggara Handika Putra
Keyword(s):  
Career Counseling ◽  
Learning Theory

Pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi pelayanan guru Bimbingan dan Konseling tingkat SMP di Kota Mojokerto. Peneliti bekerja sama dengan pihak MGBK SMP Kota Mojokerto. Kompetesi yang dilatihkan adalah <em>softskills</em> berupa pemahaman guru Bimbingan dan Konseling tentang Pelayanan di bidang karier yang berorientasi pada pendekatan LTCC. Target yang ingin dicapai setelah pelatihan ini adalah pemahaman yang pada akhirnya akan berpengaruh pada pelayanan konseling di bidang karier. Metode yang digunakan dalam PKM ini adalah melakukan pelatihan kepada guru Bimbingan dan Konseling dalam waktu tertentu. Kompetensi guru Bimbingan dan Konseling akan diukur dengan menggunakan instrumen yang diberikan kepada guru Bimbingan dan Konseling sebelum dan setelah pelatihan. Hal ini dilakukan untuk mengetahui perubahan pemahaman guru Bimbingan dan Konseling setelah diberikan pelatihan. Setelah lebih dari 100 menit materi diberikan. Ada peningkatan pemahaman tentang teori LTCC yang cukup signifikan dari para guru BK. Saran yang disampaikan adalah pemberian pelatihan berupa <em>skill</em> penerapan LTCC di sekolah agaknya perlu diperhatikan. Karena pemahaman tidak cukup untuk bisa menjamin para guru BK dapat mengaplikasikan teori tersebut.

Variational Bayesian Learning Theory

2019 ◽  
Author(s):  
Shinichi Nakajima ◽  
Kazuho Watanabe ◽  
Masashi Sugiyama
Keyword(s):  
Learning Theory ◽  
Bayesian Learning ◽  
Variational Bayesian

Socially Shared Regulation of Learning: A Review

2015 ◽  
Vol 20 (3) ◽  
pp. 190-203 ◽  
Author(s):  
Ernesto Panadero ◽  
Sanna Järvelä
Keyword(s):  
Empirical Evidence ◽  
Learning Theory ◽  
Qualitative Data ◽  
Social Regulation ◽  
Observation Data ◽  
Optimal Form ◽  
Self Regulated Learning ◽  
The Past ◽  
Recorded Observation ◽  
Socially Shared Regulation

Abstract. Socially shared regulation of learning (SSRL) has been recognized as a new and growing field in the framework of self-regulated learning theory in the past decade. In the present review, we examine the empirical evidence to support such a phenomenon. A total of 17 articles addressing SSRL were identified, 13 of which presented empirical evidence. Through a narrative review it could be concluded that there is enough data to maintain the existence of SSRL in comparison to other social regulation (e.g., co-regulation). It was found that most of the SSRL research has focused on characterizing phenomena through the use of mixed methods through qualitative data, mostly video-recorded observation data. Also, SSRL seems to contribute to students’ performance. Finally, the article discusses the need for the field to move forward, exploring the best conditions to promote SSRL, clarifying whether SSRL is always the optimal form of collaboration, and identifying more aspects of groups’ characteristics.

Blocking Is Sensitive to Causal Structure in 4-Year-Old and 8-Year-Old Children

2005 ◽  
Vol 52 (4) ◽  
pp. 264-271 ◽  
Author(s):  
Tom Beckers ◽  
Uschi Van den Broeck ◽  
Marij Renne ◽  
Stefaan Vandorpe ◽  
Jan De Houwer ◽  
...  
Keyword(s):  
Young Children ◽  
Associative Learning ◽  
Learning Theory ◽  
Causal Structure ◽  
Age Groups ◽  
Learning Task ◽  
Contingency Learning

Abstract. In a contingency learning task, 4-year-old and 8-year-old children had to predict the outcome displayed on the back of a card on the basis of cues presented on the front. The task was embedded in either a causal or a merely predictive scenario. Within this task, either a forward blocking or a backward blocking procedure was implemented. Blocking occurred in the causal but not in the predictive scenario. Moreover, blocking was affected by the scenario to the same extent in both age groups. The pattern of results was similar for forward and backward blocking. These results suggest that even young children are sensitive to the causal structure of a contingency learning task and that the occurrence of blocking in such a task defies an explanation in terms of associative learning theory.

Learning Theory with Children

1972 ◽  
Vol 17 (9) ◽  
pp. 481-482
Author(s):  
HARRY MUNSINGER
Keyword(s):  
Learning Theory
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