scholarly journals Meta-Learning: Concept Analysis

2020 ◽  
Vol 45 ◽  
pp. 184-202
Author(s):  
Jovita Matulaitienė ◽  
Lina Kaminskienė
Keyword(s):  
Self Regulation ◽  
Theoretical Concept ◽  
Self Control ◽  
Self Awareness ◽  
Self Directed Learning ◽  
Scientific Publications ◽  
Concept Model ◽  
Meta Learning ◽  
Optimal Learning Environment ◽  
Using Data

Meta-learning, a contemporary learning paradigm, will be analysed in this article. This study aims to analyse and conceptualize the definition of metalearning, to provide evidence for the application of metalearning to learning, and to single out and name the features that allow the development of metalearning in the context of self-directed learning. To reach this goal, the concept model of Walker and Avant, involving a theoretical analysis of the concept, was selected. To reveal the theoretical concept of metalearning, the analysis of scientific publications of Lithuanian and foreign authors in the field of education and training was performed, using data collection and data analysis methods. The analysis of the concept of metalearning allows us to state that metalearning is not possible without self-regulation (self-control, self-awareness, self-reflection), reflection, independence and responsibility. Metalearning competence includes the intrinsic motivation and conscious cognitive activities of the learner; it seeks to understand and manage their thinking processes, it understands memory processes, selects the best learning methods according to the existing conditions and circumstances, organizes an optimal learning environment in the learner community, and, finally, directs the learner toward a positive experience in the process. Metalearning is complex learning that includes the integration, selection, and application of individual needs, opportunities, and teaching strategies. It emphasizes successful, perceptual learning, the application and continuous pursuit of existing knowledge, personal qualities, self-motivation, and reflection.According to Mylona (2012), the weakness and lack of empirical research on meta-learning is a consequence of the lack of focus on existing systems to clearly define all constructs that would be more actively involved in meta-learning and help overcome emerging learning challenges.

scholarly journals FACILITATING AWARENESS AND INFORMED CHOICE IN GAMBLING

2015 ◽  
Vol 8 (3) ◽  
pp. 6-20 ◽  
Author(s):  
Adrian Parke ◽  
Andrew Harris ◽  
Jonathan Parke ◽  
Jane Rigbye ◽  
Alex Blaszczynski
Keyword(s):  
Self Regulation ◽  
Informed Choice ◽  
Relevant Information ◽  
Self Control ◽  
Decision Making Process ◽  
Gambling Behaviour ◽  
Self Awareness ◽  
Harm Minimisation ◽  
Situational Characteristics ◽  
Timely Fashion

Research demonstrates that a large proportion of individuals have reduced levels of self-awareness of behaviour when gambling, through a process of dissociation (Powell, Hardoon, Derevensky, & Gupta, 1996) and narrowed attention (Diskin & Hodgins, 1999). This can be detrimental to the decision-making process, especially as players become increasingly stimulated, which can negatively impact upon gambling behaviour. Therefore, in an attempt to limit irrational gambling behaviour, and gambling beyond levels at which one had initially intended, emphasis is placed on harm minimisation approaches that attempt to increase self-awareness of behaviour and increase awareness of the probable outcomes of participation in gambling, by providing easily understood and relevant information in a timely fashion. Fundamentally, this refers to the provision of information pertaining to 1) Personal Behavioural Information - information provided to the player regarding amount of time and money spent gambling, and 2) Game Transparency Information – information that outlines to the player how the game operates e.g. probabilities of winning. Structural and situational characteristics of gambling may not however, be conducive to supporting self-regulation and self-control, making the process of facilitating awareness more challenging than one would initially assume. The following paper reviews evidence for the efficacy of strategies aimed at facilitating awareness during gambling, referring to behavioural information and game transparency, as well as problem gambling information and referral.

scholarly journals ADHD and comorbidity: The role of pharmacotherapy

2022 ◽  
Vol 27 ◽  
pp. 194-206
Author(s):  
Aikaterini Doulou ◽  
Athanasios Drigas
Keyword(s):  
Behavioral Problems ◽  
Developmental Disorders ◽  
Rapid Development ◽  
Self Regulation ◽  
Self Control ◽  
Self Awareness ◽  
First Choice ◽  
The Social

In recent years, there has been an increase in the incidence of ADHD in children and adolescents. Many learning and behavioral problems are associated with this disorder due to difficulties in cognitive and metacognitive functions. Only when individuals improve these functions will they be able to integrate in the social environment. Skills such as self-awareness, self-regulation, and self-control can help children with ADHD develop their emotional intelligence to control their cognitive deficits and adapt to diverse areas. With the rapid development of science, several medical and behavioral methods have been proposed to treat ADHD, which have contributed significantly to the control of symptoms. However, medication is considered as a first-choice treatment to reduce the symptoms. The present study investigates the comorbidity of ADHD with other mental and developmental disorders as also the role and effectiveness of drug intervention in order to improve the quality of life of these children.

scholarly journals ICTs and other non-pharmacological interventions for ADHD

2022 ◽  
Vol 27 ◽  
pp. 217-229
Author(s):  
Aikaterini Doulou ◽  
Athanasios Drigas
Keyword(s):  
Behavior Modification ◽  
Behavioral Interventions ◽  
New Technologies ◽  
Self Regulation ◽  
Self Control ◽  
Self Awareness ◽  
Pharmacological Interventions ◽  
The Family ◽  
And Behavior

Numerous researches carried out during the last decade have contributed to the fact that we have now enough data concerning the profile and treatment of ADHD. Too often, children with ADHD face problems in learning and behavior due to difficulties in cognitive and metacognitive functions. It is not uncommon for them to be marginalized either at school or in the family due to inappropriate handling and interventions. In order to improve the quality of life of these children and their relationships to adults and peers, it is essential to develop their emotional intelligence and skills such as self-awareness, self-regulation, and self-control. The treatment methods for ADHD usually involve behavior modification, pharmacotherapy, or a combination of both. This paper investigates the use of new technologies for the treatment of ADHD, as well as the effectiveness of behavioral interventions.

scholarly journals Professional Self-Awareness as a Factor of Personal and Professional Self-Development of University Students

2020 ◽  
Vol 20 (4) ◽  
pp. 454-464
Author(s):  
Zhanna G. Garanina ◽  
Natalia V. Andronova
Keyword(s):  
University Students ◽  
Self Regulation ◽  
Self Control ◽  
Self Awareness ◽  
Self Assessment ◽  
Self Development ◽  
Professional Self ◽  
Self Knowledge ◽  
High Level ◽  
Development Of Students

Introduction. The article analyzes the problem of professional self-awareness, and the influence of this phenomenon on the process of personal and professional self-development of students. A theoretical study of this problem has shown that professional self-awareness is one of the most important prerequisites for the self-development and self-improvement of university students. Materials and Methods. The article presents the results of an empirical study of the characteristics of self-awareness and self-development of students of the Mordovian State University. A set of methods was used: questionnaire “Ability for self-development” I. V. Zvereva, methodology “Readiness for self-knowledge and self-development” T. A. Ratanova, N. F. Shlyakhta, test “Determination of the level of development of reflexivity” by A. V. Karpov, “Questionnaire of self-attitude” by V. V. Stolin, S. R. Pantileev, methods of researching self-assessment by S. A. Budassi, test “Assessment of self-control in communication” by M. Snyder, questionnaire “The style of self-regulation of students’ behavior” by V. I. Morosanova. Results. Statistically significant correlations between the reflexive, affective and regulatory components of students’ self-awareness and the level of their personal and professional self-development were revealed. It has been found that a high level of development of students’ reflective qualities is associated with their desire for self-knowledge. The connection between self-regulation and readiness for self-knowledge and self-development determines the ability of students to carry out systematic and purposeful work on themselves. It is shown that students with high and above average levels of self-development are aware of the changes taking place in the structure of their personality in the process of vocational training. These students are characterized by higher indicators of reflexivity, self-attitude and self-esteem compared to students with low and below average levels of self-development. Discussion and Conclusion. The results obtained confirm the assumption that personal and professional self-development is conditioned by the students’ ability to reflect and realize their personal and professional qualities.

scholarly journals Metacognition, Mindfulness and Robots for Autism Inclusion

2020 ◽  
Vol 8 (2) ◽  
pp. 4
Author(s):  
Eleni Mitsea ◽  
Niki Lytra ◽  
Antigoni Akrivopoulou ◽  
Athanasios Drigas
Keyword(s):  
Environmental Changes ◽  
Neurodevelopmental Disorder ◽  
Self Regulation ◽  
Self Control ◽  
Self Awareness ◽  
Metacognitive Skills ◽  
Autistic Children ◽  
Memory Mechanism ◽  
Self Evaluation ◽  
The Impact

<p class="0abstract">Autism is a neurodevelopmental disorder with multi factorial causes, characterized by major cognitive deficits in communication, socialization and emotion recognition and management. Children with autism face a memory mechanism malfunction, difficulty in the control processes (i.e attentional regulation and / or organizing their knowledge in order to make the appropriate decisions solving problems), making it difficult for them, adapt to various environmental changes. Many researchers have shown the effectiveness of robots in developing metacognitive skills to autistic children, as well as in improving social skills, emotion awareness and communication. This article highlights the detailed research took place between 2010 - present, while examining the impact of robots on autistic children through their interaction, use of art, programming, cooperative games and mindfulness training. The outcome of this review emphasizes to the ability of children, to manage and develop mechanisms such as self-control, self-reflection, visualization, focus attention, self-evaluation, self-regulation among others, necessary for their self-awareness. These results to helping children develop the higher mental abilities needed, so that decision-making and problem-solving achieved in their daily life.  </p>

Disengaging From a Task

2012 ◽  
Vol 33 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Larissa K. Barber ◽  
Matthew J. Grawitch ◽  
David C. Munz
Keyword(s):  
Logistic Regression ◽  
Undergraduate Students ◽  
Self Regulation ◽  
Binary Logistic Regression ◽  
Self Control ◽  
Self Awareness ◽  
Task Persistence ◽  
Reasoning Task ◽  
Goal Disengagement ◽  
Regulatory Capacity

This study tests the assumption that disengagement from a task indicates poor self-control, especially following little progress. A total of 120 undergraduate students worked on Sudoku puzzles, a logical reasoning task for which progress could be measured. A binary logistic regression revealed a three-way interaction among dispositional self-control, dispositional self-awareness, and actual task progress in predicting disengagement versus persistence. Among individuals with high self-awareness, greater self-control was associated with significantly higher probabilities of task persistence during high task progress. Alternatively, greater self-control was associated with lower probabilities of task persistence during low task progress among individuals with high self-awareness. These results support theories of adaptive goal disengagement suggesting that how individuals apply control is dependent on factors other than self-regulatory capacity. Specifically, assessments of progress among highly self-aware individuals may facilitate adaptive self-regulation.

scholarly journals Psychometric Properties of the Multidimensional Temperance Scale in Adolescents

2021 ◽  
Vol 18 (23) ◽  
pp. 12727
Author(s):  
Fernanda Inéz García-Vázquez ◽  
Angel Alberto Valdés-Cuervo ◽  
Alma Georgina Navarro-Villarreal ◽  
Lizeth Guadalupe Parra-Pérez ◽  
Maria Fernanda Durón-Ramos ◽  
...  
Keyword(s):  
Concurrent Validity ◽  
Cross Validation ◽  
Self Regulation ◽  
Second Order ◽  
Self Control ◽  
Order Structure ◽  
Order Construct ◽  
Order Factor ◽  
Scale Properties ◽  
Using Data

Recent research has shown the relevance of measuring the virtue of temperance. The present study tested a multidimensional and second-order structure scale to assess temperance using a sub-scale of the Values in Action Inventory of Strengths for Youth (VIA-Youth). Scale properties were tested using data from a sample of 860 adolescents aged from 12 to 18 years old (M = 14.28 years, SD = 1.65). The sample was randomly split into two subsamples for model cross-validation. Using the first sample, we assessed scale dimensionality, measurement invariance, and discriminant and concurrent validity. A second sample was used for model cross-validation. Confirmatory factorial analysis confirmed the fit of one second-order factor temperance virtue model, with the dimensions of forgiveness, modesty, prudence, and self-control. The results indicate scale measurement equivalence across gender and stage of adolescence (early vs. middle). Latent means difference tests showed significant differences in forgiveness, modesty, and self-regulation by gender, and modesty according to adolescence stage. Moreover, the scale showed discriminant and concurrent validity. These findings indicate that this scale is helpful for assessing temperance in adolescents and suggest the value of temperance as a multidimensional and second-order construct.

Parasympathetic Concomitants of Habitual, Spontaneous, and Instructed Emotional Suppression

2017 ◽  
Vol 31 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Asmir Gračanin ◽  
Igor Kardum ◽  
Jasna Hudek-Knežević
Keyword(s):  
Negative Emotion ◽  
Self Regulation ◽  
Experimental Manipulation ◽  
Task Demands ◽  
Self Control ◽  
Integration Model ◽  
Sinus Arrhythmia ◽  
Emotional Suppression ◽  
Emotion Experience ◽  
Similar Relation

Abstract. The neurovisceral integration model proposes that different forms of self-regulation, including the emotional suppression, are characterized by the activation of neural network whose workings are also reflected in respiratory sinus arrhythmia (RSA). However, most of the previous studies failed to observe theoretically expected increases in RSA during emotional suppression. Even when such effects were observed, it was not clear whether they resulted from specific task demands, a decrease in muscle activity, or they were the consequence of more specific self-control processes. We investigated the relation between habitual or trait-like suppression, spontaneous, and instructed suppression with changes in RSA during negative emotion experience. A modest positive correlation between spontaneous situational and habitual suppression was observed across two experimental tasks. Furthermore, the results showed greater RSA increase among participants who experienced higher negative affect (NA) increase and reported higher spontaneous suppression than among those with higher NA increase and lower spontaneous suppression. Importantly, this effect was independent from the habitual suppression and observable facial expressions. The results of the additional task based on experimental manipulation, rather than spontaneous use of situational suppression, indicated a similar relation between suppression and RSA. Our results consistently demonstrate that emotional suppression, especially its self-regulation component, is followed by the increase in parasympathetic activity.

From Bi-Dimensionality to Uni-Dimensionality in Self-Report Questionnaires

2020 ◽  
pp. 1-14 ◽  
Author(s):  
Bjarne Schmalbach ◽  
Markus Zenger ◽  
Michalis P. Michaelides ◽  
Karin Schermelleh-Engel ◽  
Andreas Hinz ◽  
...  
Keyword(s):  
Factor Model ◽  
Common Factor ◽  
Self Regulation ◽  
Model Fit ◽  
Self Report ◽  
External Criterion ◽  
Common Factor Model ◽  
Random Intercept ◽  
Using Data ◽  
Core Self

Abstract. The common factor model – by far the most widely used model for factor analysis – assumes equal item intercepts across respondents. Due to idiosyncratic ways of understanding and answering items of a questionnaire, this assumption is often violated, leading to an underestimation of model fit. Maydeu-Olivares and Coffman (2006) suggested the introduction of a random intercept into the model to address this concern. The present study applies this method to six established instruments (measuring depression, procrastination, optimism, self-esteem, core self-evaluations, and self-regulation) with ambiguous factor structures, using data from representative general population samples. In testing and comparing three alternative factor models (one-factor model, two-factor model, and one-factor model with a random intercept) and analyzing differential correlational patterns with an external criterion, we empirically demonstrate the random intercept model’s merit, and clarify the factor structure for the above-mentioned questionnaires. In sum, we recommend the random intercept model for cases in which acquiescence is suspected to affect response behavior.

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