scholarly journals Metacognitive Monitoring of the Solution of Tasks for Examination: Psychological Predictors and Relations with the Academic Success

2017 ◽  
Vol 9 (4) ◽  
pp. 33-42
Author(s):  
A.E. Fomin
Keyword(s):  
Academic Success ◽  
Young Men ◽  
Educational Institutions ◽  
Psychological Predictors ◽  
Metacognitive Monitoring ◽  
Self Assessment ◽  
Theoretical Approaches ◽  
Metacognitive Judgments ◽  
Psychological Predictor

The role of researches of metacognitive monitoring of knowledge in achievement of metasubject educational results is opened. The concept "metacognitive monitoring", its role of the academic success and theoretical approaches to an explanation of distortions of a self-assessment are analysed by pupils of own knowledge. In an empirical part on material of a research of students of average and professional educational institutions (N = 72; average age of 15,5 years; 45 young men, 27 girls) are shown: a) according to the ANOVA the accuracy of judgments of monitoring acts as a progress factor on discipline «English» (p=0,002); b) a significant psychological predictor of monitoring is the subjective availability of the answer to questions of test tasks acting as the basis for formulation of metacognitive judgments (р =0,000). In the conclusion the value of results of a research for practice of formation of reflexive competences of structure of metasubject results of training is discussed.

scholarly journals Influence of reasoning on knowledge on metacognitive monitoring of the solution of test tasks

2019 ◽  
Vol 12 (1) ◽  
pp. 126-138
Author(s):  
A.E. Fomin ◽  
E.A. Bogomolova
Keyword(s):  
Pilot Study ◽  
Middle Age ◽  
Young Men ◽  
High Standard ◽  
Metacognitive Monitoring ◽  
Subject Knowledge ◽  
Development Tools ◽  
Metacognitive Judgments

In article the problem of metacognitive monitoring of the solution of educational tasks is condemned. The role of heuristic processes as source of possible distortions in metacognitive judgments is shown. Results of pilot study in which influence of reasonings of pupils on own knowledge on characteristics of monitoring (N = 58 is studied are presented; middle age — 19,5 years; 5 young men, 53 girls). It is revealed: 1) the students formulating the arguments disproving their knowledge were less sure of the solution of test tasks, than the students who were putting forward arguments in support of correctness of the knowledge (p = 0,016); 2) students from group which put forward the disproving arguments showed more positive changes of accuracy of monitoring, in comparison with students from group which put forward the arguments confirming their knowledge (p = 0,032); 3) the procedure of reasonings on own knowledge did not reduce influence of heuristic processes on creation of judgments of metacognitive monitoring; 4) students with lower level of subject knowledge showed big changes in indicators of metacognitive monitoring in comparison with the students having more high standard of knowledge (р = 0,043). The prospects of use of the procedure of reasonings on knowledge as development tools of skills of monitoring are discussed. Some restrictions of results and conclusions of a research are specified.

scholarly journals The Role of the Mechanism of Competencies in Providing Employment and Career Growth of Human Resources

2021 ◽  
Vol 16 (2) ◽  
pp. 79-88
Author(s):  
A. Alili ◽  
A. Muradli ◽  
A. Isgandarova
Keyword(s):  
Human Resources ◽  
Educational Level ◽  
Educational Institutions ◽  
Survey Analysis ◽  
Young Professionals ◽  
Theoretical Approaches ◽  
Career Growth ◽  
Mutual Analysis

The article examines the issues of employment and employment based on competencies, factors that prevent graduates and young professionals from finding work on time and in specialization, to identify practical solutions to improve the use of the competency mechanism, demonstrating theoretical approaches in this area. The study used methods of observation, survey, analysis and comparison. The author used a mutual analysis of labor activity, economic indicators and educational level, revealed the influence of the quality of competencies on labor results. The analysis of various approaches to the use of the competence mechanism in decision-making in human resource management of an organization has been carried out. The directions in which educational institutions can effectively promote the employment of graduates and improve the competencies of the human resources of organizations have been substantiated. As a result of the study, recommendations were made to improve the effectiveness of the use of the competence mechanism in ensuring the employment of human resources. Scientific novelty of the research — the main proposals are related to the organization of employment management of graduates and increasing the motivation of human resources of organizations through certain competencies. Particular attention was paid to optimizing the work of civil servants through the use of the competence mechanism.

scholarly journals Bullying in educational environment: causes, forms, prevention

2021 ◽  
pp. 30-42
Author(s):  
S.L. Talanov ◽  
Keyword(s):  
Young Men ◽  
Bullying Prevention ◽  
Educational Environment ◽  
Educational Institutions ◽  
Low Resource ◽  
Verbal Bullying ◽  
School Period ◽  
Physical Bullying ◽  
Bullying In Schools

Analyzed is the scale of bullying in educational institutions: schools and universities. The reasons, forms and the existing system of bullying prevention are studied. The most widespread in schools is verbal (ridicule, threats, humiliation, slander) and physical bullying; in universities, social (ignoring, exclusion from the group, theft, damage to the victim’s property) and verbal bullying are more widespread. It was found that students from families who belong to low resourced groups, more often during the school period became victims of verbal, social and physical bullying. It was revealed that girls more often than boys were a subject to verbal bullying during schooling. At the same time, it was found that girls from families that belong to the middle and low resourced groups were more often subjected to verbal bullying than girls from families that belong to the highly–resourced groups. Young men who are physically weak, to a greater extent than young men who are physically developed, are the instigators of verbal bullying at school. Young men from families that belong to highly-resourced groups are less likely than young men from families that belong to middle and low resource groups to be verbally bullied at school. Boys from families that belong to medium and low resourced groups more often than boys from families that belong to highly–resourced groups were the instigators of verbal bullying at school. It was found that boys, more often than girls, faced physical bullying at school. At the same time, it was revealed that young men from families that belong to highly–resourced groups, less often than young men from families that belong to middle and low resourced groups, faced physical bullying during their schooling. Young men, more often than girls, play the role of an aggressor in physical bullying at school. In addition, it was found that girls are more likely than boys to be the instigator of physical bullying at school. In addition, it was found that bullying in schools is more widespread than in universities. At the same time, it was revealed that verbal and social bullying in universities in comparison with schools is not widespread. Obviously, this is due to the fact that many bullying aggressors in school did not have the resources to enter universities, or did not have the desire to enter universities. In addition, bullying in universities is subject to expulsion (in addition to other types of liability). A person comes to school forcibly, in a university most often voluntarily. In other words, it can be assumed that the fear of being expelled is a kind of deterrent to the spread of bullying in universities. Measures are proposed to improve the effectiveness of bullying prevention in educational institutions.

scholarly journals General Accuracy and General Error Factors in Metacognitive Monitoring and the Role of Time on Task in Predicting Metacognitive Judgments

2021 ◽  
Vol 14 (2) ◽  
pp. 179-208
Author(s):  
Antonio P. Gutierrez de Blume ◽  
Gregory Schraw ◽  
Fred Kuch ◽  
Aaron S Richmond
Keyword(s):  
Second Order ◽  
Time On Task ◽  
Instructional Interventions ◽  
Metacognitive Monitoring ◽  
Domain Specific ◽  
Metacognitive Judgments ◽  
Improving Accuracy ◽  
Order Domain ◽  
General Error

Gutierrez et al. (2016) conducted an experiment that provided evidence for the existence of two distinct factors in metacognitive monitoring: general accuracy and general error. They found level-1 domain-specific accuracy and error factors which loaded on second-order domain-general accuracy and error factors, which then loaded on a third-order general monitoring factor. In the present study, that experiment was repeated with 170 different participants from the same population. The present study confirmed the original findings. Both studies suggest that metacognitive monitoring consists of two different types of cognitive processes: one that is associated with accurate monitoring judgments and one that is associated with error in monitoring judgments. In addition, both studies suggest domain-specific accuracy and error factors which load onto second-order domain-general accuracy and error factors. Furthermore, in this study we devised an experiment in which general accuracy and general error are treated as separate latent dimensions and found that subjects employ the same resources they use to develop accurate judgments as a “baseline” for calibrating resources necessary in erroneous judgments, but not vice-versa. This finding supports and extends previous findings which suggests that the processes involved in managing metacognitive accuracy are different from those involved in contending with metacognitive error. Future instructional interventions in metacognitive monitoring will be better focused by concentrating on improving accuracy or reducing error, but not both concurrently.

scholarly journals Holidays and Evenings in the Gymnasiums and Progymnasiums of the Tomsk Province in the Second Half of the 19th — Early of the 20th Century

2021 ◽  
pp. 13-18
Author(s):  
Yu.M. Goncharov ◽  
E.D. Bogdanov
Keyword(s):  
Academic Success ◽  
Secondary Education ◽  
20Th Century ◽  
Education System ◽  
Daily Life ◽  
Russian Empire ◽  
Educational Institutions ◽  
Musical Works ◽  
The Russian Empire

Modernization processes in Russia in the second half of the 19th — early of the 20th centuries led to significant changes in the education system. This was also evident in the daily life of secondary educational institutions: gymnasiums and progymnasiums. Holidays and evenings were an important part of the daily life of high schools during this period. The program of holidays, as a rule, they included a solemn part, often prayers, performances, reading poems, singing, performing musical works and distributing awards for academic success. Usually the holidays and evenings ended in an informal part, consisting of a treat, sometimes there could be dancing. Evenings in educational institutions were organized for the purpose of communication and entertainment and were less formal in nature. When arranging evenings and holidays, there could be certain difficulties. For financial help, they had to turn to benefactors, in the role of which merchants most often acted. Events could be organized jointly by different educational institutions, including gymnasiums and real schools. Holidays and evenings organized in educational institutions of secondary education (gymnasiums and progymnasiums) performed educational and socializing functions. The expanding practice of their implementation was a consequence of the modernization processes in the field of education of the Russian Empire in the second half of the 19th — early of the 20th centuries.

Measuring Emotional Intelligence of University Students

2013 ◽  
Vol 3 (4) ◽  
pp. 59-76 ◽  
Author(s):  
Suhaila E. Alhashemi
Keyword(s):  
Emotional Intelligence ◽  
Academic Success ◽  
Grade Point Average ◽  
National Culture ◽  
Time Management ◽  
Educational Institutions ◽  
Grade Point ◽  
National University ◽  
Vital Element

Emotional intelligence (EI) is being recognised to be a vital element in many educational institutions today. Tuning into one's feelings and understanding others help to build and strengthen relationships in classrooms. There are some Emotional Intelligence skills most often related to academic success such as assertion, drive, strength, commitment ethic, time management, and stress management. This paper looks at emotional intelligence of students in one of Bahrain's reputable national university. A comparison is made between students in Barhain and participants in China to look at cultural differences and the role of national culture in the levels of emotional intelligence among individuals. The results revealed no direct relationship between scores, grade point average, age and emotional intelligence competencies. Overall the scores were in moderation, reflecting moderate levels of emotional intelligence. However, there some subtle culture issues and variations between the culture in China and Bahrain, where some of the items in the EI instruments were found to be culture bound.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Sign in / Sign up

Export Citation Format

Share Document