scholarly journals Characteristics of academic adaptation and cognitive functions of students with disabilities

2020 ◽  
Vol 47 (5) ◽  
pp. 258-272
Author(s):  
Rail M. Shamionov ◽  
◽  
Marina V Grigorieva ◽  
Alexey V. Sozonnik ◽  
Elena S. Grinina ◽  
...  
Keyword(s):  
Academic Success ◽  
Students With Disabilities ◽  
Cognitive Functions ◽  
Self Regulation ◽  
Cognitive Learning ◽  
Student Thinking ◽  
Attention Switching ◽  
State University System ◽  
Academic Adaptation ◽  
The Relationship

The correlation of the characteristics of academic adaptation and cognitive functions of students with disabilities will make it possible to develop the best strategies in implementing the principle of equal educational opportunities in higher educational institutions for all students. The purpose of this study is to analyze the relationship between the characteristics of academic adaptation and the cognitive functions of students with disabilities and without health restrictions. It is assumed that there is a specificity of cognitive functions and academic adaptation of students with HIA and without restrictions that contribute to academic adaptation and academic success. The study involved 419 students, including 32 (7.8%) students with disabilities. The following methods and techniques were used. The components of academic adaptation were measured using the academic adaptation scale (Shamionov R.M., Grigoriev M.V., Grinina E.S., Sozonnik A.V.). Methods included in the Practice-Moscow State University system were used to evaluate cognitive functions. To study the features of student thinking, the test "Complex analogies" was used, which allows you to identify verbal abilities (thinking by analogy). The assessment of the ability to concentrate and switch attention was carried out using the test "Red-black tables" (F.D. Gorbov). Assessment of students' logical thinking was performed using the Quantitative Relationships test. To evaluate the formal logical abilities and abilities for cognitive learning of students, the Standard Progressive Raven Matrices technique was used. Socio-demographic indicators were measured using the developed questionnaire. As a result of the study, the similarity of indicators of personal, emotional-evaluation, cognitive and motivational components of academic adaptation was established. The severity of psychophysiological (t=3.25; p<0.01) and communicative (t=2.05; p<0.05) components is lower in students with disabilities. Significant differences have been established in the main indicators of attention switching. Lower indicators of attention switching (t=2.82; p<0.02), low pace (t=2.39; p<0.03), accuracy (t=2.27; p<0.04) and productivity (t=2.63; p<0.02) were identified. The relationship between the characteristics of academic adaptation and cognitive functions is predominantly reduced not to the function itself, but to the general performance, time spent on solving certain problems. The higher success of studies at the university of those who have the ability to understand abstraction and complex logical (r=0.219; p<0.01) connections has been confirmed. Conclusions were drawn on the need to create conditions for the implementation of the principle of equal opportunities in the process of teaching students with disabilities in terms of individualizing the educational trajectory, creating conditions for improving communicative competence and mechanisms of psychophysiological self-regulation.

Motivation Matters: Three Strategies to Support Motivation and Engagement in Mathematics

2021 ◽  
pp. 105345122199480
Author(s):  
Stephanie Morano ◽  
Andrew M. Markelz ◽  
Kathleen M. Randolph ◽  
Anna Moriah Myers ◽  
Naomi Church
Keyword(s):  
Academic Success ◽  
Students With Disabilities ◽  
Mathematics Classroom ◽  
Self Regulation ◽  
Token Economy ◽  
Self Monitoring ◽  
High Preference ◽  
Motivation And Engagement ◽  
Behavior Specific Praise ◽  
Attentive Behavior

Motivation and engagement in mathematics are important for academic success and are sometimes compromised in students with disabilities who have experienced a history of frustration and failure. This article explains how general and special education teachers can implement three research-supported strategies for boosting motivation and engagement for elementary students with or at risk of emotional and behavioral disorders (EBD) in the mathematics classroom. The strategies include (a) reinforcing engagement and motivation in mathematics using behavior-specific praise and token economy systems; (b) teaching self-monitoring and self-regulation strategies to promote attentive behavior and academic achievement; and (c) using the high-preference strategy to build behavioral momentum and support completion of nonpreferred tasks.

scholarly journals INTERCONNECTION OF METACOGNITION AND EXECUTIVE FUNCTIONS IN CHILDHOOD: CULTURAL-HISTORICAL CONTEXT

2021 ◽  
pp. 79-113
Author(s):  
A.N. Veraksa ◽  
N.E. Veraksa
Keyword(s):  
Academic Success ◽  
Executive Functions ◽  
Emotional Regulation ◽  
Behavioral Control ◽  
Self Regulation ◽  
Historical Context ◽  
Social Aspect ◽  
The Social ◽  
The Relationship

The review is devoted to the relationship between executive functions and metacognition in the context of a cultural-historical perspective. On the basis of the research carried out over the past 15 years, the commonality and differences of these constructs are shown. Special attention is paid to the development of executive functions and metacognition, their connection with the academic success of children, the role of the social aspect in their formation. The importance of an adult in the directed formation of metacognition and self-regulation is shown, which confirms the provisions of the cultural-historical theory. Within the framework of the cultural-historical paradigm, several mechanisms for the development of executive functions are considered: imitation based on understanding; sign mediation; as well as communication in a social developmental situation. L.S. Vygotsky noted that higher mental functions arise on the basis of real interactions of people, are interiorized, turning into psychological functions. The review showed that one of the most common models of the structure of executive functions is a model that includes such components as “working memory”, “inhibitory control” and “cognitive flexibility”. Based on the analysis, it is possible to assert the influence of J. Piaget’s concept on the development of executive functions. A certain difficulty is caused by the explanation of emotional regulation in the context of metacognitive problems. At the same time, L.S. Vygotsky spoke about the unity of affect and intellect, which suggests the existence behavioral control and, in particular, of emotional processes at the level of metacognitive processes.

scholarly journals THE IMPACT OF EMOTIONAL COMPETENCIES ON THE ACQUISITION OF SOCIAL COMPETENCIES THROUGH PRESCHOOL EDUCATION

2021 ◽  
Vol 03 (03) ◽  
pp. 27-39
Author(s):  
Salam EL KETTANI
Keyword(s):  
Pearson Correlation ◽  
Self Regulation ◽  
Cognitive Learning ◽  
Preschool Education ◽  
Preschool Age ◽  
Initial Assessment ◽  
Emotional Competencies ◽  
Social Competencies ◽  
The Impact ◽  
The Relationship

Social and emotional difficulties are common during the kindergarten stage, the changes between family and school environment leave the child at risk of a range of emotional and social problems at that point. This pressure confronts the child's weak ability at that age, linguistically, to express his feelings and thoughts in a clear and understandable manner, as well as the beginning of his ability to control and organize his feelings and behaviors. All this constitutes factors that make the child's adaptation process on the emotional, social and cognitive level difficult during the kindergarten stage. While many studies confirm that the child is an emotional and social being par excellence, and while educational programs emphasize in most of their content on cognitive learning, the child's needs, personality and sentiments are ignored, hence the question raised about the role of emotional competencies in establishing other competencies? Since the kindergarten stage by its nature requires that the child learn to adapt to the environment and establish healthy relationships, our paper aims to study the relationship between emotional competencies (Self-awareness and Self-regulation*) and their indicators and social competencies (Social awareness and Relationships skills*) and their indicators and determine the mutual impact between them. As a tool for this study we used SEAM scale to measure emotional and social competencies to measure the relationship between emotional variables as an independent variable to see its effect on the dependent variable, which is in our study social competencies. Using the inferential statistics (Pearson correlation coefficient and simple linear regression coefficient) to measure the relationship between two variables, results demonstrated that there is a positive semantic relationship confirms that emotional competencies and their determinants are highly influential competencies that establish social competencies and their determinants at preschool age. Participant were 191 children, aged 4 to 6 years old at the time initial assessment, in kindergarten, within the group of schools relied to the Moroccan Foundation for promoting preschool education.

scholarly journals An Investigation of the Character Strengths and Resilience of Future Military Leaders

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Lobna Cherif ◽  
Keyword(s):  
Academic Success ◽  
Character Strengths ◽  
Correctional Officers ◽  
Self Regulation ◽  
Well Being ◽  
Military Leaders ◽  
Final Sample ◽  
Military Populations ◽  
Canadian Military ◽  
The Relationship

Introduction: The importance of both character and resilience for critical occupations (military, emergency medicine, first responders, and correctional officers) has been emphasized at the highest levels of military leadership. No studies to date have examined the relationship between character strengths and resilience within military populations. The purpose of this study was to evaluate the perceived importance of character strengths for Canadian military cadet success, the top strengths endorsed by cadets, and, in a subset of cadets, the relationships among core strengths and resilience. In line with previous research on character strengths in military populations, we predicted that bravery, honesty, perseverance, and teamwork might be included in the five most frequent signature strengths. Methods: A total of 360 Naval/Officer Cadets from a Canadian Military College were invited to participate in a study during two training sessions. Participants (n = 153) first completed a survey comprised of a resilience measure and demographic items. Then, one month later, students (n=134) were asked to complete a Values in Action (VIA) character strengths profile, and a survey with questions related to character strengths (their personal top-five character strengths, and strengths they believed were important for military-related stressors and leadership, academic success, resilience, and completion of military challenge). We were only able to match responses for a subset of participants, allowing a final sample of 94 participants. Results: Findings indicated that military cadets consider perseverance, judgment, teamwork, perspective, and self-regulation to be most critical for bouncing back from stressors. However, in line with our predictions, the most frequently endorsed strengths that characterized cadets were bravery, honesty, and perseverance. Finally, perseverance (p = .029), bravery (p = .01), and humor = .01) were positively correlated with cadet resilience, while endorsement of love was negatively correlated with resilience (p = .002). Conclusion: Focus on character strengths in military cadets can enhance academic and physical performance. Resilience assessment could be important for the purposes of military selection, performance, and well-being. Our findings indicate perseverance, bravery, and humor in particular might be relevant indicators of cadet resilience.

scholarly journals Exploring Formative Assessment and Co-Regulation in Kindergarten Through Interviews and Direct Observation

2021 ◽  
Vol 6 ◽  
Author(s):  
Heather Braund ◽  
Christopher DeLuca ◽  
Ernesto Panadero ◽  
Liying Cheng
Keyword(s):  
Formative Assessment ◽  
Phenomenological Study ◽  
Classroom Assessment ◽  
Peer Assessment ◽  
Self Regulation ◽  
Student Thinking ◽  
Assessment Practices ◽  
Student Agency ◽  
Structured Interviews ◽  
The Relationship

Formative assessment practices have been theoretically connected to the development of self-regulation with mounting empirical evidence. Co-regulation is the process whereby a more capable individual (e.g., teacher or peer) attunes the behaviours, emotions, or cognitive processes of an individual (a student) to align with goals or expectations and is being recognized as a strategy for developing self-regulation. Formative assessment practices may facilitate co-regulation, however, much of the literature has focused on older student populations. This phenomenological study explored the relationship between formative assessment and co-regulation in eight Kindergarten classrooms. Eight Kindergarten teachers and four Early Childhood Educators (ECE) completed semi-structured interviews in 2019 during two time periods with each participant completing two interviews. To supplement the interviews, 56 h of classroom observations were completed in each classroom, totaling 448 h of observations across eight classrooms. Interviews were audio-recorded and transcribed verbatim. Qualitative data were analyzed thematically. Four themes emerged: 1) Authentic assessment and self-regulation practices, 2) Feedback as foundational, 3) Formative assessment and co-regulation have shared purposes, and 4) Connections between classroom assessment and co-regulation. Participants described their classroom assessment and self-regulation practices as authentic and natural for students while also providing examples of their interactions with students as a form of co-regulation. Feedback was articulated as foundational to both classroom assessment and co-regulation. Participants illustrated examples of feedback from peers (including through modified peer-assessment). Shared purposes between formative assessment and co-regulation placed students at the centre of the learning process, encouraging agentic behaviours, and scaffolding student thinking. The final theme underlined the need to broaden conceptualizations of assessment in Kindergarten. Findings suggested student agency as the bridge between classroom assessment and co-regulation, and a bidirectional, mutually supportive, relationship between formative assessment and co-regulation.

Characteristics and Instructional Strategies for Students With Mathematical Difficulties

2017 ◽  
pp. 250-281
Author(s):  
Kathleen Hughes Pfannenstiel ◽  
Jennifer “JC” Sanders
Keyword(s):  
Academic Success ◽  
General Education ◽  
Students With Disabilities ◽  
Self Regulation ◽  
Success For All ◽  
Evidence Based ◽  
Word Problem Solving ◽  
Computational Fluency ◽  
Tiered System ◽  
Mathematical Difficulties

This chapter explores mathematics education for students with mathematical difficulties (MD) and disabilities. Academic achievement measures have remained stagnant for this student population over the past 20 years (NAEP, 2013). The authors highlight Multi-Tiered System of Support and evidence-based strategies as a means to address the unique needs of students with disabilities within inclusion and general education contexts. Common characteristics of students with MD are challenges with working memory, number sense, symbols, basic fact computational fluency, word problem solving, and self-regulation. Educators can apply these specific recommendations to enhance mathematics instruction to address the critical factors for academic success for all students, but specifically students in special education or with MD. In order to implement these evidence-based strategies and ensure specially designed instruction is being provided, co-teaching models are reviewed as one way to provide instructional support in an inclusive setting.

Characteristics and Instructional Strategies for Students With Mathematical Difficulties

2020 ◽  
pp. 240-271
Author(s):  
Kathleen Hughes Pfannenstiel ◽  
Jennifer “JC” Sanders
Keyword(s):  
Academic Success ◽  
General Education ◽  
Students With Disabilities ◽  
Self Regulation ◽  
Success For All ◽  
Evidence Based ◽  
Word Problem Solving ◽  
Computational Fluency ◽  
Tiered System ◽  
Mathematical Difficulties

This chapter explores mathematics education for students with mathematical difficulties (MD) and disabilities. Academic achievement measures have remained stagnant for this student population over the past 20 years (NAEP, 2013). The authors highlight Multi-Tiered System of Support and evidence-based strategies as a means to address the unique needs of students with disabilities within inclusion and general education contexts. Common characteristics of students with MD are challenges with working memory, number sense, symbols, basic fact computational fluency, word problem solving, and self-regulation. Educators can apply these specific recommendations to enhance mathematics instruction to address the critical factors for academic success for all students, but specifically students in special education or with MD. In order to implement these evidence-based strategies and ensure specially designed instruction is being provided, co-teaching models are reviewed as one way to provide instructional support in an inclusive setting.

To the question of the relationship of giftedness and conscious self-regulation

2020 ◽  
Author(s):  
E. S. Zhukova ◽  
S. L. Artemenkov ◽  
D. B. Bogoyavlenskaya
Keyword(s):  
Academic Success ◽  
Longitudinal Study ◽  
Statistical Analysis ◽  
Correlation Analysis ◽  
Self Regulation ◽  
Field Method ◽  
Indirect Connection ◽  
High Level ◽  
Relationship Of ◽  
The Relationship

The work performed allowed us to determine the correlation of giftedness, level of intelligence, academic success and conscious self-regulation in children of young adolescents. Diagnostics was carried out using the “Creative Field” method (D. B. Bogoyavlenskaya), the “Progressive Matrices” test (J. Raven) and the rapid method «Style of Self-regulation of Children Behavior» SSCB-M1 (V. I. Morosanova). The results were obtained as part of a longitudinal study from primary school to adolescence. Statistical analysis is represented by correlation analysis and the method of constructing regularized networks of patial correlations glasso using the language R. Giftedness is understood by us as the ability to develop activities on our own initiative. Mathematical analysis reveals an indirect connection between giftedness and a cluster of conscious self-regulation through an intelligence index. The negative sign of the connection between intelligence and the “planning” scale is explained by the characteristics of the age under study: the breadth of interests, the situation of choice and the criticality of children with a high level of intelligence, which leads to lower grades.

scholarly journals Exploring the Relationship between Students with Accommodations and Instructor Self-Efficacy in Complying with Accommodations

2017 ◽  
Vol 7 (1) ◽  
pp. 65 ◽  
Author(s):  
Anna M. Wright ◽  
Kevin R. Meyer
Keyword(s):  
Academic Success ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Self Disclosure ◽  
University Instructors ◽  
The Relationship

<p>The willingness and flexibility of university instructors to comply with and provide accommodations for students with disabilities is critical to academic success. The authors examine how communication between students needing accommodations and university instructors impacts instructor self-efficacy, or instructors’ perception that they can meet the accommodation. Specifically, the authors’ explored the relationship between student self-disclosure of a disability and instructor empathy, flexibility, and self-efficacy in meeting student accommodation needs. Results revealed that the more a student self-discloses about a needed accommodation, the more self-efficacy an instructor has in making that accommodation. For the low-disclosure condition, empathy and flexibility were both significant predictors of self-efficacy, whereas, for the high-disclosure condition, only flexibility was a significant predictor of self-efficacy. Finally, instructors’ levels of empathy and flexibility both decreased after reading both the high and low self-disclosure scenarios.</p>

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