scholarly journals Linking Learning Contexts: The Relationship between Students’ Civic and Political Experiences and Their Self-Regulation in School

2016 ◽  
Vol 7 ◽  
Author(s):  
Carla Malafaia ◽  
Pedro M. Teixeira ◽  
Tiago Neves ◽  
Isabel Menezes
Keyword(s):  
Self Regulation ◽  
Learning Contexts ◽  
The Relationship

Self-regulation moderates the relationship between fine motor skills and writing in early childhood

2021 ◽  
Vol 57 ◽  
pp. 239-250
Author(s):  
Madison C. Chandler ◽  
Hope K. Gerde ◽  
Ryan P. Bowles ◽  
Kyla Z. McRoy ◽  
Matthew B. Pontifex ◽  
...  
Keyword(s):  
Early Childhood ◽  
Motor Skills ◽  
Self Regulation ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
The Relationship

Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning

2019 ◽  
Vol 39 ◽  
pp. 52-58 ◽  
Author(s):  
Chun Lai
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Self Directed Learning ◽  
Learning Contexts ◽  
Directed Learning ◽  
Technology Aids ◽  
Constructed Self ◽  
The Relationship

AbstractThis article discusses some of the current research on technology in relation to learner autonomy, outlining major findings on the relationship between technology and learner autonomy in formal and informal learning contexts. Extant literature has discussed both teacher-initiated technology-enhanced formal learning environments and learner-constructed self-directed learning experience in informal learning contexts. Although valuable in the insights it provides into how technology aids learner autonomy, the two bodies of literature have largely been independent from each other, which may constrain our understanding.

Using Traces to Investigate Self-Regulatory Activities: A Study of Self-Regulation and Achievement Goal Profiles in the Context of Web Search for Academic Tasks

2013 ◽  
Vol 12 (3) ◽  
pp. 287-305 ◽  
Author(s):  
Mingming Zhou
Keyword(s):  
Web Search ◽  
Self Regulation ◽  
Study Strategies ◽  
Academic Tasks ◽  
Self Regulated Learning ◽  
Chinese University ◽  
Learning Contexts ◽  
Mixed Pattern ◽  
Traditional Approaches ◽  
Specific Learning

Traditional approaches of researching self-regulated learning (SRL) fail to capture how learners actually employ studying tactics, how tactics are strategically adapted to specific learning contexts, and how learners adapt tactics and interweave them to form an efficient strategy. Computer traces can capture SRL “on the fly,” and enable researchers to track learning events in a nonlinear environment without disrupting the learner’s thinking or navigation through content. More importantly, data obtained in real time allow “virtual” re-creation of learners’ actions during studying. There were 107 Chinese university students’ traces collected while they solved assigned problems through searching the web. By linking their regulatory activities during online search to their goal profiles, results showed that mastery-approach-dominant students were most strategic, whereas performance-avoidance-dominant students were least. Moderately motivated students showed a mixed pattern of deep and surface study strategies. Implications of the findings were also discussed.

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.

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