scholarly journals Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation

Children ◽  
2021 ◽  
Vol 8 (3) ◽  
pp. 182
Author(s):  
Armanda Pereira ◽  
Sara Miranda ◽  
Sara Teixeira ◽  
Sandra Mesquita ◽  
Cleia Zanatta ◽  
...  
Keyword(s):  
Academic Success ◽  
Selective Attention ◽  
Learning Strategies ◽  
Attentional Control ◽  
Self Regulation ◽  
Lessons Learned ◽  
Control Group ◽  
School Based Intervention ◽  
Complex Concept ◽  
School Based

Academic success is a complex concept comprising not only good academic performance, but also the development of competencies and the accomplishment made by the ends of learning. Among the motivational and attentional variables likely to influence academic success, extant literature reports the relevance of developing self-regulation and attentional control to foster school success. Still, little is known about how to foster attentional control competencies through training on self-regulated learning strategies. The present study aims are twofold: (i) to assess the efficacy of a program targetted to promote self-regulation strategies on attentional control, specifically in selective attention, and (ii) to explore the role of selective attention on arithmetic performance. Participants were 136 fourth grade students, aged from 8 to 11 years old. Of those, 68 were enrolled in a school-based intervention aimed to promote self-regulation. At the end of the intervention, the experimental group showed higher levels of self-regulation and selective attention that were significantly different when compared to the control group. The SR training has influenced positively participants SA with impact on their arithmetic competencies. The findings of this study can provide relevant insight to better understand these variables and to design better in-class practices.

Clustering of chronic diseases risk factors among adolescents: a quasi-experimental study in Sousse, Tunisia

2017 ◽  
Vol 31 (4) ◽  
Author(s):  
Emna Dendana ◽  
Rim Ghammem ◽  
Jihene Sahli ◽  
Jihen Maatoug ◽  
Sihem Ben Fredj ◽  
...  
Keyword(s):  
Risk Factors ◽  
Sedentary Behavior ◽  
Chronic Diseases ◽  
Vegetable Intake ◽  
Intervention Group ◽  
Fruit And Vegetable Intake ◽  
Control Group ◽  
School Based Intervention ◽  
School Based ◽  
Quasi Experimental

Abstract Background The objective of the study was to evaluate the effectiveness of a school-based physical activity and nutritional behavior intervention, on the reduction of clustering of chronic diseases risk factors among school children. Materials and methods A quasi-experimental school-based intervention was conducted with an intervention group and a control group in the region of Sousse in Tunisia. The intervention was implemented between 2010 and 2013, with data collected at pre and at post intervention. Studied risk factors were: smoking, sedentary behavior, low fruit and vegetable intake and obesity. Odds ratios (ORs) were used to calculate the clustering of two risk factors. We calculated ORs in each group before and after the intervention. Results In the intervention group, the prevalence of adolescents that had no risk factors has significantly increased (p = 0.004). In the control group the prevalence of adolescents carrying two or more risk factors has increased (p = 0.06). The results showed that all risk factors tended to cluster together in both groups. In the intervention group, the calculated OR for smoking and sedentary behavior decreased after assessment (OR = 5.93) as well as the OR for smoking and low fruit and vegetable intake (OR = 3.26). In the control group, all ORs increased, showing an enhancement of the association. Conclusion This study showed the effectiveness of a school-based intervention in reducing the clustering of chronic diseases risk factors.

scholarly journals Autorregulação da Aprendizagem na Educação a Distância: Análise das Produções Científicas Realizadas em Brasil e Portugal no Período de 2010 a 2015

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Janaína Copello Quintes Monnerat ◽  
Maria Teresa Ribeiro Pessoa ◽  
Joaquim Armando Gomes Alves Ferreira
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Learning Strategies ◽  
Self Regulation ◽  
The Self ◽  
Self Regulated Learning ◽  
Technological Tools ◽  
Regulated Learning ◽  
E Learning ◽  
Hypermedia Applications

A sociedade atual, do conhecimento e da informação, requer do ensino superior novas dinâmicas mediadas pelas tecnologias, constituindo-se, nesse contexto, a Educação a Distância como modalidade de ensino privilegiada. Tornam-se relevantes a análise e a compreensão das formas de aquisição de conhecimento nessa modalidade por parte dos alunos, sendo o estudo da variável autorregulação da aprendizagem priorizada dada a sua importância para o sucesso acadêmico dos mesmos. O presente trabalho, após pesquisa guiada pelos atuais e credíveis repositórios português e brasileiro, RCAAP e CAPES, analisou artigos, dissertações de mestrado e teses de doutorado no âmbito da autorregulação da aprendizagem na Educação a Distância publicados no Brasil e em Portugal no período de 2010 a 2015. Os resultados encontrados apontam para quatro abordagens principais: o portfólio, como instrumento com imenso potencial da aprendizagem autorregulada; as estratégias de aprendizagem como extremamente importantes nos processos de autorregulação; estudos centrados no tutor e na forma como estes podem promover a autorregulação nos alunos; e, por último, as TIC, ou seja, as aplicações hipermédia como apoio à aprendizagem autorregulada. São necessários estudos mais aprofundados sobre este tema, incluindo a ampliação das plataformas de busca para um resultado mais abrangente.Palavras-chave: Autorregulação, E-learning, Educação a Distância. Self Regulation of Learning in the E-Learning Area - Analysis of the Scientific Works Performed in Brazil and Portugal in the Period of 2010 to 2015AbstractHigher education includes an integration of various technological tools and distance education is constituted as a privileged mode of education. It is relevant to the analysis and understanding of the ways of acquiring knowledge by the students and the study of self-regulation variable prioritized learning given its importance for academic success thereof. This study analyzed articles, dissertations and theses PhD under the Self-Regulation of Learning in Distance Education published in Brazil and Portugal in the period 2010 to 2015 in RCAAP's and CAPES's databases. The results point to four main approaches: the portfolio as a tool with great potential of self-regulated learning; learning strategies as extremely important in the self-regulation processes; studies centered tutor and how these may promote self-regulation in students; and, finally, ICT, so hypermedia applications like self-regulating support for learning. Further studies are needed on this topic including the expansion of search platforms to a broader result.Keywords: Self regulation, E-learning, Distance education.

scholarly journals TaBAT: Design and Experimentation of a Learning Analysis Dashboard for Teachers and Learners

10.28945/4820 ◽  
2021 ◽  
Vol 20 ◽  
pp. 331-350
Author(s):  
Yassine Safsouf ◽  
Khalifa Mansouri ◽  
Franck Poirier
Keyword(s):  
Academic Success ◽  
Online Education ◽  
Learning Process ◽  
Self Regulation ◽  
Assessment Model ◽  
Future Research ◽  
Control Group ◽  
Analysis Tool ◽  
Online Learners ◽  
The Impact

Aim/Purpose: Since the beginning of the COVID-19 pandemic, many countries have adopted online education as an alternative to face-to-face courses. This has increased awareness of the importance of analyzing learning data left by students to improve and evaluate the learning process. This article presents a new tool, named TaBAT, created to work with different LMSs in the form of dashboards accessible online and allowing teachers to monitor the progress of their learners and at the same time allow learners to visualize their learning process. Background: TaBAT is designed based on the results of our previous research on factors that can influence the success of online learners, where we proposed and statistically validated a model for assessing the success of online learners called e-LSAM (e-Learner Success Assessment Model). Methodology: Two studies are presented in this article. The first one is conducted on a group of students from two classes (each composed of two groups) of a higher institute in Morocco, who participated in courses organized in blended learning on the Moodle platform. For each class, one of the two groups had access to the experiment to use the TaBAT tool (exposed group) to analyze the learning traces, while the second group did not have access to the dashboard (control group). The second study aimed to understand the impact of the usage of the TaBAT tool on the two exposed groups. Contribution: The purpose of this article is to present a new analysis tool as well as to test this tool and to evaluate its impact on self-regulation and the prediction of academic success and, finally, to see how these students evaluate this tool. Findings: The results of the TaBAT usage demonstrate the effectiveness of the success algorithm, based on our theoretical model e-LSAM. The results also prove that this tool was able to increase the performance of the students of both groups exposed. The general evaluations of the participants also confirmed these results. Impact on Society: The article proposes a tool for institutions to facilitate the monitoring and control of students’ learning process. The tool provides visual information for teachers to study and react to in the educational context and gives students visualizations to promote their self-reflection and increase their performance and academic success. Future Research: Generalize the use of the TaBAT tool, incorporating both private and public institutions, in order to confirm the results obtained in this article and at the same time improve the self-regulation and academic success of learners.

scholarly journals Relación entre rendimiento académico y desarrollo de Estrategias de autorregulación en estudiantes universitarios

2020 ◽  
Vol 23 (3) ◽  
Author(s):  
María Consuelo Sáiz Manzanares ◽  
Lorena Valdivieso-León
Keyword(s):  
Information Processing ◽  
Learning Strategies ◽  
Procedural Knowledge ◽  
Self Regulation ◽  
Control Group ◽  
Teaching Methodology ◽  
Self Perceptions ◽  
Quasi Experimental ◽  
Regulation Strategies ◽  
Estudiantes Universitarios

En este estudio se analiza la relación entre la auto-percepción que los estudiantes tienen de su conocimiento declarativo y procedimental con el rendimiento académico. Participaron 116 estudiantes universitarios de primero y segundo curso de grado en dos estudios, uno cuasi-experimental (antes-después sin grupo control) donde la variable independiente fue la “enseñanza basada en estrategias de autorregulación” y la variable dependiente “sus respuestas en las escalas de metacognición y apoyo al procesamiento” de las ACRA (r)(Escalas de estrategias de aprendizaje). Y otro descriptivo-correlacional que analizaba la relación entre estrategias metacognitivas y de apoyo al procesamiento y las respuestas de aprendizaje. Los resultados indican diferencias en la auto-percepción que tienen los estudiantes acerca de la adquisición de competencias declarativas y procedimentales después del entrenamiento en autorregulación. La mayor efectividad se observa en el primer curso. Lo que aconseja una metodología de enseñanza-aprendizaje universitaria basada en estrategias de autorregulación. We study the relationship between student´s self-perceptions of their declarative and procedural knowledge and their academic performance. 116 university students, in their first and second year of their degree courses participated in two studies. One was quasi-experimental (before-after-no control group), in which the independent variable was “learning based on self-regulation strategies” and the dependent variable was “their responses to scales on metacognition and information processing skills) taken from ACRA (learning strategies scales). A second descriptive-correlational test analyzed the triadic relation between metacognitive strategies, information processing skills and learning outcomes. The results point out to differences in student self-perceptions regarding the acquisition of declarative procedural competencies after self-regulation training. The greatest effectiveness was observed in the first year, lending support to university learning-teaching methodology based on self-regulation strategies.

scholarly journals Effects of a School-Based Intervention for Preventing Substance Use among Adolescents at Risk of Academic Failure: A Pilot Study of the Reasoning and Rehabilitation V2 Program

Healthcare ◽  
2021 ◽  
Vol 9 (11) ◽  
pp. 1488
Author(s):  
Raquel Alarcó-Rosales ◽  
Miriam Sánchez-SanSegundo ◽  
Rosario Ferrer-Cascales ◽  
Natalia Albaladejo-Blazquez ◽  
Oriol Lordan ◽  
...  
Keyword(s):  
At Risk ◽  
Substance Use ◽  
Academic Failure ◽  
Cannabis Use ◽  
Future Research ◽  
Control Group ◽  
School Based Intervention ◽  
School Based ◽  
Wide Range ◽  
Reasoning And Rehabilitation

Tobacco, alcohol and cannabis use are important health problems that contribute greatly to causes of death in worldwide. Early onset of substance use increases rapidly during adolescence and it has been associated with a wide range of adverse events. Because substance use is associated with dramatic consequences, delaying the initiation of substance use among adolescents remains a major public priority. This study examined the effectiveness of a school-based intervention program based on the application of the Reasoning and Rehabilitation V2 (R&R2) program for preventing substance use among adolescents at risk of academic failure. A sample of 142 participants (aged 13–17 years old) who were studying alternative education provision in Spain were randomly allocated to two conditions (68 experimental group, 74 control group). A pre-test survey assessing past and current substance use was conducted prior the implementation of the program, while a post-test survey was conducted about 12 months after the pre-test. The results showed a significant effect of the R&R program in the reduction of cigarette smoking, episodes of drunkenness, alcohol consumption and cannabis use. However, for daily smoking and episodes of drunkenness such benefits showed a reduction over time. These findings offer additional evidence of the effectiveness of the Reasoning and Rehabilitation V2 program in Spanish adolescent students who are exposed to substance use and suggest areas of future research.

scholarly journals PROFESSIONAL TRAINING OF SPORTS STUDENTS AND THE IMPORTANCE OF THE MANAGERIAL INTERNSHIP

InterConf ◽  
2021 ◽  
pp. 11-24
Author(s):  
Victoria Cireș ◽  
Ecaterina Amelicichin
Keyword(s):  
Academic Success ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Professional Training ◽  
Outcome Measurement ◽  
Self Regulation ◽  
Measurement Systems ◽  
Processing Strategies ◽  
Directed Learning ◽  
Use Of Knowledge

According to Vermunt (1998), teaching and learning are interdependent processes that can adjust to each other, by adapting the teaching strategies used by the teacher to the way students use and regulate their learning activities. Teaching, thus involves guiding students in the process of choosing learning strategies that allow the construction, modification and use of knowledge. Such teaching is oriented towards learning processes and implicitly towards the student because it focuses on the processes through which knowledge is built and then applied in practice. Most frequently, studies that have addressed this issue have found an increase in understanding, metacognition, and self-regulation [8,9]. Moreover, studies show that meaning-oriented learning is positively associated with the indicators of study efficiency, even in the case of scores obtained in exams containing factual questions. Reproductive-oriented learning has shown negative correlations with outcome measurement systems. Non-directed learning showed for the most part strong negative relationships with exam performance, while in most cases, application-oriented learning demonstrated a lack of a relationship with academic success. In addition, regular examinations in the first years of higher education hardly manage to capitalize on students' ability to use critical, analytical and concrete processing strategies. [4,10]

scholarly journals Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Gert Vanthournout ◽  
David Gijbels ◽  
Liesje Coertjens ◽  
Vincent Donche ◽  
Peter Van Petegem
Keyword(s):  
Academic Success ◽  
Learning Styles ◽  
Learning Strategies ◽  
Academic Motivation ◽  
Learning Strategy ◽  
Self Regulation ◽  
First Year ◽  
Freshmen Students ◽  
Academic Motivation Scale ◽  
Learning Strategy Use

The present study explores whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education. Freshmen students in a professional bachelor program in teacher education were questioned on their learning strategy use and motivation at the start and at the end of the academic year. Students' learning strategies were assessed using the inventory of learning styles-SV. Motivation was measured using scales from the self-regulation questionnaire and the academic motivation scale. Gender and students' prior education were incorporated as control variables. Logistic regression analyses and general linear modelling were applied to predict persistence and academic success, respectively. In each case a stepwise approach in data analysis was used. Results on persistence indicate that lack of regulation and amotivation at the start of the year are significant predictors. For academic success, results showed that relating and structuring, lack of regulation, and lack of motivation at the end of the year are meaningful predictors. Overall, our study demonstrates that learning strategies and motivation have a moderate explanatory value regarding academic success and persistence, and that these effects remain even after controlling for the influence of background variables.

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