Emotions And Self Regulated Learning

Öz-düzenlemeli öğrenme, yabancı dil, cinsiyet, hazırlık sınıfı eğitimi, sınıf Yabancı Dil Öğrenenlerin Öz-Düzenlemeli Öğrenme Algıları: Kesitsel Bir Çalışma Öz: Bu çalışma Türkiye'deki bir devlet üniversitesinde yabancı dil öğrenenlerin özdüzenlemeli öğrenme algılarını araştırmıştır. Çerçeve olarak bir nicel kesitsel model seçilmiştir. Veri aslı Hirata (2010) tarafından geliştirilen bir ölçek aracılığıyla toplanmıştır. Çalışma aynı üniversiteden amaçlı olarak seçilmiş 230 katılımcıyla gerçekleştirilmiştir. Toplanan veri bir bilgisayar programı yoluyla, sayı (n), yüzde (%), ortalama değer (X ̄), standart sapma (Ss), Shapiro-Wilk, Tek Yönlü Varyans Analizi ve Bağımsız Örnekler T-Testi bakımından analiz edilmiştir. Sonuçlar, katılımcıların yabancı dil bilgilerini düzenli kontrol etmede, stres seviyelerini kontrol etmede, öğrenmelerinin kaydını tutmada, yeni öğrendikleri bilgileri var olan bilgileriyle ilişkilendirmede ve öğrenme zamanlarını programlamada problemlerinin olmadığını göstermiştir. Bununla birlikte, sonuçlar katılımcıların özel strateji takip etmede, başarısızlık durumlarında çalışmaya devam etmede, yeni öğrenme yolları denemede ve öğrenme için vakit ayırmada problemlerinin olmadığını göstermiştir. Çalışma ayrıca, cinsiyet, sınıf ve hazırlık eğitimi alıp almama gibi değişkenlerin katılımcıların öz-düzenlemeli öğrenme algılarında bir değişikliğe yol açmadığını göstermiştir. Bu sonuçlardan hareketle, özdüzenlemeli öğrenmeyi teşvik edici aktivitelerin dil öğrenme ortamlarının etkililiğini arttırabileceği önerilebilir.

The SME Framework (Sun–Moon–Earth) from Niclas Steiner & NN HR introduces a non-linear, process-oriented architecture for understanding organizational dynamics as perception-based adaptive systems. Integrating principles from Systems Theory (Luhmann), Resonance Theory (Rosa), and Complexity Science, the framework conceptualizes organizational stability not as a static state, but as an emergent property of continuous regulation between three fundamental systemic vectors:
Motivational Activation (Sun): The teleological vector (Vintent) and energetic driver of the system, defining its purpose-oriented trajectory.
Emotional Resonance (Moon): The coherence rate (𝜙) of internal communication and psychological safety, operationalized through the Interpersonal Meaning functions of Systemic Functional Grammar.
Structural Stabilization (Earth): The physical and procedural invariants (Ω), representing systemic inertia, capital, and formal constraints.
At the core of the framework lies the identification of the systemic center of mass (Barycenter). This barycentric perspective allows for a precise diagnostic of organizational equilibrium: systemic health is maintained only when the interplay between directional intent (Sun) and emotional feedback (Moon) is anchored within a robust structural framework (Earth).
This publication establishes the theoretical and methodological foundations for the SME Research Program (Steiner, 2025/2026). By translating "soft" behavioral factors into critical systemic variables, the SME Framework provides a physical-logical metric for longitudinal maturity analysis and the prediction of systemic tipping points in complex corporate and social structures.

Al-Ghazali, the famous Muslim scholar from the 5 th century presented the Theory of Education in which he defines the major goal of the mankind is to implement the shari'a which can result in the development of the best human society. The impact of society on the learning behavior of the pupil is also advocated by the Self-Regulated Learning process. This process involves the phases of observation, planning, execution and the evaluation. Zimmerman, the major contributors to the Self-Regulated Learning presented a number of shared features that were found to be already stated and asserted by Al-Ghazali. Winne & Hadwin's Information Process Model for moving the facts from one's temporary to the permanent memory is also the way suggested by Al-Ghazali for memorizing the Holy Quran. Like the proponent of the Self-Regulated Learning, Al-Ghazali also believes that the flair of knowing the facts needs a motivation. He asserts that the knowledge is always kept within the human soul and the cognitive abilities play a substantial role in granting a substantial level of inspiration and motivation for self-learning. It is better to incorporate Al-Ghazali's contribution like the division of curriculum, categorization of knowledge, code of ethics for students, and the notion of ikhlaq in the learning process of the students for harvesting the best of results.

Self-regulation merujuk pada kemampuan individu untuk mengelola diri sendiri, mengatur emosi, dan mengarahkan perilaku dalam mencapai tujuan, sementara self-regulated learning menekankan kemandirian dalam proses belajar, di mana seorang pelajar mampu merencanakan, mengontrol, dan mengevaluasi pembelajarannya secara mandiri.

Dalam buku ini, penulis menjelaskan bahwa gagasan ini tidak asing bagi dunia Islam. Para ulama klasik seperti Al-Ghazali telah membahas pentingnya pengendalian diri dan disiplin dalam pembelajaran. Penulis juga mengkaji bagaimana konsep ini diadopsi dan diterapkan dalam sistem pendidikan Islam kontemporer, serta bagaimana penerapannya dapat meningkatkan kualitas belajar dan mengembangkan keterampilan hidup jangka panjang.

Dengan memadukan pendekatan teoretis dan praktis, buku ini menawarkan wawasan mendalam bagi pendidik, mahasiswa, dan praktisi pendidikan Islam yang ingin memahami lebih jauh tentang pembelajaran mandiri yang berbasis nilai-nilai spiritual.

Buku ini menjadi panduan penting untuk membangun generasi Muslim yang tidak hanya berilmu, tetapi juga memiliki kemampuan untuk belajar secara efektif dan mandiri, sesuai dengan ajaran Islam.

Semoga memberikan wawasan bagi masyarakat, khususnya yang berkecimpung dan tertatik dalam dunia pendidikan, psikologi dan konsep Self-Regulated Learning dalam Pendidikan Islam.

El recurso Aprendizaje estratégico ofrece una síntesis de los principales modelos de autorregulación del aprendizaje y sus implicaciones para el desarrollo de aprendices autónomos. Se presentan los modelos cíclicos de Zimmerman y Pintrich, el modelo de tres capas y el modelo dual de Boekaerts, así como el modelo de regulación socialmente compartida de Hadwin, destacando la integración de procesos cognitivos, motivacionales, emocionales y contextuales en la regulación del aprendizaje. El texto subraya que aprender estratégicamente supone planificar, monitorear y ajustar metas, estrategias y emociones, tanto en contextos individuales como colaborativos. Asimismo, se analizan las nociones de andamiaje, autonomía y regulación compartida para fundamentar propuestas instruccionales que integren el entrenamiento en autorregulación dentro del currículo. Se enfatiza el papel del docente como mediador que modela estrategias, proporciona ayudas calibradas y promueve entornos colaborativos orientados al “aprender a aprender” a lo largo de la vida.

Self-regulation is necessary for success in any learning context, but for adult immigrants to the United States who are trying to learn English, it is critical. This qualitative research investigated 46 such learners enrolled in a blended English language course. Using Zimmerman's 6 dimensions of self-regulation as a framework and data from observations, interviews, and reflexive journals, we attempted to understand and describe how these learners experienced self-regulation. We found that although these learners had strong desires to learn English, they lacked the self-regulation abilities that could bring their desires to fruition. They had difficulty transferring their desires to learn English into persistent motivation, effective goals, and management of time and physical environment so they could prepare for class and complete the online modules. They were more proficient in proactively using language learning strategies and creating a social network to which they could turn for help. However, in both of those areas, they did not evaluate their activities to see where they could improve. The results suggest that embedding self-regulation instruction into a language course could increase learner retention and academic success. When designing such instruction for these adult learners, designers should adapt their instruction to the type of access the students have, their culture and values, and the context of their lives.

L'art contemporain africain s'affirme comme un puissant levier de critique sociale et politique. Face aux injustices, à la corruption, à l'oppression ou encore aux tabous culturels, de nombreux artistes se dressent comme des voix dissidentes, questionnant l'ordre établi. Cette posture critique dérange souvent les élites politiques, qui perçoivent l'art comme une menace potentielle à leur autorité. En réaction, ces élites oscillent entre censure, rejet et tentatives de récupération symbolique, traduisant un profond malaise face à une parole artistique libre et engagée. Pour faire face à ces formes de répression, les artistes développent des stratégies de contournement, de subversion et de résilience. Cette capacité à créer malgré l'adversité illustre la vitalité de l'art africain contemporain, qui devient un espace de résistance, de dialogue et de transformation. En définitive, ce face-à-face entre art et pouvoir révèle une lutte symbolique pour le contrôle de la parole publique et de l'imaginaire collectif. Il met en lumière le rôle fondamental des artistes comme acteurs de changement, porteurs de mémoire et éveilleurs de conscience dans une Afrique en pleine mutation.

This research aims to prove whether mobile Computer-Supported Collaborative Learning (mCSCL) is better at improving learning outcomes to solve problems than mobile Computer-Supported Individual Learning (mCSIL) based on the student's Self Regulated Learning level. Data analysis techniques in this study used SPSS programs with two-way variance analysis. The research subjects involved 140 Harapan Bangsa Academy students. The results of the analysis found that mCSCL has an average of 67,071 provides better learning outcomes for problem-solving than mCSIL, which is 63,414. Also, this study found that students with higher Self Regulated Learning (SRL) had better learning achievement than students with lower Self Regulated Learning that is, 66.5 compared to 63.986. Furthermore, the test results also obtained Fab = 3,326 with Sig. = 0.07 then H0AB is accepted. This matter means the mCSCL and mCSIL learning strategies provide equally good learning achievements for students who have high or low Self Regulated Learning. The novelty of this study is that the mobile Computer-Supported Collaborative Learning strategy will be more effective in improving problem-solving learning outcomes if students have high Self Regulated Learning.

This research aims to prove whether mobile Computer-Supported Collaborative Learning (mCSCL) is better at improving learning outcomes to solve problems than mobile Computer-Supported Individual Learning (mCSIL) based on the student's Self Regulated Learning level. Data analysis techniques in this study used SPSS programs with two-way variance analysis. The research subjects involved 140 Harapan Bangsa Academy students. The results of the analysis found that mCSCL has an average of 67,071 provides better learning outcomes for problem-solving than mCSIL, which is 63,414. Also, this study found that students with higher Self Regulated Learning (SRL) had better learning achievement than students with lower Self Regulated Learning that is, 66.5 compared to 63.986. Furthermore, the test results also obtained Fab = 3,326 with Sig. = 0.07 then H0AB is accepted. This matter means the mCSCL and mCSIL learning strategies provide equally good learning achievements for students who have high...

This paper discusses materials development in language education, defining teaching materials as diverse resources like textbooks and digital tools. It emphasizes the importance of authentic input, learner engagement, and communicative purpose. The paper also discusses the role of technology in enhancing language learning, emphasizing accessibility, collaboration, and personalized learning. Integrating digital resources improves educational outcomes.

The aim of the present study was to investigate EFL university students’ attitude towards self-regulated learning strategies in writing academic papers. A further aim of the study was to compare the attitudes of two groups of university students (third and fourth years) in the employment of self-regulated learning strategies to find out whether academic education assists students to become more self-regulated writers with the passage of time. A questionnaire was developed and administered to 98 college students majoring in English language. The questionnaire consisted of 60 items assessing six dimensions of self-regulated learning, namely, motive, method, time, physical environment, social environment, and performance. Descriptive analyses revealed that the participants were moderate to slightly high in the use of self-regulatory strategies and processes. Furthermore, the findings indicated that certain writing strategies including pre-writing, goal-setting and self-consequence were...

Há uma falta de clarificação conceitual sobre a Corregulação da aprendizagem (CRA) e o uso de vários conceitos (e.g. regulação sócio partilhada, aprendizagem colaborativa e aprendizagem compartilhada) para se referir à CRA embora as concepções sejam diferentes. Realizou-se uma revisão integrativa de natureza predominantemente qualitativa e de caráter teórico exploratório, com objetivo de caracterizar a CRA oferecendo uma compreensão e clareza conceitual. Foram analisados 56 artigos que abordam explicitamente o conceito da CRA e as características da CRA foram agrupadas de acordo com a sua resposta para três questões norteadoras: O que é a CRA?; Como a CRA é utilizada?; e Por que a CRA é utilizada? Uma análise de conteúdo qualitativa revelou 42 características da CRA. Testes de significância estatística foram considerados e evidenciaram as 9 mais relevantes. Este estudo contribui para a clarificação conceptual da CRA, apontando diretrizes que podem orientar práticas pedagógicas e, em última instância, promover a autorregulação da aprendizagem.

Introduction: Student engagement is a critical determinant of academic success and enriched learning experiences in higher education. This study investigates the use of ClassPoint and Edcafe, two interactive educational tools, in enhancing engagement, participation, and content retention in the GS321: Principles of Human Behavior course. Objective: To evaluate the impact of ClassPoint and Edcafe on classroom engagement, participation, and academic performance among college students. Method: A quasi-experimental design was employed with 70 undergraduate students from King Fahd University of Petroleum and Minerals during the (241) academic term. Students were divided into control and experimental groups. The experimental group used ClassPoint (interactive quizzes and annotations) and Edcafe (interactive assignments and classroom activities), while the control group received traditional instruction. Data collection included engagement surveys. Results: The experimental group demonstrated significantly higher emotional, cognitive and behavioral engagement, and test scores than the control group. Students reported increased enjoyment, motivation, and responsiveness to interactive questions. Conclusion: Technology-enhanced tools like ClassPoint and Edcafe improve academic outcomes and positively influence students' attitudes toward learning. Implication and Significance: Integrating interactive tools fosters more dynamic, engaging, and effective learning environments, supporting both comprehension and content retention.

L’education musicale academique n’est officialisee au Senegal qu’a partir de 1976, dans l’intention de democratiser l’acces a la culture a l’ecole. Le but est de former un citoyen senegalais enracine dans sa propre culture et ouvert vers le reste du monde. Mais la concretisation de cette noble ambition a presque echoue en raison d’une « ouverture » qui a pris le pas sur « l’enracinement ». Car la formation des professeurs d’education musicale est calquee sur les contenus de cours legues par les francais et bases essentiellement sur la musique classique europeenne inconnue des senegalais. Ce qui cree une tension par rapport a la culture musicale populaire des eleves. Dans les ecoles, rien n’est prevu pour l’enseignement de cette discipline, au niveau des moyens et materiels didactiques. Les professeurs d’education musicale sont confrontes aussi a un probleme de rapport au savoir academique dans une societe de tradition orale tres islamisee avec un systeme de castes, d’ou des prejuges...

self-evaluation. Planning encompasses the processes, the prior knowledge and the initial beliefs that influence the learning of the subject, as well as the moment in which the student sets the goals and outlines the strategic plan to achieve them. Performance is related to what occurs during the learning. It involves the processes that stimulate the execution of the task, with emphasis on attention and self-monitoring. These processes help the student to better focus on the activities and improve their achievement. Finally, self-evaluation is linked to actions that occur after the completion of the task, giving the student the opportunity to review the directions taken and choices made. Cognitive and metacognitive theories of learning show that self-regulation indeed influences the actions of the

In recent years, interest in self-regulated learning has risen considerably. While self-regulatory activities are controlled cognitively, they encompass more than the monitoring of cognitive activities. Motivational and emotional processes are also important in learning and they ...

In this study, studies on technology-supported self-regulated language learning conducted between 2011 and 2022 are examined in terms of subject and focus points, applied techniques, and research findings. Thirty studies are addressed in this context. The findings of numerous original studies are synthesized and merged by using systematic review. The content analysis method was used to analyze the data. With this method, the data were coded by categorizing them into themes. The findings demonstrated that using technology in self-regulated language learning improves and promotes students' language learning in affective, linguistic, metacognitive, cognitive, and sociocultural areas. Thematically, studies focused mostly on affective and linguistic aspects. The research primarily used quantitative and mixed approaches as methodology. The findings revealed that, from an affective standpoint, the use of technology favorably influences learners' attitudes, motivation, and perceptions toward self-regulated language learning. Linguistically learners' language skills improved and languagelearning outcomes progressed positively. In metacognitive terms, students' ability to plan their own learning increased. It is determined that learning cooperatively in the sociocultural sense improves self-regulated language learning. In terms of cognition, using cognitive strategies is found to support technologysupported self-regulated language learning. The study ends with some implications for doing more practical studies on the use of technology in self-regulated language learning.

Academic engagement explains the extent to which learners identify with and value academic conclusions, and take part in academic and non-academic activities. The present study explores, quantitatively, a causal model of both psycho-social and motivational factors in academic engagement and their potential impacts on academic achievement outcome. The sample of this research consisted of 480 undergraduate students at Alzahra University, Tehran, Iran who were selected by stratified random sampling method. The instruments which used in this study were The Academic Success Inventory, Boekaerts" Motivation control scale (1987), Kuhl's Action Control scale (ACS-90) (1994), Pintrich et al.'s Motivated Strategies for Learning Questionnaire (MSLQ) (1991), Schraw & Dennison's Metacognitive awareness inventory (MAI) (1994), Boekaerts' Intended/actual goals scale (1987), Zimbardo & Boyd's future time perception inventory (ZPTI) (1999), & Schaufeli, et al"s Academic Engagement scale (2002). Structural equation modeling (SEM) through AMOS-22 was used for data analysis. The results indicated that motivational control-emotional states & competencies, self-efficacy, metacognition, action control-initiative persistence & disengage persistence-had significant effects on academic engagement. Also academic engagement can affect academic performance mediating

Self-regulated learning includes the cognitive, metacognitive, behavioral, motivational, and affective aspects of learning. The conceptualization of self and socially regulated learning has recently received much attention and peer assessment has been found to increase the use of metacognitive activity. The present exploratory qualitative study aimed to identify self-, co-, and socially shared regulatory processes in an oral English as a Foreign Language task. The regulatory activity deployed by 10 learners was studied within the context of a peer assessment task using an assessment form paired with video feedback in the context of an English language classroom at a French university. These interactions were filmed and discussed in individual self-confrontation interviews which were analyzed through inductive coding. Specific findings from the classroom setting shed light on existing gaps in the literature. First, students can gain confidence in their own skills through assessing their peers and activating regulatory processes both individually and as a group. Second, appropriate tools can increase co-regulated and socially regulated learning through the structuring of cooperative regulatory behaviors. Third, psychological safety appeared to be a propitious social context for supporting regulated learning (SRL, CoRL, and SSRL). We also shed light on the fact that adaptive regulatory strategies are present in oral (as well as written) English as a Foreign Language tasks. These results indicate the potential for learning situations based on video feedback used in conjunction with peer assessment and collaborative learning in order to develop regulatory behaviors in language learners.

El objetivo de este estudio fue analizar la experiencia virtual de estudiantes de las facultades de Ciencias Sociales y Ciencias Económicas, Administrativas y Contables, pertenecientes a la Universidad Nacional Autónoma de Honduras en Ciudad Universitaria (UNAH-CU), 2021. La presente investigación fue diseñada bajo el planteamiento metodológico del enfoque cualitativo. Se recurrió a un diseño fenomenológico, mientras que el muestreo fue no probabilístico de tipo homogéneo y por conveniencia. Los principales resultados son: los entrevistados mencionan que perciben una buena calidad de enseñanza, asimismo, la mayoría de estudiantes se han visto obligados a ser autodidactas, la interacción maestro-alumno, así como la interacción alumno-alumno es limitada y tiende a darse solo por fines académicos. Los participantes han adquirido nuevos conocimientos tecnológicos durante las clases virtuales y consideran la computadora como recurso mínimo para recibir su aprendizaje. Ante la nueva situa...

El objetivo es analizar los procesos psicosociales y  socioemocionales de estudiantes de Enfermería antes y durante el confinamiento por Covid-19, derivados de las medidas de control sanitario en la Jornada de Sana Distancia implementada por la Secretaría de Salud en México. Como metodología se realizó un estudio descriptivo, cuantitativo y transversal mediante un cuestionario en línea con una muestra de 375 estudiantes.
En cuanto a los resultados, los estados emocionales que más disminuyeron fueron: felicidad (52%), tranquilidad (34.40%) y confianza (34.13%); y los que más aumentaron fueron: incertidumbre (32.80%), angustia (27.46%), desesperación (26.13%)  y miedo (21.60%). Conclusiones: el estudiantado de Enfermería  relativo a esta investigación es una población plurivulnerable con alto riesgo de enfrentar desafíos psicosociales y emocionales que se incrementaron, en comparación con otros estudiantes de educación superior, como producto de ejes estructurantes de desigualdad social, en especial la edad, género, carrera, territorio y condición socioeconómica.

El objetivo es analizar los procesos psicosociales y socioemocionales de estudiantes de Enfermería antes y durante el confinamiento por Covid-19, derivados de las medidas de control sanitario en la Jornada de Sana Distancia implementada por la Secretaría de Salud en México. Como metodología se realizó un estudio descriptivo, cuantitativo y transversal mediante un cuestionario en línea con una muestra de 375 estudiantes. En cuanto a los resultados, los estados emocionales que más disminuyeron fueron: felicidad (52%), tranquilidad (34.40%) y confianza (34.13%); y los que más aumentaron fueron: incertidumbre (32.80%), angustia (27.46%), desesperación (26.13%) y miedo (21.60%). Conclusiones: el estudiantado de Enfermería relativo a esta investigación es una población plurivulnerable con alto riesgo de enfrentar desafíos psicosociales y emocionales que se incrementaron, en comparación con otros estudiantes de educación superior, como producto de ejes estructurantes de desigualdad social, en especial la edad, género, carrera, territorio y condición socioeconómica.

En elev i begynnelsen av tenårene som hadde spilt i korpset jeg dirigerte skulle få sin første individuelle time med meg. Jeg opplevde at hun fremsto som flinkere på timen enn hun vanligvis gjorde på korpsprøver og i gruppesamspill. Jeg ga uttrykk for at hun spilte mye bedre nå enn hun gjorde i korpset. ”Det er jo fordi jeg har så lav selvtillit”, sa hun med sitt vante smil. Denne historien viser at selvtilliten som en del av selvoppfatningen har betydning for prestasjon, og at selvtilliten varierer avhengig av sammenheng.

The strategies that enable musicians to adapt their behaviors so that they can break through, feel energized, and perform well collectively distinguish what it is to be a self-regulated learner. These strategies range from one’s ability to monitor thoughts and actions to being able to navigate and control one’s emotions, especially when feeling frustrated or anxious. Given the challenges of the music profession, it becomes imperative for teachers to equip their students with the necessary skills to self-regulate their own actions, feelings, and thinking so that they are eventually able to cope with the demands required of a contemporary professional musical career. In this study, we focused on the self-regulatory engagement of four master’s level cellists who were enrolled in a prominent European higher music education institution. Our data comprised self-regulated learning-based diary-reports that describes the students’ practice of self-chosen, especially demanding passages as they prepared for a public recital. Results depict differences between the musicians according to the
efficiency of their practice leading up to a formal public recital.

ObjectiveThis article reviews research on computerized and computer‐assisted psychological assessment and psychotherapy for college and university students.MethodPublished reviews of outcome research on the topic are reviewed, along with individual clinical trials and other relevant studies not covered by reviews, as well as reviews of closely‐related research.ResultsComputer‐assisted assessment and psychotherapy have proven effective with collegians across samples, nations, and presenting concerns.ConclusionsCurrently‐available digital technologies can address these mental health service delivery challenges: cost, limited human resources, failure of students to seek help, stigmatization of collegians seeking help, premature termination, inadequate process and outcome data to assess and improve treatment effectiveness, and lack of real‐time data‐based treatment selection.

Este artículo presenta parte de una cartografía conceptual del aprendizaje autorregulado (AAR), correspondiente a la conceptuación, categorización y clasificación del referido constructo. El análisis, sustentado en fuentes obtenidas principalmente de Scopus, lleva a proponer una definición que integra aspectos relevantes presentes en las definiciones revisadas, determinar que el AAR pertenece simultáneamente a dos categorías inmediatamente superiores e identificar cuatro tipologías de procesos. Se concluye que el estudio del AAR ha tenido una evolución que coloca al constructo bajo un enfoque complejo en crecimiento y con amplio sustento empírico.

The objective of this study is to see whether Immigrant (IM) and Spanish (National) students (SP) need different kinds of help from teachers due to differences in motivation, family expectancies and interests and classroom-motivational-climate perception. A sample of Secondary Students −242 Spanish and 243 Immigrants- completed questionnaires assessing goal orientations and expectancies, family attitudes towards academic work, perception of classroom motivational climate and of its effects, satisfaction, disruptive behavior and achievement. ANOVAs showed differences in many of the motivational variables assessed as well as in family attitudes. In most cases, Immigrant students scored lower than Spanish students in the relevant variables. Regression analyses showed that personal and family differences were related to student's satisfaction, achievement and disruptive behavior. Finally, multi-group analysis of classroom-motivational-climate (CMC) showed similarities and difference...

The current study examined how collaborative groups use cognitive regulatory sub-processes within a Computer-Supported Collaborative Learning (CSCL) context, and how these sub-processes were enacted differently for groups primarily characterized by their socially shared or other-regulation. Toward that end, the synchronous chat logs from three tasks of two collaborative groups, a socially shared relative to an other-regulation group, were qualitatively analyzed for planning, monitoring, and evaluation processes. Findings indicated that both groups maintained a high quality focus on content monitoring. The pathways for both groups differed, given the jointly coordinated planning and task monitoring of the socially shared group relative to the efficient but fully guided planning and task monitoring for the other-regulated group. Results suggest that content monitoring can play a key role in the high quality joint activity in both groups because of synergy among the cognitive regulatory sub-processes.

The use of computational scaffolding is a crucial strategy to foster students’ regulation of learning skills, which is associated with increased learning achievement. However, most interventions treat the regulatory processes as individual actions isolated from a social context. This view contradicts the most recent research that points to the importance of studying the regulatory phenomenon from a social-cognitive perspective, where students’ interactions influence their regulation of the learning process. This work explores these problems and presents multiple scaffolds to promote Self-regulation of Learning (SRL), co-regulation, and socially shared regulation of learning (SSRL) embedded within a computer-supported collaborative learning environment. A single-blind randomized controlled trial was performed with students (n = 71) enrolled in an online introductory programming course. Students were randomly assigned to three groups: 1) SRL-only support, 2) SRL, co-regulation, and SS...

Objetivo: relatar las experiencias de los autores durante la enseñanza a distancia en el posgrado en Enfermería y Salud, frente a la pandemia del Coronavirus, en la perspectiva de Paulo Freire. Método: relato de experiencia basado en la observación directa y participación en las actividades del componente curricular, entre marzo y junio de 2021, en una universidad pública del Estado de Bahía (Brasil). Los datos fueron registrados en diario de campo, organizados por abordaje temático y analizados a partir del proceso acción-reflexión-acción. Resultados: se identificaron tres dimensiones que revelaron los horizontes vividos en la enseñanza a distancia de emergencia en la perspectiva de buscar la calificación de educación superior en salud. Conclusión: se observó que los diálogos realizados en las clases a distancia pasaron por desafíos e innovaciones en la planificación y en la práctica de clase y dieron un nuevo significado al proceso de caracterización de la práctica docente. Se evi...

Research has generated deep insights into computer-supported collaborative learning (CSCL), but the cycle of impact on practice is relatively lengthy and slow. In contrast, work in learning analytics attempts to leverage the collection and analysis of data to improve learning processes and outcomes in-situ. Developing learning analytics to support CSCL thus offers the opportunity to make our research actionable in an immediate way by using data collected on collaborative processes in-progress to inform their future trajectories. Efforts in this direction are specifically promising in support of students’ selfand socially sharedregulation of their learning. Data on collaborative and metacognitive activities can inform collaborating groups and help them to improve future joint efforts. In this symposium we bring together a collection of five papers that are exploring the space of connection between CSCL, learning analytics and self-regulation to advance thinking around these issues.

It has been suggested that a group's regulation in hybrid learnng contexts is correlated to their social and emotional interactions (Isohätälä et al. 2020). How these socio-emotional interactions influence collaboration has primarily been studied in formal learning contexts. However, the influence of these factors is potentially more challenging in outside-of-school activities, which may happen synchronously or asynchronously and without teacher supervision. The chapter explores the role of emotions in co-regulation and socially shared regulation during collaboration in hybrid contexts that mix formal and informal learning. This chapter provides an overview of the literature and the research tools related to socio-emotional regulation in computer-supported collaborative learning (CSCL) and problematizes the need for a better understanding of how socio-emotional factors unfold and operate in hybrid contexts where formal and informal learning are mixed. This problematization is illustrated with examples observed during a well-established physically sited (math) gymkhana. 1 The discussion opens the question to further investigate and design 1 In our context, a gymkhana is an outdoor game where (15-year-old) students must use clues and riddles to find and solve (math) problems that are located throughout the streets of one of the city's neighbourhoods.

Objective: This article reviews research on computerized and computer-assisted psychological assessment and psychotherapy for college and university students. Method: Published reviews of outcome research on the topic are reviewed, along with individual clinical trials and other relevant studies not covered by reviews, as well as reviews of closely-related research. Results: Computer-assisted assessment and psychotherapy have proven effective with collegians across samples, nations, and presenting concerns. Conclusions: Currently-available digital technologies can address these mental health service delivery challenges: cost, limited human resources, failure of students to seek help, stigmatization of collegians seeking help, premature termination, inadequate process and outcome data to assess and improve treatment effectiveness, and lack of real-time data-based treatment selection.

The aims of this longitudinal study were to describe undergraduates' learning behavioral types in e-learning and to investigate their relationship to learning outcomes over an entire semester. In the first part of the study, 441 students at a national university in Japan were analyzed with regard to their visualization of learning progress. Seven distinct types of learning behavior were identified: (1) procrastination, (2) learning habit, (3) random, (4) diminished drive, (5) early bird, (6) chevron, and (7) catch-up. In the second part of this study, data from 226 students were analyzed. The results showed significant relationships between their learning type and ultimate learning outcomes. The students who exhibited the learning habit type scored significantly higher on the test than those students of the procrastination type. The results imply that regulated learning (i.e., forming a learning habit) could increase learning effectiveness and lead to better learning outcomes in e-learning.

The learning research literature has identified the complex and multidimensional nature of learning tasks, involving not only (meta) cognitive processes but also affective, linguistic, and behavioral contextualized aspects. The present study aims to analyze the interactions among activated domainspecific information, context-sensitive appraisals, and emotions, and their impact on task engagement as well as task satisfaction and attribution of the perceived learning outcome, using a machine learning approach. Data was collected from 1130 vocational high-school students of both genders, between 15 and 20 years of age. Prospective questionnaires were used to collect information about the students' home environment and domainspecific variables. Motivation processes activated during the learning episode were measured with Boekaerts' on-line motivation questionnaire. The traces that students left behind were also inspected (e.g., time spent, use of provided tools, content, and technical aspects of writing). Artificial neural networks (ANN) were used to provide information on the multiple interactions between the measured domain-specific variables, situation-specific appraisals and emotions, trace data, and background variables. ANN could identify with high precision students who used a writing skill, affect, and self-regulation strategies attribution on the basis of domain variables, appraisals, emotions, and performance indicators. ANN detected important differences in the factors that seem to underlie the students' causal attributions.

El Álgebra Lineal es una disciplina cuya enseñanza y aprendizaje no es sencilla. Es de contenidos en general abstractos y de difícil comprensión por parte de los alumnos en todas las disciplinas de la enseñanza: Ciencias e Ingeniería. Por ello es importante para un mejor aprendizaje, motivar los contenidos desde la geometría y desde las aplicaciones a las distintas especialidades. En este trabajo hacemos una reseña sobre

2002, ha sido reestructurada en cuanto a la organización de sus contenidos y al funcionamiento de sus equipos docentes. Asimismo se ha planteado un cambio abarcativo en la metodología de la enseñanza. Desde un punto de vista curricular la idea de trayecto formativo constituyó un posicionamiento innovador en el contexto de las Carreras de Ingeniería en tanto implica un enfoque alternativo de organizar y estructurar los contenidos. A su vez la unificación de la enseñanza de las asignaturas preexistentes: Álgebra, Análisis Matemático y Geometría Analítica en un mismo espacio curricular constituyó otra de las estrategias de cambio que responde a la necesidad de ajustar la organización de los contenidos a los debates didácticos que postulan la conveniencia de una visión unificada de los conceptos matemáticos. El presente trabajo describe los criterios que direccionaron los cambios operados en el diseño de una de las materias del área mencionada. La misma se denomina Matemática "A" y está ubicada en el primer semestre de la carrera. La deserción de los estudiantes y articulación en el interior del área e ínter áreas, han sido dos temáticas-problemáticas constitutivas y centrales en la definición de estos criterios. Correspondiéndose con la problemática descrita, la otra dimensión de la innovación se refiere a la metodología desplegada en el desarrollo de las clases. Las mismas fueron concebidas como espacios de actividad, desplazando el foco desde el profesor como centro a la clase como una totalidad en la cual todos trabajan. Los diferentes recursos y medios utilizados han sido diseñados para contribuir a un aprendizaje constructivo, cooperativo y orientado a la resolución de problemas.

Cooperative learning is an active learning approach, model or method based on students' working in groups towards academic and cooperative goals, enhancing self-confidence, improving communication skills and providing active participation in class. The aim of this research is to try to determine the ideas of prospective teachers about cooperative learning approach considering some demographic variables. Participants were 382 prospective students studying at Akdeniz University Faculty of Education in 2016-2017 academic year. The validity and reliability analysis of the Cooperative Learning Scale consisted of 22 items were made and internal reliability coefficient Cronbach's Alpha was calculated as 0.87. It was found that cooperative learning would raise students' academic achievement, improve communication skills and feelings of cooperation, and socialize the students at the desired level, but the students will not be able to develop their leadership skills to the desired level.

Título: Diferencias en el clima motivacional en el aula: causas, efectos e implicaciones para la formación docente. Un estudio multinivel. Resumen: La investigación sobre el clima motivacional en el aula (CMC) ha mostrado diferencias significativas entre las aulas en CMC. Sin embargo, no se sabe si el conocimiento motivacional de los docentes y las metas y expectativas relacionadas con sus alumnos contribuyen a tales diferencias y, en consecuencia, a los efectos de la CMC en los alumnos. Para responder a esta pregunta, un modelo multinivel de las relaciones entre a) el conocimiento y las características motivacionales de los profesores, b) las metas y expectativas de los estudiantes (SGE), c) la percepción de CMC, y d) la atribución de los estudiantes de la mejora motivacional percibida a los maestros (APMIT) se probó utilizando métodos de ecuaciones estructurales. Un total de 2.223 estudiantes de secundaria y preparatoria y sus 95 profesores participaron en el estudio. Palabras clave: Clima motivacional en el aula; Conocimiento motivacional de los docentes; Metas de los docentes sobre los estudiantes; Expectativas de los docentes; Orientación motivacional de los estudiantes.

Measuring self-regulated learning is crucial to improve our educational interventions. Self-report has been the major data collection method and a number of questionnaires exist. Importantly, the vast majority of the questionnaires are constructed from general theoretical models. Our aim was to develop a model and its questionnaire-i.e. Deep Learning Strategies questionnaire-to investigate how students regulate their learning strategies in more realistic learning situations. Four scales were created: (1) Basic learning self-regulation strategies; (2) Visual elaboration and summarizing strategies; (3) Deep information processing strategies; and (4) Social learning self-regulation strategies. A total of 601 higher education students formed the sample. We analyzed, first, the internal validity of the questionnaire. Three structural models were tested: (M1) mono-factor; (M2) scales correlate among them freely, and (M3) the scales are indicators of a general construct. The latter model showed a slight better fit. Additionally, a path analysis was carried out to study the degree in which the use of the Deep learning strategies depends on personal factors and is associated to performance. It was found that the use depends directly and positively on learning goal orientation, on the self-messages defining the self-regulation style of emotion and motivation focused on learning, and on effort. Besides, these two last variables convey the effect of self-efficacy that, at the same time, affects effort. Academic performance, depends positively on effort but negatively to the use of deep learning strategies. It is hypothesized this negative relationship is due to the method of measurement of academic performance.

The aims of this longitudinal study were to describe undergraduates' learning behavioral types in e-learning and to investigate their relationship to learning outcomes over an entire semester. In the first part of the study, 441 students at a national university in Japan were analyzed with regard to their visualization of learning progress. Seven distinct types of learning behavior were identified: (1) procrastination, (2) learning habit, (3) random, (4) diminished drive, (5) early bird, (6) chevron, and (7) catch-up. In the second part of this study, data from 226 students were analyzed. The results showed significant relationships between their learning type and ultimate learning outcomes. The students who exhibited the learning habit type scored significantly higher on the test than those students of the procrastination type. The results imply that regulated learning (i.e., forming a learning habit) could increase learning effectiveness and lead to better learning outcomes in e-learning.

I føreropplaeringen foregår det ulike laeringsaktiviteter som aktualiserer bruk av dialog som et redskap for laering. Kunnskap om hvordan dialogen mellom elev og trafikklaerer kan fremme og hemme elevens laering kan bidra til å øke kvaliteten på opplaeringen. En forutsetning for god og effektiv kjøreopplaering er at laerer og elev forstår hverandre-at de snakker sammen på en måte som begge skjønner. Da kan ikke laereren bruke begreper som eleven ikke vet betydningen av. I artikkelen rettes søkelyset mot forutsetninger som ligger i dialogen som medium for laering. Vi peker på at aktørene, ved bruk av dialog, kan etablere linjer fra teoristoff over til trafikale situasjoner. Dette er en forutsetning for å realisere ambisjonene i føreropplaeringen. Det foreligger lite systematisert kunnskap som problematiserer hvilke laeringsmuligheter trafikkopplaeringen åpner for. Oppmerksomheten har i stor grad dreid seg om ytre forhold ved opplaeringen, for eksempel antall opplaeringstimer, eller 'effektene av utdanning eller ikke utdanning' på risikoatferd og forekomst av ulykker (Ker, Roberts, Collier, Beyer, Bunn & Frost 2004). Med andre ord har man vaert mer opptatt av volumet på opplaeringen enn hva som kjennetegner opplaeringen og hvordan den foregår. Den norske føreropplaeringen er unik med hensyn til omfang, innhold og faglig forankring. Disse saertrekkene gjør den til et egnet eksempel for å belyse spørsmål rundt opplaering som et brought to you by CORE View metadata, citation and similar papers at core.ac.uk