Download or read book Improving Fifth Grade Students Mathematics Self efficacy Calibration and Performance Through Self regulation Training written by Darshanand H. Ramdass and published by . This book was released on 2009 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Self Regulation of Learning and Performance written by Dale H. Schunk and published by Routledge. This book was released on 2017-09-07 with total page 683 pages. Available in PDF, EPUB and Kindle. Book excerpt: The second edition of the popular Handbook of Self-Regulation of Learning and Performance responds to and incorporates the wealth of new research that the first edition inspired on the subject. At the same time, it advances meaningful perspectives on the scholarship and history that originally shaped the field. Divided into five major sections—basic domains, context, technology, methodology and assessment, and individual and group differences—this thoroughly updated handbook addresses recent theoretical refinements and advances in instruction and intervention that have changed approaches to developing learners’ capabilities to self-regulate in educational settings. Chapters written by leading experts in the field include discussions of methodological advances and expansions into new technologies and the role of learner differences in such areas as contexts and cultures. As a comprehensive guide to a rapidly evolving and increasingly influential subject area, this volume represents contemporary and future thinking in self-regulation theory, research, and applications. Chapter Structure – To ensure uniformity and coherence across chapters, each chapter author addresses the theoretical ideas underlying their topic, research evidence bearing on these ideas, future research directions, and implications for educational practice. Global – A significant number of international contributors are included to reflect the increasingly international research on self-regulation. Readable – In order to make the book accessible to students, chapters have been carefully edited for clarity, conciseness, and organizational consistency. Expertise – All chapters are written by leading researchers who are highly regarded experts on their particular topics and are active contributors to the field.
Download or read book Identifying Factors Common Among Students who Do Not Fit the Typical Mathematics Self efficacy and Achievement Correlation written by Jodi H. Mantilla and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Previous research has shown that mathematical self-efficacy is positively correlated with mathematical performance level. However, in elementary classroom settings, teachers noticed that students with high mathematical self-efficacy had low mathematical performance level. On the other end of the spectrum, there are students who have low mathematical self-efficacy yet excel in mathematics. Discovering what factors are common among these two types of students can aid teachers in helping these students improve their self-efficacy and mathematics performance. This explanatory mixed-methods design was conducted in a K-6 elementary school with the research participants consisting of fourth-, fifth-, and sixth-grade students. The first of two research phases included assessing students0́9 mathematical performance level and mathematical self-efficacy. Utilizing the criteria of high or low performance in correlation to high or low self-efficacy, the students were placed into one of four categories; high performance/high self-efficacy (High P/High SE), low performance/low self-efficacy (Low P/Low SE), high performance/low self-efficacy (High P/Low SE), and low performance/high self-efficacy (Low P/High SE). Phase II of the research included interviewing the top two students from the High P/High SE group and the bottom two from the Low P/Low SE group as well as all of the students in the High P/Low SE and the Low P/High SE groups. After the interviews were analyzed, the researcher identified the factors that are common to the High P/Low SE and Low P/High SE groups that were not found in the High P/High SE or Low P/Low SE groups. Some examples of these factors for students with High P/Low SE included feelings of jealousy, not feeling smart even when the math is easy, and not feeling encouraged by teachers and parents. Examples of these factors for students with Low P/High SE included preferring completing assignments in a group and giving up when the mathematics gets difficult. The potential implications of this research may be used in elementary classrooms to help teachers identify outlier students as well as help students better align their self-efficacy with their achievement level. The intended audience of this research was elementary mathematics teachers.
Download or read book Self Regulated Learning and Academic Achievement written by Barry J. Zimmerman and published by Routledge. This book was released on 2013-05-13 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence. Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.
Download or read book The Cambridge Handbook of Cognition and Education written by John Dunlosky and published by Cambridge University Press. This book was released on 2019-02-07 with total page 1130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Handbook reviews a wealth of research in cognitive and educational psychology that investigates how to enhance learning and instruction to aid students struggling to learn and to advise teachers on how best to support student learning. The Handbook includes features that inform readers about how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, reading and writing. Each chapter supplies a description of the learning goal, a balanced presentation of the current evidence about the efficacy of various approaches to obtaining that learning goal, and a discussion of important future directions for research in this area. It is the ideal resource for researchers continuing their study of this field or for those only now beginning to explore how to improve student achievement.
Download or read book Psychology and Mathematics Education written by Gila Hanna and published by Frontiers Media SA. This book was released on 2023-09-05 with total page 552 pages. Available in PDF, EPUB and Kindle. Book excerpt: Modern Mathematics is constructed rigorously through proofs, based on truths, which are either axioms or previously proven theorems. Thus, it is par excellence a model of rational inquiry. Links between Cognitive Psychology and Mathematics Education have been particularly strong during the last decades. Indeed, the Enlightenment view of the rational human mind that reasons, makes decisions and solves problems based on logic and probabilities, was shaken during the second half of the twentieth century. Cognitive psychologists discovered that humans' thoughts and actions often deviate from rules imposed by strict normative theories of inference. Yet, these deviations should not be called "errors": as Cognitive Psychologists have demonstrated, these deviations may be either valid heuristics that succeed in the environments in which humans have evolved, or biases that are caused by a lack of adaptation to abstract information formats. Humans, as the cognitive psychologist and economist Herbert Simon claimed, do not usually optimize, but rather satisfice, even when solving problem. This Research Topic aims at demonstrating that these insights have had a decisive impact on Mathematics Education. We want to stress that we are concerned with the view of bounded rationality that is different from the one espoused by the heuristics-and-biases program. In Simon’s bounded rationality and its direct descendant ecological rationality, rationality is understood in terms of cognitive success in the world (correspondence) rather than in terms of conformity to content-free norms of coherence (e.g., transitivity).
Download or read book Handbook of Competence and Motivation Second Edition written by Andrew J. Elliot and published by Guilford Publications. This book was released on 2018-02-21 with total page 737 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now completely revised (over 90% new), this handbook established the concept of competence as an organizing framework for the field of achievement motivation. With an increased focus on connecting theory to application, the second edition incorporates diverse perspectives on why and how individuals are motivated to work toward competence in school, work, sports, and other settings. Leading authorities present cutting-edge findings on the psychological, sociocultural, and biological processes that shape competence motivation across development, analyzing the role of intelligence, self-regulated learning, emotions, creativity, gender and racial stereotypes, self-perceptions, achievement values, parenting practices, teacher behaviors, workplace environments, and many other factors. As a special bonus, purchasers of the second edition can download a supplemental e-book featuring several notable, highly cited chapters from the first edition. ÿ New to This Edition *Most chapters are new, reflecting over a decade of theoretical and methodological developments. *Each chapter now has an applied as well as conceptual focus, showcasing advances in intervention research. *Additional topics: self-regulation in early childhood, self-determination theory, challenge and threat appraisals, performance incentives, achievement emotions, job burnout, gene-environment interactions, class-based models of competence, and the impact of social group membership. *Supplemental e-book featuring selected chapters from the prior edition.
Download or read book Applications of Self Regulated Learning across Diverse Disciplines written by Héfer Bembenutty and published by IAP. This book was released on 2013-03-01 with total page 493 pages. Available in PDF, EPUB and Kindle. Book excerpt: Through its research-to-practice focus, this book honors the professional contributions of Professor Barry J. Zimmerman as illustrated by the recent selfregulation applications of a highly respected group of national and international scholars. This book will serve as a valuable resource for those interested in empowering and enabling learners to successfully manage and self-direct their lives, education, and careers. In particular, K-12 educators, college instructors, coaches, musicians, health care providers, and researchers will gain invaluable insight into the nature of self-regulation as well as how they can readily apply self-regulation principles into their teaching, instruction, or mentoring. Emergent trends in education and psychology circles, such as linking selfregulated learning assessment and interventions as well as the use of technology to enhance student learning and self-regulation, are additional themes addressed in the book. The kaleidoscope of self-regulation issues addressed in this book along with the wide range of promising intervention applications should also prove to be particularly appealing to graduate students as they pursue their future research activities and seek to optimize their individual growth and development.
Download or read book Self Regulated Learning Strategies of Mathematically Gifted Students written by Man-Him Ng and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Self-regulated Learning Strategies of Mathematically Gifted Students" by Man-him, Ng, 吳文謙, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract The present study aims at investigating the self-regulated learning (SRL) of mathematically gifted students. Participants were 280 mathematically gifted students attending Olympic Mathematics enrichment courses in Hong Kong. Motivated Strategy for Learning Questionnaire (MSLQ) is the main instrument used and correlation and regression analyses were carried out. Results indicated that SRL (mainly composed of metacognitive self-regulation and cognitive strategies use) was a significant predictor for academic performance of senior (grade 8 and 9) mathematically gifted students, but not for that of the junior students (grade 6). This difference might be attributed to the higher demands of SRL in the study of higher grade Olympic Mathematics. Besides, motivation (comprising self-efficacy and intrinsic value) was found to have significantly contributed to the use of SRL of both senior and junior mathematically gifted students. As SRL was shown to be important in the learning of Olympic Mathematics of mathematically gifted students, it is recommended that SRL enhancement program should be considered to be a necessary training component embedded in the mathematics enrichment program of mathematically gifted students. ii DOI: 10.5353/th_b3723509 Subjects: Learning strategies Motivation in education - China - Hong Kong Mathematics - Study and teaching (Secondary) - China - Hong Kong Gifted children - China - Hong Kong
Download or read book Enhancing Self regulated Learning on a Novel Mathematical Task Through Modeling and Feedback written by Adam R. Moylan and published by . This book was released on 2009 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The power of feedback has been widely acclaimed in research on learning and motivation. However, in educational practice, feedback has typically been conceptualized as an outcome of learning efforts, and not enough attention has been given to its self-reflective role -- as a beginning point in cyclical self-regulatory efforts to understand, motivate, and improve one's efforts to learn. This experimental study investigated the influence of various forms of feedback on college students' strategic efforts to learn to solve complex math problems. Participants were assigned randomly to one of five conditions: 1) control, 2) strategy instruction, 3) strategy instruction plus summative feedback, 4) strategy instruction, summative feedback, and formative feedback, and 5) strategy instruction, summative feedback, formative feedback, and adaptive feedback. Summative feedback indicated whether a solution was correct or incorrect, while formative feedback involved an indication of the sources of errors, and adaptive feedback referred to the student's application of feedback to correct errors plus the experimenter's indication of accuracy on adjustments made by the student. Students attempted to solve multiple examples of a novel mathematic task during an instruction phase, learning phase, and posttest phase. The results showed a positive linear trend between increasing levels of elaborative feedback students received and their performance accuracy. In addition, there was a positive linear trend for increased elaborative feedback and strategy adaptation after making errors. Thus, the optimal level of feedback during learning involved information about the source of errors accompanied by self-reflective practice in making strategic adaptations. Progressively elaborative feedback also had additive effects on the important self-reflection phase processes of self-evaluation and self-satisfaction. As hypothesized, self-efficacy predicted performance accuracy and strategy adaptation, as well as self-evaluation and self-satisfaction. Understanding about contexts that help students' to adaptively use feedback to self-regulate has significant implications for classroom assessment that directly fosters learning."--Leaves iv-v.
Download or read book Handbook of Educational Psychology written by Lyn Corno and published by Routledge. This book was released on 2015-07-06 with total page 1142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The third edition of the Handbook of Educational Psychology is sponsored by Division 15 of the American Psychological Association. In this volume, thirty chapters address new developments in theory and research methods while honoring the legacy of the field’s past. A diverse group of recognized scholars within and outside the U.S. provide integrative reviews and critical syntheses of developments in the substantive areas of psychological inquiry in education, functional processes for learning, learner readiness and development, building knowledge and subject matter expertise, and the learning and task environment. New chapters in this edition cover topics such as learning sciences research, latent variable models, data analytics, neuropsychology, relations between emotion, motivation, and volition (EMOVO), scientific literacy, sociocultural perspectives on learning, dialogic instruction, and networked learning. Expanded treatment has been given to relevant individual differences, underlying processes, and new research on subject matter acquisition. The Handbook of Educational Psychology, Third Edition, provides an indispensable reference volume for scholars in education and the learning sciences, broadly conceived, as well as for teacher educators, practicing teachers, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses in educational psychology, human learning and motivation, the learning sciences, and psychological research methods in education and psychology.
Download or read book Beyond Formulas in Mathematics and Teaching written by Daniel Chazan and published by Teachers College Press. This book was released on 2000-01-01 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on the author’s experience as a researcher and teacher of lower-track students, Beyond Formulas in Mathematics and Teaching illuminates the complex dynamics of the algebra classroom. From within this setting, Daniel Chazan thoughtfully explores topics that concern all dedicated educators, how to really know one’s students, how to find engaging material, and how to inspire meaningful classroom conversations. Throughout, he addresses the predicaments that are central to the lives of teachers who work in standard educational settings. By highlighting teaching dilemmas, Chazan prompts readers to consider what their own responses would be in similar situations. With an eye to ways of restructuring roles and relationships, Beyond Formulas in Mathematics and Teaching is essential reading for educators seeking to enhance their teaching practices and understanding of students who may be estranged from school.
Download or read book Creating Self Regulated Learners written by Linda B. Nilson and published by Taylor & Francis. This book was released on 2023-07-03 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most of our students neither know how learning works nor what they have to do to ensure it, to the detriment both of their studies and their development as lifelong learners.The point of departure for this book is the literature on self-regulated learning that tells us that deep, lasting, independent learning requires learners to bring into play a range of cognitive skills, affective attitudes, and even physical activities – about which most students are wholly unaware; and that self-regulation, which has little to do with measured intelligence, can be developed by just about anyone and is a fundamental prerequisite of academic success.Linda Nilson provides the theoretical background to student self-regulation,the evidence that it enhances achievement, and the strategies to help students develop it. She presents an array of tested activities and assignments through which students can progressively reflect on, monitor and improve their learning skills; describes how they can be integrated with different course components and on various schedules; and elucidates how to intentionally and seamlessly incorporate them into course design to effectively meet disciplinary and student development objectives. Recognizing that most faculty are unfamiliar with these strategies, she also recommends how to prepare for introducing them into the classroom and adding more as instructors become more confident using them.The book concludes with descriptions of courses from different fields to offer models and ideas for implementation. At a time of so much concern about what our students are learning in college and how well prepared they are for the challenges of tomorrow’s economy and society, self-regulated learning provides a reassuring solution, particularly as studies indicate that struggling students benefit the most from practicing it.
Download or read book Exploring Mathematics Self efficacy Over Variable Time Periods Using Algebra I Common Assessment Scores Algebra II Mid term Grades and Advanced level Mathematics Course Selection Choice making written by Chezley Nanette Banister-Neth and published by . This book was released on 2012 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Using social cognitive theory and the construct of self-efficacy, this study explored the relationship between mathematics self-efficacy over variable time periods, using Algebra I common assessment scores, Algebra I mid-term grades, and advanced level mathematics course selections. The study included 145 ninth-grade students enrolled in Algebra I at a mid-size southwest Alabama high school. Students' mathematics self-efficacy was measured using the Mathematics Self-Efficacy Scale (MSES). Results of this research indicate that mathematics self-efficacy is correlated to mathematics performance over variable time periods. The ultimate use of these results would be to incorporate what has been learned from this research into practical applications that include interventions designed to improve mathematics self-efficacy.
Download or read book The Effects of Self efficacy and Self regulation on Fifth Grade English Learners written by Heather Jennifer Sinnott and published by . This book was released on 2009 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Developing Self regulated Learners written by Barry J. Zimmerman and published by Amer Psychological Assn. This book was released on 1996-01-01 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grade level: 5, 6, 7, 8, 9, 10, 11, 12, e, i, s, t.
Download or read book Skill Builders written by Lia Denise Falco and published by . This book was released on 2008 with total page 554 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation presents findings from a study investigating of the effects of a middle-school intervention, using the"Skill-Builders"curriculum, on participating students' attitudes, self-efficacy, achievement, self-regulated learning, and classroom learning behaviors in mathematics. The main research questions were 1) will a nine week school-counselor-led intervention using the"Skill-Builders"curriculum have a significant effect on the outcome variables of interest, and 2) will the effects be different for females than for males. A repeated measures ANOVA was used to test for differences between conditions and between sexes on all outcome measures. Results from the study demonstrated statistically significant post-intervention differences between students in the experimental and control conditions on their attitudes toward math learning, self-efficacy, achievement, and self-regulated learning behaviors, and the gains made by students in the experimental condition were maintained at follow-up. Students in the control condition showed no changes or declined on measures of attitudes, achievement, self-efficacy, and self-regulated learning behaviors at post-test and follow-up. Results also indicated a significant interaction for sex and condition, which suggests that the intervention had different effects for the participating females than the males. Implications of the findings, within the theoretical framework of the study and within the context of school counseling outcome research, are discussed.
