Download or read book Self efficacy Self doubt and Metacognitive Judgments for Exam Performance in College Classrooms written by Marissa Kay Hartwig and published by . This book was released on 2006 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study sought to explore the relationships among college students' predictions of exam performance, metacognitive judgments, perceived self-efficacy, generalized self- doubt, and actual exam performance. Self-doubt, measured by the Subjective Overachievement Scale, was found to be relatively stable across three time points of measurement in this study, even when one point was immediately prior to a midterm examination. Additionally, self-doubt was found to be significantly negatively related to students' metacognitive judgments, self- efficacy judgments, and score predictions. No significant relationship was found between self-doubt and calibration of predictions. Metacognitive judgments and self-efficacy judgments were found to be significantly correlated. Both were related to students' score predictions, although self- efficacy made a larger unique contribution to the variance in predictions. The relationship between metacognitive judgments and self-efficacy judgments is discussed. Further, students' test score predictions were strong predictors of their actual exam performance. An even stronger predictor of performance, however, was students' absolute accuracy (i.e. their non-directional bias) in their predictions. That is, high performance and high prediction accuracy were strongly positively related.
Download or read book Metacognitive Judgments and Performance written by and published by . This book was released on 2007 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt: The question of how students manage and allocate their study time is a complex problem, consisting of decisions regarding switching between material, stopping studying, deciding what to prioritize, how long to study given material, and what learning goals to set. The first project detailed investigates switching decisions, investigating how students choose to switch between lists. Several experiments investigate the effects of self-efficacy on metacognitive judgments and study behaviors such as study time, study strategies, and goal setting and achievement. The third project investigates metacognitive framing, a factor that may influence metacognitive judgments, and potentially, study behaviors. The last project examines the influence of different kinds of study scenarios on metacognitive judgments, specifically, repeated testing, spaced restudy, and massed study. Together, these lines of work show evidence of how metacognitive judgments are influenced, how students choose to switch between materials, and how students enact study strategies to achieve learning goals.
Download or read book College Students Behavior on Multiple Choice Self tailored Exams in Relation to Metacognitive Ability Self efficacy and Test Anxiety written by Jasna Vuk and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to observe college students' behavior on five self-tailored, multiple choice exams throughout a semester in relation to: a) metacognitive ability, b) self-efficacy expectations, and c) test anxiety. Additionally, the effect of a self-tailoring procedure on exam scores and content validity of the tests was observed. Self-tailored testing was defined as an option in which students selected up to five questions they wanted to omit from being scored on an exam. Students' metacognitive ability was defined as the percentage of incorrectly answered questions out of the total number omitted. Ninety-nine college students from two sections of an educational psychology undergraduate course participated in this study. Eighty students completed the study; seventy-one used an option to omit questions on all exams. Before taking exam 1, students answered measures of self-efficacy and test anxiety. After completing each of the five course exams, students marked on the back of their answer sheet up to five questions they wanted to be omitted from scoring. After exam 5, students answered a questionnaire that addressed their perception of the self-tailoring procedure. MANOVA, repeated measures ANOVA, Pearson correlations, t-test and one-way ANOVA were conducted. Students made a statistically significant increase in their scores on all exams by using the questions omitting procedure. There was a statistically significant linear increase of percentages of incorrectly answered questions out of the total number omitted across five exams. Frequency of items that students omitted from scoring were significantly negatively correlated with item difficulty values. The content validity of the test was affected on two out of five exams based on cognitive level of items and on three out of five exams based on chapter coverage. Students' self-efficacy expectations and test anxiety were not related to the likelihood to apply the self-tailoring procedure or to the degree of success students had in applying the procedure. The study provided a new perspective on self-tailored tests in college classroom with implications for teaching, assessment, and students' metacognitive abilities.
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 Social Metacognition written by Pablo Briñol and published by Taylor & Francis. This book was released on 2012-04-27 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: Metacognition refers to thinking about our own thinking. It has assumed a prominent role in social judgment because our thoughts about our thoughts can magnify, attenuate, or even reverse the impact of primary cognition. Metacognitive thoughts can also produce changes in thought, feeling, and behavior, and thus are critical for a complete understanding of human social behavior. The present volume presents the most important and advanced research areas in social psychology where the role of metacognition has been studied. Specifically, the chapters of this book are organized into four substantive content areas: Attitudes and Decision Making, Self and Identity, Experiential, and Interpersonal. Each section consists in several chapters summarizing much of the work done in recent decades on critical topics, such as attitude strength, persuasion, bias correction, self-regulation, subjective feelings, embodiment, and prejudice, among others. This book also emphasizes interpersonal aspects of metacognition as they play an essential role in close relationships, groups, consumer and clinical interactions. Each chapter is written by an expert in the field, and presents a state-of-the-art view of the many ways metacognition has been examined by social psychologists.
Download or read book Metacognitive Self regulation Self efficacy for Learning and Performance and Critical Thinking as Predictors of Academic Success and Course Retention Among Community College Students Enrolled in Online Telecourse and Traditional Public Speaking Courses written by Edie S. Gaythwaite and published by . This book was released on 2006 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: Data were analyzed and found self-efficacy was a significant predictor of final course grade. There was a significant relationship between critical thinking and selfregulation but not final grade. Self-efficacy was a predictor of informative speech grade however; self-regulation and critical thinking were not. No variable was a significant predictor of course completion which may be due to the small sample size among students who took the survey and did not complete the course. There was no statistically significant difference found with self-efficacy, self-regulation, critical thinking and course type (online, telecourse, traditional).
Download or read book Self Efficacy in Changing Societies written by Albert Bandura and published by Cambridge University Press. This book was released on 1997-05-13 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt: The volume addresses important issues of human adaptation and change.
Download or read book Self efficacy written by Albert Bandura and published by . This book was released on 1972 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Social Foundations of Thought and Action written by Albert Bandura and published by Prentice Hall. This book was released on 1986 with total page 644 pages. Available in PDF, EPUB and Kindle. Book excerpt: Models of human nature and causality; Observational learning; Enactivelearning; Social diffusion and innovation; Predictive knowledge and forethought; Incentive motivators; Vicarious motivators; Self-regulatory mechanisms; Self-efficacy; Cognitive regulators.
Download or read book Self Efficacy Beliefs of Adolescents written by Tim Urdan and published by IAP. This book was released on 2006-02-01 with total page 379 pages. Available in PDF, EPUB and Kindle. Book excerpt: The introduction of the psychological construct of self-efficacy is widely acknowledged as one of the most important developments in the history of psychology. Today, it is simply not possible to explain phenomena such as human motivation, learning, self-regulation, and accomplishment without discussing the role played by self-efficacy beliefs. In this, the fifth volume of our series on adolescence and education, we focus on the self-efficacy beliefs of adolescents. We are proud and fortunate to be able to bring together the most prominent voices in the study of self-efficacy, including that of the Father of Social Cognitive Theory and of self-efficacy, Professor Albert Bandura. It is our hope, and our expectation, that this volume will become required reading for all students and scholars in the areas of adolescence and of motivation and, of course, for all who play a pivotal role in the education and care of youth.
Download or read book How Learning Works written by Susan A. Ambrose and published by John Wiley & Sons. This book was released on 2010-04-16 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Download or read book Noncognitive Skills in the Classroom written by Jeffrey A. Rosen and published by RTI Press. This book was released on 2010-09-27 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved.
Download or read book Fostering Self Efficacy in Higher Education Students written by Laura Ritchie and published by Bloomsbury Publishing. This book was released on 2017-09-16 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book demonstrates how teaching staff in HEIs can foster students' self-efficacy beliefs to promote excellence and enable their students to sustain effective learning. Combining theory with tangible methods for everyday use, it gives the reader the core tools and methods to use in their own practical teaching.
Download or read book Handbook of Metamemory and Memory written by John Dunlosky and published by Psychology Press. This book was released on 2013-10-18 with total page 502 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Handbook examines the interplay between metamemory and memory. Each contributor discusses cutting-edge theory and research that, in some way, showcases the symbiotic relationship between metamemory and memory. Together, these chapters support a central thesis, which is that a complete understanding of either metamemory or memory is not possible without understanding their mutual influence. The inspiration for this volume was the life and research of Thomas O. Nelson, whose pioneering and influential research in the fields of metamemory and memory consistently highlighted their integrated nature.
Download or read book Self regulation of Learning and Performance written by Dale H. Schunk and published by Taylor & Francis. This book was released on 2023-01-06 with total page 323 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, educators have become increasingly concerned with students' attempts to manage their own learning and achievement efforts through activities that influence the instigation, direction and persistence of those efforts. In 1989, Zimmerman and Schunk edited the first book devoted to this topic. They assembled key theorists offering a range of perspectives on how students self-regulate their academic functioning. One purpose of that volume was to provide theoretical direction to ongoing as well as nascent efforts to explore academic self-regulatory processes. Since that date, there has been an exponential surge in research. This second volume on academic self-regulation offers the fruits of the first generation of research. It also addresses a number of key issues that have arisen since then such as how self-regulation differs from such related constructs as motivation and metacognition, and whether students can be taught self-regulatory skills. The contributors reveal an interesting, uplifting, and at times, disturbing picture of how students grapple with the day-to-day problems of achieving in circumstances with inherent limitations and obstacles. This volume provides insight into the source of students' capabilities to surmount adversities -- the origins of their self-initiated processes designed to improve learning, motivation, and achievement. The text is organized on the basis of a conceptual framework that analyzes academic self-regulation into four major dimensions. That model is presented in the first chapter, and key processes that influence each of these dimensions are discussed by prominent researchers in the chapters that follow. Because each chapter is written to follow a common format, this work provides a level of continuity and parsimony normally found only in authored textbooks.
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 Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
