The Effect of Standardised Learning Diaries on Self-Regulated Learning, Calibration Accuracy and Academic Achievement

The online learning environment is a dynamic yet complex learning modality. Students are physically separated from their peers, they grapple with feelings of isolation, and they may be unable to self-regulate their learning. Studies have shown that self-regulation is related to academic achievement and student metacognitive monitoring in online settings. The present study investigated the effects of a standardized diaries on students’ self-regulatory behaviors, calibration accuracy and academic achievement within an online learning environment. Using this self-monitoring and evaluation tool, forty online graduate students enrolled in a research methods course at a southeastern university in the United States participated in a semester-long experimental study. Students were randomly assigned to either a treatment or control group. The researcher used the Online Self-Regulated Learning Questionnaire (OSLQ) (Barnard-Brak, Lan, To, Paton, & Lai, 2009) to examine changes in students’ self-regulatory behavior. Calibration accuracy was used to measure metacognitive monitoring while final course grade was used to measure achievement. The one-way ANOVA revealed that students who received the intervention were significantly more accurate on their metacognitive judgements made after taking the test (postdiction) when compared to the control group. However, no significant effect of the treatment was found on self-regulated learning behaviors or academic achievement

Scaffolding under the microscope: applying selfregulation and other-regulation perspectives to a scaffolded task

Background. Typical scaffolding coding schemes provide overall scores to compare across a sample. As such, insights into the scaffolding process can be obscured: the child’s contribution to the learning; the particular skills being taught and learned; and the overall changes in amount of scaffolding over the course of the task. Aims. This study applies a transition of regulation framework to scaffolding coding, using a self-regulation and other-regulation coding scheme, to explore how rich and detailed data on mother–child dyadic interactions fit alongside collapsed sample-level scores. Sample. Data of 78 mother–child dyads (M age = 9 years 10 months) from the Sisters and Brothers Study (SIBS: Pike et al., 2006, Family relationships in middle childhood. National Children’s Bureau/Joseph Rowntree Foundation) were used for this analysis. Methods. Videos of the mother and child completing a multiple-trial block design puzzle task at home were coded for their different self- and other-regulation skills at the end of every block design trial. Results. These constructs were examined at a sample level, providing general findings about typical patterns of self-regulation and other-regulation. Seven exemplar families at different ends of the spectrum were then extracted for fine-grained examination, showing substantial trial- and behaviour-related differences between seemingly similarly scoring families. Conclusion. This coding scheme demonstrated the value of exploring perspectives of a mother–child tutoring task aligned to the concept of other-regulation, and investigating detailed features of the interaction that go undetected in existing scaffolding coding schemes

Metacognitive scaffolding during collaborative learning: a promising combination

This article explores the effect of computerized scaffolding with different scaffolds (structuring vs. problematizing) on intra-group metacognitive interaction. In this study, we investigate 4 types of intra-group social metacognitive activities; namely ignored, accepted, shared and co-constructed metacognitive activities in 18 triads (6 control groups; no scaffolds and 12 experimental groups; 6 structuring scaffolds and 6 problematizing scaffolds).We found that groups receiving scaffolding showed significantly more intra-group interactions in which the group members co-construct social metacognitive activities. Groups receiving problematizing scaffolds showed significantly less ignored and more co-constructed social metacognitive interaction compared to groups receiving structuring scaffolds. These findings indicate that scaffolding positively influenced the group members’ intra-group social metacognitive interaction. We also found a significant relation between students’ participation in intra-group social metacognitive interaction and students’ metacognitive knowledge. Twelve percent of the variance in students’ metacognitive knowledge was explained by their participation in intra-group shared social metacognitive interaction. Therefore, future research should consider how to design scaffolds that elicit intra-group social metacognitive interaction among group members to enhance the development of students’ metacognitive knowledge

Autonomy and autonomy disturbances in self-development and psychopathology: research on motivation, attachment, and clinical process

Self-determination theory (SDT) maintains that the adequate support and satisfaction of individuals' psychological needs for autonomy, competence, and relatedness promotes the gradual unfolding of individuals' integrative tendencies, as manifested through intrinsic motivation, internalization, identity development, and integrative emotion regulation. At the same time, the thwarting of these same psychological needs and the resultant need frustration is presumed to evoke or amplify a variety of psychopathologies, many of which involve autonomy disturbances. We begin by defining what autonomy involves and how socializing agents, particularly parents, can provide a nurturing (i.e., need-supportive) environment, and we review research within the SDT literature that has shed light on various integrative tendencies and how caregivers facilitate them. In the second part of this chapter, we detail how many forms of psychopathology involve autonomy disturbances and are associated with a history of psychological need thwarting. We especially focus on internally controlling regulation in internalizing disorders; impairments of internalization in conduct disorders and antisocial behavior; and fragmented self-functioning in borderline and dissociative disorders. The role of autonomy support as an ameliorative factor in treatment settings is then discussed among other translational issues. Finally we highlight some implications of recognizing the important role of basic psychological needs for both growth-related and pathology-related processes

Temporal Patterns of Co-occurrence between Children's Self-regulatory Behaviour and their Private and Social Speech

The role of language has been identified as crucial in the cognitive development of young children, and has been observed on different time-scales. In particular, the real-time verbal mediation of behaviour has been studied in the context of private speech use and self-regulation, pioneered by Vygotsky and continued by others who followed this line of research. However previous studies have mainly attempted to find correlations between speech and self-regulatory behaviour, but have been unable to capture the dynamic and real-time temporal interactions between these phenomena. Hence, without being able to carry out a contextual analysis of the actual instances of temporal co-occurrence between speech and behaviour, correlational analysis is limited in determining the various kinds of verbal mediation that children spontaneously employ as strategies during problem-solving and while exercising self-regulation. The current study proposes ‘temporal pattern analysis’ as an effective method of extracting significantly recurring patterns of task-relevant speech and goal-directed behaviour, as they repeatedly occur in a stream of naturalistic behaviour which may also contain other temporally random events. These recurring temporal patterns are then contextually analysed, considering the pragmatic content of the speech involved and the goal-directedness of the behaviour towards a specific goal of the episode. Goal-directed episodes of behaviour in eight typically-developing preschool children were video-recorded during their self-initiated activities in the classroom as well as during a problem-solving task held in a laboratory setting. The proposed method of temporal and contextual analysis was used to examine the role of both private as well as social speech in the verbal mediation of self-regulatory behaviour during goal-attainment. A Contextual Model of Verbal Mediation was proposed in the study to account for the diverse functions that both social and private speech perform during verbal mediation of one’s own and others’ behaviour in a goal-directed setting, depending on the specific social and task-related context. A dynamic framework of assessment of performance was developed in the study, to account for both successful attempts at self-regulation as well as failures of self-regulation. The study also attempted to determine any consistent group differences in the styles of verbal mediation employed by the children, across the classroom and the laboratory settings.PhD was fully-funded for 3 years, jointly by the Cambridge Overseas Trust and the Lego Foundatio

How toddlers think with their hands: social and private gestures as evidence of cognitive self-regulation in guided play with objects

The role of language as a tool to support the self-regulation has been widely studied, yet there is little evidence on the role of prelinguistic communication in the early development of self-regulation. To address this gap we developed behavioural indicators of preverbal cognitive self-regulation, and described how can parents support it through guided play. We observed 16 children at 14, 16 and 18 months interacting with two complex toys, either independently or with a parent. A microanalytic coding captured a total of 721 gestures, of which 473 were classed as self-regulatory. Children used gestures to support self-regulation in planning monitoring, control, and evaluation. Analysis of parental mediation revealed a relationship between supporting autonomy, providing challenge, responsiveness, effective communication, children’s competence with objects, and self-regulatory gestures. We produced reliable indicators of self-regulation through gestures and characterised effective parental mediation, thus making explicit key social mechanisms to foster self-regulation in preverbal development.This research was kindly supported by CONICYT Chile through a scholarship for doctoral studies at Universidad Autónoma de Madrid granted to the first author, and a Research and Innovation grant awarded to the second author (EDU2011-2780 I+D+i) by the Ministry of Science and Innovation of Spain.This is the author accepted manuscript. The final version is available from Taylor & Francis via https://doi.org/10.1080/03004430.2016.120294

Nineteen sixty-seven behavioral model of man - His chains revealed

Dynamic characteristics of physical-chemical systems in human behavior, and structural nature of brai

Self- and Socially-Regulated Learning in Middle School Science Classrooms: A Multiple Case Study

Students must employ self-regulated learning (SRL) and socially-regulated learning (soRL) in the science classroom, which includes a wide array of independent and collaborative learning activities. However, little is known about how student SRL and soRL co-occur in students’ learning and how the classroom teacher influences that regulation in situ (Cabrera et al., in preparation; Panadero et al., 2015). This explanatory, sequential case study analyzes classroom video data from six middle school science classrooms. The study uses an integrated coding scheme that captures SRL and soRL behaviors, soRL modes, and targets of regulation (Greene & Azevedo, 2009; Hadwin et al., 2018; Heirwig et al., 2019; and Zimmerman, 2002). Results show that student SRL and soRL behaviors are influenced by the activity structure and physical layout of the classroom, regulatory behaviors mostly manifest as behavioral and cognitive regulation in the performance phase, and teachers impact student regulation by prompting behavioral monitoring and comprehension monitoring. Theoretical and practical implications are discussed in addition to future directions for SRL and soRL research