Assesing self- regulated learning and its relation to cognitive performance in early childhood education

Assessment of cognitive skills and metacognitive self-regulated learning strategies is important in order to discover students¿ level of cognitive processing, and be able to intervene through the teaching process to mitigate any existing problems. The objective of this study was to assess the use of metacognitive, cognitive and motor strategies on a given task. A total of 68 five-year-old pupils enrolled in Early Childhood Education participated in the study. The assessment was carried out with an ad-hoc instrument based on the think-aloud technique, and having adequate reliability and validity values. Descriptive, associative and inferential analyses were performed. The results showed greater use of cognitive and motor strategies than of metacognitive strategies. A significant association was also found between the use of strategies at Complimentary Contributor Copy 14 Jesús de la Fuente, Jorge Amate and Mari Carmen González-Torres each moment of the task and final performance. Implications are discussed for the teaching of cognitive skills and meta-skills during this stage of education

Effects of levels of self-regulation and regulatory teaching on strategies for coping with academic stress in undergraduate students

The SRL vs. ERL TheoryTM predicts that regulation-related factors in the student and in the context combine to determine the student's levels in emotional variables, stress, and coping strategies. The objective of the present research was to test this prediction in the aspect of coping strategies. Our hypothesis posed that students' level of self-regulation (low-medium-high), in combination with the level of regulation promoted in teaching (low-medium-high), would determine the type of strategies students used to cope with academic stress; the interaction of these levels would focus coping strategies either toward emotions or toward the problem. A total of 944 university students completed validated questionnaires on self-regulation, regulatory teaching, and coping strategies, using an online tool. ANOVAs and MANOVAs (3 1; 3 3; 5 1) were carried out, in a quasi-experimental design by selection. Level of self-regulation and level of regulatory teaching both had a significant effect on the type of coping strategies used. The most important finding was that the combined level of self-regulation and external regulation, on a five-level scale or heuristic, predicted the type of coping strategies that were used. In conclusion, the fact that this combination can predict type of coping strategies used by the student lends empirical support to the initial theory. Implications for the teaching- learning process at university and for students' emotional health are discussed

Self-Regulation Questionnaire (SRQ) in Spanish Adolescents: Factor Structure and Rasch Analysis

Background: The Self-Regulation Questionnaire (SRQ) is an instrument employed to measure the generalized ability to regulate behavior. Self-regulation is related to the management of risk behaviors, such as drug abuse or anti-social behaviors. The SRQ has been used in young adult samples. However, some risk behaviors are increasing among adolescents. The aim of this study is to examine the psychometric properties of the SRQ among Spanish adolescents. Methods: 845 high-school Spanish students (N = 443; 52.43% women), from 12 to 17 years old and ranging from the first to the fourth year of studies, completed the SRQ. A confirmatory factor analysis (CFA) was carried out in order to establish structural adequacy. Then, a study of each subscale was conducted using the Rasch model for dimensionality, adjustment of the sample questions, functionality of the response categories, and reliability. Results: While controlling for method effects, the data showed goodness of fit with the four-factor solution and 17 items (Goal setting, Decision making, Learning from mistakes, and Perseverance), and the four sub-scales were unidimensional according to the Rasch analysis. The Rasch model itself was shown to be reliable, but not at the level of persons. This means that the instrument was not sensitive enough to discriminate people with different self-regulation levels. Discussion: These results support the use of the Spanish Short SRQ in adolescent samples. Some suggestions are made to improve the instrument, particularly in its application as a diagnostic tool

Relationships between test anxiety, self-regulation and strategies for coping with stress, in professional examination candidates

The research objective was to establish relationships of associa-tion, interdependence and structural prediction between the variables of test anxiety, self-regulation and stress coping strategies. The theoretical framework of reference was the Competence for Studying, Learning and Perform-ing under Stress (CSLPS) model. Participating were 142 students who were preparing for professional examinations to attain a post as public school teacher (primary education), enrolled at academies in Almería (Spain) for this purpose. Previously validated questionnaires were administered for da-ta collection. The study design was linear ex post-facto, with bivariate, in-ferential analyses of association (ANOVAs and MANOVAs) and of struc-tural prediction. Results showed a negative relationship between test anxie-ty self-regulation, especially in students with high emotionality, and a nega-tive impact on decision making. Positive relationships were found between test anxiety and strategies for coping with stress. Finally, a positive predic-tive relationship was verified between self-regulation and coping strategies, while associative and inferential analyses highlighted the role of goals as determining factors in strategies used for coping with stress, especially strategies that focus on problem solving. Results are discussed and implica-tions for improving these processes in professional examination candidates are established

Relationships between cognitive strategies, motivational strategies and academic stress in professional examination candidates

Introduction. The objective of this research study was to establish interdependence relationships between cognitive learning strategies, motivational strategies toward study and academic stress, as variables of the Competency Model for Studying, Learning and Performing under Stress (SLPS), in a group of professional examination candidates. Method. Participating were a total of 179 candidates who sought to obtain posts as primary school teachers. The variables were measured using previously validated self-reports. The study design was linear ex post-facto, with inferential analyses (ANOVAs and MANOVAs). Results. The results showed very significant, positive interdependence relationships between cognitive learning strategies and motivational strategies toward study. In addition, very significant, negative relationships were found between motivational strategies toward study and academic stress. However, direct interdependence relationships did not appear between cognitive learning strategies and academic stress. Discussion. These results show that subjects with a high level of cognitive learning strategies used more motivational strategies toward study than subjects with a medium level, and these in turn used more motivational strategies than subjects with a low level. Moreover, they also show that subjects high in motivational strategies toward study suffered less academic stress than the medium and low subjects in this variable. Consequently, the results suggest that these variables are interrelated, and that both cognitive and motivational strategies can be worked on, not only as support for study, but also as prevention of academic stress and its negative effects, especially in highly stress-prone contexts

Assesing self- regulated learning and its relation to cognitive performance in early childhood education

Assessment of cognitive skills and metacognitive self-regulated learning strategies is important in order to discover students¿ level of cognitive processing, and be able to intervene through the teaching process to mitigate any existing problems. The objective of this study was to assess the use of metacognitive, cognitive and motor strategies on a given task. A total of 68 five-year-old pupils enrolled in Early Childhood Education participated in the study. The assessment was carried out with an ad-hoc instrument based on the think-aloud technique, and having adequate reliability and validity values. Descriptive, associative and inferential analyses were performed. The results showed greater use of cognitive and motor strategies than of metacognitive strategies. A significant association was also found between the use of strategies at Complimentary Contributor Copy 14 Jesús de la Fuente, Jorge Amate and Mari Carmen González-Torres each moment of the task and final performance. Implications are discussed for the teaching of cognitive skills and meta-skills during this stage of education

The role of gender and age in the emotional well-being outcomes of young adults

Young adults face different stressors in their transition to college. Negative emotions such as stress can emerge from the demands they face. This study aimed at gaining an improved understanding of the role that gender and age play in the well-being of young adults. Coping strategies, resilience, self-regulation, and positivity were selected as indicators of well-being. Descriptive and inferential analysis have been conducted. Results show that well-being varies significantly with age and gender. Gender was predominantly involved in the acquisition of the well-being outcomes, highly predicting problem-focused coping strategies. No interaction effects were found between gender and age. An improved understanding of the developmental factors involved in well-being outcomes will enlighten future interventions aimed at improving young people’s resources to face adversity

The role of gender and age in the emotional well-being outcomes of young adults

Young adults face different stressors in their transition to college. Negative emotions such as stress can emerge from the demands they face. This study aimed at gaining an improved understanding of the role that gender and age play in the well-being of young adults. Coping strategies, resilience, self-regulation, and positivity were selected as indicators of well-being. Descriptive and inferential analysis have been conducted. Results show that well-being varies significantly with age and gender. Gender was predominantly involved in the acquisition of the well-being outcomes, highly predicting problem-focused coping strategies. No interaction effects were found between gender and age. An improved understanding of the developmental factors involved in well-being outcomes will enlighten future interventions aimed at improving young people’s resources to face adversity