Correlation of Learning Motivation with Self Regulated Learning at SMA Negeri 1 Tasikmalaya City

Self-regulated learning is a constructive process that is active in setting learning goals. This ability should be possessed by every individual to become a successful learner. Another thing that students must have to be successful in the process and learning outcomes are learning motivation. This study aims to determine the correlation between learning motivation with self-regulated learning in grade X MIPA 9 SMA Negeri 1 Tasikmalaya City. This research was conducted in April 2019. The research method used was correlational with a population of all class X MIPA 9 students as many as 30 people. Samples were taken using a saturated sampling technique so that the entire population was sampled. The research instrument used in this study is the Motivated Strategies for Learning Questionnaire (MSLQ), which consists of 2 parts, namely motivational beliefs and self-regulated learning strategies. The data analysis technique used is the bivariate correlation regression test. Based on the results of the study, it can be concluded that there is a strong correlation (R = 0.761; R2 = 0.580) between learning motivation and self-regulated learning. The contribution of learning motivation to self-regulated learning is 58%

Job Satisfaction and Values among Kendriya Vidalaya Teachers

The aim of this study was to analyze the job satisfaction and values among Kendriya Vidalaya Teachers in Jammu city (J&K). . In this research, 59 male and 91 female teachers, 150 in total, working in different branches of   Kendriya  Vidyalayas were examined. The data was collected by using English version of teacher’s value inventory developed and validated  by Dr. (Mrs) Harbhajan L. Singh & S.P. Ahluwalia  and job satisfaction(DJSS) developed and validated by Merra Dixit. The study revealed that there were be no significant differences in values (T,E,A,S,R,P) among male Kendriya  Vidyalaya Teachers with high job satisfaction  and low job  satisfaction  Furthermore, it was again revealed that there were  be no significant differences in values (T,E,A,S,R,P) among  female Kendriya  Vidyalaya  Teachers with  high job satisfaction  and low job  satisfaction. Key words:  Values, job satisfaction, Kendriya  Vidyalaya  teacher

You Cannot Have Your Cake and Eat It, too: How Induced Goal Conflicts Affect Complex Problem Solving

Managing multiple and conflicting goals is a demand typical to both everyday life and complex coordination tasks. Two experiments (N = 111) investigated how goal conflicts affect motivation and cognition in a complex problem- solving paradigm. In Experiment 1, participants dealt with a game-like computer simulation involving a predefined goal relation: Parallel goals were independent, mutually facilitating, or interfering with one another. As expected, goal conflicts entailed lowered motivation and wellbeing. Participants’ understanding of causal effects within the simulation was im- paired, too. Behavioral measures of subjects’ interventions support the idea of adaptive, self-regulatory processes: reduced action with growing awareness of the goal conflict and balanced goal pursuit. Experiment 2 endorses the hypotheses of motivation loss and reduced acquisition of system-related knowledge in an extended problem-solving paradigm of four conflicting goals. Impairing effects of goal interference on motivation and wellbeing were found, although less distinct and robust as in Experiment 1. Participants undertook fewer interventions in case of a goal conflict and acquired less knowledge about the system. Formal complexity due to the interconnectedness among goals is discussed as a limiting influence on inferring the problem structure

The Relation Between English Learning Students’ Levels of Self-Regulation and Metacognitive Skills and Their English Academic Achievements

It is remarkable that there are only a few studies that measures to what extent metacognitive and self-regulation skills affect students’ academic achievements in the English lesson. This study is important for identifying the personal variables that have an impact on metacognitive and self-regulation skill and determining the relationship between these skills and the academic achievement in the English lesson. The purpose of the study is to see if there is a relationship between preparatory class students’ metacognitive and self-regulation skills and their academic achievements in learning a language and to determine whether students’ levels of metacognitive and self-regulation skills differ by certain variables. Descriptive survey method, one of the quantitative research models, was used in this study and data was collected by two scales. Students’ grades in the first mid-term exam were used to determine their academic achievements. It was concluded that the students had high levels of self-regulation and metacognitive skills. Whereas students’ self-regulation skills differed in favor of the female students, it was found that these skills did not differ by age, students’ faculties, type of education, and type of graduation high school. A positive, significant relationship was revealed between students’ self-regulation skills and academic achievements in the English lesson. While there was a relationship students’ self-regulation skills and academic achievements in the English lesson, no significant relationship was found between their metacognitive skills and academic achievements.  It was concluded that students’ levels of metacognitive skills differed in favor of the female students but not by students’ faculties, type of education, ages, and type of graduation high school. Keywords: metacognition, self-regulation, preparatory class student, academic achievement, Englis

Cognitive emotions in e-learning processes and their potential relationship with students’ academic adjustment

In times of growing importance and emphasis on improving academic outcomes for young people, their academic selves/lives are increasingly becoming more central to their understanding of their own wellbeing. How they experience and perceive their academic successes or failures, can influence their perceived self-efficacy and eventual academic achievement. To this end, ‘cognitive emotions’, elicited to acquire or develop new skills/knowledges, can play a crucial role as they indicate the state or the “flow” of a student’s emotions, when facing challenging tasks. Within innovative teaching models, measuring the affective components of learning have been mainly based on self-reports and scales which have neglected the real-time detection of emotions, through for example, recording or measuring facial expressions. The aim of the present study is to test the reliability of an ad hoc software trained to detect and classify cognitive emotions from facial expressions across two different environments, namely a video-lecture and a chat with teacher, and to explore cognitive emotions in relation to academic e-selfefficacy and academic adjustment. To pursue these goals, we used video-recordings of ten psychology students from an online university engaging in online learning tasks, and employed software to automatically detect eleven cognitive emotions. Preliminary results support and extend prior studies, illustrating how exploring cognitive emotions in real time can inform the development and success of academic e-learning interventions aimed at monitoring and promoting students’ wellbeing.peer-reviewe

The development of ego-resiliency and self-regulation and the transition to primary school

The emerging ability to regulate and adapt emotions, behaviours and attention according to situational demands is paramount in children’s successful transition into primary school. Literature devoted to child development states that developmental trends and experiences that occur in the first five years of life will set the stage for subsequent development. This suggests that for children to successfully meet the expectations of the primary school environment they must first have a strong foundation of self-regulation strategies. This paper summarizes key principles that underlie the developmental pathways of self-regulation and ego-resiliency, focusing on the period from early infancy to the beginning of primary school. The forming of a caregiver-infant attachment relationship in the first year of life is discussed. This caregiver-infant attachment is key as the child shifts from guided regulation into the early stages of self-regulation in the toddler years. Next, this paper focuses on the child`s ability to independently self-regulate, and the development of confidence and ego-resiliency in preschool. Finally, this paper looks at how previously developed ego-resilient self-regulation affects a child’s ability to successfully meet the novel expectations and responsibilities that accompany the transition into primary school

Examining high school students’ personality traits of extraversion and emotional stability in relation to their academic expectation and value appraisals

Abstract : Both personality and motivational characteristics can be considered to estimate individuals’ potential for adjustment and development. That said, these characteristics are rarely studied in conjunction. In this study, we examine how personality and motivational characteristics relate one to the other and influence how students approach learning. More precisely, we analyzed the additive and interactive effects of two intimately related traits (extraversion and emotional stability) from the Big Five model of personality on five motivational dimensions reflecting academic expectations (sense of competence) and values (interest, utility, and mastery and performance goal orientations). Data was collected from a sample of 303 students in tenth and eleventh grade (108 boys and 195 girls; Mage = 16.275 years, SD = 1.149) in a French-Canadian public high school in the greater Quebec City area. Primary analyses included both bivariate correlation and hierarchical regression analyses. Correlations indicated that emotionally stable students were more interested in learning. Hierarchical regression showed that emotionally stable students were more likely to exhibit a performance goal orientation, especially when they were extroverted. These analyses also revealed that emotionally stable students were more interested in learning, especially when they had a strong sense of competence. Results are discussed in light of the limited but relevant existing literature