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Senovska, Nadiia; Pryshliak, Oksana – International Journal of Research in Education and Science, 2020
The current study aims to understand the development of students' professional self-regulation during pedagogical practice. Fifty participants of this study were fourth-year students of the Ternopil Volodymyr Hnatiuk National Pedagogical University, Ukraine. The following questions were considered: Has any certain level of professional…
Descriptors: Metacognition, Preservice Teachers, Teaching Methods, Student Attitudes
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Maloney, David M.; Ryan, Anne; Ryan, Deirdre – Contemporary School Psychology, 2021
A pilot programme 'Successful Transitions' was conducted by the 'Shannon Consortium' and funded by the Higher Education Authority Strategic Innovation Fund from 2014 to 2016. Second level students who were currently engaged in challenging academic work involving key threshold concepts were selected for instruction designed to improve…
Descriptors: Self Management, Self Esteem, Skill Development, Secondary School Students
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Doo, Min Young; Bonk, Curtis J.; Shin, Chang Ho; Woo, Beo-Dle – Asia Pacific Journal of Education, 2021
Flipped learning has received growing attention as an important instructional approach leading to students' learning performance and higher order thinking abilities. This study applied flipped learning to a large university class to improve its major weakness, students' low engagement, and investigated the effects of self-regulation and…
Descriptors: Self Control, Learner Engagement, Large Group Instruction, Flipped Classroom
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Pazhoman, Hamzeh; Sarkhosh, Mehdi – International Journal of Instruction, 2019
The study examined the relationship between English teachers' reflective practices and their self-regulation. It also explored the relationships between self-regulation and teachers' teaching experiences. To achieve the goal of the study, 103 English teachers from different senior and junior high schools were selected through convenience sampling…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Metacognition
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Erdogan, Tolga – Universal Journal of Educational Research, 2018
A body of research has shown that self-regulation and language learning strategies are important variables influencing learning. The aim of the study was to analyze the relationship between students' self-regulations and their language learning strategies. For research purposes, the correlations between self-regulations and language learning…
Descriptors: Learning Strategies, Language Acquisition, Self Management, Predictor Variables
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Backer-Grøndahl, Agathe; Naerde, Ane; Idsoe, Thormod – Child Development, 2019
This study examined differential and mediating relations between hot and cool self-regulation (M[subscript age] = 48.2 months; N = 1,155, 48% girls), first-grade (M[subscript age] = 77.5 months) maladjustment (externalizing [EXT] and internalizing [INT] behavior), and first- and second-grade (M[subscript age] = 89.5 months) academic competence…
Descriptors: Self Control, Student Adjustment, Correlation, Behavior Problems
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Frazier, Leslie D.; Schwartz, Bennett L.; Metcalfe, Janet – Metacognition and Learning, 2021
Self-regulation, a social-cognitive process at the intersection of metacognition, motivation, and behavior, encompasses how people conceptualize, strive for, and accomplish their goals. Self-regulation is critical for behavioral change regardless of the context. Research indicates that self-regulation is learned. Integral to successful…
Descriptors: Models, Metacognition, Personal Autonomy, Motivation
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Herring, Natashia – BU Journal of Graduate Studies in Education, 2020
Self-regulation is the ability to adjust one's level of energy to match the situation; monitor, evaluate and modify one's emotion; shift attention or ignore various stimuli; engage in social interactions in a sustained way; and connect and empathize with other people. This research explored self-regulation among teachers as a factor in student…
Descriptors: Self Management, Self Control, Classroom Environment, Teacher Behavior
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Geeraerts, Sanne B.; Backer, Penina M.; Stifter, Cynthia A. – Developmental Psychology, 2020
The aim of this longitudinal study was to examine the association of infant fussing and crying with self-regulation in toddlerhood and the preschool years, as well as the moderating role of maternal sensitivity therein. When children (n = 149, 53.69% boys) were 6 months old, parents reported on their fussing and crying using a cry diary, and…
Descriptors: Infants, Mothers, Preschool Children, Parent Child Relationship
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Sanders, Sara; Rollins, Lauren Hart; Mason, Linda H.; Shaw, Ashley; Jolivette, Kristine – Intervention in School and Clinic, 2021
Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of…
Descriptors: Learning Strategies, Direct Instruction, Individualized Instruction, Students with Disabilities
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Seufert, Tina – Educational Psychology Review, 2020
Building bridges between two of the most influential research fields in educational psychology, self-regulation and cognitive load theory, is highly relevant but also challenging. The collection of papers in this special issue reflects this interplay by reviewing the still scarce base of empirical data in an impressively elaborated and profound…
Descriptors: Cognitive Processes, Difficulty Level, Self Management, Educational Psychology
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Sawalhah, Abdalmuhdi M.; Al Zoubi, Asaad – International Education Studies, 2020
This study aimed at identifying the level of each of the academic self-regulation and self-esteem, and goal orientations; and identifying the gender differences in each variable, as well as identifying the relationship between academic self-regulation and self-esteem, and goal orientations. The sample of the study consisted of 463 students from…
Descriptors: Self Management, Self Esteem, Goal Orientation, Gender Differences
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Gill, Kamaldeep; Thompson-Hodgetts, Sandra – Journal of Occupational Therapy, Schools & Early Intervention, 2018
Fetal alcohol spectrum disorder (FASD) is one of the leading causes of intellectual disabilities. Self-regulation in FASD is poorly defined and interpreted in varying ways, making informed clinical decision making difficult. The objective is to operationally define self-regulation in the FASD population using the Walker and Avant (2005)…
Descriptors: Fetal Alcohol Syndrome, Self Control, Intervention, Inhibition
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Webb, M. Brady; Johnson, Evelyn S.; Meek, Julie; Herzog, Brooke; Clohessy, Anne B. – Intervention in School and Clinic, 2018
Self-regulation is the control mechanism that enables a student to manage attention, emotion, behavior, and cognition to engage in goal-directed actions, such as learning. Too often, students at risk for poor school outcomes do not enter school with strongly developed self-regulation skills and have difficulty developing them on their own.…
Descriptors: Self Management, At Risk Students, Skill Development, Systems Development
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Clark, Robert; Menna, Rosanne; McAndrew, Annamaria J.; Johnson, Emily M. – Journal of Emotional and Behavioral Disorders, 2021
Aggression in early childhood has been found to predict negative outcomes later in life, including delinquency and psychopathology. The present study explored associations between young children's language, self-regulation, and physical aggression. A community sample of 126 preschool children aged 3 to 6 years (M = 4.87 years, SD = 0.87; 59% boys)…
Descriptors: Aggression, Preschool Children, Mothers, Self Control
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