Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-12-18T13:28:12Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Carmem Silvia Lima Fluminham.pdf: 1179302 bytes, checksum: be828ce5a066fe9e4a077773a4fac290 (MD5) / Made available in DSpace on 2017-12-18T13:28:12Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Carmem Silvia Lima Fluminham.pdf: 1179302 bytes, checksum: be828ce5a066fe9e4a077773a4fac290 (MD5) Previous issue date: 2017-04-12 / Investigations of how students become self-regulating learners have been the target of researchers for decades. Research has provided evidence on the connection between the development of self-regulation in students, the proper use of learning strategies, and high school performance. In this sense, this research aims to investigate the impact of teacher actions in promoting and strengthening self-regulation of student learning. In order to reach these objectives, this dissertation is structured in three studies. The first study presented the panorama of national and international publications on self-regulation learning. The results indicated that most publications studied self-regulation learning related to 20 other constructs or variables, the Cognitive Social Theory is the predominant theoretical approach,empirical studies, using a qualitative approach, in higher education level and article format were prevalent. The second study investigated if 16 students from the sixth grade of a public school in the countryside of São Paulo State, Brazil, resort to the adequate use of learning strategies during the study; as well as verify if, after a period of intervention on self-regulation learning, the students demonstrated to make more use of learning strategies and to analyze the possible differences in the scores considering the variable sex. Data were obtained through the Learning Strategies Assessment Scale for Elementary Education (EAVAP-EF). The results showed that participants did not use learning strategies satisfactorily at the time of the study, there was no statistically significant difference between the results of the first and second application of the scale and, finally, the girls presented better scores in the total punctuation of the scale as well asin the metacognitive factor when compared to boys.The third study aimed to analyze the influence of the teacher's actions in the self-regulation learning of hersixth grade students; to investigate the teacher's conceptions regarding self-regulation learning; to promote interventions with the teacher in order to build actions that facilitate the self-regulatory learning process in her students and to analyze if, after the interventions, the students were more self-regulated in the perspective of the participants and the teacher. The results revealedthat the teacher should act explicitly as a mediator in the development of cognitive and metacognitive skills in order to develop and strengthen self-regulated learning.In addition, from the perspective of the participating teacher, after the intervention, students have become more aware of their responsibility towards learning as well as more attentive to the use of self-regulatory learning strategies in the context of study. / Investigações de como os alunos se tornam aprendizes autorregulados tem sido alvo de pesquisadores há décadas. As pesquisas proporcionaram evidências sobre a relação entre o desenvolvimento da autorregulação nos alunos, o uso adequado das estratégias de aprendizagem e o alto desempenho escolar. Neste sentido, esta pesquisa tem por objetivo investigar o impacto das ações de uma professora na promoção e no fortalecimento da autorregulação da aprendizagem dos seus alunos. Para tanto, esta dissertação está estruturada em três estudos. O primeiro estudo apresentou o panorama das publicações nacionais e internacionais acerca da autorregulação da aprendizagem. Os resultados indicaram que a maior parte das publicações estudou a autorregulação da aprendizagem relacionada a 20 outros constructos ou variáveis, a Teoria Social Cognitiva é a abordagem teórica predominante, os estudos empíricos, de abordagem qualitativa, em nível de ensino superior, com objetivo avaliativo, e no formato de artigo foram prevalentes. O segundo estudo teve como objetivo investigar se 16 alunos de sexto ano do ensino fundamental de uma escola pública no interior do Estado de São Paulo, participantes da pesquisa, recorrem ao uso adequado de estratégias de aprendizagem durante o estudo; verificar se, após um período de intervenção acerca da autorregulação da aprendizagem, os alunos demonstraram fazer mais uso de estratégias de aprendizagem e analisar as possíveis diferenças nos escores considerando a variável sexo. Os dados foram obtidos por meio da Escala de Avaliação das Estratégias de Aprendizagem para o Ensino Fundamental (EAVAP-EF). Os resultados revelaram que os participantes não recorrem às estratégias de aprendizagem de modo satisfatório no momento do estudo, não houve diferença estatisticamente significativa entre os resultados da primeira e da segunda aplicação da escala e, por fim, as meninas apresentaram melhor pontuação no total da escala e no fator metacognitivo da EAVAP-EF quando comparado aos meninos. O terceiro estudo objetivou analisar as ações da professora na autorregulação da aprendizagem de seus alunos do sexto ano do ensino fundamental; investigar as concepções da professora a respeito da autorregulação da aprendizagem; promover intervenções junto à professora com a finalidade de construir ações que facilitem o processo de aprendizagem autorregulatório em seus alunos e analisar se, após as intervenções, os alunos se revelaram mais autorregulados na perspectiva da professora participante. Os resultados evidenciaram que a docente deve atuar explicitamente como mediadora no desenvolvimento das habilidades cognitivas e metacognitvas com vistas ao desenvolvimento e ao fortalecimento de uma aprendizagem autorregulada. Além disso, na perspectiva da professora participante, ao término da intervenção, os alunos revelaram-se mais conscientes de sua responsabilidade frente à própria aprendizagem, bem como se tornaram mais cônscios acerca do uso das estratégias de aprendizagem autorregulatórias em contexto de estudo.

There is a high rate of academic failure among disadvantaged preschool and post preschool students in some school districts in Virginia, yet little is understood about the relationship between education models and academic performance among economically disadvantaged students (EDS). The problem explored is the absence of classroom exercises in pre and post preschools that capitalize on cognitive development to improve executive function (EF) and self-regulation (SR) skills. The purpose of this study is to understand if a change in current classroom practices impacts academic performance among low-income students. Narrative policy serves as a theoretical guide in this qualitative case study that focused on the perceptions of principals, teachers, and administrators regarding best practices for preschool and post-preschool students and, secondly, how teachers implement classroom exercises to capitalize on the development of executive function and self-regulation skills among economically disadvantaged students. All data were inductively coded and then subjected to a thematic analysis procedure and included archived school report cards, preschool enrollment, and semi structured interviews with 3 former teachers now serving as administrators who supervise classroom activities. Findings indicate that best practices for EDS were a responsive classroom approach to correct disruptive behavior while developing mental capacity and simultaneously capitalizing on exercises to improve EF and SR skills in a classroom environment. Implications of social change begin with the empowerment of students, teachers, and administrators. Policy recommendations for social change include mandating two years of high-quality preschool for EDS as well as pursuing policies supporting SR and EF skills.

El presente estudio es transversal con diseño correlacional (Hernández-Sampieri & Mendoza, 2018), su objetivo es relacionar procrastinación y autoeficacia en el contexto académico; Participaron 178 universitarios a los que se les administró la Escala de Procrastinación Académica (EPA, Dominguez, Villegas & Centeno, 2014) y la escala de Autoeficacia Percibida para Situaciones Académicas (EAPESA, Dominguez, Villegas, Yauri, Mattos & Ramírez, 2012). Se encontró que las variables presentan correlación, la dimensión Autorregulación académica correlaciona positivamente con Autoeficacia académica (.39); asimismo, la dimensión Postergación de actividades correlaciona negativamente con Autoeficacia (-.23). Se halló también, que existen diferencias en las dos variables al comparar los tres grupos de alumnos por ciclos, los alumnos de ciclos intermedios presentan mayores niveles de postergación de actividades que los que inician estudios y que los que culminan los estudios, asimismo se encuentran diferencias por género; las mujeres presentan mayores niveles de autorregulación académica. / This research is cross-sectional study with correlational design (Hernández-Sampieri & Mendoza, 2018). The objective is to relate procrastination and self-efficacy in the academic context; 178 university students participated and were administered the Academic Procrastination Scale (EPA, Dominguez, Villegas & Centeno, 2014) and the Perceived Self-Efficacy Scale for Academic Situations (EAPESA, Dominguez, Villegas, Yauri, Mattos & Ramírez, 2012). It was found that the variables are correlated, the academic self-regulation correlates positively with academic self-efficacy (.39); specifically, the postponement of activities dimension negatively correlates with self-efficacy (-.23) It was also found that there are differences in the two variables when comparing the three groups of students by semesters, the students of intermediate semesters present higher levels of postponement of activities than those who star studies and those how finish studies, also it was found there are differences between gender; women have higher levels of academic self-regulation. / Tesis

Collaboration is a sought-after competency in the 21st-century knowledge economy in which the value of collective ideas and innovations are emphasized. Educational institutions have a role to play in preparing graduates to work well in collaborative teams. However, collaborating with peers is often received with mixed feelings. Students raise concerns about group members’ motivation and engagement, in anticipation of unsatisfactory social and learning outcomes. Facing motivation challenges in collaboration is a common occurrence, but limited research examines how students working in groups manage motivation challenges in that context. The purpose of this multi-paper dissertation was to examine undergraduate students’ regulatory responses to motivation challenges during online collaborations. Three empirical studies comprising this dissertation examined: the interrelated process involved in groups’ regulation of the socio-emotional aspect of collaboration (Bakhtiar, Webster, & Hadwin), the tactics and strategies students enacted in response to salient motivation challenges (Bakhtiar, Hadwin, & Järvenoja, 2019), and the dynamic interplay between individual- and group-level regulation during motivationally challenging situations (Bakhtiar & Hadwin, 2019). The first study was a comparative case analysis between two groups with contrasting socio-emotional climates. Groups’ self-report and observational data (collected before, during, and after a 90-minute collaboration) were examined in relation to the COPES-model of regulation to identify the similarities and differences between groups’ prevailing conditions, operations, products, evaluations, and standards in regulation. In Study 2, group members’ perceptions of motivation challenges that emerged during planning, early, and towards the end of a semester-long collaborative project were explored. Students’ open descriptions of strategies adopted in response to their salient motivation challenges were qualitatively coded. Study 3 was another comparative case analysis between two groups, who experienced high levels of motivation challenges during collaboration but achieved contrasting group perceptions of team learning productivity. The groups’ use of self-, co-, and socially shared-regulation of motivation in three collaborative sessions were examined and contextualized using group members’ self-reports and log data. Findings across the three studies were discussed in terms of their contributions to the COPES scripts of regulating motivation in collaboration, to develop a catalogue of individual and social strategies for regulating motivation, and to identify adaptive forms of motivation regulation in collaboration. Overall, groups that experienced a more positive outcome regarding motivation regulation had group members who (a) were more prepared going into the task, (b) engaged in proactive forms of regulation, (c) more metacognitively attuned to individuals’ and groups’ diverse needs and challenges, (d) used diverse types of strategies, and (e) regulated each other in a positive and encouraging way. Future directions are discussed in terms of examining the metacognitive information students base on when regulating motivation individually, for others, and as a team, as well as designing tools and instructions to support motivation in collaboration. / Graduate

This study investigated whether students can be taught to use self-regulated strategies.

Students with Autism Spectrum Disorder (ASD) often require academic support to participate in the inclusive classroom. SRSD writing interventions have proven to be effective on this population. As there is a gap in the literature regarding the effectiveness of SRSD writing interventions on high-school students with ASD, this study employed a single-case design (SCD) to investigate the implementation of PLEASE paragraph-writing on two high-school students with high-functioning ASD. Response to intervention was assessed with pretest and posttest measures and with progress monitoring across intervention sessions. Data analysis included Percentage of Non-Overlapping Data (PNDs) and visual inspection of the line. Results indicated that PLEASE was very effective in improving the student’s writing and planning skills regarding theme development and organization, and draft-writing and self-monitoring respectively. Results of this study are discussed in relation to existing literature on SRSD, writing interventions, and ASD. Implications for educators and professionals working with high-school students identified with ASD and writing difficulties are discussed. / Graduate

The thesis is consists of theoretical and empirical part. The theoretical part is analysis with of relevant specialist literature answers how to define the concept of motivation. If it is clearly defined. Than it answers, which self-adjustment motivation factors motivate or demotivate pupils in study of geography as a whole and then which ay self-reflection can be useful for motivation in teaching geography. Results of questionnaire inquiry reveal about preferences and pupils motivation in geography lessons, which should lead to reflection and self-regulation of geography teachers that can give positive motivation to pupils learning. The thesis also created a questionnaire revealing preferences, factors, activities and topics for teaching geography, usable for everyday school practice, used to diagnose of pupils and to self-regulation teachers of geography.

This literature review examines two major areas: firstly, the impact of teachers’ knowledge about formative assessment on teachers' practices in the classroom; secondly, the role of formative assessment in raising students’ metacognition and how formative activities lead to raising students’ self-awareness and self-regulation. This paper also aims to shed light on the interdependence relation between formative assessment and teaching in general. Ten different primary studies relevant to formative assessment and its effects on teaching/learning have been chosen to investigate the formative assessment in relation with the school subjects and particularly with English as a Foreign Language. The data was collected by exploring different electronic websites. The results of this literature review show that teachers' knowledge of the formative assessment has significant influencing factors on their practices and on supporting students’ metacognition; however, the implementation of formative assessment continues to be hazy.

The overall aim of this doctoral research was to study competitive and high performance endurance athletes’ experiences and management of exercise-induced pain (EIP), mental performance (i.e., self-regulation, mindfulness), mental health, and mental illness symptoms. A mixed methods experimental design guided by the pragmatic stance was employed across three studies to (a) investigate how elite endurance athletes experience and manage EIP (Study 1), (b) compare the effectiveness of an online self-regulation and mindfulness intervention in improving EIP catastrophizing, mental performance (i.e., self-regulation, mindfulness), mental health, and mental illness symptoms in middle-distance runners (Study 2), and (c) qualitatively examine the impact of the online intervention focusing on self-regulation or mindfulness and designed to help endurance athletes improve EIP management, mental performance (i.e., self-regulation and mindfulness), and mental health (Study 3). Study 1. With a paucity of research investigating EIP management in elite endurance sports, the purpose of Study 1 was to examine how elite endurance athletes experience and manage EIP, using an applied self-regulation lens to help inform the work of Mental Performance Consultants (MPCs). Individual semi-structured interviews were conducted with 12 female and 3 male athletes (Mage = 23.73, SD = 2.31) competing in track and field (i.e., 600-1500 m; n = 5), swimming (i.e., 200-400 m; n = 5), and canoe kayak (i.e., 500-1000 m; n = 5). Given the centrality of self-regulation and the necessity to effectively manage internal states (e.g., EIP) in elite sport, the social cognitive model of self-regulation was employed to guide Study 1. The codebook thematic analysis generated two themes and six subthemes (i.e., sensations [burning, tightness, heaviness], beliefs [detrimental, mental, progressive]) related to the experience of EIP as well as three themes and 17 subthemes (i.e., preparation [accept and commit to EIP, recall sources of self-efficacy, develop a segmented performance plan, be accountable to training partners or coach, expose yourself to EIP when training, expose yourself to EIP when warming up, use imagery, implement typical pre-performance routine; execution [direct attention away from EIP, use instructional/motivational self-talk, implement a segmented performance plan, regulate breathing and relax, accelerate pace, self-monitor]; evaluation [reflect using a training journal, identify possible explanations, talk with a coach]) related to the management of EIP. Findings suggest that the experience of EIP is highly cognitive and generally perceived as detrimental to performance if not effectively managed. Athletes used several psychological strategies to prepare to experience EIP, reduce the aversive effects of EIP while performing, and learn from their EIP management strategies to improve their coping capacity. In terms of the number of reported psychological strategies, findings suggest that those used to prepare to experience EIP seem to be a priority. In general, the most popular strategies pertained to accepting and committing to experiencing EIP and directing attention away from EIP. Novel strategies not typically reported in the literature included exposing oneself to EIP when warming up, being accountable to training partners or coaches, using imagery to rehearse reactions to EIP, and accelerating one’s pace. Importantly, combining self-regulation and mindfulness strategies appears to be key to effectively manage EIP. Study 2. No research has compared the impact of online sport psychology interventions on various outcomes affecting endurance athletes while employing an active control group. The purpose of Study 2 was therefore to compare the effectiveness of an online self-regulation and mindfulness intervention in improving EIP catastrophizing, mental performance (i.e., self-regulation, mindfulness), mental health, and mental illness symptoms in middle-distance runners. Using a pre-post experimental design, 61 middle-distance runners competing at provincial to international levels were allocated to either a self-regulation, mindfulness, or active control group using stratified randomization. They completed a pre-intervention survey measuring EIP catastrophizing, mental performance (i.e., self-regulation capacity, dispositional mindfulness), mental health, and mental illness symptoms (i.e., anxiety, depression, and eating disorder). A final sample of 52 participants (i.e., 17 self-regulation, 19 mindfulness, and 16 active control) completed the interventions and a post-intervention survey measuring the same outcomes addressed in the pre-intervention survey. Contrary to hypotheses, results from multiple mixed ANOVAs indicated that while mean scores trended in the positive direction between Time 1 and Time 2, the self-regulation and mindfulness interventions did not significantly differ from the active control intervention on the targeted outcomes. Interestingly, when excluding athletes who screened positive for mental illness symptoms (i.e., anxiety, depression, and/or eating disorder), the active control intervention was more effective in reducing anxiety symptoms than the mindfulness intervention. Overall, the self-regulation and mindfulness interventions were not any more effective than the active control intervention in improving the selected outcomes. Study 3. The purpose of this study was to qualitatively examine the impact of the online sport psychology intervention from Study 2, which focused on either self-regulation or mindfulness and was designed to help endurance athletes improve EIP management, mental performance (i.e., self-regulation, mindfulness), and mental health. A sample of 16 middle-distance runners (i.e., 11 women and 5 men) aged between 18 to 25 years old (Mage = 21.31, SD = 2.18) who participated in the eight-module SI or MI were purposefully selected based on their high, moderate, and low pre-post evolution scores. The codebook thematic analysis generated three themes and 13 subthemes (i.e., EIP management [reframing, understanding, self-talk, segmented performance plan]; mental performance [attention regulation, motivation, self-monitoring, self-efficacy, acceptance, defusion]; mental health [self-compassion, autonomy, support]) related to the participants’ perceived changes as well as three themes and seven subthemes (i.e., delivery format [asynchronous, synchronous], content [applicability, audio and video files, examples, metaphors], timing [alignment with competitive season]) related to participants’ recommendations. Findings suggest that both the self-regulation and mindfulness intervention positively impacted EIP management, mental performance, and mental health. Self-regulation and mindfulness should therefore be seen as complementary rather than conflicting or incompatible approaches. Furthermore, athletes reported that their EIP literacy and EIP management skills were limited at the onset of the intervention. Consequently, an educational component should continue to be integrated in future interventions to provide an overview of EIP and relevant mental performance skills to manage it. Given the prevalence of stressors and mental health challenges in competitive and high performance sport, screening for both positive mental health and mental illness symptoms at the onset of interventions is recommended so that athletes partaking in applied sport psychology studies can obtain appropriate mental health care and support as needed. Lastly, a hybrid delivery format incorporating both asynchronous and synchronous options may be the most effective when providing online sport psychology interventions. Overall, the findings of the current doctoral research suggest that both self-regulation and mindfulness strategies positively impact EIP management, mental performance, and mental health in endurance athletes. This inquiry is also the first to quantitatively and qualitatively compare the effectiveness of an online asynchronous self-regulation and mindfulness intervention in improving key outcomes affecting endurance athletes. With increased applied research and mental performance consulting occurring virtually due to the COVID-19 pandemic, it is vital to continue examining the quality and impact of online interventions on athletes.

Physiological indicators like heart rate (HR) and its variability (HRV) from ECG (electrocardiograms), and frontal lobe alpha power asymmetry (AA) and frontoparietal connectivity from EEG (electroencephalograms), can elucidate the role of the nervous system and other visceral organs and their effects on behavioral measures of cognitive and emotional self-regulation. Knowledge of the intergenerational transmission of cardiac and cerebral physiology can provide insight as to the developmental patterns of the organization and stabilization of these physiological processes in children and their mothers. The current study addresses a key question: Is there a developmental shift from 3-9 years of age in the overall pattern of EEG and ECG similarity between children and their mothers? The hypothesis was that there would be increasing child-mother similarity with age. EEG and ECG physiology was examined during a resting-state baseline period, during completion of cognitive tasks, and as baseline-to-task changes in EEG AA and frontoparietal coherence, and ECG HR and HRV in children and their mothers. A socioeconomically diverse longitudinal sample of 171 mothers with their children at ages 3, 6, and 9 years completed questionnaires and laboratory visits. Results indicated that there was some evidence to suggest the presence of mother-child similarity. Twenty of the seventy-two estimated intraclass correlations were significant. Furthermore, of the 20 significant correlations overall, none were present at child age 3 years, 6 were significant at child age 6 years, and 14 were significant at child age 9 years. Thus, overall, there was evidence that by age 6 years, child-mother similarity in physiological indicators of SR had begun to emerge. Additionally, consistent with the study hypothesis, there was some evidence of a pattern of increasing similarity for certain physiological indicators. Of the 72 estimated age-difference Fisher tests for increasing similarity, 17 were significant and in the hypothesized direction. The greatest number were seen during the task condition for ages 6 and 9, and particularly for the frontoparietal EEG variables. Findings are interpreted in light of social learning and behavioral genetics theories.