京都大学 / 0048 / 新制・課程博士 / 博士(医学) / 甲第20242号 / 医博第4201号 / 新制||医||1020(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 渡邊 直樹, 教授 岩井 一宏, 教授 楠見 明弘 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DFAM

No description available.

The aim of this dissertation was to investigate whether improving metacomprehension accuracy via the monitoring process impacted learning strategy selection implemented by the control process so that comprehension was also improved. A new paradigm—the multi trial metacomprehension paradigm—was introduced to investigate this aim. Participants studied a text using an effective or ineffective learning strategy, made metacomprehension predictions about their future comprehension, and took a comprehension test; there were three trials of this procedure. The goal was to determine whether metacomprehension accuracy improved—leading to improved comprehension accuracy—for the third trial. Experiment 1 tested whether metacomprehension accuracy improved across multiple trials when compared against single trials. Although no difference in metacomprehension accuracy between multiple and single trial conditions was found, comprehension accuracy did improve with multiple trials. However, for a subset of participants whose metacomprehension accuracy across trials did improve, their comprehension accuracy also improved. Although there was no effect of learning strategy on either metacomprehension accuracy or comprehension accuracy overall, the effective learning strategy produced the highest metacomprehension accuracy on the first trial, leaving no room for improvement at later trials. Metacomprehension accuracy only improved when using the ineffective learning strategy if it was used on multiple trials, but never to the same degree as when using an effective learning strategy. Experiment 2 tested whether improved metacomprehension accuracy affected the control process of learning strategy selection by allowing participants to select which learning strategy to use during the third trial. Participants overwhelmingly selected the ineffective learning strategy, even in case in which metacomprehension accuracy improved across trials. This finding calls into question the theory that improved monitoring accuracy informing the meta level leads to better implementation of control process on the object level. However, while metacomprehension accuracy might be necessary to improve comprehension accuracy—and to result in selection of effective learning strategies toward that end—it might not be sufficient. Students should not just be told to use an effective learning strategy; they should also be taught how to use cues during the monitoring process that are diagnostic of future comprehension.

The present study investigates university students’ time estimation accuracy from a Self-Regulated Learning perspective. Specifically, the study examines students’ goal quality, competence for goal completion, and perceptions of goal difficulty as predictors of time estimation accuracy for single study session at three points over a semester. An additional goal of this study was to investigate the relationship between time estimation accuracy and students’ reported goal completion. Results show that more than 50% of students underestimated or overestimated their time to complete goals at every time point over the semester. Results of multinomial logistic regression analyses demonstrated that perceived goal difficulty was a predictor of underestimation at the middle and at the end of the semester, competence for goal completion predicted time estimation accuracy at the beginning of the semester, and goal quality was not a significant predictor of time estimation accuracy at any point in the semester. Lastly, students who overestimated the time spent in their study sessions were less likely to attain their goals. These results provide empirical evidence of the prevalence of misestimation during individual study sessions guided by goals created by students for course-relevant tasks and partial support to theoretical principles of SRL, which consider task perceptions and goal setting as determinants of the learning process. / Graduate / 2023-06-27

Self-regulation is an important aspect of learning, and all teachers want to instill this ability in their students. However, students often feel confused or inadequate when it comes to being in charge of their own learning. This is especially true in intensive English programs where students expect the teacher to provide them with the information they need to pass tests and advance to higher levels. While the teacher's role cannot be overlooked, encouraging self-regulated learning is also vital to students' success in learning. The author saw a need for this in the intensive English program where she is teaching. She created a workbook which outlines the six principles of self-regulated learning as presented by Andrade and Evans (2013). During the course of two semesters, she gathered data from teachers and students in classes at the English Language Center (ELC) through surveys and interviews regarding how useful the workbook was in helping students to be more self-regulated in their learning. The feedback indicates that the principles presented in the workbook were useful, and the students felt better equipped to face future learning. Although this was a preliminary study, the feedback collected regarding the workbook indicates that students are more receptive to self-regulated learning if they have the tools to understand how to be self-regulated learners. A second study was conducted by administrators of an intensive English program, and the results demonstrated the workbook was useful for their purposes in many different proficiency levels.

Dredged rivers remain from when lumber was floated downriver for processing and shipping purposes. This has left parts of some rivers in Sweden with shallow rocky beaches and deep central furrows. Restoration efforts of dredged unregulated rivers has shown positive results for fish populations. This report compares, by use of CFD two regulated parts of Luleälven, one dredged and one natural. The report looks at habitats where the Riverine Grayling prefers to lay its eggs and evaluates whether velocity and depth conditions could give an explanation for the lower population of the Riverine Grayling in the dredged river. For the water levels tested, usable areas exist for all cases, but the dredged river has substantially smaller areas suitable as a habitat. The river geometry seems to be the large issue for Mattisudden as its shallow wide riverbanks are not conducive to habitats for the Riverine Grayling. Surprisingly the "lower" test case for the dredged river showed a larger usable area than for the "higher" water level, for the same river and higher usable area than the natural river. For this case the water level is now so low that the shallow wide riverbanks are above the water level and only the central furrow is filled with water. This shows two avenues that can be used to improve the habitats for the Riverine Grayling, lower the water level, or raise the riverbanks.

Hydropower regulation of rivers exhibits a threat to the riverine ecosystems. Fragmentation of flow, landscape disturbances, and water retention are key features of regulated catchments, resulting in reduced floods and geochemical tr¬ansport, non-natural water level fluctuations, and thus disturbed exchange between the river and the aquifer. Storing of water in reservoirs reduces peak flow and turbidity, which increases particle settling and sometimes favours enhanced primary production and formation of a clogging layer. This in turn alters the interaction between surface water and groundwater, with potential secondary effects on the entire watershed. In Scandinavia, only eight large rivers (16%) remain entirely unregulated. The Lule River, the primary focus of this study, belongs to the most regulated rivers of Eurasia with a degree of regulation (i.e. the volume of water that can be stored in the reservoirs and used for regulation) of 72%, and is exposed to both seasonal and short-time regulation.Using hydrogeochemical analysis of two adjacent boreal rivers (pristine Kalix and regulated Lule River) discharging into the Gulf of Bothnia, the effects of regulation on river geochemistry were investigated. For the Lule River, the average maximum runoff was almost halved while the average minimum runoff was tripled as a result of the regulation. The winter transport fraction of total organic carbon, Fe, Si, suspended Mn and P in the Lule River was at least two to three times higher than in the pristine river. During summer, the suspended C/N ratio in the regulated river was 10-20, compared to <10 for the pristine river, suggesting a presence of predominantly decaying organic material due to longer residence times for the regulated river. This was supported by a virtually constant suspended P/Fe ratio throughout the year in the Lule River, indicating low abundance of phytoplankton. Hence, a pronounced impact on the ecosystem of the river, the hyporheic/riparian zone, and the Gulf of Bothnia is expected.In spite of vast anthropogenic pressure on riverine ecosystems, the knowledge regarding the hyporheic zone (the interface between rivers and aquifers where exchange between surface water and groundwater occurs) is limited for regulated rivers. Therefore, this study was extended to also cover the hyporheic exchange along the Lule River. Temporal changes in hyporheic fluxes across the river channel (rates and directions) were determined using seepage measurements and continuous observations of water stages, temperatures, and electrical conductivity for both the river and the groundwater. While the river water level changed frequently (typically twice a day with up to ± 0.5 m), the river remained gaining 90% of the time, and the largest number of observed changes in flow direction (observed at 5 m orthogonal distance from the river) was six times per week. Flow velocities ≤10-4 m d-1 ( zero flow) constituted 1.5% of the total observation time.Although no changes in water temperature were observed for the hyporheic zone, effects of river level variations were detected up to 5 m inland, where electrical conductivity occasionally decreased to surface water levels indicating infiltration of river water into the aquifer (negative fluxes). River discharge regulation may therefore have severe implications on biogeochemical processes and deteriorate the hydroecological functions of the hyporheic zone.

Teaching and instructing students is a necessity, but creating ways to challenge them is a priority. This thesis focuses on Barry Zimmerman and Timothy Clearly’s Self-Regulation Empowerment Program (SREP). This model uses a problem-solving approach in establishing Self-Regulated Learning (SRL) strategies in students’ learning. Stemming from interdisciplinary questions such as, “what will help students be successful in and outside the classroom?” and “how do teachers challenge students without stifling their creativity?” this purpose of this study aims to explore the realm of Self-Regulated Learning (SRL). The present study further examines if SRL strategies and practices foster learning and are prevalent in current trends and curricula such as, Marzano and Common Core. After thorough analysis of student observations and coding of data, the findings concluded that SRL strategies fostered student learning. Students studied were more readily motivated to regulate their learning and attempt challenging tasks. Moreover these findings indicated an increase in student success and metacognitive knowledge, as the students were provided with more opportunities to engage in self-talk, self-reflection, strategic planning, and goal setting. Results suggested the flexibility of the SREP model and its application to current instructional practices. Implications and recommendations for further research into the SRL model across other disciplines are also presented and discussed.

Self-regulated learning (SRL) and higher-order thinking (metacognitive processes) are important in education because they contribute to effective learning and improved academic performance. These processes may be facilitated by the implementation of computer technology in the classroom. This research project examined the use of computer technology among elementary school students and possible effects on self-regulated learning and metacognitive processes, including the ability to plan, monitor, evaluate one’s own work, and apply specific learning strategies. Two main research questions were investigated: (1) Do elementary school students demonstrate SRL metacognitive processes when they use computers and paper-pencil for reading-relating tasks, and what are the key SRL metacognitive processes? (2) Are there differences in SRL metacognitive processes between computer-based and paper-pencil reading tasks in elementary grades? Recruitment of students occurred at the local school district’s after-school programs. A total of 52 students from Grades 2-5 consented to participate in two conditions, a computer-based and a paper-pencil reading task, each lasting approximately 30 minutes. Observations, ratings, and semi-structured interviews were conducted. The quantitative portion included descriptive and correlational statistics. Differences in SLR metacognitive constructs between conditions and between grades were explored. Inferential statistics employed a 2 x 4 (condition-by-grade) mixed-model Analysis of Variance and follow-up tests. The qualitative portion included primary analytic strategies, thematic analysis, and triangulation across data sources. The results indicated that metacognitive self-regulated learning skills were present in students of primary grades. There were no differences between grades or between conditions for most regulation of cognition constructs except for control and evaluation practices. Among knowledge of cognition constructs, conditional knowledge was higher in the paper than in the computer reading assignment across grades. The qualitative findings corroborated the quantitative results. Students in primary grades demonstrated SRL metacognitive processes, and these were more common in the paper than in the computer condition. These findings are explained by the familiarity with the reading medium, the integration of multimedia and verbal cues, the speed for corrective actions, and the use of prior knowledge. These important insights can contribute to improved academic performance and higher order thinking among young students. The results also suggest that students can benefit from focused instruction to perform transfer of knowledge between the two reading formats - computer and paper.

No description available.