A multifactor perspective on writing self-efficacy was examined in 2 studies. Three factors were proposed—self-efficacy for writing ideation, writing conventions, and writing self-regulation—and a scale constructed to reflect these factors. In Study 1, middle school students (N = 697) completed the Self-Efficacy for Writing Scale (SEWS), along with associated measures. Confirmatory factor analysis (CFA) showed SEWS data fit the proposed 3-factor model well. In Study 2, a second CFA of data from 563 students from 2 high schools likewise showed good model fit. Scores based on the 3 writing self-efficacy factors were examined in relation to students' liking writing, self-reported writing grades, and statewide writing assessment (SWA) scores. Results showed writing ideation and self-regulation self-efficacy to be significantly more strongly related to liking writing than conventions self-efficacy but less related than conventions self-efficacy to SWA scores. All 3 writing self-efficacy dimensions showed moderate positive correlations with self-reported writing performance. Further analyses showed higher levels for all 3 dimensions of writing self-efficacy for students in more advanced English/language arts classes. Overall, results from the studies were interpreted as supporting multifactor models of writing self-efficacy and the utility of closer ties between self-efficacy measures and domains being assessed.
This study investigated strategies teachers can use to improve students' use of self-regulated learning strategies in a Web-based setting. SRL is defined as a learner's intentional efforts to manage and direct complex learning activities and is composed of three primary components including cognitive strategy use, metacognitive processing, and motivational beliefs. These three components are defined relative to note-taking methods (cognitive component), self-monitoring prompts (metacognitive component), and self-efficacy buildng feedback (motivation component). One hundred nineteen students were assigned randomly to one cell in a 2 × 2 × 2 design. Students took notes in a matrix or a free form method from a Web site about educational measurement and either received or did not receive self-monitoring prompts and self-efficacy building feedback. Results indicated note-taking method had the strongest influence on both the amount of information gathered and achievement. Additionally, both academic self-efficacy building feedback and self-monitoring prompts demonstrated modest effects on achievement. Results are discussed relative to SRL theory, classroom application, and Web-based instructional design.
Plyometric exercise was initially utilized to enhance sport performance and is more recently being used in the rehabilitation of injured athletes to help in the preparation for a return to sport participation. The identifying feature of plyometric exercise is a lengthening of the muscle-tendon unit followed directly by shortening (stretch-shortening cycle). Numerous plyometric exercises with varied difficulty and demand on the musculoskeletal system can be implemented in rehabilitation. Plyometric exercises are initiated at a lower intensity and progressed to more difficult, higher intensity levels. The progression to higher-intensity plyometric exercise is thought to resolve postinjury neuromuscular impairments and to prepare the musculoskeletal system for rapid movements and high forces that may be similar to the demands imposed during sport participation, thus assisting the athlete with a return to full function. While there is a large body of scientific literature that supports the use of plyometric exercise to enhance athletic performance, evidence is sparse regarding the effectiveness of plyometric exercise in promoting a quick and safe return to sport after injury. This review will describe the mechanisms involved in plyometric exercise, discuss the considerations for implementing plyometric exercise into rehabilitation protocols, examine the evidence supporting the use of plyometric exercises, and make recommendations for future research. J Orthop Sports Phys Ther 2006;36(5):308-319. doi:10.2519/ jospt.2006.2013 Key Words: jump training, neuromuscular, return to sport, stretch shortening P lyometric exercise is a popular form of training commonly used to improve athletic performance. 18 The stretchshortening cycle, which involves stretch of the muscle-tendon unit immediately followed by shortening, is integral to plyometric exercise. The stretch-shortening cycle enhances the ability of the muscle-tendon unit to produce maximal force in the shortest amount of time, 3,82 prompting the use of plyometric exercise as a bridge between pure strength and sports-related speed.22 Maximaleffort plyometric training, or ''shock training,'' was first introduced to Russian athletes to aid the development of explosive ''speed-strength. '' 92 Research on the shock method of training examined drop jump heights PO Box 100154, HSC, Gainesville, FL 32610. E-mail:tchm@ufl.edu of over 3 m, which possibly pushed the limits of safety, but also demonstrated the high-intensity of early plyometric techniques.
This study explored Metacognition and how automated instructional support in the form of problem-solving and self-reflection prompts influenced students' capacity to solve complex problems in a Web-based learning environment. Specifically, we examined the independent and interactive effects of problem-solving prompts and reflection prompts on college students' problem solving and writing within a Web-based instructional module. We found that students who received problem-solving prompts solved problems and wrote with more clarity than did students who did not receive problem solving prompts. Reflection prompts also positively influenced problem solving and writing, but only when students also received the problem solving prompts. This suggests that asking student to reflect on their work has a positive influence on students' problem solving, but only when they have clear understanding of what they are being asked to reflect on. Results are discussed relative to feedback and self-regulation theories.
The aim of this research was to determine the degree to which undergraduate students' learning approach, academic achievement and satisfaction were determined by the combination of an intrapersonal factor (self-regulation) and a interpersonal factor (contextual or regulatory teaching). The hypothesis proposed that greater combined regulation (internal and external) would be accompanied by more of a deep approach to learning, more satisfaction and higher achievement, while a lower level of combined regulation would determine a surface approach, less satisfaction and lower achievement. Within an ex post facto design by selection, 1036 university students completed validated questionnaires using an online tool. Several multivariate analyses were conducted. Results showed that the combination of self-regulation and external regulation can be ordered as levels along a five-point scale or heuristic. These levels linearly determine type of learning approach, academic achievement and satisfaction. Implications are established for quality and improvement of the teaching and learning process at university.
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