Help-Seeking Behaviors Among Athletic Training Students in the Clinical Education Setting: A Pilot Study

Nakajima, Mikiko; Freesemann, Keith W.

doi:10.4085/0804115

Cited by 4 publications

(3 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, learners' SDL activities impact their cognitive activities which influence learning progress (Dunlosky et al, 2013). Given that self-directedness influences cognitive learning strategies, which influence learning achievement (Hsu & Shiue, 2005;Stewart, 2007), prior review studies have indicated that SDL/SRL is correlated with or influences learning achievement (Broadbent & Poon, 2015;de Bruijn-Smolders et al, 2016;Dignath & Büttner, 2008;Ergen & Kanadli, 2017;Jansen et al, 2019;Li et al, 2018;Murad et al, 2010;Sitzmann & Ely, 2011;Theobald, 2021).…”

Section: Self-directed Learningmentioning

confidence: 99%

“…Another important meta-analysis was conducted by Murad et al (2010) who systematically analysed 59 studies on the effectiveness of SDL interventions on learning outcomes in health education in traditional learning environments. The effect size of SDL in the knowledge domain was moderately effective (standardized mean differences = 0.45).…”

Section: Meta-analysis Of Sdl and Srlmentioning

confidence: 99%

“…Most previous metaanalyses have been conducted in traditional learning environments, or the investigations were confined to specific school levels, such as higher education (e.g., Broadbent & Poon, 2015) or elementary and secondary schools (Dent & Koenka, 2016), or limited to one country or ethnic group, such as Chinese students (e.g., Li et al, 2018). Other studies have focused on particular learning disciplines, such as health education (e.g., Murad et al, 2010), or a specific learning domain, such as the cognitive domain (e.g., Richardson et al, 2012). Our review of the meta-analysis studies on SDL and SRL also indicated that the overall effect sizes of SDL and SRL on learning outcomes vary from non-significant to a large effect size.…”

Section: Meta-analysis Of Sdl and Srlmentioning

confidence: 99%

See 2 more Smart Citations

A meta‐analysis of effects of self‐directed learning in online learning environments

Doo

Zhu

2023

Computer Assisted Learning

View full text Add to dashboard Cite

BackgroundOnline learning has become more prevalent over the past three decades, especially during the COVID‐19 pandemic. Educators and scholars have increasingly emphasized the significance of self‐directed learning (SDL) on successful learning outcomes in online learning environments.ObjectivesThe purpose of this study was to synthesize the research on the effects of SDL on learning achievement in online learning environments.MethodsThis study synthesized the research findings on the effects of SDL on learning achievement in online learning environments using a meta‐analysis method. We analysed 152 samples from 43 studies that have reported the effects of SDL on learning achievement or correlations in online learning.Results and ConclusionsThe overall effect size of SDL on learning achievement in online learning showed a medium effect size (g = 0.508). The dimensions of SDL moderated the effects of SDL on learning achievement, and the effects of self‐management were statistically smaller than motivation and self‐monitoring. The types of learning achievement, learning domains, and participant levels did not moderate the effects of SDL on learning achievement. However, the effects of SDL on learning achievement in the cognitive domain were significantly smaller than the effects of SDL in the affective domain.What Are the 1 or 2 Major Takeaways from the Study?This study confirmed the importance of SDL in online learning environments. SDL can be effective for any learner group, not just for adult learners, in online learning environments. Online instructors should facilitate students' self‐management to obtain successful learning achievement.

show abstract

Section: Self-directed Learningmentioning

confidence: 99%

Section: Meta-analysis Of Sdl and Srlmentioning

confidence: 99%

Section: Meta-analysis Of Sdl and Srlmentioning

confidence: 99%

See 1 more Smart Citation

A meta‐analysis of effects of self‐directed learning in online learning environments

Doo

Zhu

2023

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

Evaluating student motivation in organic chemistry courses: moving from a lecture-based to a flipped approach with peer-led team learning

Liu

Raker

Lewis

2018

Chem. Educ. Res. Pract.

View full text Add to dashboard Cite

Academic Motivation Scale-Chemistry (AMS-Chemistry), an instrument based on the self-determination theory, was used to evaluate students’ motivation in two organic chemistry courses, where one course was primarily lecture-based and the other implemented flipped classroom and peer-led team learning (Flip–PLTL) pedagogies. Descriptive statistics showed that students in both courses were more extrinsically motivated and their motivation moved in negative directions across the semester. Factorial multivariate analysis of covariance revealed a main effect of pedagogical approach. Students in the Flip–PLTL environment were significantly more motivated toward chemistry at the end of the semester while controlling for the motivation pre-test scores; however, there was no evidence for a sex main effect or an interaction effect between sex and pedagogical approach. Correlation results revealed variable relationships between motivation subscales and academic achievement at different time points. In general, intrinsic motivation subscales were significantly and positively correlated with student academic achievement;Amotivationwas negatively correlated with academic achievement. The findings in this study showed the importance of Flip–PLTL pedagogies in improving student motivation toward chemistry.

show abstract

Leading change and innovation in Ghana’s banking sector: the mediating role of work autonomy

Kpinpuo

Akolgo²,

Naimi³

2022

ICT

View full text Add to dashboard Cite

Purpose In recent times, employers are routinely advertising for position candidates with the capability to work with little or no supervision at all. This is probably because, as businesses strive to globalize operations, supervision has become both complex and expensive. While the general interest in employees with considerable levels of work autonomy may be a strategic one, particularly for banks, it is important to determine the impact of work autonomy on other critical success factors such as employee commitment to change management, innovativeness and quality supervisor-subordinate relationship. This study aims to examine the relationship between these variables by exploring the mediation effect of work autonomy on the relationship between employee innovativeness, quality of supervisor-subordination collaboration and employee commitment to change management in the banking sector of Ghana. Design/methodology/approach The study used quantitative empirical strategies involving the distribution of questionnaires to a randomly selected sample of 400 employees of selected banks in Ghana. Data, so collected, were analysed using the PLS-SEM Software. Findings Results of the study revealed significant relationships between the quality of supervisor-subordinate collaboration, innovativeness and commitment to change. The findings further established work autonomy as an explanatory variable between the three employee behaviours – innovativeness, quality of supervisor-subordinate connection and commitment to change. Originality/value The novelty of this study lies in the interplay of quality employee relations, innovative employee behaviour and commitment to change processes as refereed by work autonomy to promote effective change management activities in Ghanaian banks. The outcome of the study led to the development of a theoretical model for organizational change management.

show abstract

Help-Seeking Behaviors Among Athletic Training Students in the Clinical Education Setting: A Pilot Study

Cited by 4 publications

References 36 publications

A meta‐analysis of effects of self‐directed learning in online learning environments

A meta‐analysis of effects of self‐directed learning in online learning environments

Evaluating student motivation in organic chemistry courses: moving from a lecture-based to a flipped approach with peer-led team learning

Leading change and innovation in Ghana’s banking sector: the mediating role of work autonomy

Contact Info

Product

Resources

About