Impacts of Direct Metacognitive Instructions on Self-Actualization

Dezhbankhan, Fariba; Baranovich, Diana Lea; Abedalaziz, Nabeel

doi:10.5539/ies.v13n11p1

Cited by 4 publications

(3 citation statements)

References 22 publications

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“…Some teachers stated that they let the learners experience the literary period to use their metacognitive skills and they prefer to do activities such as drama, group work, discussion and problem-solving. Studies support the fact that using different teaching activities and improving metacognitive skills increase students' accomplishment and motivation (Aljaser, 2019;Biçer, 2017;Dezhbankhan et al, 2020;Göçer, 2016); and Literature is one of the courses that help the improvement of meta-cognitive and creative skills (Brookhart, 2010). One of the important results from teachers' view is that teachers' strong stress on the fact that Literature is an intellectual course and an art.…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

What are Teachers’ and Students’ Views of the Learning-teaching Process? A Study on Turkish Language and Literature

Nayman

Altun

2021

ALLS

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This study aims to examine teachers’ and students’ views of learning-teaching on Turkish Language and Literature course. Also, this study aims to determine the prior learning-teaching strategies of teachers and students. It was designed by qualitative research approach, phenomenology design. In the study, there are two participant groups; teachers and students. In sampling for both teachers and students, convenient sampling of purposive sampling type was used. Semi-structured interview questions were used as a data collection tool. Accordingly, content analysis was deemed proper to analyze the data. As a result, teachers’ and students’ views on learning and teaching are compatible with each other in a general framework such as self-study, students’ involvement, active lesson process, teaching the lesson as art and especially the importance of reading habit. However; in the learning-teaching process, teachers’ most strong emphasis was on individual differences, different/active methods implementations during the lesson and; whereas students’ emphasis was on learning strategies such as memorizing, coding, doing research, observing and teachers’ interest in them. It can be seen in the findings that teachers tend to teach the course by enabling learners to participate and students would like to have an active lesson process. Teachers and students share a similar idea on the fact that the Turkish Language and Literature course is an art; so, the learning-teaching process should be formed accordingly. According to the findings teachers’ and students check the understanding by productivity and test results. Conclusively, teachers and students are keen on an active teaching environment; reading habit is one of the most important skill as the course’s attainment, however exam pressure can limit their actions.

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Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

What are Teachers’ and Students’ Views of the Learning-teaching Process? A Study on Turkish Language and Literature

Nayman

Altun

2021

ALLS

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“…Self-actualization is the principal function of education and education is "the process of the individual human being making of himself what he wishes to be" [47] (p. 133). Strategies that target student's personal development besides academic achievements include targeted interventions for encouraging lifelong learning and improving metacognitive abilities and skills, which help scaffold the never-ending self-growth, and thus self-actualization [48][49][50][51][52].…”

Section: Psychology Perspectivementioning

confidence: 99%

Interactive Visualizations of Transparent User Models for Self-Actualization: A Human-Centered Design Approach

Guesmi

Chatti

Tayyar

et al. 2022

MTI

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This contribution sheds light on the potential of transparent user models for self-actualization. It discusses the development of EDUSS, a conceptual framework for self-actualization goals of transparent user modeling. Drawing from a qualitative research approach, the framework investigates self-actualization from psychology and computer science disciplines and derives a set of self-actualization goals and mechanisms. Following a human-centered design (HCD) approach, the framework was applied in an iterative process to systematically design a set of interactive visualizations to help users achieve different self-actualization goals in the scientific research domain. For this purpose, an explainable user interest model within a recommender system is utilized to provide various information on how the interest models are generated from users’ publication data. The main contributions are threefold: First, a synthesis of research on self-actualization from different domains. Second, EDUSS, a theoretically-sound self-actualization framework for transparent user modeling consisting of five main goals, namely, Explore, Develop, Understand, Scrutinize, and Socialize. Third, an instantiation of the proposed framework to effectively design interactive visualizations that can support the different self-actualization goals, following an HCD approach.

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“…Creativity and flexibility are needed skills for motivation for self-actualization [66]. Planning, monitoring, evaluating, and regulating oneself are metacognitive abilities for the fulfillment of one's potentials [67]. Emotional agility is the ability to manage one's emotions and thoughts with mindful and productive way to give the best self [7].…”

mentioning

confidence: 99%

Metacognitive and Metaemotional Training Strategies through the Nine-layer Pyramid Model of Emotional Intelligence

Drigas

Papoutsi

Skianis

2021

Int. J. Recent Contrib. Eng. Sci. IT

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Emotional intelligence constitutes an important 21st century skill that impacts positively several areas of everyday life. It contains competencies that enhance the ability of other significant skills for self-development. The main purpose of this study is to present the way we can develop and improve our emotional intelligence based on the pyramid model and its nine layers. To achieve this goal, the paper seeks to address the following question: What are the metacognitive and metaemotional skills and strategies that can play a key role in developing, enhancing and improving emotional intelligence?Extensive reference is made to the skills that involved in each layer and have been identified as necessary and should be cultivated by the individual leading gradually to the higher levels of self-actualization and transcendence. Furthermore, we suggest some strategies in each layer that work auxiliary and supportive for the cultivation of the specific skills.Metacognitive and metaemotional skills and strategies are necessary to conquer the levels of emotional intelligence and to apply in a variety of contexts with the aim of developing emotional intelligence and self-improvement.

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Impacts of Direct Metacognitive Instructions on Self-Actualization

Cited by 4 publications

References 22 publications

What are Teachers’ and Students’ Views of the Learning-teaching Process? A Study on Turkish Language and Literature

What are Teachers’ and Students’ Views of the Learning-teaching Process? A Study on Turkish Language and Literature

Interactive Visualizations of Transparent User Models for Self-Actualization: A Human-Centered Design Approach

Metacognitive and Metaemotional Training Strategies through the Nine-layer Pyramid Model of Emotional Intelligence

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