Improving College Students' Critical Thinking through the use of a Story Tool for Self-Regulated Learning Training

Rosário, Pedro; Núñez, José Carlos; Magalhães, Paula; Fuentes, Sónia; Magalhães, Cleidilene Ramos; Busing, Kyle

doi:10.4324/9780429323058-12

Cited by 10 publications

(12 citation statements)

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“…Grounded on present data, we believe that motivational-related factors are key in the promotion of healthy eating, but also that their impact on children’s food consumption is lower than expected. Therefore, the design of future research and interventions might consider: (a) promoting SR toward healthy eating (e.g., hands-on activities about meal planning) [ 23 , 36 , 43 ]; (b) boosting feelings of self-efficacy toward healthy eating (e.g., group interventions where children discuss their experiences in making (un)healthy choices with their peers, reinforcing the feasibility of success) [ 44 ]; (c) promoting positive attitudes toward healthy eating (e.g., illustrating that increasing fruit and vegetable consumption is important not only to maintain a healthy weight, but also to protect against chronic diseases) [ 45 ]; (d) improving the explained variance of food consumption by considering the inclusion of social-related variables in the path model (e.g., peer pressure on food consumption [ 46 ]).…”

Section: Discussionmentioning

confidence: 99%

Food Availability, Motivational-Related Factors, and Food Consumption: A Path Model Study with Children

Pereira

Rosário

Núñez

et al. 2021

IJERPH

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The promotion of children’s healthy eating is a key public health priority. However, children’s food consumption is a complex phenomenon with several contributing factors, and there is a call to continue developing comprehensive models with several variables acting simultaneously. The present study aimed to examine the role different motivational-related variables (e.g., self-regulation, self-efficacy) may play in children’s consumption of healthy and unhealthy foods. To address this goal, data were collected in a sample of 242 fifth and sixth graders with access to both healthy and unhealthy foods at home. A path model was conducted to analyze networks of relationships between motivational-related variables and children’s healthy and unhealthy eating. The gender variable was included as a covariate to control its effect. The data showed that self-regulation for healthy eating mediates the relationship between the predictor variables (i.e., knowledge, attitude, and self-efficacy) and the type of food consumption (healthy and unhealthy). Current data contribute to understanding the complexity behind food consumption by providing a comprehensive model with motivational-related factors associated with both healthy and unhealthy eating. The present findings are likely to help inform the development of early preventive interventions focused on the promotion of healthy eating.

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Section: Discussionmentioning

confidence: 99%

Food Availability, Motivational-Related Factors, and Food Consumption: A Path Model Study with Children

Pereira

Rosário

Núñez

et al. 2021

IJERPH

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“…Children who SR their behavior proficiently, assume control and responsibility over their thoughts, emotions, and behaviors to achieve their self-set goals [ 18 ]. The narrative used in this intervention is grounded on the PLEE model, Planning, Execution, and Evaluation [ 36 , 37 ]. Rosario et.…”

Section: Methodsmentioning

confidence: 99%

Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation

et al. 2021

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Academic success is a complex concept comprising not only good academic performance, but also the development of competencies and the accomplishment made by the ends of learning. Among the motivational and attentional variables likely to influence academic success, extant literature reports the relevance of developing self-regulation and attentional control to foster school success. Still, little is known about how to foster attentional control competencies through training on self-regulated learning strategies. The present study aims are twofold: (i) to assess the efficacy of a program targetted to promote self-regulation strategies on attentional control, specifically in selective attention, and (ii) to explore the role of selective attention on arithmetic performance. Participants were 136 fourth grade students, aged from 8 to 11 years old. Of those, 68 were enrolled in a school-based intervention aimed to promote self-regulation. At the end of the intervention, the experimental group showed higher levels of self-regulation and selective attention that were significantly different when compared to the control group. The SR training has influenced positively participants SA with impact on their arithmetic competencies. The findings of this study can provide relevant insight to better understand these variables and to design better in-class practices.

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“…The program was anchored in the social cognitive framework [18], particularly grounded in Zimmerman's SRL Model [19,20]. This model supported the PLEE (Planning, Execution, and Evaluation) model, as follows [21]: (a) the planning phase describes students' efforts to define their learning goals and select the learning strategies best suited to help them attain their goals; (b) the execution phase is displayed when students implement and monitor the execution of the plan established in the previous; and finally, (c) the evaluation phase occurs when students analyze the outcomes of the execution phase against the initial plan. In particular, by training and developing SRL competencies, students are encouraged to assume an agential role in their learning process, i.e., to take responsibility and control over their educational paths.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“COVID-19 in Trials and Tribulations” Project: A Self-Regulation-Based Support Response for Confined Families through Social Networks

Pereira

Magalhães

Teixeira

et al. 2022

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The COVID-19 pandemic has placed today’s society in an unprecedented scenario. During Portugal’s first home confinement period (March–July 2020), the online-based “COVID-19 in Trials and Tribulations” project was implemented to support families with school-aged children. The project was grounded on the self-regulation framework and delivered through Facebook® and Instagram® pages. Being responsive to ongoing developments of the pandemic, activities were conveyed in two phases. Phase 1 occurred during lockdown (school was suspended). Phase 2 occurred while students were enrolled in at-distance (online) school. The present study aimed to examine the reach of the project, while examining the content and format of delivery that generated the most engagement among the users (4500 Facebook® effective followers; 1200 Instagram® effective followers) during the confinement period. Results showed that, at the individual page level, Facebook® had higher reach indicators compared to Instagram®, except for video. At the Facebook® post level, followers and users showed more engagement with the page prior to the at-distance schooling phase; however, videos still generated engagement (p = 0.002). Both the post type (p < 0.01) and frequency (p < 0.001) of publication were suggested to be good predictors of engagement. The information gathered will help design and inform future interventions that may be implemented as new lockdowns are set in place.

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Improving College Students' Critical Thinking through the use of a Story Tool for Self-Regulated Learning Training

Cited by 10 publications

References 0 publications

Food Availability, Motivational-Related Factors, and Food Consumption: A Path Model Study with Children

Food Availability, Motivational-Related Factors, and Food Consumption: A Path Model Study with Children

Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation

“COVID-19 in Trials and Tribulations” Project: A Self-Regulation-Based Support Response for Confined Families through Social Networks

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