Nature vs nurture: learning conceptions and environment as precursors to learning strategy patterns and their outcomes

Shum, Alex; Fryer, Luke K.; Cano, Francisco; Berbén, Ana belén García; Pichardo-Martínez, Ma Carmen

doi:10.1080/07294360.2021.1985088

Cited by 5 publications

(3 citation statements)

References 45 publications

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“…(2) The model's concept of external regulation focuses on control or application of external contingencies (a behavioral perspective) (Ryan and Deci, 2000b), and not on the possible external promotion or facilitation of the student's self-regulation. There is plentiful evidence that external regulation-understood in opposition to internal motivation or introjected motivationproduces poorer motivation in the behavior in question (Adams et al, 2017;Shum et al, 2021), even in the case of the COVID-19 pandemic (Morbée et al, 2021). However, research has also shown that people can operate with mixed motivational systems (de la Fuente, 2004), or changing back and forth from external to internal, according to the context (de la Fuente, 2004).…”

Section: Limitationsmentioning

confidence: 99%

Advances on Self-Regulation Models: A New Research Agenda Through the SR vs ER Behavior Theory in Different Psychology Contexts

et al. 2022

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The aim of this paper is to demonstrate how Bandura's Social Cognitive Theory (1986) influenced the development of several complementary models of the construct of Self-Regulation. Building on the foundation of Self-Determination Theory, SDT (2000), and Zimmerman's Self-Regulation Theory, SR (2001), with their assumptions, contributions, goddesses, and limitations, we come to the Self- vs. External Regulatory Theory, SR-ER (2021). Finally, we integrate recent evidence demonstrating the explanatory adequacy of the SR vs. ER model for different psychological constructions in different settings related to education, health, clinical practice and social work. Complementary, a new theoretical and empirical research agenda is presented, to continue testing the adequacy of SR vs. ER assumptions, and to better understand the behavioral variability of the different constructs studied.

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Section: Limitationsmentioning

confidence: 99%

Advances on Self-Regulation Models: A New Research Agenda Through the SR vs ER Behavior Theory in Different Psychology Contexts

et al. 2022

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“…The learning environment and the individual learning process cannot be separated, as they continuously interact, complementing each other. Between the teaching and learning, there is the student's perception of the teaching and assessment processes (Shum et al, 2021;Vermetten, Vermunt, & Lodewijks, 2002). The perception of the learning environment affects the learning performance of the student.…”

Section: Methodsmentioning

confidence: 99%

Research for Rural Development 2022 : annual 28th International scientific conference proceedings

Gaile¹

2022

Research for Rural Development

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The aim of this work was to study the behavior, productivity and conditions of second lactation Bos taurus during the period of adaptation to new keeping and milking conditions. Thirty-four cows of the local black-and-white breed of the second lactation (24-47 days after calving) were transferred from a brick barn for 100 heads with tie-stall keeping in a newly low cost housing facility for 400 heads with free-stall keeping. Milking equipment also changed: before the changing conditions of keeping, cows were milked in the milk duct at UDM-100, and after changing the conditions in the milking parlor at Carousel, 32 cows were milked at the same time. We divided the first 30 days in the new conditions of keeping and milking into VI periods. The duration of the main behavioral reactions: lying down, drinking, and eating food in the first days after changing the conditions of keeping and milking decreased significantly -by 181; 13 and 89 min, respectively. Behavioral responses at the end of the adaptation period (30 days) was lower than on the last day before changing housing and milking conditions. During the first 5 days after the change of housing and milking conditions, the average productivity of cows decreased by 1.39 kg (or 6.01%), content of milk fat, protein and lactose by 0.03; 0.02 and 0.04%, respectively compared to the last day before the transfer of animals. As for the fat content, the level of the indicator of the last day before the cows transfer was reached in the IV period; protein and lactose in the ІІІ period (11-15 days).

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“…Learning focus has been shown to be an essential variable to understand cognitive-motivational beliefs and underlying strategies in the course of learning ( Shum et al, 2021 ). With extensive evidence, the model allows us to distinguish academic learning focuses that are more or less adaptive ( Heikkilä, 2011 ; Karagiannopoulou et al, 2018 ; Panadero et al, 2021 ; Asikainen et al, 2022 ).…”

Section: Functionality: the Conceptual Model As A Heuristic For Profe...mentioning

confidence: 99%

Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ in a university environment: theoretical basis, structure and functionality

de la Fuente,

Martínez-Vicente

2024

Front. Psychol.

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This article describes and introduces the Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ Its purpose is to assess, evaluate and treat stress and psychological wellbeing. First, the theoretical assumptions of the model are presented. This model is an application of the 3P Model, Theory of Internal vs. External Behavioral Regulation and the Model of Competency for the Management of Stress and Psychological Wellbeing. Second, the conceptual structure of the model is presented. This model allows the structural and functional determination of the variables and predictive, mediating and final factors for stress and psychological wellbeing. Third, the functional structure is presented. For predictive factors, the internal and external self-regulation theoretical model allows us to assess levels of internal and external regulation of the individual and their context, as well as other personal and contextual factors involved in self-regulation. For mediating factors, the model of competence for the management of stress and wellbeing allows us to analyze conceptual (concept and principles), mediating (skills and metaskills) and attitudinal (attitudes, values and habits) variables. Finally, in relation to factors that condition outcomes, we can determine levels of response to stress and psychological wellbeing. Finally, limitations and conclusions are presented. The model also allows us to determine predictive relationships between those three types of variables and is functionally transferable to other contexts, including contexts proper to the psychology of education, clinical practice and healthcare, and psychosocial, organizational and technological contexts.

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Nature vs nurture: learning conceptions and environment as precursors to learning strategy patterns and their outcomes

Cited by 5 publications

References 45 publications

Advances on Self-Regulation Models: A New Research Agenda Through the SR vs ER Behavior Theory in Different Psychology Contexts

Advances on Self-Regulation Models: A New Research Agenda Through the SR vs ER Behavior Theory in Different Psychology Contexts

Research for Rural Development 2022 : annual 28th International scientific conference proceedings

Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ in a university environment: theoretical basis, structure and functionality

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