The Role of Positive Emotions and Type of Feedback in Self-regulation of Learning Goals Achievement: Experimental Research

Bondarеnko, Irina N.

doi:10.1016/j.sbspro.2017.02.080

Cited by 7 publications

(6 citation statements)

References 14 publications

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“…Multiple studies Pietrzak ( 22), Claessens et al ( 23), Schoo (24) and Bondarenko (25), have been conducted to address self-regulation, procrastination, happiness, and academic achievement, with the results unanimously calling for the necessity to heed relentlessly to students' condition, provide them with feedback, improve their selfregulation skill, and employ cheering methods in the course of academic career to add to their happiness and content and reduce their desire for procrastination.…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Effectiveness of Self-regulation Strategy Training on Procrastination, Happiness and Academic Achievement

Naderi

Doost

Talebi

2021

J Clin Res Paramed Sci

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Objectives: This study was carried with the purpose of evaluating the effectiveness of self-regulation strategy training on procrastination, academic achievement, and happiness of 1st grade high school male and female students. Methods: It is a quasi-experimental research with a pretest-posttest design involving a control group. Sixty students were selected by means of multistage cluster sampling plan and randomly grouped in 4 groups of 15. Research instrument consisted of Solomon and Rothblum Academic Delay, Oxford Happiness, and Standard Academic Achievement Questionnaire. Test group received 8 self-regulation training sessions of 45-minute duration each. Results: Results revealed that self-regulation training has a meaningful effect on dependent variables (P < 0.001). In the presented model, "gender", "time and group", "interactive effect of gender and group", and "interactive effect of group and time" were meaningful, as opposed to the "interactive effect of gender and time" and "interactive effect of gender, group, and time" which lacked any significance. Conclusions: Results of LSD post hoc test showed no meaningful difference between the mean happiness, procrastination, and academic achievement scores of experimental and control groups in the pretest stage. However, in the posttest and follow-up stage, the mean scores of the two groups differed significantly.

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Section: Introductionmentioning

confidence: 99%

Evaluating the Effectiveness of Self-regulation Strategy Training on Procrastination, Happiness and Academic Achievement

Naderi

Doost

Talebi

2021

J Clin Res Paramed Sci

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“…They have inner plan of interaction with reality, which helps them to search the ways to perform the task correctly and quickly (Bondarenko, 2017).…”

Section: Resultsmentioning

confidence: 99%

The Role Of Feedback Type In Self-Regulation Of Learning Goals Achievement

Bondarеnko

2017

The European Proceedings of Social and Behavioural Sciences

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In the present article, we investigate how students with high and low conscious self-regulation and different preferred strategies of goal achieving use intentionally organized feedback to gain maximum points in experimental tasks. Consistent with previous research our results revealed that feedback played an important role in achieving learning goals. Based on the proposition that feedback can be attributed to one of the two types (discrepancy and velocity), we compared the dynamics of results in the groups with different goal achievement strategies and different levels of self-regulation. We hypothesize that discrepancy feedback will significantly increase experimental test results for students with high level of self-regulation and discrepancy strategy preference. Students with preference of velocity strategy will not improve their test results significantly. We used software application for diagnosis and experimental study of individual self-regulation actions «Diagnosis of situational specificity of self-regulation -DSSSR» . DSSSR includes Self-Regulation Profile Questionnaire (SRPLQM, Morosanova, 2011) to diagnose students' self-regulation stylistic features. The obtained results (N=103) allow us to state that we revealed differences in the dynamics of students' results enhancement when they carried out the same experimental tasks in testing with intentionally organized feedback. The results of the students who preferred discrepancy strategy (regardless their self-regulation levels) increased significantly. The students with the strategy of velocity increased their results slightly. This trend is especially noticeable for students with low self-regulation. The role of velocity feedback in self-regulation of learning goals achievement for students with strategy of velocity was discussed.

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“…Observing socioemotional skills as the relationship between behavior, motivation, context, affections, metacognition, and social interactions that are preponderant in student learning (Butler & Cartier, 2017;Schunk & Greene, 2018;Winne, 2017) would favor the development of cognitive strategies for the reassessment of thought, self-perception, and selfregulation. This way of observing benefits the student's metacognitive ability during their practical training process, as well as their ability to regulate their emotions by generating an exercise that seeks the development of their attentional and motivational mechanisms (Bondarenko, 2017;Kazemitabar et al, 2021). Boekaerts (2011) integrates emotional regulation with the selfregulation of learning, given its relevance in metacognition as this would encourage social collaboration, generating a state of mind that drives better learning (Boekaerts, 2011).…”

Section: Emotional Regulation and Metacognition From The Teaching Med...mentioning

confidence: 99%

Socio-Emotional Skills: Toward a Metacognition and Emotional Regulation use in Higher Education Internship Process

Barrera¹

2022

Lim

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The teaching-learning process generated within the framework of Higher Education system remain as a constant of analysis and tension. The economic and sociocultural configuration of the 21st century has evoked it a recurring idea about to have professionals who are increasingly prepared to adapt to changes and generate effective social interactions. If we look at the graduation profiles of the undergraduate programs, it is possible to quickly identify many socio-emotional skills that would be developed as part of a teaching-learning process during their undergraduate career. However, it is complex to access those aspects related to methodologies, teaching methods, tests, projects, and feedback strategies that would support this expected development. Due to this situation, the focus of this article is to generate an initial proposal to deepen the context of apprenticeship during an internship process and the possibilities of this being an instance that bring direct benefits to the socio-emotional development of undergraduate students, by emphasizing the role of the teacher who supervises this formative milestone as an actor who plays a role as a mediator using metacognition and emotional regulation. The reflection on this dimension of Higher Education hopes to initiate a discussion about the opportunities for the improvement´s internship process, and Higher Education teaching-learning process that focus on the mediation style for the development of key skills throughout life.

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The Role of Positive Emotions and Type of Feedback in Self-regulation of Learning Goals Achievement: Experimental Research

Cited by 7 publications

References 14 publications

Evaluating the Effectiveness of Self-regulation Strategy Training on Procrastination, Happiness and Academic Achievement

Evaluating the Effectiveness of Self-regulation Strategy Training on Procrastination, Happiness and Academic Achievement

The Role Of Feedback Type In Self-Regulation Of Learning Goals Achievement

Socio-Emotional Skills: Toward a Metacognition and Emotional Regulation use in Higher Education Internship Process

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