المؤلفون: Bui, Huyen Thu Thi, Jolliffe, Darrick, Hoang, Phuoc Anh, Nguyen, Hong Thanh Thi

المصدر: European Journal of Contemporary Education. 2021 10(3):583-594.

تمت مراجعته من قبل الزملاء: Y

Page Count: 12

الواصفات: Empathy, Aggression, Correlation, Vietnamese People, Foreign Countries, Behavior Problems, Prosocial Behavior, Self Control, Measures (Individuals), Scores, Gender Differences, Prediction, Role of Education, Academic Achievement, Secondary School Students, Student Attitudes

مصطلحات جغرافية: Vietnam

مستخلص: While aggression is considered as one of the most common behavior problems among adolescents, empathy can be a predictor of prosocial behaviors and underlines different implications for aggression in children. Empirical studies had proved that there was a negative correlation between empathy and aggression in children and adolescents. Nevertheless, the vast majority of studies on the relationship between aggression and empathy has been well documented in the literature with Western samples. The current study aims to examine the aggression-empathy association in Vietnamese adolescents and to explore whether or not aggression can be predicted by empathy and self-control. A total of 1,236 adolescents aged 12-13 years from 3 regions of Vietnam were asked to answer the survey package including the Reactive and Proactive Aggression Questionnaire, the Basic Empathy Scale and the Self-Control Questionnaire. Findings revealed that there was a statistically significant difference in aggression and empathy scores for gender, in which female adolescents showed a higher level of aggression and empathy than that of male ones. There was a strong negative relationship between aggression and empathy. Aggression can be predicted by empathy and self-control. Of the two variables, empathy was a better predictor of aggression (beta = -0.42) than self-control (beta = -0.37). The results add more valuable evidence to the existing literature on the relationship between aggression and empathy in a diverse population, and proved the role of education in enhancing empathy for adolescents in general and those with high levels of aggression in particular in school settings.

Abstractor: As Provided

المؤلفون: Chen, Patricia (ORCID 0000-0002-0173-9320), Ong, Desmond C., Ng, Jessica C., Coppola, Brian P.

المصدر: AERA Open. Jan-Dec 2021 7(1).

تمت مراجعته من قبل الزملاء: Y

Page Count: 14

الواصفات: Grade Prediction, Self Control, College Students, Organic Chemistry, Academic Achievement, Learning Strategies, Teaching Methods

مستخلص: Self-regulated learners strategically manage physical, technological, online, and social resources for learning--by selecting resources that could be useful, reflecting on how useful these resources have been, and adjusting resource use accordingly. We propose a model that conceptualizes resource management as learners' intentional, self-reflective decisions to explore new resources, exploit (continue to use) previously useful resources, and prune (stop using) previously ineffective resources. We modeled 4,766 students' reported exploration, exploitation, and pruning between three class exams among four cohorts of an organic chemistry class (i.e., more than 100,000 discrete data points of resource use). Each of these behavioral mechanisms of resource management predicted students' academic achievement: The more students reported exploring, exploiting, and pruning between their exams, the higher they performed on their subsequent exams, controlling for prior performance. These findings enrich self-regulated learning theories by concretizing the behavioral mechanisms of resource management by which learners take control of their learning.

Abstractor: As Provided

المؤلفون: Navarro Jover, José Manuel (ORCID 0000-0001-5614-0246)

المصدر: Journal of Technology and Science Education. 2021 11(1):180-193.

تمت مراجعته من قبل الزملاء: Y

Page Count: 14

الواصفات: Automation, Feedback (Response), Academic Achievement, College Freshmen, Engineering Education, Self Control, Attendance

مستخلص: This study was carried out on first-year engineering students in the subject of technical drawing, an eminently practical subject that requires the continuous development of spatial vision and also that students should devote time and effort to it from the very beginning. For the study we designed an auto-feedback activity to be applied to the students in the experimental group. The aim was to determine whether the students improved by this means their capacity for self-regulation and ultimately their academic performance. The students included in the experimental group obtained higher scores in the end-of-year self-regulation questionnaire (78.5) than those in the control group (66.47). There was a highly significant correlation (r=0.60; p<0.05) between the final grade and the class attendance rate. Although the auto-feedback treatment did not directly influence the final grades in the analysis of overall variance, it did have an indirect effect through the attendance variable; the students in the experimental group attended significantly more classes than those in the control group (82.2% vs. 68.6%; p<0.05). In fact, a comparison of the average final grades showed that the experimental group obtained significantly higher marks (6.97/10) than the control group (3.8/10).

Abstractor: As Provided

المؤلفون: Polasek, Tanya

المصدر: BU Journal of Graduate Studies in Education. 2021 13(2):33-37.

تمت مراجعته من قبل الزملاء: Y

Page Count: 5

الواصفات: High School Students, Parent Participation, Personal Autonomy, Self Control, Parent Teacher Cooperation, Parent Child Relationship, Well Being, Skill Development, Adolescent Development, Teacher Role, Parenting Styles, Academic Achievement

مستخلص: While parental involvement is often seen as a cornerstone in high school students' success, too much involvement can be problematic. Often teachers feel caught between supporting students' personal growth and parental expectations of students' academic achievement. Certain practices can be developed and implemented at a classroom and school level that can help parents and students. Developing student skills in areas of personal autonomy and self-control is helpful. Creating parent-teacher and student-teacher partnerships can support student growth and may mitigate the negative effects of helicopter parenting.

Abstractor: As Provided

المؤلفون: Suamuang, Wuttiporn, Suksakulchai, Surachai, Easter, Matthew A.

المصدر: Malaysian Journal of Learning and Instruction. Jan 2021 18(1):85-109.

تمت مراجعته من قبل الزملاء: Y

Page Count: 25

الواصفات: Feedback (Response), Self Control, Assignments, Academic Achievement, Foreign Countries, College Students, Time Management, Self Efficacy, Help Seeking, Structural Equation Models

مصطلحات جغرافية: Thailand

مستخلص: Purpose: Assignments have been linked with various benefits, including a higher quality of learning and academic achievement. The purpose of this study was to explore the relationship between assignment completion and academic achievement in higher education. Specifically, it investigated the impact of instructor feedback and three constructs of self-regulation (self-efficacy, time management, and help-seeking) on assignment completion (time spent on assignments and number of assignments completed) and academic achievement. Methodology: The study employed a correlational research design and a self-report survey. Data was collected from 1,106 undergraduate students in six universities in Thailand through a convenience sampling approach. Structural equation modelling was used to establish the strength of the relationships among the constructs of the model. Findings: The number of assignments completed was found to have a strong association with academic achievement. Time management was the strongest predictor of the number of assignments completed as well as time spent on assignments. Time management was also the mediator between self-efficacy and the number of assignments completed. However, help-seeking was negatively associated with both the number of assignments completed and academic achievement. Significance: These results have educational implications, and should be helpful for instructors, instructional designers and educators who may use the information to offer undergraduate students appropriate learning tools, strategies and environments for supporting assignment completion and academic achievement.

Abstractor: As Provided

المؤلفون: Yurtseven, Ramazan (ORCID 0000-0001-9963-8642), Akkas Baysal, Ögr. Üyesi Emine (ORCID 0000-0002-5711-0847), Ocak, Gürbüz (ORCID 0000-0001-8568-0364)

المصدر: International Online Journal of Education and Teaching. 2021 8(3):2117-2130.

تمت مراجعته من قبل الزملاء: Y

Page Count: 14

الواصفات: Decision Making, Problem Solving, Academic Achievement, Correlation, Elementary School Students, Grade 3, Grade 4, Predictor Variables, Foreign Countries, Gender Differences, Self Esteem, Self Control

مصطلحات جغرافية: Turkey (Istanbul)

مستخلص: Decision making and problem solving skills are two important issues resulting with students' academic achievement. The aim of this research was to examine the relationship between primary school students' decision making skills and problem solving skills. The sample of research, which was carried out through relational survey model, consisted of 331 third and fourth grade primary school students in Istanbul. Data were collected through "Problem Solving Inventory for Children" and "The Scale of Decision Making Skills for Primary School Students". The research data were analyzed with descriptive statistics, Pearson Correlation analysis and simple regression analysis. According to the results of correlation analysis, it was determined that there was a positive significant relationship between decision making skills and problem solving skills of primary school students. It was concluded that decision making skills of students were significant predictors of their problem solving skills. As a result, it is seen that students' decision making skills affects problem solving skills moderately and positively.

Abstractor: As Provided

المؤلفون: Lobos, Karla (ORCID 0000-0002-0145-0041), Sáez-Delgado, Fabiola, Bruna, Daniela, Cobo-Rendon, Rubia (ORCID 0000-0002-3350-071X), Díaz-Mujica, Alejandro

المصدر: Education Sciences. 2021 11.

تمت مراجعته من قبل الزملاء: Y

Page Count: 16

الواصفات: Program Development, Program Effectiveness, Validity, Learning Activities, Self Control, Handheld Devices, Electronic Learning, College Freshmen, Foreign Countries, Academic Achievement, Intervention

مصطلحات جغرافية: Chile

مستخلص: Background: Smartphone applications have the potential to support university students for the benefit of learning in higher education. Objective: To design and evaluate the effect of an intra-curricular program using a mobile application on self-regulated learning strategies in university students. Method: The 4Planning mobile application was designed following a systematic literature review, expert judgement and application. The instrument to assess the effect of the intervention was the SRL Readiness Practices Scale, with a one-factor structure (CFI = 0.98; TLI = 0.97; RMSEA = 0.05) with reliability of [alpha] = 0.89. The design was quasi-experimental with pre- and post-test measures and experimental and control groups. The sample consisted of 473 first-year university students (37.02% male) from seven Chilean universities with a mean age of 19.35 (SD = 2.49). Statistical analysis was an ANOVA performed in R software version 4.0.3. Results: Statistically significant differences were identified in the levels of self-regulated learning between the experimental group compared to the control group. Conclusion: The development of the 4Planning app proved to be effective in promoting the development of self-regulated learning strategies in university students.

Abstractor: As Provided

المؤلفون: Tua Karing, Jasmine, Tracy, Alexis, Gonzales, Christopher R., Nancarrow, Alexandra F., Tomayko, Emily J., Tominey, Shauna, Escobar, Hannah, McClelland, Megan M.

المصدر: Grantee Submission. 2021 25:1766-1775.

تمت مراجعته من قبل الزملاء: Y

Page Count: 10

Sponsoring Agency: Institute of Education Sciences (ED)
National Institute of General Medical Sciences (NIGMS) (DHHS/NIH)

الواصفات: Infants, Nutrition, Child Development, Correlation, Skill Development, Self Control, Academic Achievement, Kindergarten, Disadvantaged Youth, Preschool Education, Student Characteristics, Age Differences, Gender Differences, Language Usage, Racial Differences, Ethnicity, Predictor Variables, At Risk Students

معرفات التقييم و الدراسة: Woodcock Johnson Tests of Achievement

مستخلص: Objectives: The importance of breastfeeding exposure and children's development of self-regulation, independently, are well established. Each of these domains also has been linked to better cognitive development and academic achievement in children. However, little is known about how breastfeeding affects development of early self-regulation skills or whether self-regulation mediates the relationship between breastfeeding and academic achievement, particularly for disadvantaged children. This study examined breastfeeding exposure, self-regulation, and academic achievement in kindergarten among a population of children who previously attended Head Start. Methods: Children were recruited from Head Start classrooms in the Pacific Northwest. Breastfeeding exposure was assessed via parent report. Children's self-regulation (Day Night Stroop, Dimensional Change Card Sort, Head-Knees-Toes-Shoulders-- Revised) and academic achievement [Letter-Word Identification and Applied Problems subtests of Woodcock Johnson Tests of Achievement (English) or the Batería III Woodcock-Muñoz (Spanish)] were directly assessed in fall and spring of kindergarten. Regressions were performed using Stata v14.1 and included breastfeeding exposure as the primary independent variable, controlling for child age, sex, and language spoken. Results: Of the 246 children, 56% were reported as White, 34% Latino/a, 4% African American, and 6% other; 83% were ever exposed to breastfeeding. Breastfeeding exposure was predictive of both fall kindergarten academic achievement (emergent math/literacy scores) and self-regulation (p < 0.05) and related to higher math performance in the spring of kindergarten, which was associated with stronger self-regulation in the fall (p = 0.04). Conclusions: These findings extend our understanding of the positive effects of breastfeeding exposure on children's development and support breastfeeding promotion, particularly for children at risk of academic difficulty.

Abstractor: As Provided

IES Funded: Yes

المؤلفون: Oxford, Rebecca (ORCID 0000-0001-5387-7285), Khajavy, Gholam Hassan (ORCID 0000-0002-0926-960X)

المصدر: Journal for the Psychology of Language Learning. 2021 3(2):7-36.

تمت مراجعته من قبل الزملاء: Y

Page Count: 30

الواصفات: Academic Persistence, Academic Achievement, Success, Student Interests, Learner Engagement, Self Control, Personality Traits, Semantics, Measures (Individuals), Psychological Patterns, Factor Analysis, Socioeconomic Status, Creativity, Learning Motivation, Goal Orientation

مستخلص: "Grit" is described as a unitary construct comprised of two elements, perseverance of effort (PE, or ongoing hard work) and consistency of interest (CI, referred to as "passion"). PE and CI together equate to success or achievement, according to the creator of the construct, Angela Duckworth (2016). Grit, which has supporters and detractors, says success is more dependent on PE and CI than on natural talent (Duckworth, 2016). This article presents "grit linguistics," including the linguistic background of overall grit, PE, and CI and the appropriation of words from other fields into the grit vocabulary. This is followed by research on domain-general grit (grit across domains or areas) and domain-specific grit (L2 grit, i.e., grit for learning a second or foreign language). In addition, the article offers suggestions for future conceptions and assessment of grit.

Abstractor: As Provided

المؤلفون: Coker, David C.

المصدر: Online Submission. 2021 3(4):116-127.

تمت مراجعته من قبل الزملاء: Y

Page Count: 12

الواصفات: Juvenile Justice, Self Esteem, Delinquency, Institutionalized Persons, Correctional Institutions, Outcomes of Education, Correctional Education, Personality Traits, Resilience (Psychology), Persistence, Correlation, Self Control, Mental Health, Academic Achievement, Behavior Problems, Screening Tests, Child Behavior, Questionnaires, Mental Disorders

مصطلحات جغرافية: Kansas

معرفات التقييم و الدراسة: Strengths and Difficulties Questionnaire

مستخلص: Most studies on grit examined participants who were more successful than others and found grit was a significant factor. There was a gap in the literature for participants with extreme failure, first-time-detained juvenile delinquents, and the impact of grit. The purpose of the present study was an explanatory and exploratory study of grit and the interaction with other factors for first-time-detained juvenile delinquents. A sample of juvenile delinquents incarcerated for the first time in the United States was used. The results, using analyses of variances and correlational analysis, suggested grit in juvenile delinquents incarcerated correlated negatively with a mental illness screener and positively with higher social self-esteem. Examining grit at different levels revealed juvenile delinquents had other factors which impact grit. A discussion about the meaning of labeling theory followed from the results, and recommendations to improve educational outcomes in juvenile detention centers were given.

Abstractor: As Provided