المؤلفون: Nacaroglu, Oguzhan, Bektas, Oktay, Tüysüz, Mustafa

المصدر: Journal on Efficiency and Responsibility in Education and Science. 2021 14(4):231-246.

تمت مراجعته من قبل الزملاء: Y

Page Count: 16

الواصفات: Foreign Countries, Academically Gifted, Science Education, Critical Thinking, Self Control, Gender Differences, Age Differences, Elementary Secondary Education, Self Management, Help Seeking, Metacognition, Time Management, Repetition, Organization, Learning Strategies

مصطلحات جغرافية: Turkey

معرفات التقييم و الدراسة: Motivated Strategies for Learning Questionnaire

مستخلص: The study aimed to examine and compare the science self-regulation skills of gifted and non-gifted students in this study. Survey design, one of the quantitative methods, was utilized in the research. The sample of the study consisted of 263 gifted students enrolled in science and art center and 482 non-gifted students located in the Eastern Anatolia Region of Turkey. Science Self-regulation Scale was used as a data collection tool in the research. Independent samples t-test and one-way analysis of variance were used in the analysis of the data. The findings showed that gifted and non-gifted students had high self-regulation skills towards science. In addition, it was found that although there was no statistically significant difference between the average scores of gifted female and male students on the overall scale, there was a significant difference in the other group. Moreover, while the difference between the mean scores obtained in the dimensions of Refinement, Time Organizing, Organizing, Help Seeking, Metacognitive Self-regulation, and Repetition was in favor of gifted students, it was in favor of non-gifted students regarding the mean scores of critical thinking and effort regulation dimensions. The conclusion and implication were discussed in line with these findings.

Abstractor: As Provided

المؤلفون: Paolini, Allison C.

المصدر: Journal of School Counseling. 2021 19(23).

تمت مراجعته من قبل الزملاء: Y

Page Count: 20

الواصفات: Anxiety, Well Being, Achievement, COVID-19, Pandemics, Social Emotional Learning, Coping, Self Control, Problem Solving, Student Leadership, Metacognition, Psychological Patterns, Student Empowerment, Interpersonal Relationship, Decision Making, Adjustment (to Environment), Resilience (Psychology), Elementary Education, Elementary Schools, School Counselors, Stress Variables, Stress Management

مستخلص: This Brief Resource addresses anxiety and the dire impact anxiety has on student well-being and performance. Anxiety prevents students from focusing, concentrating, feeling safe, grounded, and at ease. There are immeasurable numbers of students who are experiencing anxiety during this pandemic. Social Emotional Learning works to enhance students' innate abilities to improve coping, regulate emotions, problem solve, take on leadership roles, focus on control, mindfulness, optimism, gratitude, communication, and empowerment. These are vital skills to possess in order to survive times when people face adversity. This manuscript will provide a definition of anxiety, symptoms of anxiety, consequences of anxiety, a definition of social emotional learning (SEL), and how augmenting social emotional learning skills can help to mitigate anxiety. Additionally, a 6-Week social emotional learning intervention addressing anxiety is included.

Abstractor: As Provided

المؤلفون: ?uteu, Lavinia

المصدر: Acta Didactica Napocensia. 2021 14(1):165-173.

تمت مراجعته من قبل الزملاء: Y

Page Count: 9

الواصفات: Teacher Attitudes, Classroom Techniques, Metacognition, Self Control, Educational Planning, Progress Monitoring, Elementary School Teachers, Middle School Teachers, High School Teachers, Foreign Countries, Teaching Methods

مصطلحات جغرافية: Romania

مستخلص: Teachers have an important role in promoting the development of metacognition and self-regulated learning in students. This study aims to reveal the beliefs and practices of pre-university teachers regarding the best teaching strategies that can be used in the classroom to facilitate the development of students' metacognition and self-regulated learning skills. Teachers from pre-primary and school levels (ISCED 02-3) ("International Standard Classification of Education (ISCED) - Statistics Explained (europa.eu)" participated in this research. Participants, 120 teachers, had to filled in an online form of the adapted version of the 'Self-Regulated Learning Opportunities Questionnaire', developed by Vrieling, Bastiaens, and Stijnen (2012), and to answer three open-ended questions. The questionnaire assessed the extent to which teachers use the following two strategies to promote metacognition and self-regulated learning in their classroom: planning (including goal-setting, metacognitive knowledge activation, task value activation, and time management) and monitoring of the learning process (including metacognitive awareness and monitoring of cognition). The open-ended questions aimed to reveal the participants' opinions about the best teaching practices that facilitate the development of metacognition and self-regulated skills of students, the factors that hinder the development of these skills and how teachers can promote self-regulated learning in their classrooms. Data were analyzed using the SPSS software for the quantitative data, and the thematic-analysis for the qualitative ones. Results show that teachers create some opportunities for students to develop their self-regulated learning skills, but face various problems in trying to develop these skills in the classroom context. The results of this study are discussed in relation to both classroom and school contexts, and the broader level of educational policies.

Abstractor: As Provided

المؤلفون: Gong, Mengting, Archer, Lester A. C.

المصدر: International Journal of Multidisciplinary Perspectives in Higher Education. 2021 6(1):78-101.

تمت مراجعته من قبل الزملاء: Y

Page Count: 24

الواصفات: Emotional Intelligence, Instructional Leadership, Gender Differences, Age Differences, Correlation, Doctoral Students, Student Attitudes, Educational Administration, Measures (Individuals), Self Evaluation (Individuals), Self Control, Metacognition

مستخلص: This study examined differences between females and males in emotional intelligence (EI). The researchers conducted a test of association between EI and sex and on age in a sample of educational leadership doctoral students. Using a survey, the principal investigator collected measures on EI and other demographic information from the participants. The sample was made up of 36 educational leadership students (24 women and 12 men) attending a regional university located in the southern region of the United States. EI was evaluated by the Schutte Self-Report EI Test (Schutte et al., 1998), which evaluates four subscales (Perception of Emotion, Utilization of Emotion, Managing own Emotions, and Managing Others' Emotions). When the researchers examined EI as a trait, they were unable to detect differences in EI based on gender and based on age. Additional research is needed to further understand EI in educational leadership doctoral students.

Abstractor: As Provided

المؤلفون: Akfirat, O. Nejat (ORCID 0000-0002-6748-9539), Turan, Olgun (ORCID 0000-0003-2433-1878)

المصدر: International Online Journal of Education and Teaching. 2021 8(2):904-915.

تمت مراجعته من قبل الزملاء: Y

Page Count: 12

الواصفات: Self Control, Turkish, Measures (Individuals), Middle School Students, Validity, Reliability, School Districts, Factor Analysis, Factor Structure, Foreign Countries, Metacognition

مصطلحات جغرافية: Turkey (Istanbul)

مستخلص: This study aimed to adapt the Cognitive Emotion Regulation Strategies for Children Scale (CERQ-k) developed by Garnefski et al. (2007) into Turkish, and to carry out validity and reliability studies of the Turkish version for children aged between 9-12. The research was carried out with 657 students attending a Middle School in Istanbul's Pendik district in 2018. As research instruments, Personal Information Form and Cognitive Emotion Regulation Strategies for Children Scale were used to collect data. According to the result of the confirmatory factor analysis conducted to test the construct validity of the scale, it was concluded that the 9-factor structure was confirmed. In the reliability studies regarding the scale, it was found that the Cronbach's Alpha coefficients for the sub-dimensions were between 0.43 and 0.80 and the total correlation values for the items were between 0.16 and 0.66. It was found that the test-retest coefficient values of the sub-dimensions of the scale ranged from 0.36 to 0.67. Based on the findings obtained, it was concluded that the Turkish version of the Cognitive Emotion Regulation Strategies for Children Scale is valid and reliable for children between the ages of 9-12.

Abstractor: As Provided

المؤلفون: Simonet, Daniel V., Miller, Katherine E. (ORCID 0000-0003-1108-2630), Askew, Kevin L., Sumner, Kenneth E., Mortillaro, Marcello (ORCID 0000-0002-1785-6732), Schlegel, Katja

المصدر: Journal of Intelligence. 2021 9.

تمت مراجعته من قبل الزملاء: Y

Page Count: 31

Sponsoring Agency: US Department of Veterans Affairs, Veterans Health Administration (VHA)

الواصفات: Emotional Intelligence, Intelligence Tests, Self Control, Psychometrics, Prediction, Emotional Adjustment, Models, Metacognition, Grade Point Average, Emotional Response, Recognition (Psychology), Personality Traits, Scores, Personality Measures, Well Being, Factor Analysis

معرفات التقييم و الدراسة: Raven Advanced Progressive Matrices

مستخلص: Drawing upon multidimensional theories of intelligence, the current paper evaluates if the Geneva Emotional Competence Test (GECo) fits within a higher-order intelligence space and if emotional intelligence (EI) branches predict distinct criteria related to adjustment and motivation. Using a combination of classical and S-1 bifactor models, we find that (a) a first-order oblique and bifactor model provide excellent and comparably fitting representation of an EI structure with self-regulatory skills operating independent of general ability, (b) residualized EI abilities uniquely predict criteria over general cognitive ability as referenced by fluid intelligence, and (c) emotion recognition and regulation incrementally predict grade point average (GPA) and affective engagement in opposing directions, after controlling for fluid general ability and the Big Five personality traits. Results are qualified by psychometric analyses suggesting only emotion regulation has enough determinacy and reliable variance beyond a general ability factor to be treated as a manifest score in analyses and interpretation. Findings call for renewed, albeit tempered, research on EI as a multidimensional intelligence and highlight the need for refined assessment of emotional perception, understanding, and management to allow focused analyses of different EI abilities.

Abstractor: As Provided

المؤلفون: Rashedi, Roxanne N., Bonnet, Kemberlee, Shulte, Rebecca J., Schlundt, David G., Swanson, Amy R., Kinsman, Amy, Bardett, Nicole, Juarez, Pablo, Warren, Zachary E., Biswas, Gautam, Kunda, Maithilee

المصدر: Grantee Submission. 2021.

تمت مراجعته من قبل الزملاء: Y

Page Count: 46

Sponsoring Agency: Institute of Education Sciences (ED)

الواصفات: Autism Spectrum Disorders, Intervention, Interpersonal Competence, Preferences, Barriers, Parent Attitudes, Risk, Adolescents, Technology Integration, Psychological Patterns, Information Technology, Theory of Mind, Usability, Behavior Patterns, Interdisciplinary Approach, Teaching Methods, Self Control, Metacognition, Interpersonal Relationship, Influence of Technology

مستخلص: Interest continues to be high in technology-based interventions for individuals with Autism Spectrum Disorder (ASD). Understanding the preferences and challenges of technology use among individuals with ASD can inform the design of such interventions. Through 18 interviews with parents, we used an iterative inductive-deductive approach to qualitative analysis and explored uses of technology for social skills development among adolescents with ASD. Our findings include parents' observations about their adolescent's preferences in types of technology devices and digital content, as well as both positive and negative effects of technology use on mood and behavior. Parents highlighted several avenues of technological preferences and risks that may inform intervention design, enhance user engagement, and capitalize on users' strengths while buttressing areas for growth. [The paper will be published in "Journal of Autism and Developmental Disorders" (EJ1349623).]

Abstractor: As Provided

IES Funded: Yes

المؤلفون: Jimenez, Edward Castro (ORCID 0000-0001-6876-7935)

المصدر: Online Submission. 2021 2(2):1-10.

تمت مراجعته من قبل الزملاء: N

Page Count: 10

الواصفات: Public Schools, Administrator Attitudes, Elementary Schools, COVID-19, Pandemics, Correlation, Administrator Surveys, Barriers, Foreign Countries, Emotional Intelligence, Metacognition, Self Control, Empathy, Self Motivation, Interpersonal Competence, Crisis Management, Resilience (Psychology), Questionnaires, Scores, Educational Administration

مصطلحات جغرافية: Philippines

مستخلص: This study aimed to identify the relationship of adversity quotient and emotional quotient amongst public elementary school heads. The study employed a descriptive-correlation research design with the online survey as primary data collection tool. The respondents came from the 25 elementary schools in a Schools Division Office in Central Luzon. 25 elementary school heads participated in the online survey using universal sampling technique. Adapted questionnaires were used to gather data. For the statistical treatment of the study, mean was used for the responses of the school heads; for the relationship, the study used Pearson-r. This paper concluded that the school heads' Adversity Quotient (AQ) score falls within "above average," which indicates above normal capacity for challenges, difficulties, setbacks, and demands. In terms of emotional quotient, all factors involved in emotional intelligence like self-awareness, managing emotions, motivating oneself, empathy, and social skill all "apply" to school heads. In addition, there exists a significant relationship between adversity quotient and emotional quotient of public elementary school heads. Based on the aforementioned results, the researcher provided some important recommendations for the study.

Abstractor: As Provided

المؤلفون: Fitzgerald, Colm (ORCID 0000-0001-9262-060X)

المصدر: Journal of College and Character. 2023 24(1):21-40.

تمت مراجعته من قبل الزملاء: Y

Page Count: 20

الواصفات: Higher Education, Values Education, Teaching Methods, Professional Education, Ethics, Moral Values, Barriers, Educational History, Self Concept, Citizen Participation, Self Control, Metacognition

مستخلص: Since classical times, character development has played a key role in the proper functioning of democracies. This article outlines a modern reimagining of a classical archetypal character construction as a novel method for character development. The author presents examples of its operation in higher educational settings and in professional education, together with examples that show students using the method to frame ethical and professional issues in a character context. The novel method is shown to have potential to play a role in overcoming factors, some often unspoken, hindering greater establishment of character development in modern education.

Abstractor: As Provided

المؤلفون: Huang, Changqin, Zhang, Linjie (ORCID 0000-0003-0300-6953), He, Tao, Wu, Xuemei, Pan, Yafeng, Han, Zhongmei, Zhao, Wenzhu

المصدر: Educational Psychology. 2023 43(7):736-755.

تمت مراجعته من قبل الزملاء: Y

Page Count: 20

الواصفات: Emotional Response, Self Control, Online Courses, College Students, Student Participation, Foreign Countries, Metacognition

مصطلحات جغرافية: China

مستخلص: Understanding the mechanism of emotion regulation and the formation of emotional engagement can improve online learning persistence and academic performance. This study was set to pinpoint the potential pathways between emotion regulation and emotional engagement through meta-emotion and develop a predictive model for online emotional engagement. The data collected from 302 college students were analysed using a two-stage structural equation modelling-artificial neural network approach. Firstly, the path analysis implied the significant linkages from emotion regulation to emotional engagement through emotional repair. Secondly, the artificial neural network analysis results suggested that emotional repair contributed to the development of emotional engagement most, and the current model predicted emotional engagement with an accuracy of 91.1%. The main contribution of the present study is providing empirical evidence to predict emotional engagement from novel perspectives through a two-stage approach.

Abstractor: As Provided