Social Sciences & Humanities Open, Год журнала: 2025, Номер 11, С. 101286 - 101286
Опубликована: Янв. 1, 2025
Язык: Английский
Metacognition and Learning, Год журнала: 2024, Номер 19(1), С. 381 - 419
Опубликована: Янв. 29, 2024
Abstract The paper describes a theoretical framework for the study of teachers’ promotion self-regulated learning in classroom. Self-Regulated Learning Teacher Promotion Framework (SRL-TPF) utilizes ICAP theory to assess affordances environment indirect SRL, proposes new variables investigation direct and examines how these two ways promote SRL are related. SRL-TPF was used examine filmed observations 23 Australian classrooms. results revealed paucity design Constructive Interactive lesson tasks that support preference through implicit strategy instruction provision metacognitive reflection support. There were important teacher differences both but teachers who more likely did not necessarily directly vice versa. research contributes better understanding relationship between teaching what learn (subject content) (SRL knowledge strategies).
Язык: Английский
Процитировано
10
Education and Information Technologies, Год журнала: 2024, Номер unknown
Опубликована: Авг. 30, 2024
Abstract Engagement in self-regulated learning (SRL) may improve academic achievements and support development of lifelong skills. Despite its educational potential, many students find SRL challenging. Educational chatbots have a potential to scaffold or externally regulate processes by interacting with an adaptive way. However, our knowledge, researchers yet learn whether how developed so far (1) promoted pertaining (2) improved student performance different tasks. To contribute this new knowledge the field, we conducted systematic literature review studies on that can be linked SRL. In doing so, followed PRISMA guidelines. We collected reviewed publications published between 2012 2023, identified 27 for analysis. found mainly supported learners identify resources, enact appropriate strategies, metacognitively monitor their studying. Limited guidance has been provided set goals, create plans, reflect prior studying, adapt future Most corpus appeared promote productive boost across domains, confirming technology some chatbot interventions showed non-significant mixed effects. paper, also discuss findings provide recommendations research.
Язык: Английский
Процитировано
10
Educational Management Administration & Leadership, Год журнала: 2025, Номер unknown
Опубликована: Янв. 8, 2025
While instructional school leadership remains a focus of scholarly inquiry due to persuasive evidence regarding its contribution improvement, most the existing literature on influence improvement and student learning has been based predominantly more developed Western context. To establish comprehensive international knowledge repository across diverse social cultural contexts, present study aims explore teachers’ professional practices as well achievement measured by standardized testing in United Arab Emirates. We conducted multilevel structural equation modeling using Program for International Student Assessment 2022 dataset that includes 8715 teachers 21,176 students from 724 schools. found is indirectly related math achievement, mediated two dominant types teacher development (traditional reform-based) teaching strategies activate cognitively. This paper adds growing educational investigating previously underexplored context within Gulf region. It suggests could be pivotal practice fostering both reform-based traditional activities, student-centered achievement.
Язык: Английский
Процитировано
2
Frontiers in Education, Год журнала: 2025, Номер 9
Опубликована: Янв. 7, 2025
Self-regulated learning (SRL) is associated with adaptable, critical, lifelong thinking skills. Teachers are essential to promoting SRL in learners, yet infrequently teach these strategies classrooms. We addressed three research questions: (1) How do K–5 teachers implement their teaching?, (2) the use of linked self-efficacy or confidence and (3) differ depending on school type (public vs. private)? Semi-structured interviews were conducted 12 primary in-service teachers, sampled equally from one public private school, explore practices. They frequently utilized implicit ways. Further themes included setting goals based student needs, monitoring progress, thereby adapting instruction. largely confident about incorporating into Public participants relied time management tracked progress more summative ways than counterparts.
Язык: Английский
Процитировано
1
Education Sciences, Год журнала: 2025, Номер 15(1), С. 60 - 60
Опубликована: Янв. 9, 2025
Developing children’s self-regulation skills in the school environment is essential for development of self-directed learners. It important to note that can be developed classroom. Teachers play a crucial role supporting self-regulated learners, including creating necessary learning and designing tasks used instruction. The aim this study describe way teachers chose structure written guides designed primary students analyse how their use instruction creates opportunities support learning. We analysed 11 guides, interviewed three education who created them, observed 985 min classroom implementation. data were using qualitative content analysis combining inductive deductive methods. results revealed consist parts: an introduction, individual collaborative with self-assessment, self-analysis. Our show helped create was supportive high Students offered range options organising control challenges, choosing more interesting difficult tasks, assess collaborate peers. supported through both instrumental evaluation practises, conducive focused on students’ personal development. conclude it possible longer periods independent or students. provide practical examples conditions For example, AI usage teacher-designed could increase benefits reduce risks associated AI-based systems.
Язык: Английский
Процитировано
1
Technology Knowledge and Learning, Год журнала: 2025, Номер unknown
Опубликована: Янв. 10, 2025
Abstract This study investigated the impact of online peer and teacher feedback on students' self-regulated learning analysed students’ perceptions development. The employed a mixed method by collecting quantitative qualitative data together. comprised 45 pre-service English as Foreign Language (EFL) teachers participants, they were assigned to experimental control groups. While was used in group, group group. Padlet environment for feedback. results showed that students had higher levels than those revealed can have positive learning.
Язык: Английский
Процитировано
1
Frontiers in Education, Год журнала: 2025, Номер 9
Опубликована: Март 10, 2025
This paper introduces the innovative concept of “literacy resilience (LR)” as a crucial link between linguistic literacy and self-regulated learning (SRL). The foundation this rests on two fundamental assumptions. First, every educational interaction is literate interaction, combining skills reading, writing, listening, speaking. Second, (SRL) multidimensional process, encompassing personal, behavioral, environmental factors, enabling students to enhance their management. These principles led development resilience.” research aims investigate resilience” critical connection learning, explore teachers’ perceptions its importance evaluation students’ levels. study surveyed 349 teachers across various fields using dedicated questionnaire. Findings reveal notable discrepancy resilience’s assessment While emphasize high importance, they perceive levels be low, suggesting gap recognized current development. Moreover, there significant lack knowledge both SRL strategies. findings highlight potential recognition perceived competence, need for targeted professional initiatives.
Язык: Английский
Процитировано
1
Metacognition and Learning, Год журнала: 2022, Номер 17(3), С. 715 - 744
Опубликована: Окт. 28, 2022
Abstract Metacognitive skills are often considered domain-general, therefore they have the potential to transfer across domains, subjects, and tasks. However, of metacognitive seldomly occurs spontaneously. Schuster et al., (2020) showed that training can beneficial effects on spontaneous near far skills. evidence skill resulting in superior acquisition content knowledge is pending. In present study we set out extend prior findings by investigating whether students benefit from not only regarding application but also learning tasks different distances. 243 fifth-grade were randomly assigned three conditions for first 15 weeks a school year: two hybrid (metacognitive one cognitive strategies) non-hybrid condition (cognitive strategies or motivation regulation only). For second year, all received involving new strategy. Spontaneous distances (near far) was tested after training. The effect measured once directly weeks. Results show supported scenarios both distance. had positive if near.
Язык: Английский
Процитировано
31
Teaching and Teacher Education, Год журнала: 2023, Номер 127, С. 104093 - 104093
Опубликована: Март 17, 2023
Motivation is a key component of teachers' professional competences in promoting students' self-regulated learning (SRL). This study combines expectancy-value theory and SRL to explore the associations interactions expectancies, values costs metacognition. Two hundred eighty teachers participated this cross-sectional study. Latent structural regression interaction analyses indicate that expectancies are positively related promotion Mixed results were found for effects. highlights importance considering metacognition research.
Язык: Английский
Процитировано
23
Lecture notes in computer science, Год журнала: 2023, Номер unknown, С. 77 - 86
Опубликована: Янв. 1, 2023
Язык: Английский
Процитировано
20