Educational Psychology,
Год журнала:
2024,
Номер
44(3), С. 284 - 302
Опубликована: Март 15, 2024
Based
on
an
integrated
theory
of
formative
assessment
and
self-regulated
learning,
this
study
investigated
the
relationship
between
students'
perceived
practices
teachers
their
motivational
beliefs
(self-efficacy
incremental
ability)
self-regulation
strategies
(metacognitive
adaptive
help
seeking).
Participants
were
1,939
secondary
school
students
(nested
in
94
classes)
from
Singapore,
who
completed
online
questionnaire.
After
controlling
for
gender,
stream,
grade,
we
conducted
a
multilevel
path
analysis
to
examine
hypothesised
relationships
at
both
student
class
levels.
We
found
that
level,
was
associated
positively
with
self-efficacy,
ability,
metacognitive
self-regulation,
seeking;
ability
seeking.
The
findings
highlight
importance
investigating
as
construct
its
role
developing
learning
students.
Education Sciences,
Год журнала:
2023,
Номер
13(9), С. 863 - 863
Опубликована: Авг. 23, 2023
This
study
focuses
on
developing
and
evaluating
an
online
course
aimed
at
preschool
educators
primary
school
teachers.
It
presents
a
Massive
Open
Online
Course
(MOOC)
computational
thinking,
programming
robotics
developed
as
part
of
the
project
“Laboratory
for
Technology
Programming
Robotics
Learning
in
Primary
Preschool
Education
Portugal
(KML
II)”
The
MOOC
design
was
inspired
by
blended
learning
model
used
teacher
professional
development
project’s
inception
incorporates
theoretical-pedagogical
models
well
theoretical
interaction
virtual
educational
environments.
will
be
offered
NAU
platform,
Portuguese
platform.
A
pilot
test
conducted
with
purposive
sample
that
included
both
participants
from
target
audience
national
international
experts
specialised
these
domains.
evaluation
Likert
scale
questionnaire
survey
open-ended
questions.
results
aim
to
validate
MOOC’s
quality,
including
its
structure,
content
relevance,
proposed
activities,
design.
findings
provide
evidence
improve
final
version
MOOC,
contributing
effectiveness
adequacy
audience.
Studies In Educational Evaluation,
Год журнала:
2023,
Номер
79, С. 101304 - 101304
Опубликована: Сен. 7, 2023
Many
studies
show
cognitive
gains
from
peer
feedback.
However,
no
previous
study
has
explored
reciprocal
and
nonreciprocal
tutoring
mentoring,
with
associated
implications
for
University
students
(n
=
446)
completed
an
online
questionnaire
at
the
end
of
their
first
year.
Participants
numbered
166
(37
%),
while
comparison
non-participants
280.
The
investigated
social
academic
integration,
using
elements
three
published
scales
known
reliability
validity.
Analysis
focused
on
participants
vs.
non-participants,
supplementary
effect
sizes
regarding
impact
different
interventions.
Results
showed
better
enhanced
students'
integration.
mentoring
Nonreciprocal
student
persistence.
Types
feedback
between
methods
were
explored.
Overall,
type
intervention(s)
recommended
might
be
tailored
to
presenting
needs
each
student.
Informing
likely
outcomes
types
assisted
learning
should
assist
them
choose
optimally
effective
forms
own
purposes.
Educational Psychology,
Год журнала:
2023,
Номер
43(7), С. 756 - 779
Опубликована: Авг. 9, 2023
AbstractThis
study
explored
the
effects
of
three
factors
(feedback
occasion,
type
feedback,
and
year
level)
on
self-efficacy
emotions
when
university
students
self-assessed.
126
higher
education
from
different
levels
self-assessed
their
performance
a
writing
task
two
times
(before
after
receiving
feedback).
Self-efficacy
were
measured
via
self-report
at
(a
baseline
before
self-assessment,
self-assessment
without
with
Feedback
was
provided
in
one
conditions
(rubric
vs.
instructor's
feedback
combined)
to
which
participants
randomly
assigned.
In
general,
rubric
showed
strongest
(i.e.
increased
positive
decreased
negative
emotions).
Year
level
significant
for
self-efficacy,
showing
that
effect
schooling
experience
enhances
this
variable.
This
shows
impact
has
while
self-assessing,
an
especially
feedback.Keywords:
Self-assessmentself-efficacyemotionsfeedbackrubrichigher
Disclosure
statementNo
potential
conflict
interest
reported
by
author(s).Additional
informationFundingResearch
funded
by:
Fundación
BBVA
call
Investigadores
y
Creadores
Culturales
2015
[project
name
Transición
la
educación
superior
id.
122500];
Spanish
Ministry
Economy
Competitiveness
(Ministerio
de
Economía
Competitividad)
National
I
+
D
Call
(Convocatoria
Excelencia)
project
reference
[EDU2016-79714-P].
First
author
contribution
Basque
Government
[Ref.
IT1624-22]
group
Education
Regulated
Learning
Assessment.
Frontiers in Education,
Год журнала:
2024,
Номер
9
Опубликована: Март 5, 2024
Self-assessment
skills
have
long
been
identified
as
important
graduate
attributes.
Educational
interventions
which
support
students
with
acquiring
these
are
often
included
in
higher
education,
is
usually
the
last
phase
of
formal
education.
However,
literature
on
self-assessment
education
still
reports
mixed
results
its
effects,
particularly
terms
accuracy,
but
also
regarding
general
academic
performance.
This
indicates
that
how
to
foster
successfully
and
when
it
effective
not
yet
fully
understood.
We
propose
a
better
understanding
why
work
can
be
gained
by
applying
design-based
research
perspective.
Conjecture
mapping
technique
for
includes
features
intervention
designs,
desired
outcomes
interventions,
mediating
processes
generated
design
produce
outcomes.
When
we
look
concrete
instances
elements
literature,
then
find
some
variety
features,
only
few
related
(mostly
accuracy),
even
less
information
processes.
What
missing
an
overview
all
elements.
therefore
performed
rapid
systematic
review
identify
help
understanding,
consequently
learning
artifacts
using
conjecture
analytical
framework.
Our
revealed
13
six
processes,
lead
seven
specifically
focused
artifacts.
Together
they
form
model
describes
used
construct
scheme
into
works.
Educational Psychology,
Год журнала:
2024,
Номер
44(3), С. 284 - 302
Опубликована: Март 15, 2024
Based
on
an
integrated
theory
of
formative
assessment
and
self-regulated
learning,
this
study
investigated
the
relationship
between
students'
perceived
practices
teachers
their
motivational
beliefs
(self-efficacy
incremental
ability)
self-regulation
strategies
(metacognitive
adaptive
help
seeking).
Participants
were
1,939
secondary
school
students
(nested
in
94
classes)
from
Singapore,
who
completed
online
questionnaire.
After
controlling
for
gender,
stream,
grade,
we
conducted
a
multilevel
path
analysis
to
examine
hypothesised
relationships
at
both
student
class
levels.
We
found
that
level,
was
associated
positively
with
self-efficacy,
ability,
metacognitive
self-regulation,
seeking;
ability
seeking.
The
findings
highlight
importance
investigating
as
construct
its
role
developing
learning
students.
