One Size Does Not Fit All: Individuality and Perceptions of Improvement and Satisfaction Among TE Students

Koenig, Eric; Guertler, Katherine

doi:10.1007/s42321-021-00076-4

Cited by 6 publications

(6 citation statements)

References 37 publications

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“…Those findings can help to answer the question why some students are not always satisfied with their own capacity for self-regulation despite recognizing the nexus between regulating themselves and improved academic results (Koenig and Guertler, 2021). In addition, the findings can complement the analysis conducted by of failure in SRB, which focused mainly on personal factors (such as goal selection, self-monitoring, manifestation of inappropriate behaviors and stress/fatigue).…”

Section: Discussionmentioning

confidence: 82%

Executive Functions, Self-Regulation and External-Regulation: Relations and new evidence

de la Fuente,

J. Fuentes,

H. Santos

et al. 2023

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Section: Discussionmentioning

confidence: 82%

Executive Functions, Self-Regulation and External-Regulation: Relations and new evidence

de la Fuente,

J. Fuentes,

H. Santos

et al. 2023

Frontiers Research Topics

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“…Those findings can help to answer the question why some students are not always satisfied with their own capacity for self-regulation despite recognizing the nexus between regulating themselves and improved academic results ( Koenig and Guertler, 2021 ). In addition, the findings can complement the analysis conducted by Baumeister and Heatherton (1996) of failure in SRB, which focused mainly on personal factors (such as goal selection, self-monitoring, manifestation of inappropriate behaviors and stress/fatigue).…”

Section: Discussionmentioning

confidence: 99%

Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study

et al. 2022

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Since the mid-20th century, the study of Self-Regulated Learning (SRL) has aimed to identify the distinctive characteristics that enable individuals to acquire new knowledge and skills under their control. The theory of Internal Self-Regulation vs. External-Regulation in Learning (SRL vs. ERL; 2017) has postulated that a large number of self-regulatory variables are mediated by regulated/non-regulated or dysregulated features of the context. After signing their informed consent, a total of 616 university students completed validated instruments of SRL vs. ERL, behavioral regulation (SRB), regulatory teaching (RT), and metacognitive study control strategies (SRS). Using an ex-post facto design and correlation, regression, structural equation model and mediation analyses, the present research aimed to establish multicausal predictive relationships among the analyzed variables. Results indicated positive predictive effects between the external regulation variables on the self-regulation variables in learning [regulation (SRL)/non-regulation (NRL)/dysregulation (DRL)]; as well as positive predictive effects between SRL on SRB, RT and metacognitive SRS. Additionally, external regulation (ERL) not only predicted but mediated numerous relations among the variables studied. Other findings and important considerations for future research in the field of self-regulation are discussed.

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“…The cycle repeats itself and is reflected upon in preparation for the next task. The process is not one‐size‐fits‐all; it should be tailored for individual students to complete specific tasks (Koenig, Guertler, 2021).…”

Section: Student‐centered Approaches To Instructionmentioning

confidence: 99%

Instructional design for transfer students

Stanford

DeCicco

Cox

et al. 2022

New Drctns for Teach & Learn

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At Athens State University, every student is a transfer student. As an institution that enrolls mostly non‐traditional students, faculty and instructional designers understand the importance of accommodating the unique instructional needs of each student in order for them to have a seamless transition into the environment of an upper‐level institution. The diversity of each student's educational experiences can make streamlining instruction a bit challenging. Athens State faculty, in conjunction with instructional design staff, use a specific set of processes and tools to design, develop, and teach courses that are effective, engaging, and most importantly, student centered.

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One Size Does Not Fit All: Individuality and Perceptions of Improvement and Satisfaction Among TE Students

Cited by 6 publications

References 37 publications

Executive Functions, Self-Regulation and External-Regulation: Relations and new evidence

Executive Functions, Self-Regulation and External-Regulation: Relations and new evidence

Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study

Instructional design for transfer students

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