Scaffolding learners’ self-regulation in workplace learning: design of a pedagogical pattern for placements

Smith, Christine L.; Curtis, Lucill J.

doi:10.1080/13636820.2019.1612936

Cited by 4 publications

(2 citation statements)

References 24 publications

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“…In addition, peer scaffolding also makes students more flexible to ask their friends if there is something they don't understand when understanding the text, in contrast to when the teaching scaffolding was implemented there were still many students who were not free to ask the teacher due to various factors (A. Saarinen, 2020;Smith & Curtis, 2020). The results of this study were reinforced by several previous research which strengthened that students' reading comprehension skills were more effectively carried out through peer learning.…”

Section: Discussionmentioning

confidence: 49%

The Effect of Teacher Scaffolding and Peer-Scaffolding on Reading Comprehension and Vocabulary Ability

Herdiana,

Munir

2023

j. pendidik. indonesia.

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This study aims to analyze the effect of teacher and peer scaffolding on students' reading comprehension and vocabulary mastery based on a sociocultural perspective. The quasi-experimental research method was used in this study and involved 300 high school students. Participants were divided into an experimental group (the group that received the teacher scaffold and the peer scaffold) and a control group that received the traditional intervention. The pretest was conducted to find out their initial vocabulary skills and reading comprehension skills and ended with a posttest. Descriptive statistical analysis and one-way ANOVA analysis were used to analyze the research data. The findings of the study indicated that the experimental group that received the intervention of the teacher scaffold and the peer scaffold experienced more significant improvements in reading comprehension and vocabulary skills than the control group. The experimental group with the peer scaffolding intervention showed better ability improvement compared to the experimental group that received the teacher scaffolding intervention. This study has implications that peer scaffolding can be used to support the effectiveness of teaching reading.

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Section: Discussionmentioning

confidence: 49%

The Effect of Teacher Scaffolding and Peer-Scaffolding on Reading Comprehension and Vocabulary Ability

Herdiana,

Munir

2023

j. pendidik. indonesia.

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“…According to Qenani, MacDougall, and Sexton [48], self-regulation encourages individuals to participate in many activities that they have independently determined to achieve better employability levels. In this phase, individuals will use various ways to design or prepare for their careers, such as: i) Identifying important information; ii) Summarizing important information; iii) Organizing information; and iv) Applying their knowledge to achieve target targets, and developing social skills that will influence the individual's adaptation process in looking for work [49], [50]. Thus, it can be said that when students try to meet the skill requirements related to the learning process to improve the workability of graduates, it is likely that students will have high work readiness [51].…”

Section: Coefficient Of Determinationmentioning

confidence: 99%

Self-regulation, self-evaluation, and self-efficacy: How does its impact on employability?

Abdillah¹,

Tentama²,

Widiana³

et al. 2023

IJERE

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<span lang="EN-US">This study investigated whether self-regulation, self-evaluation, and self-efficacy can predict students’ employability levels, either simultaneously or partially. Researchers used class XII students of Muhammadiyah 1 Bambanglipuro Vocational High School, Indonesia with the criteria of having implemented industrial work practices (N=433) as research subjects. The sample consisted of 168 students obtained randomly by cluster sampling technique. Likert model scale as the main instrument in obtaining empiric data to answer the research hypothesis using multiple regression techniques with the help of the SPSS V.23 program. Based on the results of the analysis, it is known that self-regulation, self-evaluation, and self-efficacy have a very significant effect on the level of employability (F=134.28 and sig.=.000). Partially, each independent variable (self-regulation, self-evaluation, and self-efficacy) also has a very significant effect on employability with statistical values (t) obtained at 11.54, 3.24, 7.99 and sig. level of .000, .001, .000. These findings provide evidence that self-originating factors (self-regulation, self-evaluation, and self-efficacy) are sufficiently capable of increasing employability. Thus, it can be concluded that internal factors are one of the critical factors in predicting the employability of vocational students.</span>

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The Formation of Engineers in Research Labs during the COVID-19 Crisis

Grohman,

Lee,

Gans

et al. 2024

A Diversity of Pathways Through Science Education

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Scaffolding learners’ self-regulation in workplace learning: design of a pedagogical pattern for placements

Cited by 4 publications

References 24 publications

The Effect of Teacher Scaffolding and Peer-Scaffolding on Reading Comprehension and Vocabulary Ability

The Effect of Teacher Scaffolding and Peer-Scaffolding on Reading Comprehension and Vocabulary Ability

Self-regulation, self-evaluation, and self-efficacy: How does its impact on employability?

The Formation of Engineers in Research Labs during the COVID-19 Crisis

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