Self-Regulated Learning

Vassallo, Stephen

doi:10.1007/978-1-4614-5583-7_277

Cited by 5 publications

(11 citation statements)

References 8 publications

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“…For instance, students with dyslexia often struggle with working memory overload and insufficient processing space for new information [ 44 ]. Students who use strategies to support EF processes can effectively recognize their weaknesses and strengths [ 45 , 46 ] and can directly influence their academic performance [ 46 , 47 ]. Strategies may also support EF to manage the cognitive load better, concentrate on one topic at a time, and remain goal-oriented [ 46 , 48 ].…”

Section: Discussionmentioning

confidence: 99%

Cognitive Strategies: Moderating the Relationship between Executive Functions and Daily Functioning

Fogel

2022

IJERPH

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Whereas prior studies have addressed relationships between cognitive strategies and learning and achievement, very few dealt with their connection to daily functioning. This study examines the moderation effect of the frequency of compensatory cognitive strategy use within that relationship among university students. A sample of 336 students (18–36 years; 180 women, 156 men) answered the Dysexecutive Questionnaire (DEX; executive function components), Time Organization and Participation Scale (TOPS; daily functioning), and Compensatory Cognitive Strategies Scale (CCSS; strategy use). The results showed significant correlations between the DEX and TOPS for three CCSS levels (−1.0, −1.0 to 1.0, and 1.0 SD from average); the higher the frequency of cognitive strategy use, the stronger the association between the DEX and TOPS. The findings suggest that more frequently use of cognitive strategies can strengthen efficient daily functioning.

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Section: Discussionmentioning

confidence: 99%

Cognitive Strategies: Moderating the Relationship between Executive Functions and Daily Functioning

Fogel

2022

IJERPH

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“…Although SDL is sometimes conflated with self-regulated learning (SRL) [ 13 ], SDL is a broader (macro-level) concept: the development of SDL competencies of personal autonomy, self-management, learner control, and independent pursuit of learning [ 14 ] are realized through the enactment of core SRL skills (task analysis, self-efficacy, self-control, self-observation, self-judgment, self-reaction) [ 15 , 16 ]. Contemporary practice broadens the understanding of regulatory learning beyond SRL to include co-regulated learning (CoRL) and socially shared regulated learning (SSRL) [ 17 – 19 ]. In CoRL, the interactions between team members mediate the regulatory work, so it is distributed and shared with capable others in the community [ 17 , 18 ].…”

Section: Theoretical Underpinnings Of the Interventionmentioning

confidence: 99%

Design of a Learning Development Program to Support First-Year Undergraduate Medical Students in the Transition to a PBL Curriculum

et al. 2023

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While the evaluation of learning development interventions needs to be considered carefully and included at the curriculum design stage, there is limited literature on the actual design of interventions, especially on how these designs evolve and improve over time. This paper describes the evolution of a learning development program intended to support first-year medical students adjusting to a problem-based learning curriculum. We used a design-based research approach, articulating our theoretical grounding and incorporating students’ voices to develop an “optimal” intervention for the specific challenges in our context. We describe lessons learned around four aspects: students’ growth and development, teachers’ professional growth and development, program design principles, and the emergent components of a learning development program. Overall, our students describe the Learning Success Program as adding value by enabling the adoption of a repertoire of skills and strategies for learning management. Additionally, the incremental nature of design-based research allowed for the development of a context-specific program that considers students’ voices through needs assessment and feedback on the program offerings. It has also provided an opportunity for the professional development of teachers through feedback from classroom practice, reflection, and the literature.

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“…While growing in popularity, SEL and self-regulation strategies have not been exempt from criticism. Critics of these approaches argue that socio-emotional methods fall short in dealing with the myriad of children's complex emotions (Hoffman, 2009;Stearns, 2018), reinforce individualist narratives of success (Kristjansson, 2006) and deepen inequalities among children from different socio-cultural backgrounds (Vassallo, 2011(Vassallo, , 2013(Vassallo, , 2015. Vassallo (2013) warns us that a selfregulating approach to learning renders individuals adaptable to existing social orders, prescribes a certain model of the self and creates dependence on scripts to regulate their learning.…”

Section: The Self-regulated Child In Neoliberal Timesmentioning

confidence: 99%

“…Critics of these approaches argue that socio-emotional methods fall short in dealing with the myriad of children's complex emotions (Hoffman, 2009;Stearns, 2018), reinforce individualist narratives of success (Kristjansson, 2006) and deepen inequalities among children from different socio-cultural backgrounds (Vassallo, 2011(Vassallo, , 2013(Vassallo, , 2015. Vassallo (2013) warns us that a selfregulating approach to learning renders individuals adaptable to existing social orders, prescribes a certain model of the self and creates dependence on scripts to regulate their learning. Vassallo's critiques align with Smith's model of childhood and is aligned with other scholars concerned with neoliberal rationality in early childhood education (Moss, 2014;Nxumalo et al, 2011).…”

Section: The Self-regulated Child In Neoliberal Timesmentioning

confidence: 99%

Against the self-regulated child: Early childhood pedagogies in neoliberal times

Diaz-Diaz

2022

Global Studies of Childhood

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This article examines the curriculum and pedagogies for ethical practice in a childcare centre in Vancouver, Canada. I draw on Smith’s new model of childhood to examine narratives and practices around the ‘responsible child’ in a context where child developmental theories continue to influence pedagogical decisions. I argue that the elevation of self-regulation strategies as a pedagogical approach narrows children’s sense of responsibility to a mere individual trait. In addition, it fails to cultivate children’s interdependence and multiple relationships with humans and more-than-human others. Self-regulation-centred pedagogies also reinforce neoliberal and colonial discourses of the child anchored in human exceptionality, choice, autonomy and rationality. This article proposes that pre-service and in-service early childhood education needs to support educators in doing the analytical, embodied and reflective work to shift from educational paradigms founded in neoliberal and colonial rationalities towards an ethic that acknowledges children and educators’ interdependence and that cultivates good relations with humans and more-than-human others.

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Self-Regulated Learning

Cited by 5 publications

References 8 publications

Cognitive Strategies: Moderating the Relationship between Executive Functions and Daily Functioning

Cognitive Strategies: Moderating the Relationship between Executive Functions and Daily Functioning

Design of a Learning Development Program to Support First-Year Undergraduate Medical Students in the Transition to a PBL Curriculum

Against the self-regulated child: Early childhood pedagogies in neoliberal times

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