The effect of the external regulator’s absence on children’s speech use, manifested self-regulation, and task performance during learning tasks

Agina, Adel M.; Kommers, Piet; Steehouder, M.F.

doi:10.1016/j.chb.2010.10.007

Cited by 22 publications

(20 citation statements)

References 47 publications

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“…The first impression is that cooperative learning seemed to distort student’s self-regulated learning. Previous studies have showed that cooperative learning can promote or hinder self-regulated learning, depending on the relations created among group members (Agina et al, 2011). Asymmetrical relations in working groups can lead to unbalanced instruction, failure in co-regulation, and negative feelings and behaviors among group members (Salonen et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

“…Research has showed that individuals are able to monitor, control and regulate their behaviors in learning contexts, but all depends on the resources and the pedagogical approach used by the educators (Agina et al, 2011). Students’ active role in their own learning process begins very early, and continues along their lifetime (Zimmerman, 1989).…”

Section: Introductionmentioning

confidence: 99%

“…Several elements have been identified as fundamental in this growth: cognition, metacognition, motivation, behavior and context (Pintrich, 2000; Dembo et al, 2006). Among them, context is considered a key factor to promote or mislead self-regulated learning (Agina et al, 2011). This concept refers to a “proactive process that students use to acquire academic skills, such as setting goals, selecting and developing strategies, and self-monitoring one’s effectiveness” (Zimmerman, 2008, p. 166).…”

Section: Introductionmentioning

confidence: 99%

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Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

et al. 2017

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Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12–17 years old (M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ-means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students’ academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and shared. Educators should be aware of these interactions, symmetrical or asymmetrical, because they determine the quality and quantity of the students’ participation and achievements, and they are key elements to prevent school failure.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

et al. 2017

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“…It has been shown that it is possible to regulate and control people's behavior in learning contexts (Agina et al, 2011). However, this depends on the pedagogical approach employed by educational professionals (Fernández-Rio et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Emotional Intelligence, Perceived Academic Self-Efficacy, and Perfectionistic Automatic Thoughts as Predictors of Aesthetic-Musical Awareness in Late Adolescence

et al. 2021

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Aesthetic-musical awareness demarcates a person's own perception of their ability to connect with music and the emotions it evokes. This may imply a benefit for the affective state of the individual. Therefore, the aim of this study was to observe whether there are statistically significant differences in emotional intelligence, perceived academic self-efficacy, and perfectionistic automatic thoughts when there are high and low scores in aesthetic-musical awareness in late adolescence. Likewise, we also aimed to determine whether emotional intelligence, perceived academic self-efficacy, and perfectionistic automatic thoughts are predictors of high aesthetic-musical awareness. To this end, a sample of 798 Spanish students between 17 and 23 years of age (Mage = 18.5 years) was used. Statistically significant differences were found for the dimensions of each variable when there were high and low scores in aesthetic-musical awareness (scores between d = −0.31 and −0.40), with higher mean scores for emotional intelligence, perceived academic self-efficacy, and perfectionistic automatic thoughts being present in the group with high aesthetic-musical awareness. Likewise, it was observed that the probability of presenting high scores in aesthetic-musical awareness was higher when there was an increase in emotional intelligence, perceived academic self-efficacy, and perceived automatic thoughts. In conclusion, the results found demonstrate that both emotional intelligence, perceived academic self-efficacy, and the presence of perfectionistic automatic thoughts influence on whether an individual has greater aesthetic-musical awareness. Taking into account previous studies that show how music influences the well-being of the person, these findings show a favorable link for the design of programs that benefit the emotional state of adolescents.

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“…Vygotsky and Piaget were two prominent scholars within the area of cognitive development [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15] for the sake of the simplicity, those studies will be referred as 'Aginian's studies' whenever it is necessary]. Their own theories of cognitive development have been influential in the development of theories of education.…”

Section: Introductionmentioning

confidence: 99%

Towards Understanding Human-Media Interaction: The Effect of the Young Users' Responses on Detecting the Symptomatology of Developmental Problems during Learning Tasks through Digital- Playground®

Am¹

2015

Int J Sch Cog Psychol

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The present study was mainly conducting to explore the effect of the young users' responses on detecting the symptomatology of developmental problems during learning tasks through Digital-Playground®. This is especially when the young users act alone and without any sign of Human-Human Interaction (HHI) either before, during, or after learning process. The material was an isolated, computer-based learning environment that acts as a standalone learning environment and used by hundred preschool young users. The participants were randomly selected from ten preschools without revising their medical files.In contrast with the previous work, the participants were distributed and classified by the system itself during progression in three essential groups. The results showed that the young users' response can be used to detect the natural development of inner-interaction and the symptomatology of the young users' developmental problems during learning tasks. The main conclusion was that, the young users followed three paradoxical views of cognitive development during learning tasks and the young users, themselves, can be diagnostic during learning tasks in which the natural development inner-interaction was fluctuated among three paradoxical views. To our knowledge so far, the results and conclusion have never seen in the literate before.

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The effect of the external regulator’s absence on children’s speech use, manifested self-regulation, and task performance during learning tasks

Cited by 22 publications

References 47 publications

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

Emotional Intelligence, Perceived Academic Self-Efficacy, and Perfectionistic Automatic Thoughts as Predictors of Aesthetic-Musical Awareness in Late Adolescence

Towards Understanding Human-Media Interaction: The Effect of the Young Users' Responses on Detecting the Symptomatology of Developmental Problems during Learning Tasks through Digital- Playground®

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