The Effects of Training on Pre-Service English Teachers’ Regulation of Their Study Time

Abstract

Based on Zimmerman, Bonner, and Kovach's (1996) academy model, an intervention consisting of seven weekly training sessions to increase students' awareness of and ability to plan and manage their study time was developed. Participant students reflected on the implementation of each phase of the learning model in their weekly journal entries, through which the researchers monitored and evaluated the training process. The results indicate that the training proved to be beneficial in that students reported frequent use of a variety of strategies throughout the training process.

Being a student in the social media era: exploring educational affordances of an ePortfolio for managing academic performance

“…It is an important process where individuals engage in tasks for constructing personal schedules for studying, allocating their efforts and workload as well as organizing their time. Time management promotes certain tasks, such as scheduling their short-or long-term studies, selecting the appropriate activities and controlling their effort (Daloglu and Vural, 2013).…”

Gerenciamento de tempo em adultos

“…O critério de exclusão foi: artigos de revisão. (Basso et al, 2013;Murta & Tróccoli, 2007), oito nos Estados Unidos (Adams, 2017;Bellman et al, 2015;Cleary & Horsfall, 2011;Glick & Orsillo, 2015;Green et al, 2011;Hillier et al, 2018;Kachgal et al, 2001;, três na Alemanha Hafner et al, 2016;Hafneret al, 2014), dois na Turquia (Daloglu & Vural, 2013;Düsmez & Barut, 2016), e apenas um na África do Sul (Makola, 2017), no Canadá (Bowering et al, 2017), na China (Wang et al, 2017), na Colômbia (Muñoz-Olano & Hurtado-Parrado, 2017, na Espanha (Arco-Tirado et al, 2011), na Finlândia (Auvinen et al, 2015), no Irã (Behnam et al, 2014). Não foi possível identificar as nacionalidades dos estudos de Berkenbosch, et al (2014), Daniel et al (2002), Davis e Abbitt (2013), Drozd et al (2013), Johnson et al (2016), Prevatt et al (2017), Rozental et al (2015), Scent e Boes (2014), Silfee et al (2016) e Van-Eerde (2003).…”

“…Essa estratégia pode favorecer o desenvolvimento profissional e pessoal de ambos. No caso de sessões grupais, os resultados apontam para um melhor ajustamento pessoal e criação de vínculos afetivos.Apesar das singularidades inerentes às intervenções analisadas aqui, um ponto-chave desenvolvido e contemplado em diversas pesquisas é o estabelecimento de metas(Bellman et al, 2015;Daloglu & Vural, 2013;Düsmez & Barut, 2016;Hafner et al, 2016;Hillier et al, 2018;Muñoz-Olano & Hurtado-Parrado, 2017;Murta & Tróccoli, 2007;Prevatt et al, 2017;Rozental et al, 2015;Silfee et al, 2016;Wang et al, 2017).Essa habilidade refere-se à identificação de um propósito orientador para as suas ações. No caso de estudantes universitários que visam atingir um objetivo, como tirar uma nota x, o aluno deve organizar sua abordagem tendo consciência dos pequenos passos envolvidos para atingir o que desejaHafner et al, 2016;Muñoz-Olano & Hurtado-Parrado, 2017).…”

Exploring Socially Shared Regulation Processes in Peer Tutoring: Focusing on the Functions of Tutor Utterances

“…SRL refers to the capability to engage in appropriate thoughts, feelings, and behaviors in order to pursue valuable academic goals (cf., Zimmerman, 2000). Teacher-candidate university students are required to be self-regulated learners (e.g., Daloglu & Vural, 2013), as well as have a responsibility to cultivate elementary and junior high school students' competence in regulating their own learning and collaborations with others. Teacher education programs should thus help teacher-candidate students effectively regulate learning for themselves and others through discourse.…”