The Role Of Positive Regard In Self-Regulated Learning: An Analysis Of Student Evaluation Data

Harder, Joseph T.; Abuhamdieh, Ayman

doi:10.19030/tlc.v12i2.9183

Cited by 42 publications

(2 citation statements)

References 11 publications

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“…In the presence of supportive relationships, students not only feel physically and emotionally safe, they are also secure to take academic risks and attempt to enact the regulatory skills that they have developed (Wentzel et al, 2016). As a result, student SRL is enhanced through adaptive motivational beliefs (e.g., self‐efficacy and interest; Harder & Abuhamdieh, 2015; Wentzel, 2009), improved planning, monitoring, and strategy use (Patrick et al, 2007). Teachers can establish supportive relationships by being actively involved, ensuring students' physical and emotional safety, and providing clear expectations and feedback (Wentzel et al, 2010).…”

Section: The See Frameworkmentioning

confidence: 99%

Settings, exchanges, and events: The SEE framework of self‐regulated learning supportive practices

Callan

Longhurst

Ariotti

et al. 2020

Psychology in the Schools

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There are many practices that educators can use to develop self‐regulated learning (SRL); however, an organizational framework for cataloging SRL supportive practices that also identifies empirical support for those practices is lacking. The purpose of this manuscript is to provide such guidance by developing the settings, exchanges, and events (SEE) framework, and guide its use. Literature review and expert feedback led us to identify three categories of SRL supportive practices including (a) creating a learning setting that is conducive to SRL, (b) fostering adaptive learning exchanges between educators and learners that foster SRL, and (c) creating events that provide opportunities to utilize SRL skills. The SEE framework is beneficial to educators because it organizes SRL supportive practices and can facilitate professional development trainings. The SEE framework can also support educational researchers interested in embedding SRL within classrooms. Specifically, the SEE framework provides an initial structure of practices that can initiate discussions among researchers and be tested and elaborated upon. Moreover, the SEE framework can assist researchers in the development of tools to support classroom observation and consultation.

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Section: The See Frameworkmentioning

confidence: 99%

Settings, exchanges, and events: The SEE framework of self‐regulated learning supportive practices

Callan

Longhurst

Ariotti

et al. 2020

Psychology in the Schools

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“…For studies on the correlation between academic achievement and group ethical norms, a correlation between campus climate and academic achievement is usually considered (17). However, some scholars argue that the environment merely creates the possibility for transgression and that the role and importance of the environment should not be overemphasized at the expense of the subject's propensity as well as ability to transgress (13,18). When discussing group ethical norms and classroom transgressions, researchers have taken different directions, namely family, classroom, school, and social (19).…”

Section: Introductionmentioning

confidence: 99%

The impact of medical students’ attitudes towards group ethical norms on their academic achievement and classroom deviant behaviour: An empirical study from China

Zang

2022

Acta bioeth.

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In recent years, medical students' absenteeism has been investigated in depth. Classroom deviant behavior is a richer concept than truancy behavior, but there are few researchers on this aspect in China. There are still many issues worth discussing about deviant classroom behavior. In this paper, questionnaires were given to 977 medical students to collect relevant data. After classifying the data, correlation analysis and multilevel linear regression analysis were used to conclude that academic performance and group ethical norms have a negative impact on medical students' deviant behaviors in class. Group ethical norms have a significant positive influence on academic performance, and descriptive ethical norms and imperative ethical norms of group ethical norms have a significant influence on academic performance. The four dimensions of academic performance: academic performance, task performance, interpersonal promotion, and social comparison have a negative influence on medical students' deviant behaviors in class. Descriptive ethical norms have an inverse effect on medical students' deviant behaviors, while imperative ethical norms have no significant effect on deviant behaviors in class. Group ethical norms as a category of ethical norms clearly have significant implications for improving academic performance and reducing their transgressions in class. Reinforcing group ethics in medical students will not only contribute to their professional ethics upon graduation, but also to their academic performance.

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The Cambridge Handbook of Applied School Psychology

2020

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The Role Of Positive Regard In Self-Regulated Learning: An Analysis Of Student Evaluation Data

Cited by 42 publications

References 11 publications

Settings, exchanges, and events: The SEE framework of self‐regulated learning supportive practices

Settings, exchanges, and events: The SEE framework of self‐regulated learning supportive practices

The impact of medical students’ attitudes towards group ethical norms on their academic achievement and classroom deviant behaviour: An empirical study from China

The Cambridge Handbook of Applied School Psychology

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The Role Of Positive Regard In Self-Regulated Learning: An Analysis Of Student Evaluation Data

Cited by 42 publications

References 11 publications

Settings, exchanges, and events: The SEE framework of self‐regulated learning supportive practices

Settings, exchanges, and events: The SEE framework of self‐regulated learning supportive practices

The impact of medical students&#8217; attitudes towards group ethical norms on their academic achievement and classroom deviant behaviour: An empirical study from China

The Cambridge Handbook of Applied School Psychology

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The impact of medical students’ attitudes towards group ethical norms on their academic achievement and classroom deviant behaviour: An empirical study from China