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    Tytuł:
    Learning and its Effectiveness in Students’ Self-reflection
    Autorzy:
    Rodek, Violetta
    Powiązania:
    https://bibliotekanauki.pl/articles/1967798.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    self-learning
    didactics of institution of higher education
    Opis:
    The article presents research on students’ independent self-learning. The applied method was an analysis of intentionally prepared documents. While conducting the research, an attempt was made to recognise: the manner of the understanding the notion of “learning” by the students; the manner of learning which they apply as well as evaluation of their own effectiveness in this scope. The participants in the research identify learning mainly as mnemonic acquisition of new knowledge in the situations related to the process of studying. In the majority of cases, they work unsystematically, applying ineffective techniques of learning and express negative judgements on their own learning effectiveness.
    Źródło:
    The New Educational Review; 2019, 55; 112-120
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    “How and why should I study?”: Metacognitive learning strategies and motivational beliefs as important predictors of academic performance of student teachers
    Autorzy:
    Čotar Konrad, Sonja
    Powiązania:
    https://bibliotekanauki.pl/articles/2011307.pdf
    Data publikacji:
    2015-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    motivational beliefs self-regulated learning
    metacognition
    students
    Opis:
    The study examined the relationship between metacognitive learning strategies and motivational beliefs, predicting academic performance of student teachers. The main aim of the study was to examine the predictive value of motivational beliefs and metacognitive learning strategies for students’ academic performance. In the study 307 student teachers of the Faculty of Education completed the revised version of Motivated Strategies for Learning Questionnaire (Pintrich & de Groot, 1990). Regression analyses revealed that a higher sense of self-efficacy predicted better academic performance and a higher test anxiety predicted poorer academic performance. The implications of motivational orientation for cognitive engagement and self-regulation at the faculty are discussed.
    Źródło:
    The New Educational Review; 2015, 42; 239-250
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The correlation between self-directed learning readiness and web-based learning in nursing students: a study conducted in Turkey
    Autorzy:
    Şenyuva, Emine
    Kaya, Hülya
    Powiązania:
    https://bibliotekanauki.pl/articles/2011722.pdf
    Data publikacji:
    2015-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    self-directed learning readiness
    web-based learning
    nursing student
    nursing education
    Opis:
    The research examined the relationship between web-based learning and self-learning readiness of nursing students. The research was a single-group experiment, in which 162 second-year nursing students were given a pre-test and a post-test. All the students use the Internet. Before and after the web-based course, a statistically significant difference was observed concerning the average points totaled for self-learning readiness. Results show that web-based learning positively affected the self-learning readiness of nursing students. Therefore, nursing students would benefit from web-based education as it improves their readiness for self-learning.
    Źródło:
    The New Educational Review; 2015, 41; 98-107
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Validity and Reliability Study of the Czech Version of the Motivated Strategies for Learning Questionnaire (MSLQ)
    Autorzy:
    Jakešová, Jitka
    Powiązania:
    https://bibliotekanauki.pl/articles/2028758.pdf
    Data publikacji:
    2014-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    adaptation of MSLQ
    motivational aspects of self-regulated learning
    construct validity: exploratory factor analysis (EFA)
    confi rmatory factor analysis (CFA)
    internal consistency
    Opis:
    This study reports on the validation of the Motivated Strategies for Learning Questionnaire (MSLQ), a self-report, Likert-scaled instrument, developed by Pintrich et al. (1991). The instrument consists of two sections, i.e., motivation in the process of self-regulated learning and the learning strategies of university students. The adaptation concerned only the first section, the learning strategies section was not part of the adaptation. The sample consisted of 284 students of the Faculty of Humanities at Tomas Bata University in Zlín (256 women and 28 men). The average age was 24, ranging from 19 to 49, with a standard deviation of 6.4 years. Within the adaptation of the MSLQ for the Czech educational environment, the exploratory and confirmatory factor analyses, Cattell’s scree test and parallel Monte Carlo analysis were performed. As a result, a 3-factor model was generated. The motivation scales tap into three broad areas: (1) expectancy (represented by academic self-efficacy; 4 items), (2) value (represented by task value; 6 items), and (3) affect (represented by test anxiety; 7 items). The internal consistency (Alphas) of the subscales varies from 0.76 to 0.84. Significant correlation between Academic self-efficacy and Task value subscales was.377. The results correspond to the theoretical model.
    Źródło:
    The New Educational Review; 2014, 35; 54-65
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Investigation of the Impact of OBE-Based Teaching Reform on Students’ Learning Experiences : From the Perspective of Self-Determination Theory
    Autorzy:
    Liu, Xia’nan
    Somasundram, Piriya A/P
    He, Yanbin
    Powiązania:
    https://bibliotekanauki.pl/articles/2233945.pdf
    Data publikacji:
    2023-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    outcome-based education
    self-determination theory
    academic
    achievement
    learning satisfaction
    Opis:
    This study employed a questionnaire survey method and utilised the Self-Determination Theory as a theoretical framework to simulate students’ “needs”. The aim was to investigate the impact of OBE-based teaching reform on students’ academic achievement, satisfaction, autonomy, competence, and relatedness. The study used a quasi-experimental research design with 80 students from Changzhi Medical College as the sample and found that OBE teaching can improve students’ academic achievement, especially for middle and low-performance students. It can improve students’ satisfaction with the course and relatedness experience.
    Źródło:
    The New Educational Review; 2023, 72; 108-121
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Cultivating Reflective Practitioners through the Study of Human Development: a Transformative Graduate Program in Elementary Education at West Chester University
    Autorzy:
    Radich, Carol A.
    Powiązania:
    https://bibliotekanauki.pl/articles/28765638.pdf
    Data publikacji:
    2005-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    transformative learning
    adult development
    relational-cultural theory
    mindfulness
    integral learning
    transpersonal psychology
    authenticity
    flow
    self-awareness
    Opis:
    The article expands on a presentation given by the author at an international symposium held at the University of Silesia from May 10-13, 2005, entitled Innovation in Higher Education: A Global Perspective. Perspectives on transformational processes in Higher Education vary widely even after forty years of exploration by psychologists, educators, sociologists, and neuroscientists. West Chester University of Pennsylvania’s Plan of Excellence includes five essential transformations in which is embedded the new Elementary Education Masters Degree Program in Applied Studies in Teaching and Learning. An essential catalyst for transformation is the experience of personal authenticity. As a goal of teacher development, authenticity paradoxically leads to heightened individuation as well as social connectedness and integration. Highlighted in this area of study are components of a six-area framework of Human Development as a formative study for personal, social, cultural, and global transformation. Future implications for questioning and enriching teacher development are explored.
    Źródło:
    The New Educational Review; 2005, 7; 140-151
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Self-regulation of Learning in Secondary School Students with Special Educational Needs and other Students of Vocational and Technical Schools
    Autorzy:
    Bakracevic Vukman, Karin
    Funcic Masic, Tamara
    Schmidt, Majda
    Powiązania:
    https://bibliotekanauki.pl/articles/18104564.pdf
    Data publikacji:
    2013-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    self-regulation
    learning
    students with special educational needs
    other students
    vocational and technical schools
    Opis:
    Our study examined the differences between students with special educational needs (SEN) and other students in vocational and technical schools in different areas of self-regulation: learning motivation, cognitive and metacognitive strategies and emotional regulation in learning. The sample consisted of 140 students, of whom 20 were students with SEN. Differences between students were most often expressed in the area of lower perceptions of self-efficacy. With respect to the regulation of time and study environment, the students with SEN had greater problems with following the study schedule than other students; in the area of taking responsibility for learning, the students with SEN gave up faster and did not persevere in studying the more difficult subject matter. The students with SEN also expressed less positive beliefs about themselves and their abilities; they sought study support later or not at all compared to other students and gave up on studying more difficult course material. In inclusive classes with the students with SEN, the teachers should dedicate more time to develop self-regulated learning skills and strategies and thus increase students’ feeling of control over the learning process.
    Źródło:
    The New Educational Review; 2013, 33; 295-305
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Implicit Knowledge – a New Phenomenon in Teacher Education
    Autorzy:
    Švec, Vlastimil
    Powiązania:
    https://bibliotekanauki.pl/articles/29520340.pdf
    Data publikacji:
    2006-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    implicit pedagogical knowledge
    student teachers
    experiential learning
    authentic experience
    self-reflection
    sharing of experience
    pedagogical condition
    Opis:
    This paper draws attention to the significance of implicit pedagogical knowledge in the educational process of future teaching staff. Implicit pedagogical knowledge is here understood to be the “hidden” knowledge of students of teaching, which originates on the basis of their prior experience, is derived from a student’s implicit theories of learning and teaching, is interlinked with their explicit knowledge – and which influences the behaviour of the student in a pedagogical situation. In the process of creating and developing implicit pedagogical knowledge, the author considers the following to be key elements: self-reflection and the publicising and sharing of pedagogical experience. He indicates that it is absolutely essential that the traditional understanding (such as has been handed down to-date in the literature) be enriched by a new dimension – and especially by the dimension of one’s personality. He offers a newly-coined term “pedagogical condition”, which is understood to describe the ability and flexibility of a student to behave proactively under a variety of pedagogical situations.
    Źródło:
    The New Educational Review; 2006, 10; 183-194
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Компетентнісний підхід у формуванні гнучких умінь (soft skills) як передумова професійного самовизначення учнів у наукових ліцеях
    Competence Approach in the Formation of Flexible Skills (Soft Skills) as a Prerequisite for Student Professional Self-Determination in Scientific Lyceums
    Autorzy:
    Сердюк, Галина
    Powiązania:
    https://bibliotekanauki.pl/articles/16647665.pdf
    Data publikacji:
    2022-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    науковий ліцей
    гнучкі вміння (soft skills)
    дослідно-орієнтоване навчання
    дослідницька компетентність
    професійне самовизначення
    scientific lyceum
    flexible skills
    research-oriented learning
    research competence
    professional self-determination
    Opis:
    Relevance. Acquisition of specialized scientific education ensures the development of student research competence according to the study profile and student interests. The scientific lyceum creates an innovative space for student comprehensive development because the research culture depends on personal qualities. The student system of values, forming in the lyceum, promotes readiness for various activities. The article is devoted to the problem of the development of soft skills in the process of research-oriented learning in the scientific lyceum. We consider it appropriate to establish a linkage between the development of research competence and flexible skills, the development of “soft skills”, and student professional self-determination in the scientific lyceum. The implementation of the competence approach in the educational process can be visible through the continuity of student intellectual and personal development, the formation of general skills of graduates who compete with dignity in the social environment, accept social challenges. Purpose. Investigate the development of flexible skills in the process of research-oriented learning in the scientific lyceum and justify the importance of “soft skills” in the student professional self-determination (socio-humanitarian department as the example). Methods: theoretical (induction, synthesis, generalization, concretization); empirical (study and analysis of legal documents in the field of specialized education, pedagogical documentation and the results of the scientific lyceum activity, testing). Results. The essence of the concepts “flexible skills”, “research-oriented learning”, “research competence” is revealed. The peculiarities of the formation of flexible skills in the conditions of research-oriented learning in the scientific lyceum are determined. Requirements for compulsory competencies and learning humanitarian department student outcomes are analyzed in developing “soft skills” as a prerequisite for professional self-determination. Effective forms of organization of student educational and research activities, usage of which contributes to building vital skills and professional choices, are described. Originality. Approaches to the organization of student research-oriented training in scientific lyceums to develop flexible skills as a prerequisite for professional self-determination are identified. The peculiarities of the formation of universal skills in students who receive specialized scientific education are revealed. Requirements for the development of research competence are analyzed according to the point of the building of versatile skills. The social, communicative, and cognitive skills formed in teaching and research activities are specified. It is considered the nature of skills developed in research-oriented learning. It is organized within the socio-humanitarian profile according to the selected fields of knowledge (language, history and law).
    Актуальність. Здобуття спеціалізованої освіти наукового спрямування забезпечує розвиток дослідницької компетентності учнів відповідно до профілю навчання та інтересів здобувачів освіти. Науковий ліцей створює інноваційний простір для всебічного розвитку учнів, адже дослідницька культура залежить від особистісних якостей. Система цінностей здобувачів освіти, яка формується в ліцеї, сприяє готовності до різних видів діяльності. Статтю присвячено проблемі розвитку гнучких умінь (soft skills) у процесі дослідно-орієнтованого навчання в науковому ліцеї. Вважаємо доцільним простежити взаємозв’язок між розвитком дослідницької компетентності і гнучкими навичками, розвитком «soft skills» і професійним самовизначенням учнів наукового ліцею. Реалізація компетентнісного підходу в освітньому процесі простежується через безперервність інтелектуального, особистісного розвитку здобувачів освіти, формування універсальних умінь випускників, які гідно конкурують у соціальному середовищі, приймають суспільні виклики. Мета. Дослідити розвиток гнучких умінь у процесі дослідно-орієнтованого навчання в науковому ліцеї та обгрунтувати значущість «soft skills» у професійному самовизначенні учнів (на прикладі суспільно-гуманітарного профілю). Методи дослідження: теоретичні (індукція, синтез, узагальнення, конкретизація); емпіричні (вивчення та аналіз нормативно-правових документів у сфері спеціалізованої освіти, педагогічної документації і результатів діяльності наукового ліцею, тестування). Основні результати дослідження. У статті розкрито сутність понять «гнучкі вміння», «дослідно-орієнтоване навчання», «дослідницька компетентність». Визначено особливості формування гнучких умінь в умовах дослідно-орієнтованого навчання в науковому ліцеї. Вимоги щодо обов’язкових компетентностей та результатів навчання учнів суспільно-гуманітарного профілю проаналізовані в контексті питання розвитку «soft skills» як передумови професійного самовизначення. Описані ефективні форми організації навчально-дослідницької діяльності учнів, застосування яких сприяє формуванню життєво необхідних навичок та професійному вибору. Наукова новизна результатів дослідження. Визначено підходи щодо організації дослідно-орієнтованого навчання учнів наукових ліцеїв з метою розвитку гнучких умінь як передумови професійного самовизначення. Розкрито особливості формування універсальних навичок в учнів, які здобувають спеціалізовану освіту наукового спрямування. Вимоги щодо розвитку дослідницької компетентності проаналізовані відповідно до питання формування універсальних умінь. Конкретизовано соціальні, комунікативні, когнітивні навички, які формуються в процесі виконання навчально-дослідницької діяльності. Розглянуто зміст навичок, які розвиваються в процесі дослідно-орієнтованого навчання, організованого в межах суспільно-гуманітарного профілю відповідно до обраних галузей знань (мовна, історико-правова).
    Źródło:
    Viae Educationis; 2022, 4; 82-91
    2956-2856
    Pojawia się w:
    Viae Educationis
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Development of regulatory skills in younger school pupils
    Autorzy:
    Maksatovna Knissarina, Malika
    Aganina, K.Zh.
    Abdykarimovna Bashbayeva, Muslima
    Zame, Yuliya
    Shaikhimov, Yerksh
    Powiązania:
    https://bibliotekanauki.pl/articles/2004968.pdf
    Data publikacji:
    2016-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    learning skills
    development
    educational and cognitive competence
    regulatory skills
    level of regulatory skills in younger school pupils
    self-management
    regulatory cycle
    educational management
    interschool management
    game-technical management
    younger school pupils time management
    Opis:
    The article presents a solution for one of the significant tasks in pedagogical science and practice, namely the development of regulatory skills in younger school pupils as a significant factor of their educational and cognitive competence development. The aim of our study was to conduct practical evaluation of the proposed program of the development of regulatory skills in younger school pupils. Scientific novelty consists in the created program of the development of regulatory skills in younger school pupils, which generally allow for increasing education and cognitive competence, which is the basis for pupils’ functional expertise, in accordance with the aims and tasks of the state-significance documentation. The study used logical and historical analysis of scientific literature on the topic, pedagogical observation, a survey, questionnaires, testing and a pedagogical experiment. Based on the obtained results, we developed educational and methodological recommendations for teachers on the topic of developing regulatory skills in young school pupils, as an elective class program for 2nd-grade pupils.
    Źródło:
    The New Educational Review; 2016, 44; 165-175
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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