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Abstract Research has consistently demonstrated that self-regulation is essential for the development and preservation of health and well-being in the early years and across the lifespan. Based on the emerging literature on the important role of self-regulation in promoting healthy child development, policymakers have made efforts to include self-r...
Context in source publication
Context 1
... most frequent reference to metacognitive thinking in the play-based curriculum involves the use of language to articulate student thinking. The reference to awareness, planning skills, and reflection were less evident throughout the curriculum (see Table 5 for an overview of Theme 4 with sample quotations). Theoretically, the term metacognition encompasses much more than the capacity to use language to articulate your thinking. ...Citations
... The analysis of the ESDGLO's found the key competencies mention in relation to this as dealing with uncertainty, handling change and managing feelings and desires. These were also cited in Braund and Timmons (2021). He Māpuna te Tamaiti also refers to self-regulation as including control over emotional responses and showing resilience (Ministry of Education, 2019). ...
The United Nations Educational, Scientific and Cultural Organization (UNESCO) adopted Sustainable Development Goals (SDG's) in 2015 followed by the Education for Sustainable Development goals: Learning Objectives (ESDGLO's) in 2017 outlining learning objectives and key competencies for achievement by 2030. These contain specific socio-emotional objectives. This research examines how early childhood education (ECE) teachers, with a knowledge of environmental education, promote socio-emotional competency in children that could potentially foster the ESDGLO's. A collective interpretive case study was used to address the research question. In the first phase an online questionnaire was filled out by 20 early childhood teachers from four different centres, asking them to describe a socio-emotional competent child and the teaching strategies they viewed as important to support socio-emotional development. These are analysed using generic inductive analysis to arrive at major themes. Phase two entailed reviewing related centre documentation from these centres, and an analysis of the ESDGLO's to distil the socio-emotional competencies most frequently mentioned. The final phase involved semi-structured interviews with 12 participants from 3 centres to clarify their ideas and meanings. The results showed very little understanding of either the SDG's or ESDGLO's by participants. However, the major themes, from the participants' views on important socio-emotional competencies and those from the ESDGLO's were comparable except in one area. The major teaching strategies seemed to potentially foster the other major socio-emotional competencies of the ESDGLO's. This study shows the need for further teacher education and professional development around the SDG's and related frameworks for implementation including their relationship to indigenous paradigms. Also, further research and resource development is needed to support ECE teachers with the integration of the ESDGLO's into their pedagogy. ii Acknowledgements
... This applies to students in general but is particularly relevant to students from underprivileged populations [11,12]. The definition of self-regulation has evolved over time [13]; however, the earliest definition relates to the ability to control behaviors and emotions [14]. The idea of controlling behaviors, emotions, and cognition to accomplish a set goal, from its formulation to its execution and the evaluation of the results, was later proposed by Zimmerman and Bauer and Baumeister [15,16]. ...
(1) Background: This study aimed to examine the effect of assimilating coaching tools among educational staff on the cultivation of (emotional, behavioral, and cognitive) self-regulation skills among Palestinian Arab middle school students in Israel. Little attention has been paid to the relationship between coaching-based teaching and students’ self-regulation among middle school students, let alone students from segregated and disadvantaged communities worldwide. (2) Methods: A quasi-experimental study was designed to test the hypothesis that there are differences in self-regulation between students who participate in coaching-based teaching and those who do not. Six hundred Palestinian Arab middle school students participated in this study and were randomly assigned to two groups: an experimental group (n = 300) and a control group (n = 300). All participants completed a pre- and post-test instrument that included the Adolescent Self-Regulatory Inventory (ASRI), and repeated-measures ANOVAs were used to analyze the data. Repeated-measures analysis of variance was employed to examine the effect of coaching on the students’ level of self-regulation. To examine the sources of the differences, Tukey’s post hoc tests were used. (3) Results: A statistically significant correlation between coaching-based education and students’ ability to take responsibility and ownership for their own learning was revealed. The results showed that the mean of the self-regulation variable before the intervention in the experimental group was significantly lower than that after the intervention (t = −13.70, p < 0.001) and that the mean of the experimental group after the intervention was significantly higher than that of the control group after the intervention (t = 29.62, p < 0.001). Furthermore, there were significant effects on self-regulation at the time of measurement (before and after the intervention) (F (1, 299) = 49.87, p < 0.001) and for the participant group (F (1, 299) = 497.13, p < 0.001). In addition, no significant difference was found in the self-regulation mean score for the control group before and after the intervention (t = 0.55, p > 0.05). These results demonstrate that coaching had a positive effect on the participants’ level of self-regulation. Recommendations: We recommend that coaching-based pedagogy be incorporated into the education system, in general, and in education systems that serve the needs of marginalized and disadvantaged communities, in particular.
... Although there are different definitions of self-regulation in other theories, self-regulation is generally defined as competence in controlling and regulating individuals' learning using cognitive and metacognitive strategies (Khan et al., 2021). According to Pintrich and DeGroot, selfregulation includes two main categories of motivational beliefs and self-regulatory learning strategies (Braund and Timmons, 2021). Rox and Don's research results show that decreased intrinsic motivation for learning and lack of self-regulation leads to increased self-handicapping (Rakes and Dunn, 2010). ...
Introduction
In the academic context, social networking sites (SNSs) have reshaped the way university students connect and communicate with each other and the way they learn, thus influencing their identities and dimensions. This research investigates the effect of social networks on academic self-handicapping with the mediating role of self-regulatory and academic achievement.
Method
The current study is considered to be quantitative research in terms of its nature, applied research in terms of its purpose, and correlational descriptive one in terms of its method. The statistical population of the present study includes all language students of Tabriz University, whose number was 540 people. Sampling was done by the random sampling method. Using Morgan’s table, the sample size was estimated to be 225 people in 2022. Due to the possibility of falling, 10% was added to this number, and 250 questionnaires were distributed among 250 participants; 17 questionnaires were incomplete, and a total of 233 valid questionnaires were examined. Four questionnaires were administered to collect data. SPSS 26 and AMOS 24 software were used to analyze the collected data from questionnaires. Descriptive, inferential, and Structural Covariance Matrix (SEM) statistics were conducted to explore the effect of social networks on these variables.
Results
Findings showed that social networks significantly impact self-handicapping in language students of Tabriz University. 2- Social networks have a significant impact on self- self-handicapping with a mediating role of self-regulation learning strategies in language students of Tabriz University. 3- Social networks significantly affect self-handicapping, mediating role in language students’ academic progress at Tabriz University.
Discussion
Further investigation and experimentation into social networks are strongly recommended. In addition, studies show that self-handicapping is successful in helping individuals divert the assessments of others from attributing weak abilities to failure. Because self-handicapping behavior undermines achievement and can lead to long-term withdrawal from activities (such as school and college), parents and teachers must discourage self-handicapping and avoid behavior that may encourage it.
... Self-regulation in learning is the ability to direct oneself, including cognitive monitoring processes (Pattynama et al., 2019). Self-regulation in learning includes planning, self-monitoring, effort, and self-efficacy, selfevaluation, and reflection (Braund & Timmons, 2021). Therefore, self-regulation is also believed to be closely related to one's creativity in carrying out various activities, including in terms of teaching and learning activities. ...
This research intends to investigate the effect of digital literacy skills and self-regulation on student creativity in online physics learning practices. The approach used in this research is quantitative, with the data collection technique being a survey model. The research design used a quasi-experimental model with a pretest and posttest design. The samples were physics education students of UIN Sulthan Thaha Saifuddin Jambi, with a total sample of 42 students. Data analysis was conducted through several stages, namely: a) the first stage was to analyze category classification, namely classifying student abilities into very good category (A), good category (B), sufficient category (C), and poor category (D), based on the score of the measurement results of the three variables; b) the second stage is to test the correlation between variables. Correlation data analysis was performed with SPSS 25 software. Based on the data and discussions that have been carried out, it can be concluded that there is an influence between digital literacy skills and self-regulation on students' creativity in online physics learning practices. The effect of digital literacy skills on student creativity in carrying out online physics learning practices is 85%, while self-regulation has an effect of 78%. Both variables together affect students' creativity in learning physics online by 74%.
... One of their conclusions was the need to move toward a more holistic conceptualization of metacognition with the inclusion of all three components (metacognitive regulation, metacognitive awareness, and ME). This was identified as a need given that the policy document focused on the use of language to share one's learning without considering planning, monitoring, or evaluating behaviors (Braund and Timmons, 2021). Given the focus of the Kindergarten curriculum document, it makes sense why the educators in this study emphasized sharing one's thinking and providing students with the necessary vocabulary to describe their thinking. ...
Metacognition, otherwise known as ‘thinking about one’s thinking,’ leads to greater academic success and is foundational. Given this importance, metacognitive behaviors need to be developed within early years contexts to provide young children the opportunity to practice these behaviors and receive feedback. However, literature continues to focus on the development of metacognition in later grades. This mixed methods study explored metacognition in eight Kindergarten classrooms. Participants included eight Kindergarten teachers, six early childhood educators (ECEs), and 80 students. Data collection was conducted at two time periods separated by 12 weeks. Data collection included the Children’s Independent Learning Development (CHILD) measure, semi-structured interviews, and classroom observations. The quantitative data from the CHILD were analyzed using a paired samples t-test in SPSS. All qualitative data were analyzed thematically. Qualitatively, three themes were identified: (1) Conceptualization of metacognition, (2) Barriers to developing metacognition, and (3) Operationalization of strategies to facilitate metacognitive development. Evidence demonstrated that participants had incomplete conceptualizations of metacognition. Some articulated simple understandings by reporting the literal translation and were unable to articulate more fulsome conceptions. However, some teachers had more developed conceptions of metacognition that included different facets such as planning and reflective thinking. All participants were forthcoming with identifying ways in which they struggled with implementing metacognitive practices or encouraging the development of metacognition. These barriers included large classroom sizes, developmental readiness, and wide student ability. Despite having an incomplete understanding of metacognition, early years educators were trying a variety of different strategies to help promote metacognitive thinking within their Kindergarten classrooms. Surprisingly, teacher ratings using the CHILD did not change significantly from Time 1 (M = 1.88, SD = 0.744) to Time 2 (M = 1.85, SD = 0.66), t (72) = 0.72, p > 0.05. A similar trend was observed for ECE ratings using the CHILD as they did not change significantly from Time 1 (M = 1.89, SD = 0.70) to Time 2 (M = 1.80, SD = 0.79), t (52) = 1.36, p > 0.05. This research highlights empirical practices that Kindergarten educators can use to help facilitate metacognitive thinking. Furthermore, it identifies a need to better support Kindergarten educators by integrating practices aimed at developing metacognitive thinking in their students through explicit examples of strategies.
... Grey literature can offer scoping reviews the benefit of reducing publication bias and offering contextual information of 'in the field' practices [94]. This, for instance, may shed light on how SR is perceived by early childhood educators [95] and the nature of current SR practice. Interventions using different conceptions or terms for SR may yield useful insights, but were not captured by this review (e.g., executive function interventions). ...
Self-regulation (SR) is considered foundational in early life, with robust evidence demonstrating a link between early self-regulation and longer-term outcomes. This has been the impetus for a growing body of intervention research into how best to support early SR development, yet approaches and effects are diverse, which complicates an understanding of the critical characteristics for effective early SR intervention. Using Self-Determination Theory (SDT) as a guiding framework, we present a scoping review of early SR-intervention research to identify the characteristics of pre-school interventions that show significant and strong effects on young children’s SR. Studies from peer-reviewed journal articles were included if they evaluated a SR intervention with pre-school children, were published between 2010 and 2020, written in English, and included a SR outcome measure. This yielded 19 studies, each reporting the efficacy of a different SR intervention. Results showed that content factors (what interventions do) interacted with their implementation (how, when, and by whom interventions are implemented) to discriminate the more versus less efficacious interventions. Through the lens of SDT, results further suggested that targeting competence through encouragement and feedback, and nurturing children’s autonomy distinguished more from less effective interventions. Relatedness was least able to discriminate intervention efficacy.
This is the protocol for a Campbell Systematic Review. The objectives are as follows: The aim of this systematic review is to advance our understanding of the key characteristics of effective preschool‐based interventions designed to foster self‐regulation. To accomplish this, the review addresses the following questions: 1. What types of preschool‐based interventions have been developed to promote self‐regulation? 2. What is the average effect of these preschool‐based interventions on self‐regulation, focusing on four key constructs: integrative effortful control, integrative executive function, self‐regulation, and self‐regulated learning? 3. What characteristics—such as Resource Allocation, Activity Type, and Instruction Method—could potentially contribute to the effects of preschool‐based interventions in promoting self‐regulation?
Based on the experience of an early childhood educator and the current scholarly research, this chapter describes what can be done to effectively teach K-3 students from a distance. From the learning management systems that forgot to optimize their servers for an onslaught of hundreds of thousands of more students, to the schools that wanted to reopen but could not afford to buy air purifiers any more than they could buy soap or toilet paper for student bathrooms, no one in U.S. schools was prepared for the COVID-19 pandemic. Stakeholders need to stop saying virtual learning does not work for these students, and implement effective strategies moving forward. In this chapter, the current literature on online learning is reviewed as a guide for effective K-3 teaching, and examples are provided of successful tools from experiences of the authors as K-3 teachers and parents.
