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304
A question of calibration: A review of the self efficacy beliefs of students with learning disabilities. Learning Disability Quarterly
, 2002
"... Abstract. This article reviews the literature on the self-efficacy beliefs of students with learning disabilities (LD). Motivational and metacognitive difficulties of students with LD are briefly discussed, followed by a synopsis of Bandura's self-efficacy theory, with special attention to the ..."
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Abstract. This article reviews the literature on the self-efficacy beliefs of students with learning disabilities (LD). Motivational and metacognitive difficulties of students with LD are briefly discussed, followed by a synopsis of Bandura's self-efficacy theory, with special attention to the issue of calibration. From the literature search, 22 studies met the criteria of (a) using a measure of self-efficacy, and (b) including a sample of students identified as having learning dis-abilities. The resulting body of literature is summarized and ana-lyzed in terms of the nature of the sample, the performance task or domain, the self-efficacy measure used, the research question and outcomes, and the accuracy of calibration between perceived self-efficacy and task outcome. The results from this review suggest that in specific contexts- in the writing performance of students with specific writing difficulties, in particular- students appear to opti-mistically miscalibrate their self-efficacy. Methodological problems
Task interest and actual performance: The moderating effects of assigned and adopted purpose goals
- Journal of Personality and Social Psychology
, 2003
"... All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately. ..."
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All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately.
Classroom Response and Communication Systems: Research Review and Theory.
- In Annual Meeting of the American Educational Research Association.
, 2004
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CoNoteS2: A software tool for promoting self-regulation
- Educational Research and Evaluation
, 2001
"... Integrating state-of-the-art computer technologies with pedagogically sound practice provides interesting challenges and potentially signi®cant opportunities to simultaneously promote and examine learning in context. This paper unfolds in 3 parts. We begin by introducing the reader to contemporary t ..."
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Integrating state-of-the-art computer technologies with pedagogically sound practice provides interesting challenges and potentially signi®cant opportunities to simultaneously promote and examine learning in context. This paper unfolds in 3 parts. We begin by introducing the reader to contemporary theories of self-regulation. We present a 4-phase model of self-regulating and a sparse literature on instructional design for SRL. Second, we build on this theory to describe features of CoNoteS2 (a prototype electronic notebook) that support self-regulation through tacit and explicit scaffolding. And ®nally, we describe the role of CoNoteS2 in researching about how students self-regulate their own learning. Our intent is to illustrate how contemporary learning theory can be used to drive instructional innovation and technological enhancement for the classroom.
The sustainability of professional development in literacy: Part 2. School-based factors associated with high student achievement. Wellington: Ministry of Education. Retrieved from www.minedu. govt.nz/index.cfm?layout=document&documentid=8638&data=l
, 2003
"... ISBN no. (Internet copy): 0-478-18766-1 ..."
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Self-regulated learning and internet searching.
- Teachers College Record.
, 2004
"... As the Internet becomes a resource in the classroom, students must learn to glean maximally from that information using skills that enhance their understandings. Students engage in activities involved with Internet searching to the degree that they are skilled and motivated. This article reports on ..."
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As the Internet becomes a resource in the classroom, students must learn to glean maximally from that information using skills that enhance their understandings. Students engage in activities involved with Internet searching to the degree that they are skilled and motivated. This article reports on a research study that demonstrates that the model of self-regulated learning developed by Corno and Mandinach relative to traditional classroom activities can be applied to Internet searching behaviors. The study also found that not all Internet searchers are equal; thus, the article suggests that students need to be helped to become better at it, and the article also suggests ways this might be accomplished, which are linked to the findings and research on selfregulated learning in general. In particular, it gives curricular and instructional recommendations for accomplishing and supporting student learning in both Internet searches and regulation of their own searching behaviors. Two university students, Allison and Ashley, are observed searching the Internet for information to answer a series of questions regarding Mark Twain. Both students average about 5.5 hours a week searching the Internet for academic information and neither student is an English or a literature major. Both are trying to determine what hypothetical political platform would be part of a campaign if Twain were to run for U.S. president in 2004. Each student uses widely different search techniques. Allison begins with a keyword search using ''Twain'' and ''politics'' and reads each search screen from top to bottom, carefully selecting links she finds appropriate matches for her purposes. Ashley has multiple screens open after searching with two search engines on the same keywords, first ''Twain'' and ''presidency'' and then ''Twain'' and ''political actions.'' Ashley then selects those Web sites that appear in both lists. Both students find information they feel is appropriate to the task. Allison takes hand notes while Ashley bounces between the word processor and open Web pages, cutting and pasting information and adding an outline structure to those notes. Ashley refers to these notes and checks for completeness with the assigned tasks. Allison checks the screens with the assigned tasks. Are these observations indicative of the processes and strategies in selfregulated learning (SRL)? If so, what do they inform us, as educators, about the application of SRL principles (found in traditional classroom tasks) within the context of Internet searching? Today's classrooms are highly affected by Vannevar Bush's vision of natural information systems linking ideas by association within a Weblike environment. A truly global electronic environment now exists for educational information resources, enhanced by hypermedia. Now, classroom activities, once relying on printed media as the major source of information, use Webbased materials as well. Students need to transition skills, habits, and strategies acquired in print-centered environments to new electronic formats, and teachers need to adjust instructional components to scaffold such transitions. The processes and strategies for learning that are employed by active, resourceful, self-motivated students to work toward educational goals have been studied in traditional classroom environments as self-regulation. Selfregulation models, specifically the one developed by
Optimizing worked-example instruction in electrical engineering: The role of fading and feedback during problem-solving practice
- Journal of Engineering Education
, 2009
"... How can we help college students develop problem-solving skills in engineering? To answer this question, we asked a group of engi-neering freshmen to learn about electrical circuit analysis with an instructional program that presented different problem-solving practice and feedback methods. Three fi ..."
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How can we help college students develop problem-solving skills in engineering? To answer this question, we asked a group of engi-neering freshmen to learn about electrical circuit analysis with an instructional program that presented different problem-solving practice and feedback methods. Three findings are of interest. First, students who practiced by solving all problem steps and those who practiced by solving a gradually increasing number of steps starting with the first step first (forward-fading practice) produced higher near-transfer scores than those who were asked to solve a gradually increasing number of steps but starting with the last step first (backward-fading practice). Second, students who received feedback immediately after attempting each problem-solving step outperformed those who received total feedback on near transfer. Finally, students who learned with backward-fading practice pro-duced higher near- and far-transfer scores when feedback included the solution of a similar worked-out problem. The theoretical and practical implications for engineering education are discussed.
Children’s Interactions with Inspectable and Negotiated Learner Models, in Intelligent Tutoring Systems
- In press
"... Abstract. The Learner Model of an Intelligent Tutoring System (ITS) may be made visible (opened) to its users. An Open Learner Model (OLM) may also become a learning resource in its own right, independently of an ITS. OLMs offer potential for learner reflection and support to metacognitive skills su ..."
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Abstract. The Learner Model of an Intelligent Tutoring System (ITS) may be made visible (opened) to its users. An Open Learner Model (OLM) may also become a learning resource in its own right, independently of an ITS. OLMs offer potential for learner reflection and support to metacognitive skills such as self-assessment, in addition to improving learner model accuracy. This paper describes an evaluation of an inspectable and a negotiated OLM (one that can be jointly maintained through student-system discussion) in terms of facilitating self-assessment accuracy and modification of model contents. Both inspectable and negotiated models offered significant support to users in increasing the accuracy of self-assessments, and reducing the number and magnitude of discrepancies between system and user beliefs about the user’s knowledge. Negotiation of the model demonstrated further significant improvements. 1
Do learning by teaching environments with metacognitive support help students develop better learning behaviors
- Cognitive Science Society
, 2007
"... We have developed Teachable Agent environments that use learning by teaching with metacognitive support to help middle school students learn about complex science topics. To demonstrate the effectiveness of this approach, we have run studies that compare three systems where (i) students are taught b ..."
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We have developed Teachable Agent environments that use learning by teaching with metacognitive support to help middle school students learn about complex science topics. To demonstrate the effectiveness of this approach, we have run studies that compare three systems where (i) students are taught by an agent, (ii) students teach a computer agent, and (iii) students teach a computer agent and receive metacognitive support while teaching. Students ’ activities on the system, captured in log files, were coded using six primary learning activities. In this paper, we analyze behavior fragments systematically derived from the activity sequences, and identify behaviors that correlate well with high and low student performance. Our results show that students who teach and receive metacognitive support exhibit more of the high performing behaviors than the other two groups.
Relationship between student characteristics and academic achievement in distance education and application on students of Anadolu university
- On-line], Available at http://tojde. anadolu.edu.tr/tojde14/articles/ergul.htm
, 2004
"... General interest in distance education, which is perceived as a practical choice by many students, and education institutions is increasing more and more in parallel with the advances in the information and communication technologies. High motivation level, maturity, and self-discipline are seen as ..."
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General interest in distance education, which is perceived as a practical choice by many students, and education institutions is increasing more and more in parallel with the advances in the information and communication technologies. High motivation level, maturity, and self-discipline are seen as necessary general characteristics of successful
