Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model     

Anastasia Efklides 《教育心理学家》2013,48(1):6-25

Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The “metacognitive and affective model of self-regulated learning” (the MASRL model) distinguishes two levels of functioning in SRL, namely, the Person level and the Task × Person level. At the Person level interactions between trait-like characteristics such as cognitive ability, metacognitive knowledge and skills, self-concept, perceptions of control, attitudes, emotions, and motivation in the form of expectancy-value beliefs and achievement goal orientations are hypothesized. These person characteristics guide top-down self-regulation. At the Task × Person level, that is, the level at which SRL events take place, metacognitive experiences, such as feeling of difficulty, and online affective states play a major role in task motivation and bottom-up self-regulation. Reciprocal relations between the two levels of functioning in SRL are also posited. The implications of the MASRL model for research and theory are discussed.  相似文献   

Educating leaders for social justice: the case of special educational needs co-ordinators     

Anastasia Liasidou  Cathy Svensson 《International Journal of Inclusive Education》2013,17(8):783-797

In the light of policy imperatives to initiate and maintain inclusive education reforms, the role of special educational needs co-ordinators (SENCOs) in England and Wales should be reconceptualised with a view to their leading school reforms commensurate with the principles of an inclusive discourse. The article concentrates on the social justice dimension of educational leadership to advance discussion of the changing role of SENCOs. It is suggested that, apart from the operational and strategic aspects of their redefined leadership role, SENCOs should be empowered to embrace a social justice discourse in tackling power inequities and systemic educational inequalities that undermine inclusive education reforms.  相似文献   

Exploring the Hardwired for News Hypothesis: How Threat Proximity Affects the Cognitive and Emotional Processing of Health-Related Print News     

Kevin Wise  Petya Eckler  Anastasia Kononova  Jeremy Littau 《Communication Studies》2013,64(3):268-287

This study explored how the proximity of threatening health news affects cognition and emotion through a 2 (Proximity: High/Low) × 4 (Topic) fractional experiment. Fifty-one participants read four news stories about either local or distant health threats, with their heart rate, skin conductance, and corrugator electromyography recorded. Results showed that high-proximity health threats elicited greater heart rate deceleration than did low-proximity health threats, indicating greater allocation of automatic resources to encoding high-proximity threats. Recognition data demonstrated that details from high-proximity health threats were recognized more accurately than details from low-proximity health threats. There were no significant effects of proximity on either skin conductance levels or corrugator activation. These results are discussed in terms of Shoemaker's (1996 Shoemaker , P. J. ( 1996 ). Hardwired for news: Using biological and cultural evolution to explain the surveillance function . Journal of Communication , 46 ( 3 ), 32 – 47 .[Crossref], [Web of Science ®] , [Google Scholar]) hardwired for news hypothesis and A. Lang's (2000 Lang , A. ( 2000 ). The limited capacity model of mediated message processing . Journal of Communication , 50 , 46 – 70 .[Crossref], [Web of Science ®] , [Google Scholar], 2006 Lang , A. ( 2006 ). Using the limited capacity model of motivated mediated message processing to design effective cancer communication messages . Journal of Communication , 56 , S57 – S80 .[Crossref], [Web of Science ®] , [Google Scholar]) limited capacity model.  相似文献   

Reinvigorating the Wiener-Hopf technique in the pursuit of understanding processes and materials     

David Abrahams  Xun Huang  Anastasia Kisil  Gennady Mishuris  Michael Nieves  Sergei Rogosin  Ilya Spitkovsky 《国家科学评论(英文版)》2021,8(2)

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The Second Year with iPads. What Have We Learned?     

Denise K. Frazier  Anastasia M. Trekles  John M. Spores 《学校用计算机》2019,36(1):19-37

Technology initiatives bring fear and excitement for students and educators, waning over time as devices lose their novelty, yet research related to long-term 1:1 adoption is lacking. The purpose of this research was to follow up with one Midwestern elementary school during its second year of iPad adoption. A Qualtrics survey was used to gather K-5 teacher perceptions. Quantitative and qualitative analyses were used to compare Year One to Year Two. Challenges during Year One included lack of professional development, technology management issues, administrative timing decisions, and poor planning. Success was found with the ability to differentiate instruction, participate in collaborative activities, and improved teacher confidence in classroom device integration. During Year Two, lack of professional development and management and technical issues remain as teachers continue to find the right balance of iPad use in the classroom.  相似文献   

Bully/victim problems among Greek pupils with special educational needs: associations with loneliness and self‐efficacy for peer interactions          下载免费PDF全文

Eleni Andreou  Eleni Didaskalou  Anastasia Vlachou 《Journal of Research in Special Educational Needs》2015,15(4):235-246

This study explores the prevalence of different types of bullying and victimisation among Greek pupils receiving special education support provision. Associations of these types with feelings of loneliness and perceived social efficacy for peer interactions are also examined. The sample consisted of 178 students of fifth and sixth primary school grades who participated in pull‐out special education delivery programmes. Participants were found to be actively involved in both bullying and victimisation, with higher rates in victimisation. Statistically significant gender and disability differences in bullying and loneliness were identified. Both bullying and victimisation were associated with loneliness/social dissatisfaction, and self‐efficacy for peer interactions. Moreover, our data provided evidence that bully/victims may be a distinct group in terms of their increased levels of loneliness. Results are discussed in terms of their implications for promoting children with special educational needs and disabilities social inclusion.  相似文献   

Relations Between Secondary Pupils’ Conceptions About Functions and Problem Solving in Different Representations     

Iliada Elia  Areti Panaoura  Anastasia Eracleous  Athanasios Gagatsis 《International Journal of Science and Mathematics Education》2007,5(3):533-556

The present study explores pupils’ constructed definitions of the concept of function in relation to their abilities in dealing with tasks of functions involving different forms of representations and problem solving tasks. A major concern is also to examine the interrelations between these three ways of thinking about or dealing with the concept of function. The sample of the study consisted of secondary school pupils in Cyprus. A test was developed which involved seven items: one item requested pupils to provide a definition of what function is and the other six items were developed in order to investigate pupils’ ability to transfer information from one representation to another and to solve problems on function. Findings revealed pupils’ difficulties in giving a proper definition for the concept of function and resolving problems on functions involving conversions between diverse modes of representation. Several inconsistencies among pupils’ constructed definitions, their competence to use different representations of functions and their problem solving ability, were also uncovered, indicating lack of flexibility between different ways of approaching functions.  相似文献   

Testing the validity of the dynamic model at school level: a European study     

Anastasia Panayiotou  Bert P.M. Creemers 《School Leadership & Management》2016,36(1):1-20

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From swimming pool to collaborative learning studio: Pedagogy,space, and technology in a large active learning classroom     

Dabae Lee  Anastasia S. Morrone  Greg Siering 《Educational technology research and development : ETR & D》2018,66(1):95-127

To promote student learning and bolster student success, higher education institutions are increasingly creating large active learning classrooms to replace traditional lecture halls. Although there have been many efforts to examine the effects of those classrooms on learning outcomes, there is paucity of research that can inform the design and implementation process. This study investigates how spatial and technological features of a large collaborative classroom support active learning based on the Pedagogy-Space-Technology framework. The findings from our study suggest short lecture and class-wide discussion are essential in framing learning content before group activities, and connecting group outputs to the learning content after group activities. Through interviews, surveys, and focus groups, we found that-while small group activities are generally well-supported in large active learning classroomsfacilitating short lecture and class-wide discussion is key to the success of active learning in large classrooms. Technology should be carefully laid out in the space to accommodate those activities. Specific design and implementation suggestions and implications are provided.  相似文献   

Adaptation and Motivation of Greek Gifted Pupils: Exploring some influences of primary schooling     

Aikaterini Gari  Anastasia Kalantzi-Azizi  Kostas Mylonas 《High Ability Studies》2000,11(1):55-68

The main purpose of this study, on the theoretical framework proposed by Renzulli (1986) and by Van Boxtel and Monks (1992) and Monks, Van Boxtel, Roelefs and Saunders (1986), was to explore pupils' motivation and adaptation to school life in relation to the identification of giftedness. A pool of 1765 primary school pupils were initially tested for Visual-Motor Integration and Creative Thinking. Their teachers nominated 90 of them as gifted, who in turn were assessed in regard to their level of school adaptation and motivation by questionnaires based on Power and Cotterell (1979) and on Entwistle (1968). The comparison groups were five nominated pupils, verified as gifted, seven more nonnominated, but gifted (all 12 identified through psychometric and statistical criteria), and ten non-gifted but nominated pupils. The results indicated that the gifted pupils, depending on whether or not they are identified by their teachers, feel partially motivated and exhibit lower than the expected adaptation at school. The findings are discussed in the light of the current Greek school system.  相似文献