Amount Of Instruction Research Articles

Game On: Team-Based Competition to Enhance Engagement in Obstetrics and Gynecology Graduate Medical Education [ID 2683471

INTRODUCTION: Surgeon General Dr. Vivek Murthy called attention to what he declares a public health crisis of loneliness, isolation, and lack of connection in our country. Three years into the COVID pandemic, the medical profession has experienced a huge increase in burnout that has only exacerbated this crisis. Consistent with national trends, lack of faculty engagement and overall well-being was noted to have suffered on our 2022 Accreditation Council for Graduate Medical Education (ACGME) Resident Survey. METHODS: The Brooke Army Medical Center Gynecologic Surgery and Obstetrics residency program implemented a themed team competition for the 2022–2023 academic year, “GYN of Thrones.” Residents and staff were divided into five families, modeled after Game of Thrones to compete for the “Throne of Hysteros.” Points were awarded for participating in program activities, receiving kudos for patient care, and demonstrating clinical excellence. The data from the 2021–2022 and 2022–2023 ACGME surveys were compared to evaluate the effect of this new competition. RESULTS: Faculty interest in resident education increased 41% (P=.002), from 59% to 100% after implementation. Similarly, only 59% felt there was an appropriate amount of teaching in clinical and didactic activities in 2021–2022, whereas this improved to 89% in 2022–2023 (P=.041). Residents were also more satisfied with faculty feedback: 53% prior to the competition improved to 84% after (P=.047). CONCLUSION: Resident perception of faculty engagement in academics and quality of teaching drastically improved after implementation of this program-wide competition. Faculty well-being scores improved as well, indicating this may decrease burnout in the workforce and improve morale and connection.

The effect of fluency training on interpreter trainees’ speech fluency, comprehensibility, and accentedness

Abstract Fluency, comprehensibility, and accentedness are considered important parameters of interpreting quality but have rarely been studied systematically in training programs of interpreting. Therefore, the present study was set up to investigate the effect of fluency training on speech fluency, comprehensibility, and accentedness of interpreter trainees. Two groups of interpreter trainees at a university in Iran took part in the study, receiving the same amount of instruction and practice (12 hours over 4 weeks). The experimental group (N = 30) spent 33% of the time (i.e., 4 of the 12 hours in the training program) on dedicated fluency strategy training, encouraging the memorization, repetition, and retelling of audio and video materials. The remaining 67% was spent on training general speaking skills. The control group (N = 30) were only taught general speaking skills in the training program but received no dedicated fluency training. Systematic interviews were run to assess the interpreter trainees’ speech fluency, comprehensibility and accentedness, which were judged independently by three expert raters at three moments of testing, i.e., pretest, immediate posttest, and delayed posttest (one month later). The findings revealed that the fluency training significantly enhanced the interpreter trainees’ fluency, and to a lesser extent the students’ comprehensibility but had only a marginal effect on accentedness. The pedagogical implication would be that awareness training on speech fluency in EFL settings be included in interpreting training programs.

초등교사의 디지털 리터러시 교육에 대한 인식 양상

Objectives This study focuses on examining the perception of digital literacy education by analyzing teaching and learning materials related to digital literacy education produced and shared by elementary school teachers.
 Methods To this end, we analyzed teaching and learning materials related to digital literacy shared through ‘Indie School’, a representative communication platform for elementary school teachers, and through this, we investigated when, what content, and why they are providing digital literacy education.
 Results First, teachers were mainly conducting digital literacy education using creative experiential activity time for upper grades, and the amount of teaching and learning materials showed a rapid increase starting in 2020. This can be said to show that teachers' interest in digital literacy education has increased rapidly since COVID-19, and that they recognize that upper grades are appropriate targets for digital literacy education. Second, it was confirmed that the learning content covered in the teaching and learning materials was concentrated on some content elements of digital literacy, and that some materials were not well differentiated from content elements of related concepts such as news literacy, media literacy, and digital citizenship. This suggests that teachers need a more specialized understanding of digital literacy concepts and characteristics. Third, teachers' digital literacy education objectives were broadly categorized into supporting digital literacy learning activities presented in textbooks, learners' low digital literacy levels, and preventing and resolving problems that appear in digital spaces.
 Conclusions Based on these results, this study focused on the need for teachers to have a more professional understanding of the concept of digital literacy, the need for support in various aspects to develop teaching and learning materials related to digital literacy, the need for development and distribution of teaching and learning materials for evaluation purposes and the need for research into appropriate teaching and learning methods.

Developing Interpreter Trainees’ Speech Comprehensibility: Does Nativeness of the Instructor Matter?

This study examines the effect of native vs. non-native prosody instruction on developing interpreter trainees’ speech comprehensibility in English as a foreign language (EFL) using a pretest-posttest-delayed posttest design. Twenty-three groups of 28 interpreter trainees at a University in Iran (six different branches) took part in the study, all groups receiving the same amount of instruction (9 hours over 3 weeks). Three control groups listened to/viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of speaking tasks but received no specific prosody instruction. Twenty experimental groups spent part of the instruction time on theoretical explanation of, and practical exercises with, English prosody by thirteen nonnative instructors, and seven native instructors. Three experts evaluated the comprehensibility of the trainees in elicited speech samples collected during the pretest, immediate posttest and delayed posttest, and subsequently presented in random order. The findings revealed that the experimental groups gained between 1 and 2 points on the 0 to 10 comprehensibility scale, and lost little in the delayed posttest; however, hardly any changes were observed in the control groups. We conclude that native and non-native English instructors’ prosody teaching were equally effective in enhancing EFL students’ speech comprehensibility.

Teacher's experience on the use of Computer Technology in Teaching Mathematics in Public Secondary Schools in Nakuru Town Sub-Counties, Kenya

Classroom experience helps a teacher to understand the teaching environment. Effectiveness in instilling knowledge in students is through gaining experience in teaching. Teaching experience can be explained as a state of developing skills, training, and exposure that enables a professional teacher to be more effective while instructing. Classroom experience helps a teacher to understand the teaching environment. Effectiveness in instilling knowledge in students is through gaining experience in teaching. The use of computer technology enables a teacher to gain practical knowledge on actively engaging learners and establishing an interesting class experience. Despite this, teacher years of experience were found to be negatively associated with the amount of instruction especially when using technology with less experienced teachers achieving significantly higher scores. Existing literature shows that Computer Technology can enhance instruction if basic conditions of teacher experience are met. This paper establishes the efficacy of teachers' experience with the use of computer technology in teaching Mathematics This study employed descriptive research design. A sample of 10 Mathematics teachers, 10 Principals, and one CQASO was used. The data was collected using questionnaires and Lesson observation tools and interview schedules. Data collected was analyzed and presented in, frequencies, means, percentages, and tables. Qualitative data were analyzed thematically, transcribed, organized, and reported in a verbatim form where the researcher captured the spoken words of respondents during an interview while maintaining the exact words used. The findings show that the use of Computer Technology in the Teaching of Mathematics is more done by less experienced teachers.

Effect of pedagogic intervention in enhancing speech fluency by EFL students: A longitudinal study

The main goal of many students of English as a foreign language (EFL) is to be fluent in the target language, i.e. to be capable to transfer their thoughts smoothly and easily in different contexts. The present study examines the effect of pedagogic intervention on enhancing speech fluency in EFL using a pretest – immediate posttest – delayed posttest design. Two groups of 32 EFL students at a University in Iran took part in the study, receiving the same amount of instruction (18 hours over 18 weeks). The Control group listened to / viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of speaking skills tasks but received no fluency training. The Experimental group spent part of the time on fluency strategy training, encouraging the memorization, repetition, and retelling of the audio and video materials. Systematic interviews were run to assess the EFL learners’ speech fluency. The findings revealed that the fluency training significantly enhanced the EFL students’ speech fluency. The findings also show that students’ second language speech fluency development can be partly predicted by the fluency in their first language. These results have pedagogical implications for practitioners in EFL settings, material designers, and EFL instructors.

Primary school teachers’ judgments of their students’ monitoring and regulation skills

To help students improve their self-monitoring and self-regulation skills, teachers should have an accurate idea of how well students can monitor and regulate their learning. We investigated how accurately primary school teachers can judge their students’ monitoring and regulation accuracy and whether and how student characteristics are related to (the accuracy of) teacher judgments of student monitoring and regulation. Thirty-three teachers, teaching 9––10-year-old students, participated with their classes (N = 495 students). Students completed a multiplication and division task and made monitoring and regulation judgments before and after self-scoring their work. We measured (the accuracy of) teachers’ judgments of their students’ monitoring skills before self-scoring, and of their students’ regulation skills before and after self-scoring. Additionally, we measured teachers’ perceptions of student characteristics (e.g., conscientiousness, general mathematics ability, amount of teacher- student contact). Results showed that the teachers correctly estimated that, in general, their students made quite accurate monitoring and regulation judgments. However, they had difficulties with identifying those students who made substantially inaccurate monitoring and regulation judgments (for whom it is particularly important that the teachers can intervene). When taken together, teachers’ perceptions of student characteristics explained substantial variance in (the accuracy of) teacher judgments of students’ monitoring and regulation skills. Moreover, teacher judgments of students’ monitoring accuracy were more accurate when students were perceived to have learning problems or to be relatively more skilled in mathematics. These findings and measures can ultimately contribute to the design of interventions to help teachers judge and develop their students’ self-regulated learning skills.

The effect of providing feedback and feedforward in prosody instruction for developing listening comprehension skills by interpreter trainees

AbstractThe present study examines the effect of feedback (FB) and feedforward (FF) in prosody instruction for developing listening comprehension skills in the nonnative language by interpreter trainees, using a pretest–posttest–delayed posttest design. Three groups of 25 interpreter trainees at Bu‐Ali Sina University in Iran took part in the study, all groups receiving the same amount of instruction (10 h over 5 weeks). The control group listened to/viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of listening comprehension tasks but received no prosody instruction. The first experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody by an instructor by providing FB when teaching prosody while the second experimental group was provided FF when teaching prosody. Versions of Longman's Test of English as a Foreign Language English proficiency test (paper‐based) were used to assess listening comprehension at pretest, immediate posttest and delayed posttest. The findings revealed that the prosody instruction by providing FB enhanced the listening comprehension skills of the interpreter trainees more than by providing FF. The practical implications of the study would be that in the given circumstances where only limited curricular time is available for instruction and practice, a judicious choice can be made to lend priority to providing FB in prosody instruction for developing listening comprehension skills by interpreter trainees rather than to the providing FF.

Instruction Librarians’ Perceptions of the Faculty–Librarian Relationship

This study investigates instruction librarians’ perceptions of their relationships with teaching faculty. Respondents to a survey of U.S. instruction librarians indicated that they tended to agree that their teaching was valued and they had autonomy in what they taught. However, the often one-time nature of library instruction limited their effectiveness as teachers, and respondents felt that faculty did not view librarians’ teaching as equivalent to their own. Respondents also reported a disconnect between their professional identities and others’ viewpoints, describing having their teaching role minimized or misunderstood by others, especially faculty. Additionally, a relationship was found between some aspects of librarians’ perceptions of the faculty–librarian relationship and three separate factors: formal, non-library teaching experience; length of time as an instruction librarian; and librarians’ amount of teaching. This research sheds light on the complexities of this important relationship and helps instruction librarians understand how others’ views impact their professional identities.

The effect of fluency strategy training on interpreter trainees’ speech fluency: Does content familiarity matter?

The present study examines the effect of fluency strategy training on the speech fluency of interpreter trainees using a pretest-posttest-delayed posttest design. Moreover, it investigates whether content familiarity influences the students’ speech fluency or not. Two groups of 34 interpreter trainees at a University in Iran took part in the study, receiving the same amount of instruction (24 hours over 8 weeks, 90 minutes per session). The control group listened to/viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of speaking skills tasks but received no fluency training. The experimental group spent part of the time on fluency strategy training, encouraging the memorization, repetition, and retelling the audio and video materials discussed. Systematic interviews were run to assess the interpreter trainees’ speech fluency in two tasks. In one task the students were familiar with the contents they were asked to talk about; in the other one, they were not. The findings revealed that the fluency training significantly enhanced the interpreter trainees’ speech fluency. Furthermore, speech fluency was better when the students were familiar with the content compared with the condition in which they were not. Importantly, the positive effect of the dedicated fluency training program was larger when the students had to talk about familiar than about unfamiliar content. These results have pedagogical implications for practitioners in EFL settings, material designers, and interpreter training programs in training qualified future interpreters.

Exploring classroom practices associated with greater student engagement that may benefit low-income students in the early grades

Previous research has identified specific classroom practices that are associated with greater academic and self-regulation gains for students in prekindergarten (PreK) and kindergarten (K) classrooms. These practices include reducing time in transition, more time in sequential activities, more opportunities for associative and cooperative interactions, more math, teachers’ using higher levels of instruction, positive classroom climate, and more teacher listening to children. This cross-sectional study aims to determine whether these specific classroom practices are associated with higher student engagement. A secondary goal was to examine whether economically disadvantaged (ED) students in more engaged classrooms scored higher on measures of math, language, and literacy. Researchers collected individual student assessment data in math, language, and literacy for a sample of 407 PreK and K students and conducted day-long observations in their classrooms. In addition to collecting behavioral count data on the focal classroom practices, observers rated students’ engagement across the day. Results revealed that students who experienced more of the beneficial classroom practices also showed higher engagement. Covariate-adjusted standardized mean difference effect sizes showed the greatest differences for transition time, sequential activities, associative and cooperative interactions, teachers’ listening, the amount of instruction, behavior approvals, and teacher tone, indicating that students experiencing more of these practices were more engaged than students experiencing fewer of these practices. To address our secondary goal of exploring between-group differences on assessments, we created groups based on ED status and engagement (operationalized using a median split for student engagement). While assessment scores were higher for non-ED students than ED students, regardless of their level of engagement, based on the literature researchers expected that ED students who were more engaged would have higher scores on assessments than their less engaged counterparts. Contrary to this hypothesis, there were few differences across groups. The largest positive effect sizes were for math and vocabulary. ED students with higher engagement hadlower, not higher, scores on measures of literacy and passage comprehension. However, the magnitude of these effect sizes was small. Results provide preliminary evidence that these specific classroom practices are associated with greater student engagement.

The efficacy of segmental/suprasegmental vs. holistic pronunciation instruction on the development of listening comprehension skills by EFL learners

ABSTRACT The present study investigated the efficacy of segmental/suprasegmental vs. holistic pronunciation instruction in the development of listening comprehension skills by EFL learners, using a pre-test post-test design. Six groups of 20 intermediate EFL learners at a university in Iran took part in the study, all groups receiving the same amount of instruction (10 hours over 5 weeks). The control group listened to/viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of listening comprehension tasks but received no pronunciation instruction. Four experimental groups completed similar activities but during one third of the teaching time (20 minutes per class), received an explanation of segmental or suprasegmental features followed by production-focused or perception-focused practice. The final experimental group received holistic pronunciation instruction with mixed perception/production-focused practice for 20 minutes during each hour-long class. Versions of Longman’s TOEFL English proficiency test (paper-based) were used to assess listening comprehension at pre-test, immediate post-test and delayed post-test. The findings revealed that the holistic pronunciation instruction enhanced the listening comprehension skills of Iranian EFL learners more than separate segmental or suprasegmental training, with either perception or production-focused practice.

ANALOGIC NON-PROPERLY PREPARED TEACHERS VERSUS NOISY CONTAMINATED OPTICAL CHARACTER RECOGNITION REGARDING STUDENTS’ ACADEMIC PERFORMANCE, ADOPTING ARTIFICIAL NEURAL NETWORKS’ MODELING

This Research papers tackles an important and interestingly complex, and a challenging educational problematic phenomenon. Specifically, it addresses two analogously interrelated issues namely: the non-properly prepared teachers that characterized by undesirable impact on students' academic achievement inside classrooms. Additionally, Herein, this issue shown to be analogous to recognition process of noisy contaminated Optical Character Recognition (OCR). Briefly, this comparative study objectively illustrates analogous relationship between contaminated noisy information provided by non-properly prepared teaching process versus noisy contaminated (OCR) process By more details, various noisy power level values which changed in learning environment, results in considerable correspondence with different learning rate values. The unfavorable amount of teacher’s improperness is mapped similar to well-known communication technology term namely signal to noise (S/N) ratio. Which quantitatively measures the clarity degree related to received desired learning / teaching signal across the educational communication channel. In other words, it illustrates simulated outcome presented as percentage of lessons’ focusing degree versus # Neurons for different learning rate values. More properly. Performance of non-properly prepared teacher results in noisy information submitted to children’s brain in classrooms. Accordingly. it observed annoyance of learning environment and negatively affects the quality of children’s learning performance. Herein, this research work illustrates specifically the analogy between learning under noisy data environment in Artificial Neural Networks (ANNS) models versus the effect of physical environment on quality of education in classrooms. The observed non-properly prepared teachers' phenomenon in classrooms observed to have negatively undesired effect on the evaluated educational process performance. Analogously, the observed effect of additively contaminating noise power on any of map size made with the resolution of (3x3) pixels. These pixels were associated to diverse three English clear characters (T&L, or H) which originally written over (3x3) binary (black & white) digitized retina. Herein; obtained interesting findings shaded light over more complex challenging research directions towards in future more elaborated investigational study for such interdisciplinary observed educational phenomena.

SECONDARY SCHOOL TEACHERS’ EXPERIENCES ON PROCESSING TEACHER PERFORMANCE APPRAISAL

The present article reveals the findings received from the interview process of the secondary school teachers in Kazakhstan. The interview questions covered a wide range of issues: teachers’ awareness of the teacher performance appraisal system, preparedness to the National Qualification Test, and understanding of the stages in the performance appraisal process, accessibility and transparency of the information about performance appraisal in Kazakhstan. The findings reveal that there is a significant amount of teachers feeling inadequate or insufficient support from their educational institutions and a low level of autonomous and self-independent teachers’ work on getting prepared to the teachers’ performance appraisal process.

Research on Input-output Efficiency of Junior High School-A Case Study of DEA-OLS Model

Junior high school education has a strong influence on students’ first major decision in life, which leads to a large proportion of their investment in educational resources, so it is necessary to evaluate their comprehensive efficiency. Based on the questionnaire data of principals from 2014 school year to 2015 school year of China Education Tracking Survey, this paper uses DEA-OLS model to calculate and analyze the input-output efficiency of junior high schools, and finds that the input-output efficiency of junior high schools is low on average. Compared with computer students, the efficiency of teacher-student ratio has a significant negative impact. According to this, it is proposed that junior high schools should make their own adjustment plans in combination with teachers’ teaching quality and the amount of teachers’ resources, as well as the curriculum arrangement of students’ computer skills training and the amount of computer resources.

The Consequences of Conspiracy Theories in the Era of COVID-19

The COVID-19 pandemic has overtaken the lives of millions around the world. While this has helped the virtual technology make advances, it has restricted social beings to their households for over a year. It is only natural to want a change from the boring view of the house and the Olympics being conducted itself is one of the global feats that showcase the resilience of people to strive forward without letting the virus command their lives. With frustration predominating the powerful emotions, people are slowly beginning to resign to the acceptance of the dangers of the deadly virus with its constantly evolving nature. The latest delta variant is the most dangerous one so far. Despite the extensive research being carried out by various diligent scientists, the ultimate cure has yet to be found. Until then, our best hope is the vaccination and following the guidelines of social distancing and protection with masks. These are simple, common-sense rules that need the least amount of instruction yet people seem to find it hard to adhere to these new norms. There is increasing hesitancy and fear due to lack of research but if people can be brave enough to weather the perils of the virus at a universal scale, they should be able to brave the tiny prick as well.

Studies on factors influencing syntactic transfer in L3 acquisition

This paper examines the factors influencing syntactical transfer in TLA. There are several factors that influence syntactic transfer in TLA: linguistic (such as typology); individual (such as learners’ “attention control” and age); psycho-linguistic (such as psychotypology and the learners’ awareness of cognates); and other factors (such as L2 type and amount of instruction). In summary, it was found that negative syntactic transfer from both L1 and L2 to L3 occurs when (a) languages are typologically dissimilar (b) learners’ “attention control ability” is low, and (c) L2 level of proficiency and exposure is advanced and L3 level of proficiency is low. In contrast, positive syntactic transfer from L1 and L2 to L3 occurs when (a) languages are typologically similar, (b) students perceive these languages as similar, and (c) L1 and L2 level of proficiency is high and L3 level of proficiency is low. Additionally, the learners’ age was found to potentially influence the language (L1 or L2) from which the transfer occurs into L3: L3 adult learners may count more on their L2 as a source of positive syntactic transfer into L3 whereas children may count more on their L1 as a source of positive syntactic transfer into L3. Finally, it was found that when L1, L2, and L3 are equally proximate, it is the L2 that has the primary influence on positive and negative syntactic transfer in TLA.

The Prospects and Risks Connected with Increasing the Level of Self-Organisation in Students

The paper describes the method for increasing the level of self-organisation in students which has been developed by the author. It also contains the method testing results and presents the prospects and risks teachers could face while applying the method in a higher education institution. The purpose of this study is to find out the prospects and risks of applying the method for increasing the level of self-organisation in students and to determine the ways of reducing the risks. Methodology. The author points out the learning approaches which were the basis of developing the method and describes diagnostic methods for determining students’ self-organisation levels. The work focused on increasing each student’s initial level consists of a theoretical and a practical part and includes project activities on creating a study guide. The results of the study. The method developed proved to be effective. It was established by diagnosing the final level of self-organisation in students in the experimental and control groups. The paper considers the advantages of the method among which there is universal character, flexibility, improvements to teacher’s and students’ professional competence, etc. At the same time it is necessary to be aware of the risks due to the increased amount of teacher’s work and the fact that students’ work within the project tends to be monotonous. In conclusion, the prospects of the method for increasing the level of self-organisation in students are related to its advantages and the final results of the work. The risks of its use can be reduced with the help of the measures proposed in the paper.

Not Only Play: Experiences of Playing a Professor Character at College of Wizardry with a Professional Background in Teaching

This article investigates how participants that have played professor characters in the sandbox-style Nordic Larp College of Wizardry reflected on planning and conducting play-pretend lessons compared to their experiences of teaching in professional environments. Using the concepts of spillover, bleed, compensation, role conflict, and contrast, this article focuses on how such experiences can contain reversals of playful and serious motivational states. Data was obtained by interviewing nine participants from various countries: areas of subject expertise; amounts of teaching and larping experience; and levels of education (primary, secondary, tertiary, and vocational). Qualitative content analysis (Mayring 2002) was used to evaluate the guideline-structured interviews via a category system developed from a theoretical framework, combining the research findings of Fenstermacher et al. (2009), Apter (2008), Banner (1985), Biddle (1983 and 1979), Staines (1980) and Kando and Summers (1971). The results of this investigation show that all interviewees drew on their professional teaching experiences for planning and conducting play-pretend lessons at College of Wizardry. Despite the fictionality of the setting, interviewees identified several parallels, such as approaches to teaching and an awareness for student/player needs. Playing a professor at College of Wizardry with a professional background in teaching provided an opportunity to explore and experiment, due to the absence of expectations present in professional settings. Educators larping their role enjoyed more liberty, yet also encountered familiar real-world stress factors.

Relationships Between Learned Self-Regulatory Skills and Changes in Weight-Loss Behaviors: Mediation by Barriers Self-Efficacy

This study aimed to assess changes in learned self-regulatory skills and barriers self-efficacy associated with theory-based behavioral weight-loss treatments with different curricular emphases, and to evaluate mechanisms of short- and long-term changes in exercise and eating behaviors via self-regulatory skills usage to inform theory and improve lagging intervention effects. Women with obesity volunteered and were randomly allocated into 1-year community-based behavioral weight-loss treatments with either a high ( n = 37) or moderate ( n = 41) focus on building self-regulatory skills to overcome lifestyle barriers. They were periodically assessed on measures of exercise- and eating-related self-regulatory skill usage, exercise- and eating-related barriers self-efficacy, exercise outputs, fruit/vegetable intake, and body composition. Reductions in weight and waist circumference, increases in exercise- and eating-related self-regulation and barriers self-efficacy, and increases in exercise and fruit/vegetable intake were each significant overall, and significantly greater in the group with a high self-regulatory skills-building focus. Change in barriers self-efficacy significantly mediated relationships between self-regulation change and changes in exercise outputs and fruit/vegetable intake from both baseline–Month 6 and baseline–Month 12. Change in barriers self-efficacy also significantly mediated relationships between change in self-regulation for eating from baseline–Month 3 and long-term changes in self-regulation for eating. Findings supported tenets of social cognitive, self-efficacy, and self-regulation theories: and indicated the importance of emphasizing, and facilitating a high amount of instruction and rehearsal time for self-regulatory skills development within behavioral weight-loss treatments. The ability to nurture self-efficacy through overcoming lifestyle barriers was also indicated.