Self-regulated Models Research Articles

DAVOS: Dwarf Active Galactic Nuclei from Variability for the Origins of Seeds: Properties of Variability-selected Active Galactic Nuclei in the COSMOS Field and Expectations for the Rubin Observatory

We study the black hole mass–host galaxy stellar mass relation, M BH–M *, of a sample of z < 4 optically variable active galactic nuclei (AGNs) in the COSMOS field. The parent sample of 491 COSMOS AGNs were identified by optical variability from the Hyper Suprime-Cam Subaru Strategic Program (HSC-SSP) program. Using publicly available catalogs and spectra, we consolidate their spectroscopic redshifts and estimate virial black hole masses using broad-line widths and luminosities. We show that variability searches with deep, high-precision photometry like the HSC-SSP can identity AGNs in low-mass galaxies up to z ∼ 1. However, their black holes are more massive given their host galaxy stellar masses than predicted by the local relation for active galaxies. We report that z ∼ 0.5–4 variability-selected AGNs are meanwhile more consistent with the M BH–M * relation for local inactive early-type galaxies. This result is in agreement with most previous studies of the M BH–M * relation at similar redshifts and indicates that AGNs selected from variability are not intrinsically different from the broad-line Type 1 AGN population at similar luminosities. Our results demonstrate the need for robust black hole and stellar mass estimates for intermediate-mass black hole candidates in low-mass galaxies at similar redshifts to anchor this scaling relation. Assuming that these results do not reflect a selection bias, they appear to be consistent with self-regulated feedback models wherein the central black hole and stars in galaxies grow in tandem.

Self-blended learning and self-regulated learning models in developing the quantitative skills in statistics

Self-blended learning and self-regulated learning models in developing the quantitative skills in statistics

Considerations in Designing and Validating the Diagnostic Inventory for Self-Regulated Language Learning (DISLL): Status of the Process

This article describes a new questionnaire, the “Diagnostic Inventory for Self-Regulated Language Learning” (DISLL), for assessing self-regulated learning strategies of students of English as an additional language. We discuss self-regulated learning models, evaluate existing questionnaires for assessing language learners’ self-regulated strategy use, and present a rationale for the DISLL. We explain Zimmerman’s (2000) three-phase model, adapted with simplified phase names: planning, doing, and reflecting. Every DISLL phase starts with a brief scenario to help learners judge how often they employ each strategy in that phase. Already completed are a review of the DISLL 1.0 by 18 international researchers, the step-by-step creation of the DISLL 1.1, and the profiling of vocabulary in the DISLL 1.1 to ensure the simplicity necessary for intermediate-level learners. We present an argument-based validation framework, to be supported by piloting the DISLL 1.2 in Iran, Saudi Arabia, Spain, and Poland and even broader piloting of the DISLL 1.3. Statistical analyses will involve quantitative methods, e.g., exploratory and confirmatory factor analysis, reliability analysis, and confirmatory composite analysis. At least one site will also use qualitative think-aloud protocols. The DISLL will be released into the public domain for free use after version 1.3.

Self-regulatory processes within and between diverse goals: The multiple goals regulation framework

As the pursuit of multiple goals is an inescapable reality in everyday life, students are consistently challenged to self-regulate toward achieving an array of academic goals as well as social and well-being goals. Nevertheless, prominent self-regulated learning models are limited in explaining and guiding how students can self-regulate in the context of multiple goals. Hence, we developed the multiple goals regulation framework that reconceptualizes how students establish, pursue, and adapt an array of goals. We illustrate specific processes (e.g., goal prioritizing, goal shielding, goal switching) that students can engage in to self-regulate both within and between goals. The new framework contributes to the literature in three main ways. First, we challenge the traditional conceptualization of effective self-regulated learning that focuses on the persistent pursuit of a single academic goal without considering the interdependent nature of goals. Second, we facilitate a sustainable and adaptive cycle of self-regulatory processes by highlighting the importance of navigating and negotiating between multiple academic and nonacademic goals. Finally, our effort offers a more inclusive understanding of students’ lived experiences by acknowledging a diverse set of goals that are closely attached to their social and cultural identities.

Incorporating Learners’ Digital Trace Data into Self-Regulated Learning Research

ABSTRACT Being able to self-regulate is critical for students to succeed in online learning due to the isolated nature of online learning. With the development of technology and online education, learners’ digital trace data can be collected and used to improve teaching and learning. Based on a comprehensive literature review of existing self-regulated learning models and measurements and related research, this paper proposed a comprehensive theoretical framework for self-regulated learning research in online learning environments by incorporating learners’ digital trace data from learning management systems. The theoretical framework provides a fundamental understanding for interpreting and the use of digital trace data for educational research.

Are Mastery-Oriented College Students Better Time Managers?

Goal orientation and time management have been major components of most self-regulated learning models. They are also especially relevant for adaptative outcomes in the field of education. Goal orientation and time management have traditionally been measured through self-reports, and, although few studies have explored both variables, a positive and significant relation between them has been reported. However, it has been questioned whether people can provide accurate information about their own behavior. Therefore, there is a need for new and less subjective measures to assess these variables. In the present work, we administered objective tests to study goal orientation and time management to expand upon previous findings. Results indicated that goal orientation and time management measured objectively show a positive and significant relation. Mastery-oriented students manage their time more efficiently. Performance-oriented students tend to complete activities with lower values and initiate more task interruptions, resulting in less efficient time management.

Higher Education Instructors' Usage of and Learning From Student Evaluations of Teaching - Do Achievement Goals Matter?

Identifying what motivates and hinders higher education instructors in their self-regulated learning from student evaluations of teaching (SETs) is important for improving future teaching and facilitating student learning. According to models of self-regulated learning, we propose a model for the usage of SETs as a learning situation. In a longitudinal study, we investigate the associations between achievement goals and the usage of and learning from SETs in the context of higher education. In total, 407 higher education instructors (46.4% female; 38.60 years on average) with teaching commitments in Germany or Austria reported their achievement goals in an online survey. Out of these participants, 152 instructors voluntarily conducted SET(s) and subsequently reported their intentions to act on the feedback and improve future teaching in a short survey. Using structural equation modeling, we found, in line with our hypotheses, that learning avoidance, appearance approach, and appearance avoidance goals predicted whether instructors voluntarily conducted SET(s). As expected, learning approach and (avoidance) goals were positively associated with intentions to act on received SET-results and improve future teaching. These findings support our hypotheses, are in line with assumptions of self-regulated learning models, and highlight the importance of achievement goals for instructors’ voluntary usage of and intended learning from SET(s). To facilitate instructors’ learning from SET-results, our study constitutes a first step for future intervention studies to build on. Future researchers and practitioners might support instructors’ professional learning by encouraging them to reflect on their SET-results.

Self-Regulated Learning and Technology-Enhanced Learning Environments in Higher Education: A Scoping Review

This paper seeks to identify the characteristics of studies of self-regulated learning that consider the use of technology-enriched environments in higher education. To this end, a review was conducted of the scientific literature during the period 2015–2021 in various scientific databases. The analysis identified 42 research papers that met the inclusion and exclusion criteria. The results show that this topic has been gaining interest among researchers and the main strategies developed to self-regulate students in academic virtual environments. On the other hand, classical self-regulated learning models underpin most of the studies reviewed; Zimmermann’s approaches, or those derived from his work, are the most frequent. As regards the methodology adopted, the preferred focus is quantitative; the questionnaire is the most used for data collection. Most of the research was carried out with students studying for different university degrees; the most-analysed technology tools were LMS platforms.

An analysis of internal and external feedback in self-regulated learning activities mediated by self-regulated learning tools and open learner models

In self-regulated learning (SRL), students organize, monitor, direct, and regulate their learning. In SRL, monitoring plays a critical role in generating internal feedback and thus adopting appropriate regulations. However, students may have poor SRL processes and performance due to their poor monitoring. Researchers have suggested providing external feedback to facilitate better student SRL. However, SRL involves many meta-cognitive internal processes that are hidden and difficult to observe and measure. This study proposed a SRL model to illustrate the relationship among external SRL tools, internal SRL processes, internal feedback, and external feedback. Based on the model, this study designed a system with SRL tools and open leaner models (OLMs) to assist students in conducting SRL, including self-assessing their initial learning performance (i.e. perceived initial performance and monitoring of learning performance) after listening to a teacher’s lecture, being assessed by and receiving external feedback from the OLM (i.e. actual performance) in the system, setting target goals (i.e. desired performance) of follow-up learning, conducting follow-up learning (i.e. strategy implementation), and evaluating their follow-up learning performance (i.e. perceived outcome performance and strategy outcome monitoring). These SRL tools also externalize students’ internal SRL processes and feedback, including perceived initial, desired, and perceived outcome performances, for investigation. In addition, this study explores the impact of external feedback from the OLM on students’ internal SRL processes and feedback. An evaluation was conducted to record and analyze students’ SRL processes and performance, and a questionnaire was administered to ask students about their SRL processes. There are three main findings. First, the results showed that students often have poor internal SRL processes and poor internal feedback, including poor self-assessment, inappropriate target goals, a failure to conduct follow-up learning, and a failure to achieve their goals. Second, the results revealed that the SRL tools and external feedback from the OLM assisted most students in SRL, including monitoring their learning performance, goal-setting, strategy implementation and monitoring, and strategy outcome monitoring. Third, some students still required further support for SRL.

Programa "rema" y educación emocional: implementación educativa mediante aprendizaje autorregulado

El presente estudio se ha centrado en un grupo de estudiantes pertenecientes al programa de éxito educativo implementado en la Comunidad Autónoma de Extremadura, denominado “REMA”. Esta nueva medida de atención a la diversidad se desarrolla en la etapa de E.Primaria, en concreto de 3º a 6º curso, dada la necesidad de responder a los crecientes problemas de aprendizaje desde tempranas edades. En esa dirección y relacionado con el aprendizaje autorregulado, proponemos la aplicación de un programa de intervención que promueva una eficiente gestión de las emociones ya que éstas afectan al trabajo diario de cada alumno, a las interacciones del grupo-clase, y por supuesto al rendimiento académico final. Siendo el eje emocional fundamental para la resolución pacífica de conflictos así como la inclusión democrática en la sociedad. El objetivo, por tanto, de este estudio exploratorio obedece a esa actual demanda investigadora, puesto que nuestros alumnos deben aprender a gestionar adecuadamente sus emociones, las cuales están modulando el éxito de su particular proceso psicoeducativo como una competencia más a desarrollar. Los resultados obtenidos han demostrado la eficacia de la propuesta de intervención aplicada en los 8 estudiantes del grupo experimental, consiguiendo éstos una actitud más positiva y un control más adecuado de sus emociones. Todo lo cual demuestra que la educación emocional supone un aspecto imprescindible dentro del aprendizaje escolar, y que su intervención específica sistemática otorga un valor tremendamente importante para los modelos de aprendizaje autorregulado existentes.

Dynamical Equilibrium in the Molecular ISM in 28 Nearby Star-forming Galaxies

Abstract We compare the observed turbulent pressure in molecular gas, P turb, to the required pressure for the interstellar gas to stay in equilibrium in the gravitational potential of a galaxy, P DE. To do this, we combine arcsecond resolution CO data from PHANGS-ALMA with multiwavelength data that trace the atomic gas, stellar structure, and star formation rate (SFR) for 28 nearby star-forming galaxies. We find that P turb correlates with—but almost always exceeds—the estimated P DE on kiloparsec scales. This indicates that the molecular gas is overpressurized relative to the large-scale environment. We show that this overpressurization can be explained by the clumpy nature of molecular gas; a revised estimate of P DE on cloud scales, which accounts for molecular gas self-gravity, external gravity, and ambient pressure, agrees well with the observed P turb in galaxy disks. We also find that molecular gas with cloud-scale in our sample is more likely to be self-gravitating, whereas gas at lower pressure it appears more influenced by ambient pressure and/or external gravity. Furthermore, we show that the ratio between P turb and the observed SFR surface density, , is compatible with stellar feedback-driven momentum injection in most cases, while a subset of the regions may show evidence of turbulence driven by additional sources. The correlation between and kpc-scale P DE in galaxy disks is consistent with the expectation from self-regulated star formation models. Finally, we confirm the empirical correlation between molecular-to-atomic gas ratio and kpc-scale P DE reported in previous works.

Project Based Self-Regulated Learning as a Parenting Model to Increase the Attitude of Responsibility of Children Age 5-6 Years

Stimulating the attitude of responsibility to the child, should the child be given tasks that the child should accomplish. The Treatment that can be given to children is by using the concept of learning model project based learning. In addition, the child is also able to regulate or control himself. So the children know and work on their duties. This is called self-regulated learning, the child is able to choose decisions and self-control, self-initiated initiatives that include goal setting and setting efforts to achieve objectives, management of time, and set Physical and social environments. This research was done to find how the project based learning role when associated with self-regulated learning in the attitude of responsibilities of children age 5-6 years. This research method uses experimental research by testing the use of project-based self-regulated learning models on the child's responsibility. Based on the test results done then it is derived that the model of project based self-regulated learning can significantly improve the attitude of children’ responsibility. The attitude of responsibility will change significantly when the treatment is repeatedly done to children.

Predicting transfer from a game-based learning environment

This study examined the predictive impact of variables from self-regulated learning models on transfer following multiple gameplay sessions in a classroom game-based learning environment (GBLE). The game focused on science curriculum including map models, map navigation, and landforms. Fifth-grade students (N = 594) interacted with CRYSTAL ISLAND - UNCHARTED DISCOVERY during six 50-min sessions over four weeks integrated with classroom instruction. The transfer activity required students to create an island on grid paper that included at least seven different landforms, a map navigation activity created for peers, and an attached map scale model. Results of multiple regression analyses revealed that when other variables were accounted for, none of the measured motivational variables including interest for the game, performance-approach goal orientation, mastery-approach goal orientation, or self-efficacy for science were significant positive predictors of transfer. Interestingly, video game self-efficacy was a significant negative predictor of transfer performance. Prior knowledge and change in science knowledge after gameplay were also significant predictors of transfer. Girls performed as well as boys on the transfer task despite completing less game quests and had significantly lower posttest content scores. Interest was a consistent predictor of performance for girls but not boys for in-game performance, posttest content scores, and transfer scores. Regression models were systematically less able to predict performance moving from content knowledge, to in-game performance, to transfer. Implications for the design of GBLEs to facilitate transfer are discussed.

Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement

Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative judgement is the capacity to be able to judge the work of oneself and that of others, which implies developing knowledge about one’s own assessment capability. A focus on evaluative judgement helps us to better understand what is the influence of assessment practices in the regulation of learning. In this paper, we link evaluative judgement to two self-regulated learning models (Zimmerman and Winne) and present a model on the effects on co-regulation of learning. The models help us to understand how students can be self-regulated through developing their evaluative judgement. The co-regulation model visualises how the learner can become more strategic in this process through teacher and peer assessment in which assessment knowledge and regulation strategies are shared with the learner. The connections we make here are crucial to strengthening our understanding of the influence of assessment practices on students’ learning.

Development of a Neuropsychological Rehabilitation Program for Executive Functions in Students with Developmental Dyslexia

Neuropsychological rehabilitation and self-regulated learning models are commonly used in intervention programs for students with learning disorders. However, systematic programs with this same objective are scant. Here we describe the development and evaluation of a neuropsychological rehabilitation program for the executive functions of students with dyslexia. The program is separated in stages comprising: theoretical basis foundation, definition of session structures and development of support material, evaluation by three expert judges, revision, and elaboration of the final version. The final program consists of thirty sessions divided into four modules, including (1) psychoeducation; (2) orientation for parents and teachers; (3) executive functions applied to study competencies; and (4) executive functions applied to reading comprehension. Judges evaluated 53 items associated with theoretical basis, clinical principles, support material and modules. The items were distributed on the Likert scale as inadequate (0), partially adequate (1), and adequate (2). Five items had an agreement index of 67%, the rest had 100%. The Kappa coefficients were “excellent” (theoretical basis, clinical principles and orientation module) or “satisfactory” (support materials, psycho-education modules, competencies and reading). Suggestions from the judges were incorporated into the program’s final version. A discussion of our results sheds light on the possible implications of the program for the stimulation of executive functioning in developmental dyslexia.

The effect of self-regulated learning on sixth-grade Turkish students’ mathematics achievements and motivational beliefs

This study examined the effect of self-regulated learning on sixth-grade Turkish students’ mathematics achievements and motivational beliefs. Both quantitative and qualitative research methods were used in the study. Participants included sixth-grade students attending at TOKİ 125. Year Middle School in Nevşehir (Turkey) during the 2014–2015 academic year. Two classes of the school were randomly appointed as experimental group (6B, 22 students) and control group (6C, 23 students), respectively. The experimental process went on for 12 weeks. Instructional activities developed according to Zimmerman’s cyclical model, one of the self-regulated learning models, were applied with experimental group students, meanwhile regular curriculum of MEB (Ministry of National Education) was delivered to control group students. The sub-dimensions of self-efficacy and goal orientations were included in the research under motivational beliefs aspect, which is one of the most essential aspects of self-regulated learning. The quantitative findings indicated a significant difference in favor of experimental group with regard to mathematics achievements and motivational beliefs. The qualitative data obtained through interviews and document analysis during and after the experimental process further revealed that students started to see math as fun, like it more, grasp the importance of it in everyday life, build more self-confidence, set specific targets for themselves, and monitor their learning process.

Autorregulação da aprendizagem: contribuições da psicologia educacional para a formação de professores

A aprendizagem autorregulada é um construto que vem ganhando destaque na Psicologia Educacional, nos dias de hoje, uma vez que engloba vários aspectos imprescindíveis à aprendizagem no contexto educativo. Assim, tendo como referencial teórico os principais modelos de aprendizagem autorregulada, os objetivos deste artigo são: 1- descrever e analisar os fundamentos da aprendizagem autorregulada e seus conceitos-chave; 2- mostrar a relevância desse constructo para a formação de professores. Tem-se em vista contribuir não só para uma formação de professores com essas qualidades, mas também para a construção de uma cultura educacional que fomente a promoção da autorregulação da aprendizagem como meta fundamental dos projetos psicopedagógicos das escolas.

¿Cómo autorregulan nuestros alumnos? Modelo de Zimmerman sobre estrategias de aprendizaje

The use of learning strategies is crucial for students’ academic performance and promoting deeper learning approaches. The self-regulated learning models offer comprehensive theoretical backgrounds. These enable more holistic approaches to the use of learning strategies. In this paper, Zimmerman’s (2000; 2003; Zimmerman &amp; Moylan, 2009) cyclical model of self-regulated learning is described and analysed as one of the most comprehensive. The model is grounded in social cognitive theory and is comprised of three phases (forethought, performance and self-reflection) with a special focus on the influences of motivation on self-regulation. The different processes included in the model are analysed here in detail. Zimmerman’s framework is considered in relation to other self-regulated learning models in order to recognize its importance in theory and practice.

The region of proximal learning heuristic and adult age differences in self-regulated learning.

Younger, middle-aged, and older adults were asked to study 36 Chinese-English vocabulary pairs of different complexity levels from grids where presentation order was randomized and no information about item complexity was provided. Of interest was whether participants' item selection and study time allocation would initially favor simple items, as predicted by Metcalfe's (2002) region of proximal learning (RPL) model, or complex items, as suggested by the discrepancy reduction model (DRM; Nelson & Leonesio, 1988), when participants had to select items based on something other than similarity to English. Each age group gauged item complexity similarly and made a similar use of the RPL heuristic in initial selection and study behaviors. However, older adults were more likely to restudy and allocate more time to simpler items, suggesting that, at least for restudy, older adults particularly relied on the RPL heuristic. Results are discussed in terms of self-regulated learning models.

AGN feedback in galaxy groups: the delicate touch of self-regulated outflows

AGN heating, through massive subrelativistic outflows, might be the key to solve the long-lasting `cooling flow problem' in cosmological systems. In a previous paper, we showed that cold accretion feedback and, to a lesser degree, Bondi self-regulated models are in fact able to quench cooling rates for several Gyr, at the same time preserving the mainc ool core features, like observed density and temperature profiles. Is it true also for lighter systems, such as galaxy groups? The answer is globally yes, although with remarkable differences. Adopting a modified version of the AMR code FLASH 3.2, we found that successful 3D simulations with cold and Bondi models are almost convergent in the galaxy group environment, with mechanical efficiencies in the range 5.e-4 - 1.e-3 and 5.e-2 - 1.e-1, respectively. The evolutionary storyline of galaxy groups is dominated by a quasi-continuous gentle injection with sub-Eddington outflows (with mechanical power and velocity around 1.e44 erg/s and 1.e4 km/s). The cold and hybrid accretion models present, in addition, very short quiescence periods, followed by moderate outbursts (10 times the previous phase), which generate a series of 10-20 kpc size cavities with high density contrast, temperatures similar to the ambient medium and cold rims. After shock heating, a phase of turbulence promotes gas mixing and diffusion of metals, which peak along jet-axis (up to 40 kpc) during active phases. At this stage the tunnel, produced by the enduring outflow (hard to detect in the mock SBx maps), is easily fragmented, producing tiny buoyant bubbles, typically a few kpc in size. In contrast to galaxy clusters, the AGN self-regulated feedback has to be persistent, with a `delicate touch', rather than rare and explosive strokes. This evolutionary difference dictates in the end that galaxy groups are not scaled-down versions of clusters.