Zimmerman's Model Research Articles

Investigating Smartphone Empowerment for Self-Regulated Learning in English Language Acquisition: A Descriptive Study

This study investigates the perceptions of undergraduate English Language Education students on the utilization of smartphones for self-regulated learning and the acquisition of the English language. The study investigates the ways in which smartphones facilitate the learning of English language through self-directed techniques, using Zimmerman's model of self-regulation and the MALL framework as theoretical basis. An exploratory investigation including 110 students was conducted to analyze their experiences, perspectives, and practices in utilizing language learning applications. The findings indicate a range of levels of knowledge and usage, with students generally acknowledging that smartphones are valuable tools for improving language acquisition through self-regulation. Analysis based on Zimmerman's model yields high average scores (3.42-3.51) for forethought, performance, and reflection & evaluation, indicating students engage in self-regulated learning practices. According to the MALL framework analysis, task design and design characteristics, all received high ratings (ranging from 3.42 to 3.68). This indicates that the app features effectively promote self-regulated learning activities. This study emphasizes the crucial role that smartphones play in promoting self-regulated learning practices and enhancing the acquisition of the English language among university students

Examining teacher candidates’ self-determined motivation to develop self-regulated learning promoting practices

The development of self-regulated learning leads to positive academic, social, and emotional outcomes for learners. For many educators, teaching towards self-regulated learning is challenging. This study investigated contextual and motivational features within teacher education programs that support or hinder teacher candidates' motivation to development self-regulated learning practices. Zimmerman's model of self-regulated learning (2008), along with Perry, Hutchinson, and Thauberger’s (2008) descriptions of self-regulated learning practices and Ryan and Deci's (2017) self-determination theory informed this process. Codes and categories drawn from interviews, documents, and in-class observations and reported upon in previously published work was analyzed to identify themes that are supportive or constraining of teacher candidates' motivation to develop practices that foster self-regulated learning in the classroom. Results reveal five themes: (a) opportunities for teacher candidates to see their school mentors' formation of classroom participation structures, (b) the provision of freedom for teacher candidates to experiment with practices along with in-situ scaffold support, (c) adequate support for teacher candidates to integrate self-regulated learning content into their practice, (d) teacher candidates' perceptions of alignment across their learning experiences, and (e) adequate time and support for teacher candidates to establish relationships in their practicum settings.

Evolution Law of Structural Form and Heat Transfer Performance of Thermal Insulation System.

Building thermal insulation and energy conservation have become urgent problems in the field of civil engineering because they are important for achieving the goal of carbon neutralization. Thermal conductivity is an important index for evaluating the thermal insulation of materials. To study the influence of different porosity levels on the thermal conductivity of materials, this paper established a random distribution model using MATLAB and conducted a comparative analysis using COMSOL finite element software and classical theoretical numerical calculation formulas. The thermal conductivity of composite materials was determined based on a theoretical calculation formula and COMSOL software simulations, and the theoretical calculation results and simulation results were compared with the measured thermal conductivity of the composites. Furthermore, the influence of the width of the gaps between the materials on the heat transfer process was simulated in the fabricated roof structure. The results showed the following: (1) The thermal conductivity values calculated using the Zimmerman model were quite different from those calculated using the Campbell-Allen model and those calculated using the COMSOL software; (2) The thermal conductivity values calculated using the theoretical calculation formula were lower than the measured data, and the maximum relative error was more than 29%. The COMSOL simulation results were in good agreement with the measured data, and the relative error was less than 5%; (3) When the gap width was less than 60 mm, it increased linearly with the heat transfer coefficient. The heat transfer coefficient increased slowly when the gap width was greater than 60 mm. This was mainly due to the thermal bridge effect inside the insulation system. Based on these research results, a thermal insulation system was prepared in a factory.

Enhancing trainee clinical scientists' self‐regulated learning in the workplace

BackgroundTrainee health professionals must be competent self‐regulated learners, particularly when learning in busy, unpredictable clinical settings. Whilst research indicates self‐regulated learning (SRL) is influenced both by learners' individual actions and their interactions with others, how these combine to foster SRL requires further exploration. We have used Zimmerman's learner‐focused SRL model and the situative perspective of communities of practice (CoPs) to investigate how UK trainee clinical scientists regulate their learning. Our aims were to develop a holistic understanding of SRL in the clinical workplace incorporating both individual and social aspects and to suggest ways of maximising learning for trainee clinical scientists and other health professionals.MethodsSemi‐structured interviews were conducted with 13 trainees on the Scientist Training Programme. Transcripts were analysed both inductively and deductively (abductively) using Zimmerman's model and CoPs to explore how trainees regulate their learning.ResultsThematic analysis yielded four themes: approach to learning, engagement and execution of tasks in practice; self‐reflection and reaction; and autonomy and role construction. Themes linked concepts from Zimmerman's model and CoPs, as illustrated by our trainee–workplace congruence model. Our model suggests optimal conditions for SRL, and we highlight the importance of trainers in supporting trainee development.ConclusionsOur trainee–workplace congruence model links concepts from Zimmerman's model and CoPs to provide a framework for understanding how trainee clinical scientists regulate their learning and navigate its social aspects. Whilst trainees must take responsibility for their learning, trainers can facilitate SRL through attention to trainee‐workplace ‘fit’ and encouraging trainee participation in communities of practice.

An examination of the self‐regulation for science learning of middle school students with different achievement levels

AbstractThis research aims to examine the self‐regulation of students with different achievement levels toward science learning based on Zimmerman's model including three phases: forethought, performance, and self‐reflection. The research was conducted based on the case study from the qualitative research method. The study group consisted of 12 students who have different academic achievement levels and are studying at different levels of a middle school in Kayseri province, Turkey. The data of the research were collected through semistructured interviews and analyzed using content analysis. It was determined that each phase of self‐regulation was not compatible with academic achievement, and individual differences came to the fore in students' self‐regulation. The authors concluded that a student's level in all subdimensions of self‐regulation was not the same. They also found that not only academic achievement affected the subdimensions of self‐regulation, but also individual factors and differences.

Predictive mixing law models of rock thermal conductivity: Applicability analysis

Thermal conductivity is defined as the ability of a material to conduct the heat. Rock thermal conductivity is influenced by several parameters such as mineral composition, geometrical factors, porosity, and saturation condition. Value of the rock thermal conductivity is necessary in all thermal processes in petroleum engineering such as thermal methods of enhanced oil recovery. Laboratory measurement of the thermal conductivity of rock samples is time-consuming and expensive. Therefore, a large number of correlations and models have been presented to predict the rock thermal conductivity. These correlations and models are divided into three categories, i.e. mixing models, empirical and semi-empirical correlations, and theoretical models.In this paper, it was attempted to investigate 15 different predictive mixing models of rock thermal conductivity and examine their applications for different rock types and different saturation conditions using 159 collected data points. Validity and applicability of these predictive models were discussed using graphical and statistical error analysis. Results indicated that geometric mean model and Albert model can provide an accurate estimation of rock thermal conductivity with average absolute relative deviation (AARD) of 11.58% and 13.87%, respectively. Moreover, the applicability of each model was evaluated for different conditions of rock type and saturation. This evaluation revealed that Walsh, Alishaev, and Zimmerman models are more accurate than geometric mean model and Albert model for some specific conditions of rock type and saturation. Indeed, Walsh model is the best predictive thermal conductivity model for air saturated crystalline rocks, Alishaev model is the best model for predicting thermal conductivity of water saturated crystalline rocks and Zimmerman model provides the best estimation of the thermal conductivity of water saturated dolomite rocks. It should be noted that structural properties, which affect the rock thermal conductivity, are not considered in the mixing models which is the main limitation of this type of predictive models.

Metacognition, calibration, and self-regulated learning: an exploratory study of undergraduates in a business school

ABSTRACTSelf-regulated learning (SRL) is a fertile ground for research into learning in higher education. Until now, the dominant research methodology has concentrated on quantitative analyses of separate components within the Zimmerman model with the aim of isolating possible factors in learning trajectories and evaluating their relative importance in the process of learning. Recent approaches to SRL research have sought not only to measure students’ progress, but also to investigate how interventions may generate a positive impact on learning from a qualitative perspective. This research adopted a qualitative approach, and so contributes to the creation of new avenues for SRL research. The research, conducted over two years in a business school at a post-1992 university, involved students enrolled on undergraduate degree in an evaluation of learning diary as a learning aid. The findings suggest that learning diaries may provide scaffolding support for students, especially those who lack confidence.

Proposing a Model of Co-Regulated Learning for Graduate Medical Education.

Primarily grounded in Zimmerman's social cognitive model of self-regulation, graduate medical education is guided by principles that self-regulated learning takes place within social context and influence, and that the social context and physical environment reciprocally influence persons and their cognition, behavior, and development. However, contemporary perspectives on self-regulation are moving beyond Zimmerman's triadic reciprocal orientation to models that consider social transactions as the central core of regulated learning. Such co-regulated learning models emphasize shared control of learning and the role more advanced others play in scaffolding novices' metacognitive engagement.Models of co-regulated learning describe social transactions as periods of distributed regulation among individuals, which instrumentally promote or inhibit the capacity for individuals to independently self-regulate. Social transactions with other regulators, including attending physicians, more experienced residents, and allied health care professionals, are known to mediate residents' learning and to support or hamper the development of their self-regulated learning competence. Given that social transactions are at the heart of learning-oriented assessment and entrustment decisions, an appreciation for co-regulated learning is likely important for advancing medical education research and practice-especially given the momentum of new innovations such as entrustable professional activities.In this article, the author explains why graduate medical educators should consider adopting a model of co-regulated learning to complement and extend Zimmerman's models of self-regulated learning. In doing so, the author suggests a model of co-regulated learning and provides practical examples of how the model is relevant to graduate medical education research and practice.

Self-adaptive flaps on low aspect ratio wings at low Reynolds numbers

Self-adaptive flap is a bio-inspired passive flow control device which emulates the covert feathers of birds in a most rudimentary form. An exploratory study to ascertain the effectiveness of these self-adaptive flaps in delaying flow separation on low aspect ratio wings of three different planforms were carried out in a low speed wind tunnel at a Reynolds number of 105 based on their root chord. Flap widths between 0.08c and 0.15c; placement location between 0.4x/c and 0.8x/c were investigated. The flapped configurations exhibit good stall margin and higher CLmax in most cases. The chordwise placement location of adaptive flap for better lift enhancement varies with planform. Adaptive flap placed at the maximum span location on varying span planform exhibits better lift characteristics than flap placed at other chordwise location. However, for a constant span planform like rectangle, chordwise location close to trailing edge seems to be optimal for flap placement. No detrimental effects are observed in the drag characteristics of the single flapped configurations of rectangular and inverse Zimmerman planform. However, significant drag increase is observed for the flapped configurations of Zimmerman model and double flapped configurations. The temporal behavior of the adaptive flap is aperiodic. Spectral analysis of the flap oscillation shows multiple dominant frequencies between 10 Hz and 50 Hz for different angles of attack for both rectangular and inverse Zimmerman planform. The peaks occur at same frequencies for most angles of attack irrespective of planform. Skin friction pattern obtained from oil flow visualization experiments shows that the separation bubble which extends the entire chord for clean model at post-stall angles of attack, is contained upstream of the flap which leads to better post-stall lift characteristics.

Critical Synthesis Package: Self-Regulated Learning Perception Scale (SRLPS)

OPEN ACCESSOctober 23, 2013Critical Synthesis Package: Self-Regulated Learning Perception Scale (SRLPS) Tai Lockspeiser, MD Tai Lockspeiser, MD University of Colorado School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9585 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractThis Critical Synthesis Package contains: (1) a Critical Analysis of the psychometric properties and the application to health science education of the Self-Regulated Learning Perception Scale (SRLPS), and (2) a copy of the SRLPS instrument and the scoring instructions developed by Sevgi Turan, PhD.The SRLPS is a 41-item scale designed to measure medical students' self-regulated learning skills with a four factor structure consisting of: Motivation and Action to Learning, Planning and Goal Setting, Strategies for Learning and Assessment, and Lack of Self-Directedness. All 41 items are scored on a 5-point Likert scale from 1 (strongly disagree) to 5 (strongly agree). The total score ranges from 41 to 205. Higher scores on the scale indicate higher self-regulated learning skills. To date, there has been minimal validity evidence gathered to support the use of this scale, as only two studies with Turkish medical students have used it. This poses a particular challenge for use with English speaking students and supports the need for additional validity evidence using English speaking medical students from different countries. In addition, it would be helpful if the scale and dimensions were more directly connected with Zimmerman's model of self-regulated learning that suggests that there are three main sub-processes to learning: (1) forethought, (2) performance, and (3) self-reflection. Additional validity evidence for the relationship to other variables could be obtained by comparing scores on this scale with the Self-Directed Learning Readiness Scale, as that scale has been more widely studied in diverse populations of medical and nursing students, and assesses a similar construct. Educational Objectives To describe the purpose and basic properties of the Self-Regulated Learning Perception Scale (SRLPS), including number of items and scales, and psychometric properties;To describe the application of the SRLPS to the field of health sciences education;To evaluate the relative strengths and weaknesses of the SRLPS; andTo provide the SRLPS and supplemental materials to aid in its administration. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Critical Analysis of the Self-Regulated Learning Perception Scale.pdf SRLPS Scoring Guide.docx Self-Regulated Learning Perception Scale.docx To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationLockspeiser T. Critical Synthesis Package: Self-Regulated Learning Perception Scale (SRLPS). MedEdPORTAL. 2013;9:9585. https://doi.org/10.15766/mep_2374-8265.9585 Copyright & Permissions© 2013 Lockspeiser. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsMotivationDREAMGoal SettingSelf-Regulated LearningDirectory and Repository of Educational Assessment MeasuresSelf-Directed Learning Disclosures None to report. Funding/Support None to report. Loading ...

Equivalent Circuit of Intrabody Communication Channels Inducing Conduction Currents Inside the Human Body

The physical channels establishing intrabody communications were first treated as capacitive circuits by Zimmerman. In Zimmerman's model, the human body is approximated as a perfect conductor. The equivalent-circuit parameters of the perfect conductor models can be strictly obtained based on electrostatic analyses; however, the perfect conductor models cannot be applied if conduction currents inside the human body are not negligible. In the present paper, a theory of the equivalent circuit for lossy conductors is described, and the physical mechanism of the communication channels inducing conduction currents inside the human body is addressed.

Self-Regulated Learning Interventions in the Introductory Accounting Course: An Empirical Study

ABSTRACT:Self-regulated learning skills have been shown to have a positive impact on achievement in the academic setting, enabling graduates to become lifelong learners in professional settings. Although the importance of lifelong learning skills is well articulated in the accounting education literature, this study is the first to address concerns that class time devoted to developing such skills might impair students' acquisition of content knowledge.This study uses a quasi-experimental design within the context of the introductory accounting course. The treatment group received self-regulated learning interventions designed by the researcher and based on Zimmerman's model of the academic learning cycle.Results of this study were obtained using multiple regressions and suggest that students' acquisition of technical knowledge, as measured by conventional exam scores, was not compromised when class time was allocated between self-regulated learning interventions and content instruction. Although benefits of the treatment were not immediate, the treatment group outperformed the control group in terms of scores on exams administered near the end of the course. This study found no evidence of a “ceiling effect” but does provide limited support for the “Matthew effect,” whereby higher ability students often reap the greatest benefit from interventions.

Stochastic Behavior of Electric Grid Channel for Power Lines Telecommunications Due to Loads on In-Home Environments

Using power lines to transmit telecommun ications has become one of most suitable options to offer tele-co mmunications services over IP protocol, due to an economic benefit that comes fro m utilizing a preexisting infrastructure. Ho wever, electric grid wasn't made for teleco mmunications purposes, causing several undesired effects such as: mult ipath behavior similar to wireless network without fast fading, electro magnetic interference, different sources of noise and change of channel's response due to loads connected to the grid. This paper shows what kinds of variat ions of response exist and how this effects can be treated using a stochastic modificat ion of Zimmerman's model of PLT network.

Effect of pressure, temperature, and oil-saturation on the thermal conductivity of sandstone up to 250 MPa and 520 K

Effective thermal conductivity (ETC) of oil-saturated sandstone (porosity 13%) have been measured over a temperature range from (288 to 520) K and at pressures up to 250 MPa with a steady-state parallel-plate apparatus. The expanded uncertainty of thermal conductivity, pressure, and temperature measurements at the 95% confidence level with a coverage factor of k = 2 were estimated to be 2%, 0.05%, and 30 mK, respectively. The estimated uncertainty in ETC measurement does not include the uncertainty due to contact thermal resistance and radiative conductivity. A rapid increase of ETC was found for oil-saturated sandstone at low pressures between (0.1 and 100) MPa along various isotherms. At high pressures ( P > 100 MPa) a weak linear dependence of the ETC with pressure was observed. The pressure effect is negligible small after the first 100 MPa where bridging of microcracks or improvement of grain contacts take place. The temperature, ∂ ln λ / ∂ T P , and pressure, ∂ ln λ / ∂ P T , coefficients for oil-saturated sandstone were calculated by using the measured ETC. We interpreted measured ETC data for oil-saturated sandstone using various theoretical models in order to check their accuracy, predictive capability, and applicability. We demonstrated that the combined effect of porosity, temperature, pressure, and fluid saturation can be predicted accurately using a Zimmerman's model. The effect of saturating fluids, structure (size, shape, and distribution of the pores), porosity, and mineralogical composition on temperature and pressure dependences of the ETC of oil-saturated sandstone was discussed.

Non-linearity of pre-dose response and its effects on TL dating

Analytical expressions for thermoluminescence (TL) dating based on the modified Zimmerman model were derived. The non-linear behaviour of TL sensitivity is reexamined and is found to be due to electron capturing competitions in both test-dose excitation and the readout stages. A curve fitting method is proposed to determine the paleodose for the additive dose dating method. The multiple activation technique is also investigated, from which the paleodose should be regarded as an upper limit.

Influencing Children's Self-Efficacy and Self-Regulation of Reading and Writing Through Modeling

According to Bandura's social cognitive theory, self-efficacy and self-regulation are key processes that affect students' learning and achievement. This article discusses students' reading and writing performances using Zimmerman's four-phase social cognitive model of the development of self-regulatory competence. Modeling is an effective means of building self-regulatory and academic skills and of raising self-efficacy. Reading and writing research is discussed in which modeling was employed to enhance self-efficacy, skills, and self-regulation across multiple phases of Zimmerman's model. The article concludes by suggesting instructional applications based on social cognitive theory and research findings.

Comparison of experimental and modelled quartz thermal-activation curves obtained using multiple- and single-aliquot procedures

This paper presents the results of a broad study of the thermal-activation characteristics of three quartz samples of different origin. The thermal-activation characteristics of synthetic, sedimentary and Arkansas quartz are measured as a function of several experimental parameters and over the temperature range 20 – 500 ∘ C using both multiple-aliquot and single-aliquot techniques. The studies are carried out also as a function of the thermal preparation of the samples, for “as-is” samples, for samples fired at temperatures of 500 and 900 ∘ C . Additional experimental parameters varied in this study include the test dose used in measuring the thermal activation curves and the temperature interval between successive heating of the samples. The results of this experimental study for all three quartz samples are interpreted by using a simple modified Zimmerman model for quartz consisting of 2 electron traps, a luminescence center and three hole reservoirs. The results are also discussed within the recently published complex theoretical quartz model by Adamiec (2005. Investigation of a numerical model of the pre-dose mechanism in quartz. Radiat. Meas. 39, 175–189), which is based on a luminescent center, three electron traps and three reservoir hole traps.

A comprehensive comparative study of the predose effect for three quartz crystals of different origin

The study of the thermoluminiscence (TL) sensitivity of quartz due to heat and irradiation treatments is of importance in dating and retrospective dosimetry. A comprehensive comparative study of the predose effect was carried out for three types of quartz of different origin. Complete TL vs. dose and sensitivity S vs. predose curves were obtained for the dose range of 0.1 < D < 400 Gy. Additional complete sensitivity vs. predose curves were obtained for samples which underwent a combined predose irradiation and a subsequent heat treatment to 500 degrees C. Although the TL vs. dose curves showed very different behaviours, the sensitivity vs. predose curves showed several common characteristics. The sensitivity vs. predose curves showed abrupt changes approximately 10 Gy. The sensitivity after a combined predose irradiation and heat treatment to 500 degrees C showed a very gradual change in the whole dose range studied. These results are explained qualitatively by using the modified Zimmerman model for quartz.

The effects of annealing and irradiation on the sensitivity and superlinearity properties of the [formula omitted] thermoluminescence peak of quartz

Quartz samples which undergo heating and irradiation treatments exhibit changes in their sensitivity to irradiation, as well as in their TL dose response. These changes of thermoluminescence (TL) sensitivity and superlinearity of the 110 ∘ C TL peak of quartz have been the subject of several experimental and theoretical studies, because they form the basis of the predose technique for dating ceramics and for accident dosimetry. In an effort to separate experimentally the effects of irradiation and annealing on the predose effect, three quartz samples of different origin were prepared under three different conditions: unannealed samples, samples annealed at 500 ∘ C , and samples annealed at 900 ∘ C . Complete TL versus dose and sensitivity S versus predose curves were obtained for the dose range of 0.1 < D < 400 Gy . Additional complete sets of data were obtained for samples that underwent a combined predose irradiation and a heat treatment to 500 ∘ C . Although the TL versus dose curves and the sensitivity versus predose data showed very different behaviors, preannealing the samples at 900 ∘ C removed the observed differences that are due to the thermal or irradiation history of the quartz samples. The experimental data is consistent with the assumption that high-temperature anneals and/or high dose irradiation of the samples reduces the concentration of available competitor sites. The concentration of these competitor sites, as described by the Zimmerman model of quartz, is identified as the most important factor in causing the observed differences in predose behavior between quartz samples of different origin. Strong evidence in support of this competitor theory is provided by the estimated equivalent doses (EDs) for the three quartz samples.

Theoretical modelling of experimental diagnostic procedures employed during pre-dose dosimetry of quartz

The pre-dose technique in thermoluminescence (TL) is used for dating archaeological ceramics and for accident dosimetry. During routine applications of this technique, the sensitisation of the quartz samples is measured as a function of the annealing temperature, yielding the so-called thermal activation characteristic (TAC). The measurement of multiple TACs and the study of the effect of UV-radiation on the TL sensitivity of quartz are important analytical and diagnostic tools. In this paper, it is shown that a modified Zimmerman model for quartz can successfully model the experimental steps undertaken during a measurement of multiple TACs.