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Students' Self-Regulated Learning Strategies and Science Achievement: Exploring the Moderating Effect of Learners' Emotional Skills
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Ha, Cheyeon – Cambridge Journal of Education, 2023
This study aims to underline the importance of school-based social-emotional learning (SEL) by exploring the relationship between self-regulated learning (SRL) strategies and science achievement with a moderator of students' emotional skills. In previous studies, SEL scholars have paid attention to explaining the complicated relationships among…
Descriptors: Elementary Education, Grade 6, Foreign Countries, Social Emotional Learning
Self-Regulated Strategy Development in Reading, Writing, and Mathematics for Students with Specific Learning Disabilities
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Rogers, Michelle; Hodge, Janie; Counts, Jennifer – TEACHING Exceptional Children, 2020
Although most students with specific learning disabilities (SLD) receive instruction in the general education setting (U.S. Department of Education, 2018), their academic outcomes have been found to be poor. Two evidenced-based practices that improve outcomes for students with SLD are explicit instruction and cognitive and metacognitive strategy…
Descriptors: Students with Disabilities, Learning Disabilities, Self Management, Teaching Methods
Evaluation of CharacterStrong's Secondary Social-Emotional and Character Education Curriculum: Effects on Student-Reported and Teacher-Reported Outcomes
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James L. Merle; Madeline F. Larson; Clayton R. Cook – Grantee Submission, 2023
Social-emotional learning (SEL) and character education are important components of adolescent development. In this study, we evaluated a randomized controlled trial of CharacterStrong, a curriculum that combines SEL and character education that included 1609 students and 242 teachers across 14 schools. This study applied baseline target…
Descriptors: Urban Schools, Social Emotional Learning, Values Education, Self Efficacy
Computer Based Interaction Analysis Supporting Self-Regulation: Achievements and Prospects of an Emerging Research Direction
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Dimitracopoulou, Angelique – Technology, Instruction, Cognition and Learning, 2009
Computer based Interaction Analysis (IA) for the support of the participants' self-regulation in technology based learning activities (individualised or social) is a new direction of research that has emerged during the last years. Its main purpose is to offer a cognitive and metacognitive support to learning environment participants (e.g.…
Descriptors: Self Management, Educational Technology, Technology Uses in Education, Behavior
Educating the Human Brain. Human Brain Development Series
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Posner, Michael I.; Rothbart, Mary K. – APA Books, 2006
"Educating the Human Brain" is the product of a quarter century of research. This book provides an empirical account of the early development of attention and self regulation in infants and young children. It examines the brain areas involved in regulatory networks, their connectivity, and how their development is influenced by genes and…
Descriptors: Expertise, School Readiness, Educational Psychology, Genetics
EFF Research Principle: An Approach to Teaching and Learning That Builds Expertise. EFF Research to Practice Note.
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Gillespie, Marilyn K. – 2002
Research findings related to constructivism have been applied to development of the Equipped for the Future (EFF) Framework and Continuum of Performance, a multi-dimensional developmental description of performance serving as a foundation for EFF-based instruction and assessment of learner progress. Acquiring expertise is a complex developmental…
Descriptors: Adult Education, Cognitive Ability, Cognitive Development, Cognitive Processes