Self-Management Systems for Student Motivation and Self-Efficacy PDF Download
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Author: Xy-Za Antaran
Publisher:
ISBN:
Category :
Languages : en
Pages : 60
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Book Description
The guiding question for this project was, What is a user-friendly self-management intervention handbook for teachers that can impact student motivation and self efficacy in order to increase academic achievement and promote independence for students with identified special needs and/or behavioral challenges? The methodology for creating this project involved extensive research and direct experience of using self-management interventions that support students with identified special needs in accessing their learning. The author examined empirical studies, curriculum resources, and various self-management behavior interventions with the purpose of determining ways in which self-management interventions can impact and develop motivation and self-efficacy for students who are introduced to the self-management tools included in the product of this project, a handbook for teachers entitled, The Leader in Me Self-Management System Handbook for Elementary Educators. Included in the handbook are chapters on the seven habits of happy students, sample self and match tools for motivating students using the 7 habits, and how to customize and use the Self and Match for a particular student.
Author: Xy-Za Antaran
Publisher:
ISBN:
Category :
Languages : en
Pages : 60
Get Book Here
Book Description
The guiding question for this project was, What is a user-friendly self-management intervention handbook for teachers that can impact student motivation and self efficacy in order to increase academic achievement and promote independence for students with identified special needs and/or behavioral challenges? The methodology for creating this project involved extensive research and direct experience of using self-management interventions that support students with identified special needs in accessing their learning. The author examined empirical studies, curriculum resources, and various self-management behavior interventions with the purpose of determining ways in which self-management interventions can impact and develop motivation and self-efficacy for students who are introduced to the self-management tools included in the product of this project, a handbook for teachers entitled, The Leader in Me Self-Management System Handbook for Elementary Educators. Included in the handbook are chapters on the seven habits of happy students, sample self and match tools for motivating students using the 7 habits, and how to customize and use the Self and Match for a particular student.
Author: Myron H. Dembo
Publisher: Routledge
ISBN: 1135621764
Category : Education
Languages : en
Pages : 360
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Book Description
A motivation and learning strategies textbook that bridges research and practice! Motivation and Learning Strategies for College Success, Second Edition teaches college students how to become more self-directed learners. Study skills are treated as a serious academic course. Students learn about human motivation and learning as they improve their study skills. The text does not offer "recipes" for success or lists of "quick tips." Rather, the focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-management studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and performance) makes it easy for students to understand what they need to do to become more successful in the classroom. The text combines an overview of theory and research, to help learners understand what factors determine or influence successful learning and why they are asked to use different study and learning strategies in the text, with field-tested exercises, follow-up activities, and appendices that assist students in observing and changing their own behavior. A separate Instructor's Manual provides helpful information for teaching the material; includes additional exercises and experiences for students; provides both objective and essay test questions; and includes information on how students can maintain a portfolio to demonstrate their acquisition of learning and study skills and guidelines for helping students complete a self-management study of their own behavior.
Author: Myron H. Dembo
Publisher: Routledge
ISBN: 1136769862
Category : Education
Languages : en
Pages : 358
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Book Description
This popular text combines theory, research, and applications to teach college students how to become more self-directed learners. The focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-management studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance) makes it easy for students to understand what they need to do to become more successful in the classroom.
Author: Judy Gajadhar
Publisher:
ISBN:
Category :
Languages : en
Pages : 61
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Book Description
Author: Rosemary M. Lehman
Publisher: John Wiley & Sons
ISBN: 1118642287
Category : Education
Languages : en
Pages : 169
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Book Description
Finally, the first research-based book of sound strategies and best practices to help instructors motivate students to complete their online courses. Although studies support the effectiveness of learning online, students often fail to complete online courses. Some studies have found that as many as 50–70% drop out of their online courses or programs. Retention is not only a growing expectation and imperative, but it is also as opportunity for faculty members to take the lead in innovating, researching, and implementing new strategies while demonstrating their effectiveness. Designed for instructors and instructional designers, Motivating and Retaining Online Students is filled with empirical research from the authors’ study of motivation and retention strategies that can reduce online learner dropout. Focusing on the most important issues instructors face, such as course design; student engagement and motivation; and institutional, instructional, and informal student support strategies, the book provides effective online strategies that help minimize student dropout, increase student retention, and support student learning. While helping to improve the overall retention rates for educational institutions, the strategies outlined in the book also allow for student diversity and individual learner differences. Lehman and Conceição’s proven model gives instructors an effective approach to help students persist in online courses and succeed as learners.
Author: Barry J. Zimmerman
Publisher: Springer Science & Business Media
ISBN: 1461236185
Category : Psychology
Languages : en
Pages : 318
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Book Description
Self-regulated learning is a new approach to studying student academic achievement. In contrast to previous ability or environmental formulations that address the why of achievement, self-regulation models focus on how students activate, alter, and sustain their learning practices using a variety of self-related processes. This book brings together a number of internationally known researchers representing different theoretical perspectives on students' self-regulated learning. In each chapter, the authors first describe a particular view of self-regulated learning to show how key subprocesses are defined and measured. Second, evidence that these key subprocesses affect student motivation and achievement is reviewed. Third, the authors describe and discuss how student self-regulated learning can be developed or taught based on their theoretical perspective. This book focuses on the influences of student self-regulated learning practices on academic achievement and motivation.
Author: Fierro Westberg LASTNAME (Melinda Ann)
Publisher:
ISBN:
Category : Grading and marking (Students)
Languages : en
Pages : 235
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Book Description
Research has shown that although the purposes of K-12 education in the United States have changed significantly over the past two centuries, grading and grade reporting have stayed relatively stagnant. A review of a century of studies in grading have found that grades continue to be a mixture of academic results and behavior despite modern recommendations to separate academic grades from behavioral grades. Modern researchers have delineated recommended academic grading practices that are standards-referenced. The same researchers continue to advocate for the evaluation and reporting of achievement-related behaviors in addition to academics albeit separately. Research has also shown mixed results on the effects of grading on student self-motivation, self-efficacy, and student engagement. This quantitative quasi-experimental research study collected data from two standards-referenced grading systems at the 8th grade level (one with achievement-related behavior grades and one without) with the aim of determining whether there were differences in self-motivation, self-efficacy, and self-reported frequency of engagement in achievement-related behaviors in middle school students in order to fill a gap in literature. The results were mixed. A statistically significant difference was found in two of the student self-motivation subscales, but not in any of the other motivation subscales, the self-efficacy scale, or the self-management scale. Results indicate a need for further research on the topic. Implications, limitations, and recommendations are also discussed.
Author: Myoungsook Kim
Publisher:
ISBN:
Category :
Languages : en
Pages : 362
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Book Description
This study explored changes in goal orientations throughout the semester that might be influenced by self efficacy and a sense of classroom community in hybrid courses in which course management systems (CMS) were used. A hybrid course is distinguished from a traditional face-to-face classroom in that there is an extension of the class, and students interact online in addition to face-to-face. Data were gathered from 14 hybrid courses two times during a semester, once at the beginning of the semester and once again at the end, and were analyzed using structural equation modeling (SEM) to investigate the relationships among the variables. Overall, the results indicated that each goal orientation changed throughout the semester, dynamically interacted with one another, and had unique relationship with self efficacy and sense of classroom community. More specifically, first, a sense of classroom community acted as a significant antecedent of goal orientations and mediated the relationship between pre-mastery goal orientation and post-mastery goal orientation. Second, self efficacy, another antecedent of goal orientations, mediated the relationship between pre-performance avoidance goal orientation and post-performance avoidance goal orientation. Third, post-performance approach goal orientation was influenced by sense of classroom community but not by self efficacy whereas post-performance avoidance goal orientation was influenced by self efficacy but not by sense of classroom community. Fourth, the nature of performance approach goal orientation at the beginning of the semester seemed to change throughout the semester as students gain or lose their competence and develop sense of classroom community. The results also showed that the collaborative function of the course management system most significantly contributed to the sense of classroom community in hybrid courses among four categories of functions (information delivery, external links, course materials, and collaborative function). Lastly, the study suggests ways for instructional designers and college teachers to identify and design courses that promote motivation and a sense of classroom community using various CMS functions, thereby enhancing teachers' teaching and student learning.
Author: Edward J. O'Keefe
Publisher: Ingram
ISBN:
Category : Education
Languages : en
Pages : 320
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Book Description
Author: Bilodeau, Julie A.
Publisher: IGI Global
ISBN: 1668445344
Category : Education
Languages : en
Pages : 541
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Book Description
There are many ways to motivate students to achieve their academic and personal goals. Due to the pandemic, more emphasis has been placed on finding alternative approaches to instruct students. Online learning has become the focal point of the educational setting, and new approaches to teaching are necessary. Since the change in delivery from face-to-face to online, teachers have been faced with motivating their students in an environment that is new and foreign to them. Teachers must find new methods to enhance their curriculum to motivate all students in this modality. The Handbook of Research on Creating Motivational Online Environments for Students considers how online students learn and how they progress through the learning process. The book also provides teaching techniques and technology that will improve motivational success for students in all modalities. Covering topics such as student behavior, online education, and motivational techniques, this premier reference source is ideal for administrators, researchers, academicians, scholars, practitioners, instructors, and students.
