Developing Self-Regulation Skills in Second Level Students Engaged in Threshold Learning: Results of a Pilot Study in Ireland

Autor/inn/en	Maloney, David M.; Ryan, Anne; Ryan, Deirdre
Titel	Developing Self-Regulation Skills in Second Level Students Engaged in Threshold Learning: Results of a Pilot Study in Ireland
Quelle	In: Contemporary School Psychology, 25 (2021) 1, S.109-123 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maloney, David M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-019-00254-z
Schlagwörter	Self Management; Self Esteem; Skill Development; Secondary School Students; Mathematical Concepts; Fundamental Concepts; Concept Formation; Resilience (Psychology); Metacognition; Goal Orientation; Program Effectiveness; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Selbstmanagement; Self-esteem; Selbstaufmerksamkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Sekundarschüler; Grundlagenplan; Konzept; Concept learning; Begriffsbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zielorientierung; Zielvorstellung; Ausland; Irland
Abstract	A pilot programme 'Successful Transitions' was conducted by the 'Shannon Consortium' and funded by the Higher Education Authority Strategic Innovation Fund from 2014 to 2016. Second level students who were currently engaged in challenging academic work involving key threshold concepts were selected for instruction designed to improve self-regulation. Over a period of approximately 10 weeks, students engaged with challenging mathematics concepts relevant to their course work. Students received instruction in developing resilience in learning, effective goal setting, and emotional self-regulation. Students were regularly encouraged to participate in a variety of meta-cognitive writing exercises. Baseline self-regulation was assessed using measures of action/state orientation and cognitive self-affirmation inclination. Self-esteem was also assessed. A comparison group, which did not receive any meta-cognitive instruction in self-regulation was also measured. Results indicated that students who took part in the self-regulation training significantly improved their scores relative to the comparison group. Although self-esteem did not change as a result of the intervention, students became more action-oriented and increased their scores in cognitive self-affirmation inclination. The implications of these findings are discussed in relation to future in-school interventions aimed at bolstering student self-regulation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01