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Ingrid P. Hernandez Sibo; David A. Gomez Celis; Shyhnan Liou – Educational Psychology Review, 2024
Creative thinking, recognized as a fundamental life skill, is a complex process influenced by cognitive load. While literature has addressed the integration of cognitive load theory into creative thinking research, a comprehensive synthesis is lacking. To address this gap, we conducted a systematic review and deductive thematic analysis, drawing…
Descriptors: Cognitive Processes, Difficulty Level, Creative Thinking, Creativity
Masaya Okada; Koryu Nagata; Nanae Watanabe; Masahiro Tada – IEEE Transactions on Learning Technologies, 2024
A learner can autonomously acquire knowledge by experiencing the world, without necessarily being explicitly taught. The contents and ways of this type of real-world learning are grounded on his/her surroundings and are self-determined by computing real-world information. However, conventional studies have not modeled, observed, or understood a…
Descriptors: Computation, Learning Analytics, Experiential Learning, Self Management
Hengtao Tang; Yu Bao – Interactive Learning Environments, 2024
Self-regulated learning is a crucial skill that may enable massive numbers of learners to thrive in MOOCs, but MOOC learners differ in their self-regulated learning skills, as low self-regulated learners need support to regulate their learning process in MOOCs. Designing self-regulated learning scaffoldings builds upon an accurate appraisal of…
Descriptors: Self Management, Profiles, MOOCs, Land Grant Universities
Andy C . Y. Tse; Venus H. L. Liu; Paul H. Lee; David I. Anderson; Kimberley Dawn Lakes – Autism: The International Journal of Research and Practice, 2024
Physical exercise is widely reported beneficial to executive functions in children with autism spectrum disorder. However, its impact on self-regulation in the population remains unknown. This study is to test whether two types of physical exercise (cognitively engaging vs non-cognitively engaging) benefited self-regulation and whether the social,…
Descriptors: Autism Spectrum Disorders, Self Management, Executive Function, Physical Activities
Carlton J. Fong; Servet Altan; Cassandra Gonzales; Mehmet Kirmizi; Semilore F. Adelugba; Yeo-eun Kim – Journal of Educational Psychology, 2024
Motivational regulation, or the way learners purposefully initiate, maintain, or supplement their willingness for task engagement and completion, has been an important area of research in educational psychology. However, despite the surge of research on this topic, it remains unclear how specific motivational regulation strategies relate to…
Descriptors: Motivation Techniques, Self Management, Academic Achievement, Motivation
Alison Ruby – ProQuest LLC, 2024
Difficulties in academic achievement have been linked to adverse outcomes such as increased problem behavior and delays in development (Hinshaw, 1992). Early education should include training to self-monitor, as self-monitoring can improve academic performance and has a wide range of uses (Harris et al., 2005). Previous literature typically uses…
Descriptors: Opportunities, Incidence, Self Management, Self Control
Christopher Shum; Samantha Dockray; Jennifer McMahon – Journal of Early Adolescence, 2025
During early adolescence, individuals can refine their use of cognitive reappraisal as an emotion regulation strategy while experiencing instability of psychological well-being through changes to positive affect, negative affect and life satisfaction. This scoping review aimed to identify and summarise the key findings from studies that have…
Descriptors: Early Adolescents, Cognitive Processes, Well Being, Correlation
Hyejoo Yun; Hae-Deok Song; YeonKyoung Kim – European Journal of Psychology of Education, 2025
Self-regulated learning (SRL) is critical in online learning, and profiling learners' SRL patterns is needed to provide personalized support. However, little research has examined how each learner performs the cyclical phases of SRL based on trace data. To fill the gap, this study attempts to derive SRL profiles encompassing all cyclical phases of…
Descriptors: College Students, Electronic Learning, Distance Education, Self Management
Diana Layne; Tracy Hudgins; Celena E. Kusch; Karen Lounsbury – Journal of Academic Ethics, 2024
The study used a thematic analysis to examine student and faculty responses to two qualitative questions focused on their perceptions of the consequence of incivility and solutions that would embed civility expectations as a key element to professional role socialization in higher education. Participants included students and faculty across…
Descriptors: College Faculty, Teacher Behavior, Antisocial Behavior, Socialization
Steven J. Holochwost; Jennifer L. Coffman; Nicholas J. Wagner; Lindsay A. Gomes; Cathi B. Propper – Mind, Brain, and Education, 2024
Self-regulation is an essential component of school readiness. Although in educational contexts self-regulation is typically defined in terms of volitional processes, it also encompasses the activity of neurophysiological systems, including the parasympathetic nervous system (PNS). In a prospective longitudinal study, 102 preschoolers (M[subscript…
Descriptors: Preschool Children, School Readiness, Physiology, Self Management
Bridget G. Bellwoar – ProQuest LLC, 2024
Self-regulation is the ability to intentionally adapt to changes in the environment (Khazan, 2013). While our body can typically regulate itself, stressors in the environment can overpower these regulatory systems, resulting in dysregulation (Mate & Mate, 2022). The ability to intentionally regulate oneself in the face of stress is important,…
Descriptors: Training, Self Management, Stress Variables, Biofeedback
Tina Seufert; Verena Hamm; Andrea Vogt; Valentin Riemer – Educational Psychology Review, 2024
Self-regulated learning depends on task difficulty and on learners' resources and cognitive load, as described by an inverted U-shaped relationship in Seufert's (2018) model: for easy tasks, resources are high and load is low, so there is no need to regulate, whereas for difficult tasks, load is too high and resources are too low to regulate. Only…
Descriptors: Cognitive Processes, Difficulty Level, Resources, Self Management
Maria C. DiFonte; Melissa R. Schick; Nichea S. Spillane – Journal of American College Health, 2024
Objective: The current study explored the role of self-compassion on the relationship between perceived stress and resilience among college students experiencing different levels of anxiety symptomatology. Participants: Three hundred and forty-five undergraduate students (M[subscript age] = 19.66; 74.8% female) were recruited from a public…
Descriptors: Stress Variables, Resilience (Psychology), Anxiety, Undergraduate Students
Julie Allan; Valerie Harwood – International Journal of Qualitative Studies in Education (QSE), 2024
In this paper we respond to this special issue's critical focus on mental health in education by considering the medicalised and homogenising approaches to the mental health of young people and the severely negative consequences for young people. Our argument is underpinned by the need to destabilise the hegemony of the current dominant discourses…
Descriptors: Self Management, Mental Health, Self Concept, Resistance (Psychology)
Heidi Hyytinen; Kari Nissinen; Katri Kleemola; Jani Ursin; Auli Toom – Studies in Higher Education, 2024
Critical thinking is a multifaceted construct involving a set of skills and affective dispositions together with self-regulation. The aim of this study was to explore how self-regulation and effort in test-taking contribute to undergraduate students' performance in critical thinking assessment. The data were collected in 18 higher education…
Descriptors: Critical Thinking, Self Management, Performance Based Assessment, Undergraduate Students