ABSTRACT
The study was conducted to explore the relationship of narcissism with meta-cognition and demographic variable. The study was conducted on 200 government school students. The Narcissism scale was developed by the researchers and Meta-Cognition scale by Mubarak Singh and Ana Bali (2017) were used to collect the data. A separate sheet was given to the students to fill their demographic information. The results revealed a significant locale and category wise difference in narcissism of school students. But there was no significant difference in narcissism scores among school students in relation to their parental education and parental income. It was also found that there is a significant positive relationship between narcissism and meta-cognition.
ABSTRACT
El propósito del estudio fue determinar la relación entre el aprendizaje autorregulado y la autoeficacia académica. El diseño de la investigación fue descriptivo correlacional. La población del estudio estuvo conformada por los 360 estudiantes de segundo ciclo de estudios generales de contabilidad en una Universidad Privada en Lima. El muestreo fue no probabilístico de tipo disponible con un total de 53 participantes. Los instrumentos utilizados fueron el inventario de aprendizaje autorregulado de Linner, Harris y Gordon, validado por Norabuena en el 2011 (Alfa de Cronbach .879) y la escala de autoeficacia académicas de Alegre en el 2013 (Alfa de Cronbach de .948), ambos en el Perú. Los resultados muestran una correlación entre el aprendizaje autorregulado y la autoeficacia académica con un coeficiente de correlación Spearman (.734**). Se concluye que existe una relación significativa entre ambas variables del estudio.
The purpose of the study was to determine the relationship between self-regulated learning and academic self-efficacy. The research design was descriptive correlational. The study population consisted of 360 students of second cycle of general the Accounting studies in a Private University in Lima. Sampling was non-probabilistic type available with a total of 53 participants. The instruments used were the self-regulated learning inventory of Linner, Harris and Gordon, validated by Norabuena in 2011 (Cronbach's Alpha .879) and Alegre academic self-efficacy scale in 2013 (Cronbach's Alpha .948), both in Peru. The results show a correlation between self-regulated learning and academic self-efficacy with a Spearman correlation coefficient of (.734 **). We conclude that there is a significant relationship between the two study variables.
O objetivo do estudo foi determinar a relação entre aprendizagem auto-regulada e autoeficácia acadêmica. O desenho da investigação foi descritivo correlacional. A população do estudo foi de 360 ââestudantes de segundo ciclo de estudos gerais de contabilidade em uma Universidade Particular de Lima. O amostragem foi do tipo não probabilística disponível com um total de 53 participantes. Os instrumentos utilizados foram o inventário de aprendizagem autorregulado de Linner, Harris e Gordon, validado por Norabuena em 2011 (Alfa de Cronbach .879) e a escala de autoeficácia acadêmica de Alegre em 2013 (Alfa de Cronbach de .948), ambos no Peru. Os resultados mostraram uma correlação entre aprendizagem autorregulada e autoeficácia acadêmica com um coeficiente de correlação de Spearman (0,734 **). A conclusão foi que existe uma relação entre as duas variáveis ââdo estudo.
ABSTRACT
PURPOSE: The purpose of this study was to contribute to the development of an efficient teaching-learningmethod by analyzing effects of writing reflective journals onmeta-cognition and problem solving ability in nursing students in education applying blended learning for fundamental nursing skills. METHODS: The research design was a one-group pretest-posttest design, done to assess changes in meta-cognition and problem solving ability. Participants were 63 nursing students taking the fundamental nursing skills course at one college in Gyeonggi Province. The course was offered from March 21 to June 3, 2016. Data were collected using pre and post tests given before and after writing of reflective journals in blended learning. Data were analyzed using t-test, ANOVA, Scheffé's test and paired t-test with SPSS Statistics version 20.0. RESULTS: The results of this study show that scores formeta-cognition and problemsolving ability of these students were all above average. There was a statistically significant difference inmeta-cognition between pre and post writing of reflective journals but not for problem-solving ability. CONCLUSION: The findings indicate that writing a reflective journal in blended learning is an efficient teaching-learning method to improve meta-cognition in nursing students.
Subject(s)
Humans , Education , Learning , Methods , Nursing , Problem Solving , Research Design , Students, Nursing , WritingABSTRACT
O objetivo deste estudo foi avaliar os efeitos de uma intervenção psicopedagógica na compreensão leitora de alunos de quarta série de uma escola pública do Ensino Fundamental. Participaram duas turmas, com 28 estudantes cada, que foram sorteadas para compor dois grupos: Experimental e Controle. Os estudantes foram avaliados por meio de questionário Informativo, de Escala de Estratégias de Aprendizagem e de Testes Cloze, em três momentos. O Grupo Experimental participou de sete sessões de intervenção recebendo instrução em estratégias de aprendizagem gerais e específicas para a leitura, estímulos à metacognição, apoio motivacional e orientação para estudo. Os resultados mostram progressos em compreensão leitora nos dois grupos, porém os ganhos foram maiores e mais consistentes no Grupo Experimental.
The purpose of this study was to evaluate the effects of a pedagogical intervention to improve the reading comprehension of fourth grade students of a public primary school. Two classes of 28 students were randomly assigned to an experimental or control group. The students were assessed during three different moments by means of an informative questionnaire, a Learning Strategies Scale and two cloze tests for reading comprehension. The intervention consisted of seven sessions which included learning strategies instruction, reading strategies instruction, meta-cognition activation, motivational support and study guidance. Results showed improvement in meta-cognition and in reading comprehension in both groups. However, gains were higher and more consistent in the experimental group.
Subject(s)
Humans , Male , Female , Child , Comprehension , Learning , Psychology, EducationalABSTRACT
Objective To investigate effectiveness of meta-cognitive intervention on aged people with middle depression. Methods Geriatrist Depression Scale(GDS) and Hamilton's Depression Scale ( HAMD-17 ) were used to screen out 70 aged people with middle depression from 850 retired soldier cadres dwelling in cpla dalian sanitarium. They were randomly divided into study group( n = 35 ) and control group( n = 35 ). The experimental group received meta-cognitive intervening and general nursing care for 8 weeks, while the control group only received general nursing care for 8 weeks. HAMD-17, GDS, global assessment scale(GAS) and the Metacognitions Questionnaire(MCQ-30) were administered both at the start and the end of the 8th week. Results The total scores in HAMD and GDS were decreased significantly in study group ( HAMD: ( 1 1.54 ± 2.50 ) vs ( 13.06 ±2.82),t= -2.378, P=0. 020;GDS:(12.51 ±2.43) vs (16.06 ±2.48), t= -6. 031, P=0. 000;GAS:(77.71 ±3.03) vs (75.63 ± 3.24), t = 2. 785, P = 0. 007 ). At the end of 8th week, the MCQ total score was significantly decreased in study group (38.69 ± 4. 17,81.37 ± 5.98, t = 34. 652, P ＜ 0. 01 ). Conclusion For aged people with middle depression,good effects are got by the meta-cognitive intervening technique and meta-cognitive intervening technique improve the meta-cognitive level of aged people with middle depressive mood.