Effects of Self-Regulated-Assessment Learning Strategies as Learning and Interacting with Families on School Achievement and Self-Concept Math Girls Students in Third Grade

2014 ◽  
Vol 3 (11) ◽  
pp. 64-74
Author(s):  
Maryam Ahmadi Nasab ◽  
Elham Mazloomi ◽  
Parvin Arabi
Keyword(s):  
Learning Strategies ◽  
School Achievement ◽  
Self Concept ◽  
Third Grade

Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies.

2003 ◽  
Vol 95 (2) ◽  
pp. 306-315 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs ◽  
Karin Prentice ◽  
Mindy Burch ◽  
Carole L. Hamlett ◽  
...  
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Mathematical Problem ◽  
Third Grade ◽  
Mathematical Problem Solving ◽  
Grade Student ◽  
Self Regulated Learning ◽  
Regulated Learning

Learning and studying strategies used by general chemistry students with different affective characteristics

2016 ◽  
Vol 17 (4) ◽  
pp. 675-684 ◽  
Author(s):  
Julia Y. K. Chan ◽  
Christopher F. Bauer
Keyword(s):  
General Chemistry ◽  
Learning Strategies ◽  
Study Strategies ◽  
Self Concept ◽  
Exam Performance ◽  
High Group ◽  
Home Study ◽  
Chemistry Students ◽  
Affective Characteristics ◽  
Exam Preparation

Students in general chemistry were partitioned into three groups by cluster analysis of six affective characteristics (emotional satisfaction, intellectual accessibility, chemistry self-concept, math self-concept, self-efficacy, and test anxiety). The at-home study strategies for exam preparation and in-class learning strategies differed among the three groups. Students in the high group (strongly positive affective characteristics) were more autonomous learners, reporting they understood the notes they took in lecture more frequently than the group with low (more negative) affective characteristics. The high group also relied less on tutors and teaching assistants for help when preparing for exams. Participating in explanatory behavior (with self or other students) was correlated positively with stronger exam performance, whereas rapt attention or assiduous note-taking in lecture was negatively correlated. The high and low affective groups were indistinct in their reports of amount of quality time spent studying, but did differ in their approach to using a practice exam as a resource.

scholarly journals PENGEMBANGAN STRATEGI PEMBELAJARAN AFEKTIF

2019 ◽  
Vol 5 (1) ◽  
pp. 68-86
Author(s):  
Fitriani Nur Alifah
Keyword(s):  
Learning Strategies ◽  
Student Attitudes ◽  
Positive Emotions ◽  
Learning Strategy ◽  
Affective Learning ◽  
Development Model ◽  
Self Concept ◽  
Moral Model ◽  
Psychomotor Ability ◽  
The Many

Abstract Development of affective learning strategies, value-related strategies, which are difficult to measure, with respect to the awareness arising from within each individual. Attitudes that are a reflection of the value they have, generally confront to any situation that contains conflict or problems. The process in affective formation used in the learning strategy often uses the process of modeling. Whereas in the model of affective learning strategy using model konsiderasi, cognitive development model, value clarification techniques, cognitive moral model, and non-directive model. The characteristics in learning affective field that is about the attitudes, interests, values, moral and self-concept. In addition to aspects of cognitive and psychomotor ability formation, the formation of student attitudes is not less important is to develop an attitude so that children behave according to norms prevailing in society. Advantages: 1) Emphasize the development of thinking that involves mental and positive emotions. 2) Be able to collaborate and balance between the cognitive, affective and psychomotor domains. 3) Can form the character, attitude and mental learners mature. While Weaknesses: 1) Difficult to control because of the many factors that affect the development of one's attitude. 2) Successful formation of attitudes can not be directly evaluated, and 3) Requires long habituation. The results in implementing affective sphere in PAI learning can use several ways, namely First, Receiving. Second, Responding. Third, Valuing. Fourth, Organizing. And Fifth, Charcterization by value or value complex.  

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