Although self-regulation is an important feature related to students’ study success as reflected in higher grades and less academic course delay, little is known about the role of self- regulation in blended learning environments in higher education. For this review, we analysed 21 studies in which self-regulation strategies were taught in the context of blended learning. Based on an analysis of literature, we identified four types of strategies: cognitive, metacognitive, motivational and management. Results show that most studies focused on metacognitive strategies, followed by cognitive strategies, whereas little to no attention is paid to motivation and management strategies. To facilitate self-regulation strategies non-human student tool interactional methods were most commonly used, followed by a mix of human student-teacher and non-human student content and student environment methods. Results further show that the extent to which students actively apply self-regulation strategies also depends heavily on teacher's actions within the blended learning environment. Measurement of self-regulation strategies is mainly done with questionnaires such as the Motivation and Self-regulation of Learning Questionnaire.Implications for practice and policy:•More attention to self-regulation in online and blended learning is essential.•Lecturers and course designers of blended learning environments should be aware that four types of self-regulation strategies are important: cognitive, metacognitive, motivational and management.•Within blended learning environments, more attention should be paid to cognitive, motivation and management strategies to promote self-regulation.
DOCUMENT
Blended learning environments (BLEs) have become an indispensable part of higher education and an essential part of course delivery. Although teachers need to be active agents in facilitating students’ self-regulation and interaction, little is known to what extent such support is provided. This study investigated the use of self-regulation strategies (SRS) and interactional methods of teachers and students in BLEs. In a cross-sectional design, 171 teachers and 331 students completed a questionnaire on the use of SRS and the application of human and non-human interactional methods. Results showed that, on average, teachers and students pay little attention to SRS and do not or hardly use interactional methods. Results also showed that experienced and inexperienced teachers did not differ in their attention to SRS, although a significant difference was found between teachers with and without online teaching experience. Teachers with more online teaching experience pay more specific attention to metacognitive and management strategies. A positive relationship was also found between the extent to which teachers use both human and non-human interactional methods and the extent to which they pay attention to SRS in the online component of BLEs. Finally, there was a positive relationship between the extent to which students utilize both human and non-human interactional methods and the extent to which they apply SRS. Outcomes of this research provide insight into the design of BLEs and emphasize the importance of teachers' attention to students’ SRS and the use of interactional methods.
DOCUMENT
Background The Self-Expression Emotion Regulation in Art Therapy Scale (SERATS) was developed as art therapy lacked outcome measures that could be used to monitor the specific effects of art therapy. Although the SERATS showed good psychometric properties in earlier studies, it lacked convergent validity and thus construct validity. Method To test the convergent validity of the SERATS correlation was examined with the EES (Emotional Expressivity Scale), Emotion Regulation Strategies for Artistic Creative Activities Scale (ERS-ACA) and Healthy-Unhealthy Music Scale (HUMS). Patients diagnosed with a Personality Disorder, and thus having self-regulation and emotion regulation problems (n = 179) and a healthy student population (n = 53) completed the questionnaires (N = 232). Results The SERATS showed a high reliability and convergent validity in relation to the ERS-ACA approach strategies and self-development strategies in both patients and students and the HUMS healthy scale, in patients. Hence, what the SERATS measures is highly associated with emotion regulation strategies like acceptance, reappraisal, discharge and problem solving and with improving a sense of self including self-identity, increased self-esteem and improved agency as well as the healthy side of art making. Respondents rated the SERATS as relatively easy to complete compared to the other questionnaires. Conclusion The SERATS is a valid, useful and user-friendly tool for monitoring the effect of art therapy that is indicative of making art in a healthy way that serves positive emotion regulation and self-development.
DOCUMENT
At the conference of the European Association for Research on Learning and Instruction (EARLI) Niels Bohnen and Suzan van Ierland presented their research about enhancing student self-regluation through prgrammatic assessment. The aim of the current study is to discover to which degree studying within a course program based on programmatic assessment enhances self-regulation of students compared to students in a traditional course program. The results of the study could provide guidelines for the implementation of self-directed learning within course programmes at HAS green academy, inparticular aimed at programmatic assessment.
DOCUMENT
This study examines the relationships between students’ perceptions of heavy study load, time spent on learning, study strategies, and learning outcomes. Student’s study strategies were measured with a short version of Vermunt’s Inventory of Learning Styles. It was possible to replicate 5 processing and 5 regulation strategies. The higher order dimensions meaning directed learning style (relate and structure, concrete processing, critical processing) and reproduction directed learning style (memorize and repeat, analyze, self-regulation of contents, process and results, external regulation of the learning process) differed from Vermunt. The scales showed differences across groups, which is in line with previous research. Linear structural analysis showed that reproduction directed learning precedes meaning directed learning. Only meaning directed learning affected GPA, the influence of the two learning styles on ECs was not evidenced in this study. Contact hours influenced ECs, but this effect was tempered through its negative association with a heavy study load. The limitations, implications for practice, and directions for further research and development will be discussed in the round table.
DOCUMENT
Objective: To explore predictors of dropout of patients with chronic musculoskeletal pain from an interdisciplinary chronic pain management programme, and to develop and validate a multivariable prediction model, based on the Extended Common- Sense Model of Self-Regulation (E-CSM). Methods: In this prospective cohort study consecutive patients with chronic pain were recruited and followed up (July 2013 to May 2015). Possible associations between predictors and dropout were explored by univariate logistic regression analyses. Subsequently, multiple logistic regression analyses were executed to determine the model that best predicted dropout. Results: Of 188 patients who initiated treatment, 35 (19%) were classified as dropouts. The mean age of the dropout group was 47.9 years (standard deviation 9.9). Based on the univariate logistic regression analyses 7 predictors of the 18 potential predictors for dropout were eligible for entry into the multiple logistic regression analyses. Finally, only pain catastrophizing was identified as a significant predictor. Conclusion: Patients with chronic pain who catastrophize were more prone to dropout from this chronic pain management programme. However, due to the exploratory nature of this study no firm conclusions can be drawn about the predictive value of the E-CSM of Self-Regulation for dropout.
DOCUMENT
This study investigated potential risk factors (coping, perfectionism, and self-regulation) for substantial injuries in contemporary dance students using a prospective cohort design, as high-quality studies focusing on mental risk factors for dance injuries are lacking. Student characteristics (age, sex, BMI, educational program, and history of injury) and psychological constructs (coping, perfectionism, and self-regulation) were assessed using the Performing artist and Athlete Health Monitor (PAHM), a web-based system. Substantial injuries were measured with the Oslo Sports Trauma Research Center (OSTRC) Questionnaire on Health Problems and recorded on a monthly basis as part of the PAHM system. Univariate and multivariate logistic regression analyses were conducted to test the associations between potential risk factors (i.e., student characteristics and psychological constructs) and substantial injuries. Ninety-nine students were included in the analyses. During the academic year 2016/2017, 48 students (48.5%) reported at least one substantial injury. Of all factors included, coping skills (OR: 0.91; 95% CI: 0.84–0.98), age (OR: 0.67; 95% CI: 0.46–0.98), and BMI (OR: 1.38; 95% CI: 1.05–1.80) were identified as significant risk factors in the multivariate analysis. The model explained 24% of the variance in the substantial injury group. Further prospective research into mental risk factors for dance injuries with larger sample sizes is needed to develop preventive strategies. Yet, dance schools could consider including coping skills training as part of injury prevention programs and, perhaps, providing special attention to younger dancers and those with a higher BMI through transitional programs to assist them in managing the stress they experience throughout their (academic) career.
DOCUMENT
There is a growing number of eHealth interventionsaiming at enhancing lifestyle to address obesity. However, theexisting interventions do not take the emotional aspects ofobesity into account. Forty percent of the overweight populationis an emotional eater. Emotional eaters gain weight because ofpoor emotion regulation, not just due to bad eating habits. Weaim at developing a personalised virtual coach ‘Denk je zèlf!’providing support for self-regulation of emotions for obeseemotional eaters. This paper presents a research study protocolon validating persuasive coaching strategies in emotionregulation, based on Dialectical Behaviour Therapy, ultimatelytargeting behaviour change. Our goal is to design a personalisedeCoaching framework, allowing us to optimally translatesuccessful behaviour change mechanisms and techniques, suchas dialectical strategies, into personalised persuasive coachingstrategies.
LINK
Background:More than 40% of the obese population suffer from emotional eating behaviour. They give in to overeating, because they lack effective coping strategies for negative emotions. Our studies explored the opportunities for helping emotional eaters with a virtual coach. Therefore the objective of this study was to identify preferences for coaching strategies for emotional eaters applicable in a personal virtual coach environment. Three different coaching strategies were tested: a validating, a focus-on-change, and a dialectical.Methods:Instruments: Vignettes, reflecting two most relevant situations for emotional eaters: 1. having food cravings experiencing negative emotions. 2. having given into overeating experiencing feelings of low self-esteem; DEBQ.Applied Design: 2 situations x 3 coaching strategies. Participants: 71 female emotional eaters (age mean 44, range 19-70) with high scores on the DEBQ (mean 3,6) with eventual overweight (mean BMI 30,2, range 18-45); recruited via dietist practices), were randomly assigned to the conditions and were asked how they would encounter and react to the presented coaching strategies. Data is obtained by thematic analyses.Findings:Qualitative results showed that emotional eaters clearly preferred dialectical coaching in both conditions. Although this preference is expressed for craving and overeating situations, the other coaching strategies were differently evaluated for both conditions. Our study showed emotional eaters have not only differences in preferences for coaching strategies, they are in different stages of knowledge about emotion regulation.Discussion:Design of the virtual coach should be based on integration of the validation and focus-on-change into dialectical coaching strategies as preferred by emotional eaters and has to tailor to the different stages of self-knowledge about emotion regulation.
DOCUMENT
Obesity has become a major societal problem worldwide [1][2]. The main reason for severe overweight is excessive intake of energy, in relation to the individual needs of a human body. Obesity is associated with poor eating habits and/or a sedentary lifestyle. A significant part of the obese population (40%) belongs to a vulnerable target group of emotional eaters, who overeat due to negative emotions [3]. There is a need for self-management support and personalized coaching to enhance emotional eaters in recognising and self-regulating their emotions.Over the last years, coaching systems have been developed for behavior change support, healthy lifestyle, and physical activity support [4]-[9]. Existing virtual coach applications lack systematic evaluation of coaching strategies and usually function as (tele-)monitoring systems. They are limited to giving general feedback to the user on achieved goals and/or accomplished (online) assignments.Dialectical Behavior Therapy (DBT) focuses on getting more control over one’s ownemotions by reinforcing skills in mindfulness, emotion regulation, and stress tolerance [10]. Emotion regulation is about recognizing and acknowledging emotions and accepting the fact that they come and go. The behavior change strategies within DBT are based on validation and dialectics [11]. Dialectics changes the users’ attitude and behavior by creating incongruence between an attitude and behavior since stimuli or the given information contradict with each other.The ultimate goal of the virtual coach is to raise awareness of emotional eaters on their own emotions, and to enhance a positive change of attitude towards accepting the negative emotions they experience. This should result in a decrease of overeating and giving in to binges. We believe that the integration of the dialectical behavior change strategies and persuasive features from the Persuasive System Design Model by Kukkonen and Harjumaa [12] will enhance the personalization of the virtual coach for this vulnerable group. We aim at developing a personalized virtual coach ‘Denk je zèlf!’ (Dutch for ‘Develop a wise mind and counsel yourself’) providing support for self-regulation of emotions for young obese emotional eaters. This poster presents an eCoaching model and a research study protocol aiming at the validation of persuasive coaching strategies based on behavior change techniques using dialectical strategies. Based on the context (e.g., location), emotional state of the user, and natural language processing, the virtual coach application enables tailoring of the real-time feedback to the individual user. Virtual coach application communicates with the user over a chat timeline and provides personal feedback.The research protocol decribes the two weeks field study on validating persuasive coaching strategies for emotional eaters. Participants (N=30), recruited via a Dutch franchise organization of dietitian nutritionists, specialized in treating emotional eating behaviors, will voluntarily participate in this research study. Participants will be presented with short dialogues (existing questions and answers) and will be asked to select the preferred coaching strategy (validating or a dialectical), according to their (current) emotions. To trigger a certain emotion (e.g., the affect that fits best with the chosen coaching strategy), a set of pictures will be shown to the user that evoke respectively sadness, anger, fear, and disgust [13].Participants will be asked to fill out the demographics data ((nick) name, age, gender, weight, length, place of residence) and three questionnaires: • Dutch Eating Behavior Questionnaire (DEBQ) [14],• Five Factor Personality Inventory (FFPI) [15], • Quality of Life Index Questionnaire [16].This research study aims at answering the following research questions: “Which coaching strategies do users with a specific type of emotional eating behavior benefit most from while consulting their personalized virtual coach?; “Which coaching strategies are optimal for which emotions?” and “Which coaching approach do users prefer in which context, e.g. time of the day, before/after a craving?”
LINK
