The Importance Of Using Self-Regulation And Resilience In Education

Psychometric Properties of Mathematics Self-efficacy. The following scales assessing self-efficacy in performing mathematical task and learning mathematics: Mathematics Self-efficacy Scale (MSES) by Betz and Hackett (1983), MSES Revised (MSES-R) by Kranzler and Pajares (1997), and Motivated Strategies for Learning Questionnaire (MSLQ) by Carmichael and Taylor (2005). Langenfeld and Pajares (1993) provide evidence of the validity of the modified Mathematics Sel-efficacy Scale (MSES) and its three subscales: mathematics problems self-efficacy, mathematics task self-efficacy and college courses self-efficacy. The result of their study support the general proposal that the MSES is a multidimensional measure of mathematics self-efficacy with reliable

McKenna, Flower, and Ciullo (2014) suggest that observations, self-assessments and permanent products can be used to improve and measure the fidelity of interventions. During observations an individual familiar with the curriculum or intervention will determine the degree to which teachers are adhering to core procedures and elements using task analysis. Likewise self-assessments also use checklists to track intervention events, and during reflection teachers identify areas of the intervention they found difficult and seek out additional support. Lastly, permanent products such as student self-monitoring sheets, student point sheets, charts, and tokens can be used to inform a teacher of the degree to which students learned the material and

This paper will reflect on the content explored within the topic EDUC 1223: Middle Schooling Philosophy and Pedagogy. The key ideas learnt within this topic will be linked and explored in three overall topics; integrated and negotiated curriculum, approaches to teaching resilience and approaches to teaching higher order thinking skills. Each topic will then be applied to personally to my future career in teaching mathematics.

Based on the example of Juanita, there are strategies that could be used to help reduce her anxiety that she is experiencing due to having to take a math test. Test anxiety can negatively affect Juanita’s academic performance on the test so it is important for the counselor to be able to provide her with strategies that can help her to cope with the anxiety (Parsons, 2007). Different strategies to help Juanita could include teaching coping skills, study skills, and relaxation techniques (Capuzzi & Gross, 2014; Parsons, 2007). Also, to normalize the strategies the counselor can provide guidance lessons for all students using the same relaxation techniques and provide an overview for teachers and parents so that the same techniques could be used

Wehmeyer, Agran, and Hughes (2000) completed studies that determined that students who are competent to make their own decisions can in turn become less dependent in managing their futures. Acknowledgement of the existing gap in the research on the topic of self-determination and the need for teachers to expand students understanding of these concepts was noted in study by Carter, Trainor, Sun, and Owens (2009). Carter et al. (2009) indicated that teachers are unclear as to how to assess transition components consistent with the requirements of IDEA 2004. Teachers are indecisive as to reliable and valid measures needed to calculate students’ level of proficiency in the areas of the give-and-take of interpersonal skills, skills needed for employment, and problem-solving strategies. Teachers fostering self-determination strategies in their students help to empower the students to adapt and transition to various environments and lifelong daily living

Shanker in his book introduced readers to the idea of self-regulation, its connection to stress, and how it is different from self-control. “In Self-Reg we pause to ask ‘why am I seeing this behavior?’ and ‘why now?’ before we react” (Shanker, 2016). Thus, the main theme of Shanker’s book is to grasp a better understanding on one’s own self-regulation and the ability to practice and develop self-regulation skills towards success in the process of learning. Therefore, The main problem that Shanker is addressing is to develop a new concept into looking at self-regulation not as a skill that needs to be tamed, but as a powerful method for improving self-regulation by reframing ‘misbehavior’ in terms of the stress that might be causing

The common hatred for math is likely fostered by a student’s past experiences (Kiser, 2016) and not by the student’s lack of knowledge. The differences between students’ perceptions of math can be explained by their mindsets (Hocker, 2017). Those with a fixed mindset believe their abilities and intelligence are fixed or static. While those with a growth mindset believe their intelligence can grow and change (Dweck, 2006). Developing a growth mindset is a fundamental job of teachers and parents (Degol, Wang, Zhang, & Allerton, 2017) and can be established through proper instruction (Boaler, 2016) and creating a relaxed environment (Caine & Caine, 1991). Additionally, growth mindset can be fostered through simple interventions that promote learning about the brain and how it can change (Hocker, 2017; Wieland, 2011). After a growth mindset has been established, students’ perceptions (Hocker, 2017; Schleider & Weisz, 2016), confidence (Boaler, 2016; Degol et al., 2017), success (Hembree, 1990; Fitzgerald & Laurian-Fitzgerald, 2016; Kiser, 2016; Shen, Miele, & Vasilyeva, 2016; Wieland, 2011), and attention to mistakes (Boaler, 2016; Schoder et al., 2017) will improve. Furthermore, students’ anxiety will decrease as a result of developing a growth mindset (Boaler, 2016; Hocker,

Resilience can be learned as exemplified by the Penn Resiliency Program (PRP) that teaches kids how to develop an optimistic mindset and use better problem solving strategies (M. E. Seligman, 2007). Another program, the Bounce Back program, offers wider skills learning and guides students in developing interpersonal skills (making friends, resolving conflicts), self-regulation skills (dealing with strong emotions, setting goals) among others (McGrath, 2000).

While the development of resilience during the period of adolescence has spawned a multitude of studies, there remains an extremely limited number of papers on its relationship with other psychological variables. Bozkus (2017) aimed to address this gap in the literature through the use of a more complex research model, which yielded the following results: (1) that resilience has a moderately positive correlation with self-determination along with self-efficacy; (2) that self-determination has a weakly positive correlation with self-efficacy; and (3) that resilience fully mediates the relationship between self-determination and self-efficacy. Resilience then eared the recognition of being an "important and valuable skill" that must be focused on if one wishes to increase self-efficacy through self-determination. These backgrounds, findings, and implications are also seen in a variety of pieces on neuro-biological development with regards to

The resiliency quiz and article suggest that resiliency is innate to most people. No matter the challenges, we all have the capacity for resiliency building. As Social Workers we will encounter individuals who may need assistance in recognizing, building and maintaining resilience. this powerful self-assessment tool does an effective job of highlighting areas of resilience and resiliency builders.

A vehicle is traveling along a four-lane highway just after dusk on the outskirts of Johnson City, Tennessee. Tom, the lone occupant is headed home from dinner with his co-workers and is feeling great after spending time to un-wind with his friends. Traveling the opposite direction, Billy is a drunken man who has just left his favorite sports bar and decided to drive himself home since he is in such a good mood from his favorite football team winning. Billy begins to send a text and doesn’t realize that his car drifts left into the oncoming lanes. As he crests a hill, Billy’s vehicle slams into Tom’s vehicle entrapping both driver’s in the crumpled cars. Tom and Billy are both successfully extricated from their vehicles and taken to the hospital where they both begin their long road to recovery.

After a preliminary literature review, I decided to use an observation study approach will be used. Teachers would observe and record incidents of participants’ demonstrated functional skills and behaviors in the classroom and parents would observe and record the frequency and levels of participants’ level of participation and self-advocacy related to their post high school plans. The observations will be recorded over four grading periods during the 10-month school year. As the investigator, I will train teachers and parents how to infer which rating score based on observed behaviors. Frequency (f) counts will be used to record the number of incidents in which participants demonstrated their level of functional skills development using questionnaires

This research project will take place over the course of a year and half, from the Spring of 2018 to the Fall of 2019. The first six months will be dedicated to performing the needs assessment, while the full year will be used to implement the three iterations of the intervention. The site of this research will be three urban middle schools in Stamford Connecticut. Each with a population of about 500 students from grades six through eight, 45 faculty members and three administrators. Within the schools the sessions will take place in the administration offices and in the training rooms where the teachers meet. The participants for this study will include the principals, since

Craig Locus of control of behavior Scale found decrease in self-efficacy in both experiment groups and the control group.

With the rise of positive psychology, resilience and positive adaptation have become a field of research in themselves. Resilience has various definitions but is broadly accepted to mean a “dynamic, evolving process of positive attitudes and effective strategies” that we employ in response to life stressors (Jensen, Trollope-Kumar, Waters, Everson, 2008). Masten, Best and Garmezy (1990) defines resilience as ‘the process of, capacity for, or outcome of successful adaptation despite challenging or threatening circumstances’ (p. 425). The American Psychological Association defines resilience as ‘the process of adapting well in the face of adversity, trauma, tragedy, threats, or significant sources of stress – such as family and relationship problems, serious health problems or workplace, and financial stressors’ (American Psychological Association [APA], 2011).