Journal articles: 'Self-directed change'

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Proctor, Paul W., and Donald R. Rodgers. "CREATING SELF-DIRECTED WORK TEAMS THROUGH THE CHANGE PROCESS." Proceedings of the Water Environment Federation 2003, no. 8 (2003): 883–901. http://dx.doi.org/10.2175/193864703784640578.

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Wilson, Keithia L., and W. Kim Halford. "Processes of Change in Self-Directed Couple Relationship Education." Family Relations 57, no. 5 (2008): 625–35. http://dx.doi.org/10.1111/j.1741-3729.2008.00529.x.

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Guthrie, Elspeth, and Paul O'Neill. "Self-directed, problem-based learning for undergraduate psychiatry." Advances in Psychiatric Treatment 5, no. 5 (1999): 382–89. http://dx.doi.org/10.1192/apt.5.5.382.

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Medical undergraduate training is currently going through a momentous period of change (Tosteson, 1990). New methods of learning and evaluation are being introduced which will radically alter medical training over the next few years. These changes are in part a response to the way medicine itself is being transformed. Medical educators can no longer hope to equip medical students, upon qualification, with enough basic knowledge and skills to last them throughout their medical careers. Today's students are embarking upon a process of learning which will continue throughout their medical lives. Medical practice will be very different, when today's students become tomorrow's hospital consultants and general practitioners.

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Kim, Hyoun S., Michael J. A. Wohl, Melissa Salmon, and Diane Santesso. "When do gamblers help themselves? Self-discontinuity increases self-directed change over time." Addictive Behaviors 64 (January 2017): 148–53. http://dx.doi.org/10.1016/j.addbeh.2016.08.037.

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Kim, Sook-Ryong, and In-Woo Yeo. "Conflict and Change of Teachers Supporting Young Children’s Self-directed Play." Journal of Children's Literature and Education 20, no. 3 (2019): 247–66. http://dx.doi.org/10.22154/jcle.20.3.9.

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Levy, Hannah C., Scott E. Hannan, Gretchen J. Diefenbach, and David F. Tolin. "Change in obsessive beliefs in therapist-directed and self-directed exposure therapy for obsessive-compulsive disorder." Journal of Obsessive-Compulsive and Related Disorders 18 (July 2018): 1–7. http://dx.doi.org/10.1016/j.jocrd.2018.05.001.

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Lupyan, Gary, and Daniel Swingley. "Self-Directed Speech Affects Visual Search Performance." Quarterly Journal of Experimental Psychology 65, no. 6 (2012): 1068–85. http://dx.doi.org/10.1080/17470218.2011.647039.

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People often talk to themselves, yet very little is known about the functions of this self-directed speech. We explore effects of self-directed speech on visual processing by using a visual search task. According to the label feedback hypothesis (Lupyan, 2007a), verbal labels can change ongoing perceptual processing—for example, actually hearing “chair” compared to simply thinking about a chair can temporarily make the visual system a better “chair detector”. Participants searched for common objects, while being sometimes asked to speak the target's name aloud. Speaking facilitated search, particularly when there was a strong association between the name and the visual target. As the discrepancy between the name and the target increased, speaking began to impair performance. Together, these results speak to the power of words to modulate ongoing visual processing.

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Rajan, Marina, and Thomas Chacko. "Improving educational environment in medical colleges through transactional analysis practice of teachers." F1000Research 1 (October 9, 2012): 24. http://dx.doi.org/10.12688/f1000research.1-24.v1.

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Context: A FAIMER (Foundation for Advancement in International Medical Education and Research) fellow organized a comprehensive faculty development program to improve faculty awareness resulting in changed teaching practices and better teacher student relationships using Transactional Analysis (TA). Practicing TA tools help development of ‘awareness’ about intrapersonal and interpersonal processes.Objectives:To improve self-awareness among medical educators.To bring about self-directed change in practices among medical educators.To assess usefulness of TA tools for the same.Methods: An experienced trainer conducted a basic course (12 hours) in TA for faculty members. The PAC model of personality structure, functional fluency model of personal functioning, stroke theory on motivation, passivity and script theories of adult functional styles were taught experientially with examples from the Medical Education Scenario. Self-reported improvement in awareness and changes in practices were assessed immediately after, at three months, and one year after training.Findings: The mean improvement in self-'awareness' is 13.3% (95% C.I 9.3-17.2) among nineteen participants. This persists one year after training. Changes in practices within a year include, collecting feedback, new teaching styles and better relationship with students.Discussion and Conclusions: These findings demonstrate sustainable and measurable improvement in self-awareness by practice of TA tools. Improvement in self-'awareness' of faculty resulted in self-directed changes in teaching practices. Medical faculty has judged the TA tools effective for improving self-awareness leading to self-directed changes.

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Åkerlind, Gerlese S., and A. Chris Trevitt. "Enhancing Self‐Directed Learning through Educational Technology: When Students Resist the Change." Innovations in Education & Training International 36, no. 2 (1999): 96–105. http://dx.doi.org/10.1080/1355800990360202.

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Morris, Thomas Howard, and Pascal D. König. "Self-directed experiential learning to meet ever-changing entrepreneurship demands." Education + Training 63, no. 1 (2020): 23–49. http://dx.doi.org/10.1108/et-09-2019-0209.

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PurposePolicy makers have called for more entrepreneurship throughout societies as a response to the digital transformation. This paper argues that the rapidly changing conditions of the digital age indeed mark a change in the bases of entrepreneurship. Specifically, as adaptivity becomes key, a learning capacity and general ability to adapt becomes a critical factor in entrepreneurial activity. The paper identifies self-directed learning (SDL) as a fundamental competence in this regard and examines its role for entrepreneurship and entrepreneurial competence.Design/methodology/approachThe paper develops a theoretical framework for the role of SDL in entrepreneurship through a process of systematic review of previous studies that have linked SDL to entrepreneurship.FindingsThe formulated theoretical framework shows how SDL competence combines with experiential learning in supporting the kind of adaptivity needed for entrepreneurial competence, especially under more rapidly changing conditions. SDL competence also gains wider importance through enabling individuals to meet the demands of organizational changes in our highly volatile world.Practical implicationsSDL competence prepares individuals for entrepreneurship and resilience in face of rapid changes as well as for being more entrepreneurial in the conduct of their lives more generally. Fostering SDL competence can thus be regarded as an important objective of entrepreneurship education.Originality/valueThe described self-directed experiential learning cycle offers a novel perspective that clarifies how both self-directed and experiential learning competences are integral for understanding the basis of adaptiveness in entrepreneurial activity.

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Stachnik, Joan M., Cheryl L. Nunn-Thompson, Pamela A. Simon, et al. "Management: Self-Directed Work Teams: Application to a Drug Information Center." Annals of Pharmacotherapy 31, no. 3 (1997): 357–62. http://dx.doi.org/10.1177/106002809703100315.

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Objective To describe the transition of a drug information center from a traditionally managed center to a self-directed work team responsible for service, education, research, and drug use policy development. Summary To adapt to economic, educational, and technologic changes, traditional management structures in healthcare organizations are being reassessed. In some instances, a team approach (using self-directed work teams [SDWTs]) is being implemented. SDWTs have the potential to provide a number of benefits to an organization, including reduced costs and greater employee motivation. The University of Illinois at Chicago Drug Information Center had functioned under a traditional management structure. For economic and professional reasons, the management structure of the center was changed to an SDWT, prompting a reevaluation of the mission and activities of the center. Discussion Although still in transition, the center's change to a team structure has proven to be positive. The nature of the SDWT requires greater involvement by team members in all aspects of the center's operation, adding to the experience of team members. The team structure also allows for greater freedom to pursue projects of personal interest to individual team members. A number of issues still need to be resolved, such as performance-based compensation and peer- and self-evaluations. Conclusions SDWTS can provide many benefits. The successful implementation of an SDWT, however, has a number of requirements, the most important of which are a commitment from management and effective communication among team members and with management.

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Ciesla, Jeffrey A., and John E. Roberts. "Self-Directed Thought and Response to Treatment for Depression: A Preliminary Investigation." Journal of Cognitive Psychotherapy 16, no. 4 (2002): 435–53. http://dx.doi.org/10.1891/jcop.16.4.435.52528.

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The study this article is based on investigated the role of self-directed attention in the maintenance of depressive episodes. Measures of rumination and self-consciousness were used to predict response to treatment for depression. Further, the study investigated the potential interplay between self-directed attention and negative cognition. Thirty-two participants completed measures of rumination, private self-consciousness, and negative cognition prior to receiving group psychoeducational treatment for depression. Analyses revealed that although the main effects of measures of self-directed attention and negative cognition were not statistically significant, the interaction between self-directed thought (particularly rumination) and negative cognitive style predicted change in severity of depressive symptoms over the course of the treatment program. These findings suggest that the degree to which heightened self-directed attention contributes to poor treatment outcome for depression varies as a function of cognitive style.

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Connell, Louise A., Naoimh E. McMahon, Sarah F. Tyson, Caroline L. Watkins, and Janice J. Eng. "Case Series of a Knowledge Translation Intervention to Increase Upper Limb Exercise in Stroke Rehabilitation." Physical Therapy 96, no. 12 (2016): 1930–37. http://dx.doi.org/10.2522/ptj.20150694.

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Abstract Background and Purpose Current approaches to upper limb rehabilitation are not sufficient to drive neural reorganization and maximize recovery after stroke. To address this evidence-practice gap, a knowledge translation intervention using the Behaviour Change Wheel was developed. The intervention involves collaboratively working with stroke therapy teams to change their practice and increase therapy intensity by therapists prescribing supplementary self-directed arm exercise. The purposes of this case series are: (1) to provide an illustrative example of how a research-informed process changed clinical practice and (2) to report on staff members' and patients' perceptions of the utility of the developed intervention. Case Descriptions A participatory action research approach was used in 3 stroke rehabilitation units in the United Kingdom. The intervention aimed to change 4 therapist-level behaviors: (1) screening patients for suitability for supplementary self-directed arm exercise, (2) provision of exercises, (3) involving family and caregivers in assisting with exercises, and (4) monitoring and progressing exercises. Data on changes in practice were collected by therapy teams using a bespoke audit tool. Utility of the intervention was explored in qualitative interviews with patients and staff. Outcomes Components of the intervention were successfully embedded in 2 of the 3 stroke units. At these sites, almost all admitted patients were screened for suitability for supplementary self-directed exercise. Exercises were provided to 77%, 70%, and 88% of suitable patients across the 3 sites. Involving family and caregivers and monitoring and progressing exercises were not performed consistently. Conclusions This case series is an example of how a rigorous research-informed knowledge translation process resulted in practice change. Research is needed to demonstrate that these changes can translate into increased intensity of upper limb exercise and affect patient outcomes.

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Lee, Sang-Duk, Jong-Guk Lim, and Shin-Hwan Yoo. "Self-directed Exercise of College Students for the Change of Physical Education Paradigm." Journal of the Korea Entertainment Industry Association 11, no. 7 (2017): 201–12. http://dx.doi.org/10.21184/jkeia.2017.10.11.7.201.

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Sahakyan, Lili, Peter F. Delaney, and Colleen M. Kelley. "Self-evaluation as a moderating factor of strategy change in directed forgetting benefits." Psychonomic Bulletin & Review 11, no. 1 (2004): 131–36. http://dx.doi.org/10.3758/bf03206472.

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Zunick, Peter V., and Russell H. Fazio. "Directed abstraction during initial skill learning promotes performance and lasting self-concept change." Self and Identity 19, no. 8 (2019): 887–906. http://dx.doi.org/10.1080/15298868.2019.1698453.

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Jones, Nev. "Rethinking Consumer Empowerment (and Systems Change) Through the Lessons of Self-Directed Care." Psychiatric Services 70, no. 3 (2019): 165. http://dx.doi.org/10.1176/appi.ps.70301.

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Roberts, Chris, and Patsy Stark. "Readiness for self-directed change in professional behaviours: factorial validation of the Self-reflection and Insight Scale." Medical Education 42, no. 11 (2008): 1054–63. http://dx.doi.org/10.1111/j.1365-2923.2008.03156.x.

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Crain, A. L., N. E. Sherwood, B. C. Martinson, and R. W. Jeffery. "Mediators of Weight Loss Maintenance in the Keep It Off Trial." Annals of Behavioral Medicine 52, no. 1 (2017): 9–18. http://dx.doi.org/10.1007/s12160-017-9917-x.

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AbstractBackgroundAn important step toward enhancing the efficacy of weight loss maintenance interventions is identifying the pathways through which successful interventions such as the Keep It Off trial have worked.PurposeThis study aimed to assess the viability of mediated relationships between the Keep It Off Guided intervention, conceptually and empirically grounded potential mediators, and weight. Repeated measurement of mediators and weight enabled documentation of the temporal ordering of intervention delivery and changes in mediators and in weight among participants randomized to the Guided intervention or Self-Directed comparison group.MethodsTotal, direct, and indirect effects of the Guided intervention on weight change were calculated and tested for significance. Indirect effects were comprised of the influence of the intervention on three change scores for each mediator and the relationship between mediator changes and weight changes 6 months later.ResultsGuided intervention participants regained about 2% less weight over 24 months than Self-Directed participants. Starting daily self-weighing accounted for the largest share of this difference, followed by not stopping self-weighing.ConclusionsDaily self-weighing mediated 24-month weight loss maintenance.Trial Registration NumberThe trial is registered withClinicalTrials.gov (Identifier: NCT00702455www.clinicaltrials.gov/ct2/show/NCT00702455).

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Michaud, Jérôme. "Dynamic preferences and self-actuation of changes in language dynamics." Language Dynamics and Change 9, no. 1 (2019): 61–103. http://dx.doi.org/10.1163/22105832-00901003.

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Abstract A puzzling fact about linguistic norms is that they are mainly stable, but the conventional variant sometimes changes. These transitions seem to be mostly S-shaped and, therefore, directed. Previous models have suggested possible mechanisms to explain these directed changes, mainly based on a bias favoring the innovative variant. What is still debated is the origin of such a bias. In this paper, we propose a refined taxonomy of mechanisms of language change and identify a family of mechanisms explaining self-actuated language changes. We exemplify this type of mechanism with the preference-based selection mechanism that relies on agents having dynamic preferences for different variants of the linguistic norm. The key point is that if these preferences align through social interactions, then new changes can be actuated even in the absence of external triggers. We present results of a multi-agent model and demonstrate that the model produces trajectories that are typical of language change.

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Allen, Felicity. "Feminism and Behaviourism in Academia: Strategies for Change." Behaviour Change 8, no. 1 (1991): 10–16. http://dx.doi.org/10.1017/s0813483900006860.

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This paper considers the employment of women academics in Australia and describes ideological sources of individual cognitions about the acceptability of the jobs typically performed by women in academia. A cognitive-behavioural model is used to explore the role of certain group behaviours in maintaining power divisions between the sexes. It is suggested that women can control aspects of their interactions with others in ways that might facilitate their promotion. The importance of time and resource management in making these changes is emphasised. The questions of reconciling the issues of feminism and behaviourism in dealing with co-workers in tertiary education are discussed. The context is not a client/therapist interaction and the model of behaviour change underlying this article is participant rather than administrative, in that it assumes that at least some members of both sexes within Australian universities will take responsibility for self-directed behaviour change. The purpose of this paper is to consider the areas of academic politics, both micro and macro, which might be susceptible to change by people using self-directed behaviour modification techniques.

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Hennecke, Marie, Wiebke Bleidorn, Jaap J. A. Denissen, and Dustin Wood. "A Three–Part Framework for Self–Regulated Personality Development across Adulthood." European Journal of Personality 28, no. 3 (2014): 289–99. http://dx.doi.org/10.1002/per.1945.

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Recently, researchers interested in personality development have begun to acknowledge the roles of motivation and self–regulation for why traits change across adulthood. We propose three preconditions under which individuals may change their own levels of a personality trait through self–directed efforts. Firstly, individuals need to desire changing their trait–related behaviours either as an end in itself or in order to achieve other goals. Secondly, they need to consider behavioural changes feasible and be able to implement the desired changes. Thirdly, behavioural changes need to become habitual in order to constitute a stable trait. After elaborating on these three conditions, we review evidence attesting to the importance of motivation and self–regulation for trait development. We conclude with a discussion of the mutual interdependence of traits and goals, as well as the limits of self–regulated personality change. From our framework, we derive why personality changes across adulthood tend to be small to medium only, namely because they may require that all three preconditions for self–regulated personality change are fulfilled. We provide reasons for why people might not view change as desirable, feasible or fail to maintain it over time. Finally, we propose ideas for potential study designs to research self–regulated personality change. Copyright © 2014 European Association of Personality Psychology

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Örs, Mukaddes. "The Self-Directed Learning Readiness Level of the Undergraduate Students of Midwife and Nurse in Terms of Sustainability in Nursing and Midwifery Education." Sustainability 10, no. 10 (2018): 3574. http://dx.doi.org/10.3390/su10103574.

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Self-directed learning is a necessary skill for students and workers to remain lifelong learners. Being self-directed in learning allows nurses to stay elastic, open to change and sustain their, professional development. The aim of this study was to determine the level of self-directed learning readiness of undergraduate students of nursing and midwifery. This study also investigated whether there were associations between the level of self-directed learning readiness and selected demographic variables such as gender, department, academic level and monthly income in the undergraduate students. Quantitative research method was used in this research. A total of 398 students participated in this survey conducted at the Faculty of Health Sciences of University of Amasya. The Self-Directed Learning Readiness Scale (SDLRS) that was developed by Fisher et al., was used. In the data analysis, descriptive statistics, Kruskal Wallis H test and Mann Whitney U test were applied. In this study, it was revealed that nursing and midwifery students had relatively high self-directed learning readiness. However, students received the lowest score for the self-management dimension, which indicates that students need support in self-management skills. As a result of the Mann Whitney U test, it was put forward that there were statistically significant differences in level of self-directed learning readiness based on gender and department. As a result of the Kruskal Wallis H test, it was found that there was no difference in level of self-directed learning readiness based on monthly income variable.

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Griskevica, Inguna, and Martins Iltners. "RELATIONSHIP BETWEEN ACADEMIC SELF-EFFICACY AND COGNITIVE LOAD FOR STUDENTS IN DISTANCE LEARNING." Education. Innovation. Diversity. 1, no. 2 (2021): 31–40. http://dx.doi.org/10.17770/eid2021.1.5426.

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The COVID-19 global pandemic has forced the education process worldwide to change its form to distance learning. This empirical study contributes to recently limited knowledge about the remote learning process. The study aimed to determine how academic self-efficacy is related to subjective cognitive load to predict achievement results in different forms of distance learning. The research method used was a quasi-experimental pilot study. The research questions were: (1) What is the relationship between academic self-efficacy, subjective cognitive load, and achievement results in teacher-directed distance learning? (2) What is the relationship between academic self-efficacy, subjective cognitive load, and achievement in student-directed distance learning? (3) What is the difference between teacher-directed and student self-directed distance learning settings regarding relationships between academic self-efficacy, subjective cognitive load, and achievement results? The measurement of academic self-efficacy and subjective cognitive load in the context of task assessment results were compared in different distance learning settings in two independent groups of 9th graders. The results suggest a significant relationship between subjective cognitive load and achievement results in student self-directed but non-significant between all variables in teacher-directed distance learning settings. In contrast, settings themselves demonstrated no influence on any measured factors.

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Henderson, Fiona, Kelly Hall, Audrey Mutongi, and Geoff Whittam. "Social enterprise, social innovation and self-directed care: lessons from Scotland." Social Enterprise Journal 15, no. 4 (2019): 438–56. http://dx.doi.org/10.1108/sej-12-2018-0080.

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Purpose This study aims to explore the opportunities and challenges Self-directed Support policy has presented to Scottish social enterprises, thereby increasing understanding of emerging social care markets arising from international policy-shifts towards empowering social care users to self-direct their care. Design/methodology/approach This study used guided conversations with a purposive sample of 19 stakeholders sampled from frontline social care social enterprises; social work; third sector; health; and government. Findings An inconsistent social care market has emerged across Scotland as a result of policy change, providing both opportunities and challenges for social enterprises. Social innovation emerged from a supportive partnership between the local authority and social enterprise in one area, but elsewhere local authorities remained change-resistant, evidencing path dependence. Challenges included the private sector “creaming” clients and geographic areas and social enterprises being scapegoated where the local market was failing. Research limitations/implications This study involved a small purposively sampled group of stakeholders specifically interested in social enterprise, and hence the findings are suggestive rather than conclusive. Originality/value This paper contributes to currently limited academic understanding of the contribution of social enterprise to emerging social care markets arising from the international policy-shifts. Through an historical institutionalism lens, this study also offers new insight into interactions between public institutions and social enterprise care providers. The insights from this paper will support policymakers and researchers to develop a more equitable, sustainable future for social care provision.

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Sari, Norma Puspita, and Arie Wahyuni. "Peningkatan Hasil Belajar Aljabar Linear melalui Self Directed Learning Mahasiswa." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 4, no. 1 (2020): 181. http://dx.doi.org/10.31331/medivesveteran.v4i1.913.

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Peningkatan hasil belajar mahasiswa dapat diketahui melalui nilai akhir mahasiswa. Salah satu kemampuan afektif mahasiswa dapat dilihat melalui SelfDirectedLearningmahasiswa. Kemampuan kognitif mahasiswa dapat di ukur melalui nilai UTS dan juga nilai UAS. Tingkat kognitif mahasiswa tidak sama sehingga pengukuran peningkatan hasil belajar mahasiswa memerlukan kecermatan dan ketelitian. Selain dari kemampuan kognitif mahasiwa peningkatan hasil belajar mahasiswa bisa di tinjau melalui SelfDirectedLearningmahasiswa dalam melaksanakan proses belajar mengajar. Aljabar linear merupakan salah satu mata kuliah dasar pada program studi D3 Manajemen Informatika yang mengarahkan mahasiswa mampu untuk menyelesaikan permasalahan matematis dalam kehidupan sehari – hari dan mampu untuk meningkatkan kemampuan berfikir matematis pada mahasiswa. Metode yang digunakan dalam penelitian ini adalah metode literatur, metode tes dan metode dokumentasi dengan mengambil data volume nilai. Tujuan dari penelitian ini adalah untuk mengukur hasil belajar aljabar linear mahasiswa yang ditinjau dari SelfDirectedLearning mahasiswa. Jenis penelitian ini adalah penelitian deskriptif kuantitatif dengan teknis analisis data yang digunakan pada penelitian ini adalah anava dengan aplikasi SPSS. Hasil dari penelitian ini adalah terdapat pengaruh antara Self Directed Learning terhadap Hasil belajar Aljabar Linear, hal ini ditunjukkan bahwa ada perubahan nilai aljabar oleh Self Directed learning. Dalam proses analisis data dinyatakan pada nilai p value kurang dari 0,005 dan dengan persamaan regresi Y = 0,009 X + 88,651, dimana Y sebagai hasil nilai Aljabar Linear dan X sebagai Self Directed Learning. Dengan adanya analisis statistik tersebut dapat terlihat adanya peningkatan hasil belajar Aljabar Linear melalui Self Directed Learning, namun masih diperlukan pengembangan bahan ajar supaya pembelajaran bisa berjalan lebih efektif. Hasil dari penelitian ini adalah terdapat pengaruh antara Self Directed Learning terhadap Hasil belajar Aljabar Linear, hal ini ditunjukkan bahwa ada perubahan nilai aljabar oleh Self Directed learning. Dalam proses analisis data dinyatakan pada nilai p value kurang dari 0,005 dan dengan persamaan regresi Y = 0,009 X + 88,651, dimana Y sebagai hasil nilai Aljabar Linear dan X sebagai Self Directed Learning. Dengan adanya analisis statistik tersebut dapat terlihat adanya peningkatan hasil belajar Aljabar Linear melalui Self Directed Learning, namun masih diperlukan pengembangan bahan ajar supaya pembelajaran bisa berjalan lebih efektif. Kata kunci, Self Directed Learning, Aljabar Linear ABSTRACT Improved student learning outcomes can be known through the student's final grade. One of the affective abilities of students can be seen through Self-Directed Learning students. Student cognitive abilities can be measured through midterm grades and also midterm grades. Student cognitive levels are not the same, so measuring improvement in student learning outcomes requires precision and accuracy. Aside from the cognitive abilities of students the improvement in student learning outcomes can be reviewed through Self-Directed Learning students in implementing the teaching and learning process. Linear algebra is one of the basic courses in the D3 Informatics Management study program that directs students to be able to solve mathematical problems in their daily lives and is able to improve their mathematical thinking abilities. The method used in this research is the literature method, test method and documentation method by taking data volume values. The purpose of this study is to measure the results of student linear algebra learning in terms of Self-Directed Learning students. This type of research is a quantitative descriptive study with data analysis techniques used in this study is anava with SPSS applications. The results of this study are that there is an influence between Self Directed Learning on Linear Algebra learning outcomes, it is shown that there is a change in the value of algebra by Self Directed learning. In the process of data analysis expressed at p value less than 0.005 and with the regression equation Y = 0.009 X + 88.651, where Y is the result of Linear Algebra and X as Self Directed Learning. With the statistical analysis it can be seen an increase in Linear Algebra learning outcomes through Self Directed Learning, but the development of teaching materials is still needed so that learning can run more effectively. The results of this study are that there is an influence between Self Directed Learning on Linear Algebra learning outcomes, it is shown that there is a change in the value of algebra by Self Directed learning. In the process of data analysis expressed at p value less than 0.005 and with the regression equation Y = 0.009 X + 88.651, where Y is the result of Linear Algebra and X as Self Directed Learning. With the statistical analysis it can be seen an increase in Linear Algebra learning outcomes through Self Directed Learning, but the development of teaching materials is still needed so that learning can run more effectively. Keywords:Learning Outcomes, Self Directed Learning, Linear Algebra.

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Esposito, Giovanna, António P. Ribeiro, Miguel M. Gonçalves, and Maria Francesca Freda. "Mirroring in Group Counseling: Analyzing Narrative Innovations." Small Group Research 48, no. 4 (2017): 391–419. http://dx.doi.org/10.1177/1046496417697149.

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The aim of this case study is to demonstrate how an innovative group counseling method, the narrative mediation path, promotes reflective mirroring in a group of underachieving university students. We used an adaptation of the innovative moments coding system, a reliable method for studying change by tracking narrative innovations throughout the intervention. The transcripts of the seven sessions of a single narrative mediation path counseling group were analyzed, and three types of innovative moments were identified: self-directed innovative moments (those directed at the participants themselves), other-directed innovative moments (those directed at another group member), and group-directed innovative moments (those directed at the group as a whole). To study the narrative sequences containing both other-directed or group-directed innovative moments and self-directed innovative moments, a microgenetic approach was adopted. Results suggested that across the narrative mediation path counseling sessions, different types of reflecting mirroring emerged, based on supporting, interpreting, and connecting members’ experiences.

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Bishara, Saied. "The cultivation of self-directed learning in teaching mathematics." World Journal on Educational Technology: Current Issues 13, no. 1 (2021): 82–95. http://dx.doi.org/10.18844/wjet.v13i1.5401.

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This study examined students’ ability to learn mathematics in a self-directed teaching environment. One of the main goals of the educational system is to nurture independent learners who can grow up to be inquisitive, critical, creative, and capable of piloting their own learning. This implies making a change in the way the role of the mathematics teacher is perceived in that the teacher must now become a mentor who supports and mediates learning, enabling students to construct a knowledge base of rules and methods in mathematics and acquire and experience ways of thinking that enable them to construct this knowledge.This qualitative study is based on interviews with four ninth-grade mathematics teachers and on in-class observations of teaching styles and teacher-student interactions. Our findings show that applying self-directed learning methods in class based on a constructivist approach to teach mathematics is an important factor in developing students’ creativity and thinking. These findings suggest that developing this model of teaching should be recommended to teachers. Accordingly, this study also proposes a model for staff development programs that foster self-directed learning in mathematics. The model proposes that increasing teachers’ awareness of their teaching process and training them to prepare learners to cope effectively with unfamiliar mathematical problems are goals to include in teacher training. This model of teaching may have far-reaching effects in pedagogy, e.g.: reducing drop-out numbers, improving achievements, and improving social interactions.Key words: constructivist approach, fostering thinking, self-directed learning, teaching mathematics.

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Azar, Kristen M. J., Lan Xiao, and Jun Ma. "Baseline Obesity Status Modifies Effectiveness of Adapted Diabetes Prevention Program Lifestyle Interventions for Weight Management in Primary Care." BioMed Research International 2013 (2013): 1–7. http://dx.doi.org/10.1155/2013/191209.

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Objective. To examine whether baseline obesity severity modifies the effects of two different, primary care-based, technology-enhanced lifestyle interventions among overweight or obese adults with prediabetes and/or metabolic syndrome.Patients and Methods. We compared mean differences in changes from baseline to 15 months in clinical measures of general and central obesity among participants randomized to usual care alone (n=81) or usual care plus a coach-led group (n=79) or self-directed individual (n=81) intervention, stratified by baseline body mass index (BMI) category.Results. Participants with baseline BMI35+had greater reductions in mean BMI, body weight (as percentage change), and waist circumference in the coach-led group intervention, compared to usual care and the self-directed individual intervention (P<0.05for all). In contrast, the self-directed intervention was more effective than usual care only among participants with baseline BMIs between25≤35. Mean weight loss exceeded 5% in the coach-led intervention regardless of baseline BMI category, but this was achieved only among self-directed intervention participants with baseline BMIs<35.Conclusions. Baseline BMI may influence behavioral weight-loss treatment effectiveness. Researchers and clinicians should take an individual’s baseline BMI into account when developing or recommending lifestyle focused treatment strategy. This trial is registered with ClinicalTrials.govNCT00842426.

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Kruzan, Kaylee Payne, and Janis Whitlock. "Processes of Change and Nonsuicidal Self-Injury: A Qualitative Interview Study With Individuals at Various Stages of Change." Global Qualitative Nursing Research 6 (January 2019): 233339361985293. http://dx.doi.org/10.1177/2333393619852935.

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Nonsuicidal self-injury (NSSI) is a pervasive and potentially lethal behavior that affects many youth and adolescents. Effective treatment and prevention efforts are critical but often lack a nuanced understanding of the behavior change process. To address this gap, this research employs a stage of change model to identify and understand the most salient and widespread processes that facilitate NSSI behavior change. Thirty-one semi-structured interviews were conducted with individuals with current or past self-injury. Individuals were recruited to represent all stages of change including those who have not thought about changing behavior to those who have been NSSI-free for years. We employ a directed content analysis to code for dimensions derived from the model and an inductive approach to surface more nuanced change levers. Four organizing dimensions emerged: relational, behavioral, self-knowledge, and barriers. Common change levers of value in clinical practice or in intervention modalities are discussed.

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Poole, Wendy. "Reconstructing the Teacher-Administrator Relationship to Achieve Systemic Change." Journal of School Leadership 5, no. 6 (1995): 565–96. http://dx.doi.org/10.1177/105268469500500603.

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The transition from hierarchical to collegial relationships between teachers and administrators is examined within the context of a school district that implemented a new model of teacher supervision and evaluation. This new model called for teachers to assume responsibility and accountability for their individual professional growth, and it called for administrators to facilitate and coach teachers to become self-directed and self-evaluating. This transition required teachers and administrators to reconstruct meanings about the teacher-administrator relationship. Meanings constructed by teachers and administrators are examined, along with the interpretive process through which individual and shared meanings developed. Several implications for research and practice are provided.

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RHEE, KENNETH S. "EDUCATIONAL IMPLICATIONS OF LONGITUDINAL INTERVENTION ON THE AWARENESS OF SELF-DIRECTED CHANGE ON MANAGERIAL ABILITIES." Academy of Management Proceedings 1999, no. 1 (1999): E1—E6. http://dx.doi.org/10.5465/apbpp.1999.27614344.

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Webb, Heather, Alison Rolfe, Jim Orford, et al. "Self-directed change or specialist help? Understanding the pathways to changing drinking in heavy drinkers." Addiction Research & Theory 15, no. 1 (2007): 85–95. http://dx.doi.org/10.1080/16066350601068675.

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Amin, Nor Fadila Mohd, Muhammad Sukri Saud, Yahya Buntat, and Adibah Abdul Latif. "The Application of Rasch Measurement Model in Measuring Change in Students Self-Directed Learning Readiness." Advanced Science Letters 19, no. 12 (2013): 3736–38. http://dx.doi.org/10.1166/asl.2013.5242.

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Labansat, Heather A., Laura L. Ten Eyck, Dana M. Gresky, Donald F. Dansereau, and Charles G. Lord. "Directed Thinking and Readiness to Change Self-Beneficial Behaviors: Are You Ready for Some Studying?" Journal of Applied Social Psychology 37, no. 10 (2007): 2238–60. http://dx.doi.org/10.1111/j.1559-1816.2007.00257.x.

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Garrels, Veerle, and Susan B. Palmer. "Student-directed learning: A catalyst for academic achievement and self-determination for students with intellectual disability." Journal of Intellectual Disabilities 24, no. 4 (2019): 459–73. http://dx.doi.org/10.1177/1744629519840526.

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In this single-case experimental design study, eight adolescents with mild intellectual disability (ID) participated in a 3-month intervention with the Self-Determined Learning Model of Instruction. Findings indicate that student-directed learning may enable students with ID to increase their academic achievements, and the authors explore how this may lead to enhanced self-determination over time. Further data analysis suggests that student-directed learning first of all may have an impact at the level of the environment, such that teachers start to perceive their students with ID as capable agents who can take an active role in their own learning process. This change in teacher perception may lead to students getting more opportunities to practice and refine self-determination skills, which in turn may lead to increased capacity for self-determination. Findings from this study are uplifting, as even brief student-directed learning interventions may trigger positive effects on students’ self-determination.

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Pegu, S., J. Angelakis, and S. Shivananda. "Practice Change Communication Among Interdisciplinary Health Care Providers (HCPS) Using Self-Instructional Video, Self-Directed Facility Tour and Eliciting Feedback." Paediatrics & Child Health 17, suppl_A (2012): 29A—30A. http://dx.doi.org/10.1093/pch/17.suppl_a.29ab.

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Kirk, Julia, and Andrew Courtner. "Self-Direction in Learning of EdD Candidates at a Small, Private Institution." International Journal of Doctoral Studies 15 (2020): 353–71. http://dx.doi.org/10.28945/4378.

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Aim/Purpose: Many researchers have investigated factors related to why doctoral candidates do or do not persist in a doctoral program, yet, literature was not found where researchers investigated the relationship between self-directed learning and currently enrolled EdD candidates. The authors sought to understand EdD candidates’ self-direction in learning at the onset of their EdD program. The findings informed program and course instructional strategies of the EdD Program and helped to determine what could be done to help candidates be more successful in the program. Background: The purpose of this study was to investigate the self-directed learning of doctoral candidates in one EdD program in a private university in a southeastern state. Adults are by nature self-directed individuals and it would be reasonable to assume that adult doctoral candidates might exhibit some level of self-directed learning. Methodology: The PRO SDLS (Stockdale, 2003) was employed to measure self-directed learning among a population of 110 EdD candidates currently enrolled in a private university in a southeastern state. The following variables were also included in the analysis: year of enrollment, program concentration, hour of enrollment, age, and gender. A series of one-way ANOVAs were used to compare the differences of each independent variable on each measure of the dependent variable. Contribution: The findings informed program and course instructional strategies of the EdD Program and helped to determine what could be done to help candidates be more successful in the program. The findings not only benefitted this individual EdD Program, but also additionally will add to the body of knowledge on encouraging self-directed learning among EdD candidates. Findings: The researchers found that all candidates, regardless of variables investigated, had similar levels of self-directed learning, above average for adults, which is typical of doctoral students. While no specific variable was statistically significantly different, a few variables neared the significance level of 0.05, in exhibiting even higher levels of self-directed learning. It was found that females demonstrated slightly higher control, a sub-factor of self-directed learning, and candidates in the higher education program demonstrated higher motivation, another sub-factor of self-directed learning. Recommendations for Practitioners: Practitioners would benefit by incorporating the following steps to increase self-directed learning among doctoral candidates in education: facilitating the dissertation process earlier, gradual release into dissertation hours, writing competency based curriculum for earlier writing skills, and fostering collaborative grouping within the program for social connection. Recommendation for Researchers: Self-directed learning is only one possible reason for whether or not students may or may not complete a doctoral degree in education. Other variables may influence, possibly even stronger, the candidate’s ability to complete the doctoral degree. Impact on Society: Adults are self-directed individuals. Adults returning to school are found to have higher readiness for self-directed learning. Fostering this self-directed learning through social collaboration in a doctoral program can help doctoral candidates be more successful. Future Research: Additional factors may exist that influence the completion of a doctoral degree: life circumstances, job change, health, relationships with faculty, etc. These factors could be measured in conjunction with self-directed learning to gain a more comprehensive picture as to why some students do not finish their doctoral degrees in education.

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Segal, Roanne, William Evans, Darren Johnson, et al. "Structured Exercise Improves Physical Functioning in Women With Stages I and II Breast Cancer: Results of a Randomized Controlled Trial." Journal of Clinical Oncology 19, no. 3 (2001): 657–65. http://dx.doi.org/10.1200/jco.2001.19.3.657.

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PURPOSE: Self-directed and supervised exercise were compared with usual care in a clinical trial designed to evaluate the effect of structured exercise on physical functioning and other dimensions of health-related quality of life in women with stages I and II breast cancer. PATIENTS AND METHODS: One hundred twenty-three women with stages I and II breast cancer completed baseline evaluations of generic and disease- and site-specific health-related quality of life, aerobic capacity, and body weight. Participants were randomly allocated to one of three intervention groups: usual care (control group), self-directed exercise, or supervised exercise. Quality of life, aerobic capacity, and body weight measures were repeated at 26 weeks. The primary outcome was the change in the Short Form-36 physical functioning scale between baseline and 26 weeks. RESULTS: Physical functioning in the control group decreased by 4.1 points, whereas it increased by 5.7 points and 2.2 points in the self-directed and supervised exercise groups, respectively (P = .04). Post hoc analysis showed a moderately large (and clinically important) difference between the self-directed and control groups (9.8 points; P = .01) and a more modest difference between the supervised and control groups (6.3 points; P = .09). No significant differences between groups were observed for changes in quality of life scores. In a secondary analysis of participants stratified by type of adjuvant therapy, supervised exercise improved aerobic capacity (+3.5 mL/kg/min; P = .01) and reduced body weight (−4.8 kg; P < .05) compared with usual care only in participants not receiving chemotherapy. CONCLUSION: Physical exercise can blunt some of the negative side effects of breast cancer treatment, including reduced physical functioning. Self-directed exercise is an effective way to improve physical functioning compared with usual care. In participants not receiving chemotherapy, supervised exercise may increase aerobic capacity and reduce body weight compared with usual care.

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Wehmeyer, Michael L., Karrie A. Shogren, Jessica R. Toste, and Stephanie Mahal. "Self-Determined Learning to Motivate Struggling Learners in Reading and Writing." Intervention in School and Clinic 52, no. 5 (2016): 295–303. http://dx.doi.org/10.1177/1053451216676800.

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Promoting self-determined learning through student-directed learning strategies has been documented to promote more positive school-related outcomes for upper elementary grade learners with disabilities and other students who are struggling. These strategies are typically introduced in multicomponent interventions combining several student-directed learning strategies such as self-monitoring, self-evaluation, antecedent cue regulation, and self-instruction. Such interventions have established efficacy in promoting a wide array of academic outcomes. Students’ motivation is consistently related to academic achievement, but it has been found to change over time, with intrinsic motivation’s having marked decreases into the later elementary years and into middle school. This article reviews the literature on the impact of promoting self-determination and self-determined learning strategies that can be used to promote more positive reading and writing outcomes to enable students to become autonomous learners.

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Bliss, Courtney. "From B-Boys to Broadway: Activism and Directed Change in Hip-hop." Asia Pacific Media Educator 29, no. 2 (2019): 225–36. http://dx.doi.org/10.1177/1326365x19894781.

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In this article, I examine how the dominant paradigm of development led to the Bronx being in a state of ruin, the development of hip-hop culture as a self-empowerment tool, and how that tool is used to direct change in blighted urban areas around the US through rap at all levels—from street corners to the Broadway stage. I use a combination of theories from development communication, ethnomusicology and popular culture to perform my analysis and conclude that hip-hop culture empowers individuals and communities to make change in their neighbourhoods. I also conclude that Lin-Manuel Miranda, coming from that culture, has gone on to bring this empowerment and directed change to Broadway to make fundamental changes there that have an impact that reach far from the hallowed halls of the Great White Way.

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Tillema, H. H. "Belief change towards self-directed learning in student teachers: immersion in practice or reflection on action." Teaching and Teacher Education 16, no. 5-6 (2000): 575–91. http://dx.doi.org/10.1016/s0742-051x(00)00016-0.

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Fragouli, Evaggelia. "Emotional intelligence and change: a new approach through self directed learning and incorporation of imagined interactions." International Journal of Decision Sciences, Risk and Management 1, no. 1/2 (2009): 112. http://dx.doi.org/10.1504/ijdsrm.2009.027250.

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Duncan, Stephen F., and Megan A. Rogers. "Individual Personality Characteristics Associated with Perceived Change and Helpfulness in Self-directed Marriage and Relationship Education." Marriage & Family Review 55, no. 6 (2018): 512–29. http://dx.doi.org/10.1080/01494929.2018.1519495.

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Vito, Rosemary. "Self-Directed Teams as an Organizational Change Strategy to Empower Staff: A Teaching/Learning Case Study." Human Service Organizations: Management, Leadership & Governance 43, no. 2 (2019): 146–51. http://dx.doi.org/10.1080/23303131.2019.1614852.

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Fox, Robert D. "New research agendas for CME: Organizing principles for the study of self-directed curricula for change." Journal of Continuing Education in the Health Professions 11, no. 2 (1991): 155–67. http://dx.doi.org/10.1002/chp.4750110205.

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Lubusko, Andrew, and James Forest. "Memory for Information in Self-Help Psychology Books." Psychological Reports 65, no. 3 (1989): 891–96. http://dx.doi.org/10.2466/pr0.1989.65.3.891.

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Research on psychological self-help books has not demonstrated conclusively that improvements in mental health occur after people read the books. This study examined a more sensitive measure of change: how much information is retained when people read a self-help book. 107 men completed the Eysenck Personality Questionnaire in Session 1, read a self-help book during a 2-wk. interval, and completed an immediate or delayed 50-item true-false memory test in Session 2. The dependent measure was the score on the memory test. Regression analysis indicated that retention interval, personality scores, interest, and impact measures were significant predictors of memory scores. Memory for self-help information could be an important predictor of self-directed psychological change.

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Raufelder, Diana, and Stefan Kulakow. "The role of the learning environment in adolescents’ motivational development." Motivation and Emotion 45, no. 3 (2021): 299–311. http://dx.doi.org/10.1007/s11031-021-09879-1.

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AbstractPast research has continuously shown that motivation in school declines across adolescence. To counteract potential declines in educational practice, the present study examines the motivational development of early and middle adolescent students within one school year and across two distinctive learning environments: a conventional teacher-directed learning environment and an individualized student-directed learning environment based on competency matrices. Based on a sample of 1153 (Mage = 13.97, SD = 1.37, 49% girls) students from grades 7 to 10, latent change analyses were conducted to examine within-school year changes in general self-efficacy and intrinsic value. Significant interaction effects of age and learning environment suggest that motivational trajectories may diverge from the consistent motivational declines that have been demonstrated by past research. Students from both learning environments differed in their general self-efficacy, but not in their intrinsic value.

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Hu, Jiun-Ruey, Hsin-Chieh Yeh, Noel T. Mueller, et al. "Effects of a Behavioral Weight Loss Intervention and Metformin Treatment on Serum Urate: Results from a Randomized Clinical Trial." Nutrients 13, no. 8 (2021): 2673. http://dx.doi.org/10.3390/nu13082673.

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Background: Lower body mass index (BMI) has been associated with lower serum urate (SU), but only in observational studies. We sought to determine the effects of behavioral weight loss and metformin treatment on SU in a randomized trial. Methods and Findings: The Survivorship Promotion In Reducing IGF-1 Trial (SPIRIT) was a parallel three-arm randomized controlled trial of overweight/obese adult cancer survivors without gout at a single center in Maryland, United States. Participants were randomized to: (1) coach-directed weight loss (behavioral telephonic coaching), (2) metformin (up to 2000 mg daily), or (3) self-directed weight loss (informational brochures; reference group). SU and BMI were assessed at baseline and at 3, 6, and 12 months post-randomization. The 121 participants had a mean ± standard deviation (SD) age of 60 ± 9 years, 79% were female, and 45% were Black. At baseline, BMI was 35 ± 5 kg/m2, and SU was 5.6 ± 1.3 mg/dL. Compared to the self-directed group, at 12 months, the coach-directed group reduced BMI by 0.9 kg/m2 (95% confidence interval (CI): −1.5, −0.4) and metformin reduced BMI by 0.6 kg/m2 (95% CI: −1.1, −0.1). However, compared to the self-directed group, the coach-directed group unexpectedly increased SU by 0.3 mg/dL (95% CI: 0.05, 0.6), and metformin non-significantly increased SU by 0.2 mg/dL (95% CI: −0.04, 0.5); these effects were attenuated when analyses included change in estimated glomerular filtration rate (eGFR). Conclusions: In this randomized trial of cancer survivors without gout, reductions in BMI either increased or did not change SU, potentially due to effects on eGFR. These results do not support a focus on BMI reduction for SU reduction; however, long-term studies are needed. ClinicalTrials.gov Registration: NCT02431676.

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Dodge, Kenneth A. "The future of research on the treatment of conduct disorder." Development and Psychopathology 5, no. 1-2 (1993): 311–19. http://dx.doi.org/10.1017/s0954579400004405.

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AbstractThe thesis of this paper is that a reciprocal relation must develop between basic research on the developmental psychopathology of conduct disorder and applied treatment studies. Basic research can guide treatment design, and treatment outcomes can test developmental theories. The nature of conduct disorder seems to be one of multivariate components that act in self-perpetuating ways across development. These components include family, child-cognitive, peer group, and ecocommunity systems. Interventions that are directed toward just one component may be successful in producing proximal changes in the targeted domain, but they are not likely to be successful in long-term prevention of serious conduct disorder because other forces counteract these changes. The goal of treatment research needs to be long-term conduct disorder prevention. Two kinds of treatment studies are needed, one kind that is directed toward developing a technology of successful change procedures for individual processes and a second kind that uses these multiple change procedures in a comprehensive effort to prevent serious conduct disorder.

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Journal articles on the topic 'Self-directed change'

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