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Academic literature on the topic 'Self-regulation Global thinking'
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Journal articles on the topic "Self-regulation Global thinking"
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Listyono, Listyono, Ndzani Latifatur Rofi’ah, and Tasya Putri Hendrika. "Problem Based Learning Model on Higher Order Thinking Skills and Self Regulation of High School Students." JURNAL BIOEDUKATIKA 13, no. 1 (2025): 14–25. https://doi.org/10.26555/bioedukatika.v13i1.30763.
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21st century students are required to have critical thinking and problem solving skills, creativity and innovation, communication, collaboration to train students to have social skills and global insight. In addition, self-direction (crom), global connections, local connections and the use of technology as a learning tool support Higher Order Thinking Skills. The application of appropriate learning models can support the achievement of these skills. The purpose of this research is to analyze the effect of Problem Based Learning model on the ability of Higher Order Thinking Skills and analyze the effect of Problem Based Learning model on Self Regulation. The research method used quasi experimental with nonequivalent control group design. The sampling technique used was purposive sampling. The instruments used were interviews, test questions, Self Regulation questionnaire and documentation. Hypothesis testing using Anacova test. The results showed a difference in Higher Order Thinking Skills on the application of the Problem Based Learning model with a significance value of 0,000<0,05, indicating the Problem Based Learning learning model affects Higher Order Thinking Skills. There is a difference in Self Regulation in the application of the Problem Based Learning learning model with a significance value of 0,000<0,05.
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Van Bael, Kristen, Jessica Scarfo, Emra Suleyman, Jessica Katherveloo, Natasha Grimble, and Michelle Ball. "A systematic review and meta-analysis of the relationship between subjective interoception and alexithymia: Implications for construct definitions and measurement." PLOS ONE 19, no. 11 (2024): e0310411. http://dx.doi.org/10.1371/journal.pone.0310411.
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Although research indicates that self-reported interoception is associated with deficits in identifying and describing emotional experience, and externally oriented thinking styles (alexithymia), this relationship appears moderated by how interoception is measured. A systematic review and meta-analyses examined the association between self-reported interoception and alexithymia, investigating how different interoceptive questionnaires relate to alexithymia at global and facet levels. PsychINFO, PubMed, Scopus, and Web of Science databases were searched with predefined terms related to self-reported interoception and alexithymia. Three reviewers independently assessed articles, extracted data, and undertook risk of bias assessment. Thirty-two cross-sectional studies published between 1996 and 2023 were included. Random-effects meta-analyses and narrative synthesis indicated that global alexithymia was positively associated with measures of interoceptive confusion, autonomic nervous system reactivity, and heightened interoceptive attention, and inversely associated with interoceptive accuracy and adaptive interoception, indexed by composite Multidimensional Assessment of Interoceptive Awareness scores, but particularly interoceptive trusting, self-regulation, and attention regulation. These patterns were observed for alexithymic facets and stronger in magnitude for difficulty identifying feelings and difficulty describing feelings, relative to externally oriented thinking. Overall, results suggested that the association between self-reported interoception and alexithymia differs as a function of the interoceptive self-report. The review highlighted issues with construct definition and operationalisation and determined that existing interoceptive self-reports broadly capture maladaptive and adaptive sensing, attention, interpretation, and memory. The findings underscore the importance of specifying interoceptive constructs and using appropriate assessments to improve convergence between constructs and measurements, further suggesting potential clinical utility in using existing self-reports to measure interoception and alexithymia, facilitating interventions targeting mind-body connections.
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Kalapala, Dr Kiran Kumar, Dr Sobhana Nandyal Panduranga, and Mukhtar Babiker Ali Juma. "METACOGNITIVE STRATEGIES IN WRITING." International Journal of Language, Linguistics, Literature and Culture 03, no. 03 (2024): 33–70. http://dx.doi.org/10.59009/ijlllc.2024.0072.
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Metacognition is, thinking about one’s thinking. It refers to the processes used to plan, monitor, and assess one’s understanding and performance. It includes a critical awareness of a) one’s thinking and learning and b) oneself as a thinker and a learner. It also includes knowledge about when and how to use particular strategies for learning or problem-solving. The two components of metacognition are: (1) knowledge about cognition and (2) regulation of cognition. Metacognition encompasses the study of memory-monitoring and self-regulation, metareasoning, consciousness/awareness and autonoetic consciousness/self-awareness. The purpose of this research was to examine the metacognitive strategies used by EFL learners in writing the research proposal and also to identify their attitude towards metacognitive strategies in doing the task. The participants of the study constituted 85 undergraduate female students of level 8, English Department, Samtah University College, Jazan University. A metacognition inventory and an attitude scale were adapted to meet the requirements of the study. The study results will help the teachers to support, facilitate and train the students to become autonomous learners so that the students will be able to achieve academic/research writing skills based on critical thinking skills. Summing up this study, the researcher has observed that university students should enrich their metacognitive abilities. It also indicated that English teachers should take up the responsibility to train Saudi students in enhancing metacognitive abilities to prepare them for future to meet personal, professional, communicative, and global challenges.
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Sulistyanto, Hernawan, N. Nurgiyatna, Harun Joko Prayitno, Sofyan Anif, S. Sutama, and Anam Sutopo. "Improving Students' Critical Thinking Ability with Enhanced-Open Learning Approach Using Adaptive Hypermedia." Urecol Journal. Part A: Education and Training 2, no. 2 (2022): 49–60. http://dx.doi.org/10.53017/ujet.164.
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The Critical thinking is important in education because it encourages students to gain an understanding of more complex information. High critical thinking skills will lead students to find and conclude their understanding. The prolonged COVID-19 pandemic has made global changes in the implementation of learning. Until now, the learning process is still directed at the online learning model with the help of various Learning Management System (LMS) platforms. Conditions like this have implications for the decline in students' critical thinking skills in various aspects, such as inference, interpretation, explanation, analysis, evaluation, and self-regulation. This study aims at proposing an alternative learning approach, namely the enhanced-open learning model which is used to empower and improve students' critical thinking skills. This learning model was developed using the Research and Development (R&D) method and implemented with an adaptive hypermedia learning application media designed with the Luther development model. The sampling technique used was cluster random sampling on 98 students of informatics education in Surakarta City. The data were analyzed with the prerequisites for normality and homogeneity of the data before the Wilcoxon Signed Rank Test and Mann Whitney U test was carried out to determine the effectiveness of the model. The results of the increase in the gain score obtained from the experiment are in the aspect of interpretation of 93.18%, inference 76.74%, explanation 96.33%, analysis 97, 87%, evaluation 63.01%, and self-regulation 98.13%. Based on the experiments conducted, it is proven that the adaptive open learning approach has a very significant impact on improving students' critical thinking aspects so that it can be concluded that the model is effective in improving students' critical thinking skills.
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Turiman, Punia, Kamisah Osman, and Tengku Siti Meriam Tengku Wook. "Inventive Thinking 21st Century Skills Among Preparatory Course Science Students." Asia Pacific Journal of Educators and Education 35, no. 2 (2020): 145–70. http://dx.doi.org/10.21315/apjee2020.35.2.9.
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Inventive thinking is one of the constructs in 21st century skills. The 21st century skills are the skills needed by future workforce in the new global economy that driven by knowledge, technology and innovation. Inventive thinking comprises of six elements which are flexibility, self-regulation, curiosity, creativity, risk taking and higher order thinking. This study aimed to measure the level of inventive thinking among preparatory course science students at two MARA colleges. Besides, this study has also examined the effect of gender and previous school location on the level of inventive thinking. This quantitative approach study employed 21st century skills instrument. Total of 240 respondents of first year students that attended to these colleges have answered the questionnaires. Findings revealed that the levels of all subconstructs in inventive thinking were high except for creativity that revealed a moderate level. Meanwhile, there were no effects of gender and former school location on the levels of inventive thinking. However, these findings have given insight that the level of creativity should be enhanced. Science students should master all subconstructs in inventive thinking in order to become great innovators who can contribute to the nation’s prosperity.
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Pearl, Mona, Kelly Tzoumis, and Bridget Lockie. "Unlocking the Potential of Global Learning: The Impact of Virtual Exchange Programs on Self-Efficacy." International Journal on Studies in Education 5, no. 4 (2023): 585–609. http://dx.doi.org/10.46328/ijonse.162.
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Global virtual teams (GVT) have emerged as a valuable model for facilitating virtual exchange (VE) in business and educational settings. A comprehensive four-year longitudinal study spanning from 2018 to 2021 investigated a model of self-efficacy that include discernment, resourcefulness, diverse options, creative thinking, fairness, emotional regulation, and culture. Our sample consisted of participants surveyed before the GVT experience (n=584) and after the GVT experience (n=399), representing learners from six countries. The results of the study unveiled several key findings: (a) self-efficacy was influenced by multiple factors, with fairness emerging as a more significant contributor after the GVT experience; (b) irrespective of the GVT experience, learners from individualist countries demonstrated higher levels of self-efficacy compared to those from collectivist countries, suggesting that cultural dimensions play a role in shaping learners' self-efficacy, regardless of their participation in GVT activities; and (c) when controlling for the pandemic, there was a specific impact to the learner as it related to self-efficacy and the experience of global learning. These insights contribute to our understanding of the intricate dynamics of self-efficacy in the realm of virtual exchange and provide valuable implications for educators, organizations, and policymakers seeking to enhance learner outcomes in global virtual team settings.
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Yuliaturosida, Eka, Suyono Suyono, Tukiran Tukiran, and Muhammad Satriawan. "Development of a Project-Based e-Portfolio for Enhancing Critical and Creative Thinking Skills in Land Pollution and Waste Management Education." Jurnal Pendidikan MIPA 26, no. 1 (2025): 169–94. https://doi.org/10.23960/jpmipa.v26i1.pp169-194.
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Critical and creative thinking skills are the core of 21st century skills that learners must have to face global challenges. The ability to interpret, analyze, evaluate, inference, explanation, self regulation, think fluency, flexibility, originality and elaboration can shows the level of their critical and creative thinking ability. The research aims to develop e-portofolio for enchancing the critical and creative thinking ability of 8th level students at Junior High School by soil pollution and waste management education. The research used a one-group pretest-posttest experimental design. The validity of e-portfolios consists of construct and content validity. The practicality of e-portfolios was assessed based on student response questionnaires. The effectiveness of the e-portfolio was assessed through a test designed to measure their critical and creative thinking skills. After the e-portfolio trial, a test was conducted to enable the improvement of critical and creative thinking skills. This study used the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) which is limited to three stages namely analysis, product design and development. The validity assessment used expert judgement. The design of e-portfolio learning media involves elements that are in accordance with the indicators of critical and creative thinking by providing feedback, self-assessment, peer assessment, self-reflection. The data generated in this study is the validity of e-portfolios to measure critical and creative thinking skills. Based on the profile analysis of critical and creative thinking skills of SMP Negeri 8 Purwosari students, it was found that there was an increase in the percentage of critical thinking skills of grade VIII students from 73.08% in the very low category (19 students) to 88.46% in the very high category (21 students). It was also found that the percentage of creative thinking ability of the largest VIII grade students was 69.23% in the very low category (18 students) to 46.15% in the very high category (12 students) after using e-portfolios. This research developed e-portfolios as an innovative instrument that not only measures critical or creative thinking ability separately, but also learns both critical and creative thinking ability . In its implementation, the e-portfolio is designed to integrate various learning components, such as problem-based assignments, case studies, experiments and self-reflection that are relevant to practising critical and creative thinking skills. Keywords: critical thinking ability, creative thinking ability, e-portfolio, pancasila student profile.
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Fernández-Morante, Carmen, Josefa-del-Carmen Fernández-de-la-Iglesia, Beatriz Cebreiro, and Enrique Latorre-Ruiz. "ATS-STEM: Global Teaching Methodology to Improve Competences of Secondary Education Students." Sustainability 14, no. 12 (2022): 6986. http://dx.doi.org/10.3390/su14126986.
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Previous studies agree on the benefits of improving the relevant competences in students by applying globalized learning methodologies and projects in the STEM fields (Science, Technology, Engineering and Mathematics). However, few studies have focused on whether including other subjects in Humanities, Arts and Social Sciences (HASS) in these projects improves high school students’ perceptions on improvement in these skills. The objective of this work was to study the effect of participation in interdisciplinary teaching projects (STEM and HASS), which promote globalized and project-based learning, on the perception of self-efficacy of secondary school students in basic competences for learning. It also analyzes the modulating role of gender on said perception. High school students from Galicia participated in this study. Both before and after participating in teaching projects according to the MODEL of the ATS-STEM project, they completed a questionnaire on self-efficacy in the eight key competences for STEM learning defined in the model: disciplinary STEM competences, problem solving, innovation and creativity, communication, critical thinking, metacognitive skills, collaboration and self-regulation. The results showed an improvement in all the competences evaluated (although only the men showed an increase in collaboration). Nevertheless, there was a lower perception of competence in women than in men in discipline competences, problem solving and metacognitive skills. Therefore, the benefits of interdisciplinary ATS-STEM learning experiences on the self-efficacy perceived by high school students were confirmed, although the results continue to show a gender gap.
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Randver, Liis. "Impact of Personalized Learning Pathways Based on Felder-Silverman Learning Styles on Students’ Metacognitive Regulation Skills in Estonia." Research and Advances in Education 4, no. 3 (2025): 10–19. https://doi.org/10.56397/rae.2025.03.02.
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Personalized learning pathways based on the Felder-Silverman Learning Styles Model (FSLSM) have gained attention for their potential to enhance self-regulated learning and cognitive development. Estonia, a global leader in digital education and competency-based learning, has integrated adaptive learning technologies and student-centered instructional models to align with individual learning preferences. This study explores the impact of personalized learning pathways on students’ metacognitive regulation skills, focusing on curriculum integration, teacher training, and learning outcomes. Findings suggest that FSLSM-based personalized learning enhances student engagement, improves problem-solving skills, and strengthens metacognitive awareness. Estonia’s implementation of AI-driven adaptive learning tools, competency-based education, and digital feedback systems has contributed to higher student autonomy and improved critical thinking abilities. However, challenges remain, including teacher readiness, equity in technology access, and data privacy concerns. To optimize the effectiveness of personalized learning, future initiatives should emphasize advanced AI-driven learning analytics, teacher professional development, and stronger data governance frameworks. Additionally, ensuring equitable access to personalized education models, particularly in underserved regions, is crucial for scalability and long-term success. By addressing these challenges, Estonia can further establish itself as a global leader in innovative, student-centered education, equipping learners with the cognitive flexibility, self-regulation, and problem-solving skills needed for lifelong learning.
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Do Amaral Machado, Thais, Juarez Vieira do Nascimento, Mayara Juliana Paes, Gabriel Jungles Fernandes, Luciana Da Silva Lirani, and Joice Mara Facco Stefanello. "Self-efficacy of high-performance volleyball athletes." SPORT TK-Revista EuroAmericana de Ciencias del Deporte 13 (July 30, 2024): 44. http://dx.doi.org/10.6018/sportk.495421.
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Self-efficacy determines the regulation of athletes' thinking patterns and how they will behave to achieve their goals in the face of adversity. The aim of this study was to analyze the relationship between volleyball self-efficacy and the performance efficacy of athletes from high-performance teams at distinct moments of the season. This descriptive correlational study included sixty-five athletes of both sexes (26.20 ± 5.51 years old) from four teams competing in the 2017/2018 Men's and Women's Superliga. The Volleyball Self-Efficacy Scale (VSES) measured athletes' self-efficacy, and notational analysis evaluated the efficacy of volleyball performance. The results showed strong or very strong self-efficacy in the game, defensive self-efficacy, offensive self-efficacy, and global self-efficacy, as well as relationships between defensive self-efficacy and defensive efficacy, and between offensive self-efficacy and offensive efficacy. The high-performance athletes across both variables investigated were partially susceptible to circumstantial issues inherent to the sport context, such as matches inside or outside home, with public for or against, with teams of different technical levels, with teams that have a history of confrontations with more wins or more defeats against their team.
Books on the topic "Self-regulation Global thinking"
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Sazhina, Muza, Anna Kashirova, Stanislav Makarov, and Egor Osiop. The social wealth of the innovation system. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1875920.
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The monograph reveals the key socio-economic problems of the innovation economy: its content as a knowledge economy and its role in evolutionary development; human capital (living intelligence) as the main resource of the innovation economy. Much attention is paid to the institutional support of innovation through a system of institutions and mutually beneficial contracts. The mixed mechanism of implementation of innovative activity as a synthesis of spontaneous market self-regulation and conscious public administration is shown. The result of the "social control" of society and the state is the coordination of the actions of economic entities and the ordering of economic processes.
 The most important institution of human society is the family as a strong power in the state. And the person himself with his knowledge, culture, ethics and morality is the main value of society. The main purpose of the family is to reproduce life and provide a person with everything necessary. The state as an institution manages a person's education and health, helps to change his lifestyle, strengthening humanity, ethics, morality and culture of life.
 The modern global economy remains a sphere of domination of market egoism. It is the market that performs the function of morality as a person and society as a whole. In the global economy, a person is not a representative of the people, but a representative of the system, a standard way of life. And he should live in communication based on respect for each other.
 It is concluded that today the main wealth of society is not material, but social wealth: the person himself with his knowledge, culture, ethics and morality is a living intellect; a family with the reproduction of life; immaterial knowledge that covers all types of work that cannot be calculated and paid, where the motive is the joy of free cooperation, free giving and community. In this "invisible economy" people mutually teach each other humanity and create a culture of joint thinking and living together. The State and society must preserve and increase the social wealth of human society.
 For students and postgraduates of economic and managerial specialties, as well as for anyone interested in this problem.