- Author:
Nawaf Al-Zyoud
- Author:
Eman Al-Zboon
- Year of publication:
2017
- Source:
Show
- Pages:
255-265
- DOI Address:
https://doi.org/10.15804/tner.2017.47.1.20
- PDF:
tner/201701/tner20170120.pdf
This study investigates the perspectives of young women with disabilities in Jordan, focusing on their self-regulation. 16 young women, aged 18-22, with visual (VI), hearing (HI) impairments and physical disability (PD), were recruited using a snowballing technique. Data were collected using semi-structured interviews, which were analysed thematically. Two main themes emerged where findings show that disability affects self-regulation where there was an overlap between local cultural perspectives in understanding disability of young women, disability and gender in understanding self-regulation of women with disabilities. Disability and gender also influence women with disabilities self-regulation with respect to self-learning, setting goals, self-evaluation, self-monitoring, making decisions and self-reinforcement. Findings will add to the current debate and efforts to understand disabilities in women and lay the groundwork for initiating a campaign in Jordan concentrating on the importance of self-regulation in young women with disabilities.
- Author:
Weronika Molińska
- E-mail:
wmsd14@aps.edu.pl
- Institution:
Maria Grzegorzewska University
- ORCID:
https://orcid.org/0000-0002-8319-7149
- Author:
Grażyna Katra
- Institution:
University of Warsaw
- ORCID:
https://orcid.org/0000-0003-3474-297X
- Year of publication:
2022
- Source:
Show
- Pages:
96-113
- DOI Address:
https://doi.org/10.15804/kie.2022.02.06
- PDF:
kie/136/kie13606.pdf
The research focused on identifying differences in the sense of self-efficacy and self-regulation of stress among 470 students from Polish and Spanish universities and on determining the differences between students starting and finishing their studies. The following tests were used in the study: General Self-Efficacy Scale, COPE Inventory and Self-Regulatory Formative Questionnaire. Statistical analysis confirmed the correctness of the 6 hypotheses. The obtained results showed that the level of self-efficacy and self-regulation and the choice of coping strategies are related to gender, nationality, age, and multiple attitudes to a stressful situation. Moreover, other confirmed hypotheses show the conclusions that self-efficacy is higher in the group of men than in the group of women. On the other hand, women have higher self-regulatory skills and are more likely than men to choose favourable stress regulation methods. In contrast, the hypotheses about cross-cultural differences show that Spanish students have better self-regulatory skills and choose adaptive coping strategies, while Polish students use non-adaptive strategies.
- Author:
Saemah Rahman
- E-mail:
saemahukm@yahoo.com, saemah@ukm.my
- Institution:
Universiti Kebangsaan Malaysia
- Author:
Zakri Abdullah
- E-mail:
su_prak2009@yahoo.com
- Institution:
Universiti Kebangsaan Malaysia
- Year of publication:
2013
- Source:
Show
- Pages:
97-107
- DOI Address:
https://doi.org/10.15804/tner.13.33.3.08
- PDF:
tner/201303/tner3308.pdf
This study aimed to identify the levels of meta-behavioural skills among students from the categories of students without problem behaviour (SWOPB) and students with problem behaviour (SWPB). The sample of the study comprised 803 respondents, 398 students from the SWOPB category and 405 from the SWPB category. Meta-Behavioural Self-Evaluation questionnaire was used to measure meta-behavioural skills of the respondents. Research findings show that the metabehavioural skills of students from the SWOPB category were better compared to SWPB. The findings also show that both groups lack conditional knowledge which is an important aspect of effective behaviour regulation, but the score for the SWPB group is very low (mean=1.55) as compared to the SWOPB group (mean =2.34). It can be hypothesized that conditional knowledge is one of the factors that should be promoted to help decrease problematic behaviour in schools.
- Author:
Karin Bakracevic Vukman
- E-mail:
karin.bakracevic@uni-mb.si
- Institution:
University of Maribor
- Author:
Tamara Funcic Masic
- Institution:
University of Maribor
- Author:
Majda Schmidt
- Institution:
University of Maribor
- Year of publication:
2013
- Source:
Show
- Pages:
295-305
- DOI Address:
https://doi.org/10.15804/tner.13.33.3.25
- PDF:
tner/201303/tner3325.pdf
Our study examined the differences between students with special educational needs (SEN) and other students in vocational and technical schools in different areas of self-regulation: learning motivation, cognitive and metacognitive strategies and emotional regulation in learning. The sample consisted of 140 students, of whom 20 were students with SEN. Differences between students were most often expressed in the area of lower perceptions of self-efficacy. With respect to the regulation of time and study environment, the students with SEN had greater problems with following the study schedule than other students; in the area of taking responsibility for learning, the students with SEN gave up faster and did not persevere in studying the more difficult subject matter. The students with SEN also expressed less positive beliefs about themselves and their abilities; they sought study support later or not at all compared to other students and gave up on studying more difficult course material. In inclusive classes with the students with SEN, the teachers should dedicate more time to develop self-regulated learning skills and strategies and thus increase students’ feeling of control over the learning process.