المؤلفون: Bakračevič, Karin, Zorjan, Saša, Tement, Sara, Christie, Louise, Musil, Bojan

المصدر: Mental Health Review Journal, 2021, Vol. 27, Issue 2, pp. 137-145.

URL الوصول: http://www.emeraldinsight.com/doi/10.1108/MHRJ-03-2021-0021

المؤلفون: Lopez, Lucrezia^Aff6, Ivona, Antonietta^Aff7

المساهمون: Howlett, Robert J., Series Editor^Aff1, Jain, Lakhmi C., Series Editor^Aff2, Bevilacqua, Carmelina, editor^Aff3, Calabrò, Francesco, editor^Aff4, Della Spina, Lucia, editor^Aff5

المصدر: New Metropolitan Perspectives : Knowledge Dynamics and Innovation-driven Policies Towards Urban and Regional Transition Volume 2. 178:545-555

المؤلفون: Eva Pelayo Sañudo

المصدر: Altre Modernità, Iss 27 (2022)

مصطلحات موضوعية: Elvira Notari, city films, (e)motions, cultural immigration, gender representation, Language and Literature, Literature (General), PN1-6790

وصف الملف: electronic resource

Relation: https://riviste.unimi.it/index.php/AMonline/article/view/17900; https://doaj.org/toc/2035-7680

URL الوصول: https://doaj.org/article/4c761b398bce40799cd64b535a6814b0

المؤلفون: Daniel Clemente, Cátia Rodrigues, Ricardo Esteves, José Correia, André M. Pereira, João O. Ventura, Paulo Rosa-Santos, Francisco Taveira-Pinto, Paulo Martins

المصدر: Journal of Marine Science and Engineering, Vol 10, Iss 12, p 1924 (2022)

مصطلحات موضوعية: wave energy conversion, E-Motions, triboelectric nanogenerators, hybridization, physical modelling, hydrodynamic response, Naval architecture. Shipbuilding. Marine engineering, VM1-989, Oceanography, GC1-1581

وصف الملف: electronic resource

Relation: https://www.mdpi.com/2077-1312/10/12/1924; https://doaj.org/toc/2077-1312

URL الوصول: https://doaj.org/article/03e6e14a8caf465fa9ddd09afc90d3d3

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المؤلفون: Khan, Taha, Westin, Jerker, Dougherty, Mark

المصدر: Open Biomedical Engineering Journal. 7:1-8

مصطلحات موضوعية: E-MOTIONS, Beslutsstöd för Parkinsonbehandling

وصف الملف: electronic

URL الوصول: https://urn.kb.se/resolve?urn=urn:nbn:se:du-11881
https://doi.org/10.2174/1874120701307010001
https://du.diva-portal.org/smash/get/diva2:607421/FULLTEXT02.pdf

المؤلفون: Meirav Tzohar-Rozen, Bracha Kramarski

المصدر: Global Education Review, Vol 1, Iss 4, Pp 76-95 (2014)

مصطلحات موضوعية: New York. Th is is an Open Access article distributed under the terms of the Creative Commons Attribution - Noncommercial 3.0 Unported License, permitting all non - commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. Citation: Tzohar - Rosen, Meirav & Kramarski, Bracha (2014 ). Metacognition, motivation and emotions: Contribution of self - regulated learning to solving mathematical problems. . Global Education Review, 1 ( 4 ) . 76 - 95. Metacognition, M otivation, and E motions: Contribution of S elf - R egulated L earning to S olving M athematical P roblems Meirav Tzohar - Rozen Levinsky College of Education Bracha Kramarski Bar - Ilan University Abstract Mathematical problem solving is one of t he most valuable aspects of mathematics education. It is also the most difficult for elementary - school students (Verschaffel, Greer, & De Corte, 2000). Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation, which hamper their efforts ( 4T Kramarski, 3T 4T 3T 4T Weiss, & Kololshi - Minsker 4T, 2010). The ages of nine through 11 seem to be the most critical for developing attitudes and emotional reactions towards mathematics (Artino, 2009). These metacognitive and motivational - emotional reactions are fundamental aspects of self - regulated learning (SRL), a non - innate process which requires systematic, explicit student training (Pintrich, 2000, Zimmerman, 2000). Most self - regulation studies about problem solving tend to focus on metacognition, few have explored the motivational - emotional component. This study developed, examined, and compared two SRL interventions dealing with two components of self - regulation: metacognitive regulation (MC) and motivational - emotio nal regulation (ME). The study conducted a two - group intervention to examine the possible effects on the self - regulation aspect of student problem - solving ability of increasing one group’s metacognitive awareness, while leaving the motivational - emotional c omponent alone, and of increasing the motivational - emotional awareness of the other group, while leaving metacognitive awareness alone. It also examined the contribution of these components to students’ problem solving and self - regulation. Participants we re 118 fifth - grade students randomly assigned to two groups. The groups completed self - regulation questionnaires before and after intervention to examine metacognition, motivation, and emotion. Students also solved two forms of a 11T rithmetic series problems: verbal and numeric. 11T After intervention, a novel transfer problem was also examined. The intervention consisted of 10 hours over five weeks. Following intervention, the groups exhibited similar improvements in all problems. The MC group performed best in me tacognitive self - regulation, and the ME group performed best in certain motivational - emotional aspects of self - regulation. Research implications are discussed. Key w ords 11T m etacognition 11T, m otivation, e 11T motions, s elf - r egulated l earning (SRL), metacognition, emotions, self-regulated learning, mathematical problem solviing, Special aspects of education, LC8-6691

وصف الملف: electronic resource

Relation: http://ger.mercy.edu/index.php/ger/article/view/63/74; https://doaj.org/toc/2325-663X

URL الوصول: https://doaj.org/article/b6b8f133feea40db9cf4b91b69a5d38c

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