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Emotion And Metacognitive Monitoring: The Role Of Emotion In The Development Of Learning Beliefs, Robert Craig Hoy
Emotion And Metacognitive Monitoring: The Role Of Emotion In The Development Of Learning Beliefs, Robert Craig Hoy
Individual, Family, and Community Education ETDs
Educators have daily experience with how students' emotional states influence their behaviors and levels of motivation. What is more poorly understood and even counterintuitive in effect is the subtler role of emotion in the role of metacognitive monitoring in the form of learning belief development. The research driving current understanding in this area is limited and fragmented across disciplines. The purpose of the current quantitative, cross-sectional study was to contribute to our understanding of the role that emotion plays in metacognitive monitoring. The study used self-report measures given before and after a video-based learning task. Metrics included measures of emotional …
The Development And Validation Of The Emotion Knowledge And Awareness Test, Catherine A. Rossi
The Development And Validation Of The Emotion Knowledge And Awareness Test, Catherine A. Rossi
Doctoral Dissertations
The purpose of this study was to develop, test, and pilot a general outcome measurement tool that will allow educators to test young children’s knowledge of factors of emotional development: emotional identification and fluency, understanding situations where multiple emotions are present, understanding that others may feel differently in situations, and emotional regulation (CASEL, 2014). There are few assessments that reliably measure emotion knowledge in early elementary grades. The Emotion Knowledge and Awareness Test (EKAT) has been developed for kindergarten through second grade students to measure emotion awareness across two domains: knowledge and management. It was developed as a pre/posttest assessment …
Exploration Of Specific Learning Disability Subtypes Differentiated Across Cognitive, Achievement, And Emotional/Behavioral Variables, Lisa A. Hain
PCOM Psychology Dissertations
The emphasis on the ability-achievement discrepancy approach for SLD identification diminished the importance of robust examination into patterns of cognitive strengths and weaknesses as related to achievement deficits. This approach directed attention away from related psychosocial deficits previously reported in this population by concentrating on the quantitative differences between standard scores. The cognitive and academic deficits of children with SLD have been well studied, but little is known about the emotionaVbehavioral functioning of children with SLD, and even less about the interconnections between the neurocognitive and emotional/behavioral systems. Children with disparate types of neurocognitive assets and deficits may experience learning …