Childhood aggression is often associated with significant psychosocial maladjustment; however, adjustment difficulties may vary based on the function of aggression. The present study used the Behavior Rating Inventory of Executive Function (BRIEF; Gioia et al. Child Neuropsychology 6:235– 238, 2000) to examine whether difficulties in particular domains of self-regulation serve as common mechani...

Recently, there has been increased interest regarding how pretend play contributes to children’s cognitive development. This study examines the efficacy of a pretend play intervention on self-regulation and language skills of 4to 5-year-olds and explores parents’ perceptions about children’s engagement in pretend play. The small-scale intervention includes eight 30minute sessions over 6 weeks, ...

The current study investigated the effects of interruption complexity and timing on learning and selfregulation, during computer-based training. Self-regulatory learning processes of self-efficacy, meta-cognition, and affect were examined as mediators, and cognitive ability and goal orientation were examined as moderating influences. Interruptions that occurred earlier in training and that were...

Most theories of self-regulated learning (Winne & Hadwin, 1998) assume that adaptability is one key competency of selfregulation that should be associated with success in learning. Within previous studies, learners indeed demonstrated significant adaptation to task complexity; however, empirical results so far do not indicate a straightforward positive relationship with learning success (Piesch...

The goal of aptitude-treatment interactions (ATIs) is to find the interactions between treatments and learners’ aptitudes and therefore to achieve optimal learning. This study aimed at understanding whether the aptitudes of meaning-making, self-regulation, and knowledge management (KM) would interact with the treatment of 17week KM-based training and then influence creativity in e-learning. The...

actively and consciously control their own learning processes in terms of cognition, motivation and behaviour (Zimmerman, 1998; 2000). It matters not only for autonomous learners, but also for learning in social contexts. In the case of a classroom, the selfregulation process does not concern only students, but also teachers (De la Fuente & Justicia, 2007; De la Fuente et al., 2007), because th...

An extensive literature review on confidential information in a B2C e-commerce Internet transaction from three key perspectives of customers, businesses as well government and industry is presented in this paper. The literature review examines how customers perceive their confidential information, how businesses understand and provide solutions to protect the confidential information and how th...

 Integrated into the overall system of care and includes a continuum of step-up and stepdown services within the same provider organization.  Offers a comprehensive and ecological model of multi-model treatment interventions into an integrated whole, designed to meet the individual needs of a child and the child’s family.  Commitment to national standards of excellence, a continuous commitme...

Interference and inhibition processes as discussed by Dempster and Corkill (1999) are useful on two levels: first, metaphorically in terms of general themes for educational psychology, and, second, in terms of psychological mechanisms for understanding learning. At the same time, there are a number of issues that must be addressed in future theory and research before interference and inhibition...

The aim of the contribution is to present a novel systematic model of interaction analysis which was designed and successfully experimented with a wide sample of adult learners in order to enhance and understand cognitive, socio-organizational and emotional-affective processes of virtual learning communities (VLCs). Starting from strengths and weaknesses of the present models and methodologies ...