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Purpose: The teaching personal and social responsibility model has been incorporated into out of school time programming globally, but there is limited research focused on how practitioners learn to use the model. Guided by occupational socialization theory, the authors used self-study to understand the experiences of a doctoral student as she developed and implemented a teaching personal and social responsibility-based program in an elementary after-school program. Method: Data were collected through reflective journaling and critical friend discussions. Results: Qualitative data analysis resulted in three turning points: (a) a planted seed needs light and rain, (b) an emerging bud with growing roots, and (c) rising in full bloom. High frustration was present at the start, but she grew to fully enjoy and utilize the model. Discussion/Conclusion: Self-study played a role in her ability to continue learning and growing. These findings reinforce the challenging but rewarding process of implementing novel instructional approaches. [ABSTRACT FROM AUTHOR]

Purpose: Utilizing social constructivist learning theory and a conceptual framework for Social and Emotional Learning (SEL), this self-study explores how I as a teacher-researcher intentionally evolved my approach to teaching SEL in a high school Physical Education setting. Method: Data were collected over twenty 75-min lessons over 15 weeks. One critical friend interview, 20 postteaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman, and Saldana Framework for Qualitative Data Analysis was implemented. Results: Findings demonstrate how aligning my teaching with a contemporary framework led to a more explicit and intentional focus on SEL within my already utilized repertoire of pedagogies. Discussion/Conclusion: Incorporating self-study structure as a teacher-researcher led me to understand how I evolved and felt better equipped to teach for targeted SEL competencies and skills to further compliment the teaching of core Physical Education content. [ABSTRACT FROM AUTHOR]

This study explores how affective and cognitive experiences in an executive MBA (EMBA) course facilitate executives' transformative learning. Using data collected from in-depth interviews with 35 executive learners who took a transformative learning-oriented course, we found four affective experiences—feeling respected, safe, excited, and energized—interacting with two cognitive processes—self-learning and peer learning—culminating in transformation-inducing momentum. This momentum involved cognitively realizing the limits of their habit of mind and feeling ashamed by its limits yet feeling courageous about transforming it. The theoretical model derived from this inductive study demonstrates how executives can resolve the dilemma of transforming their habits of mind when an educator provides an arena in which they can learn about others' varying habits of mind, critically reflect on their own habit of mind, and develop the shame and courage to challenge it. Executives who reached this transformation-inducing momentum interpreted familiar situations with a different habit of mind or enacted a new habit of mind. The findings on the interplay of cognitive and affective experiences leading to these accomplishments of transformative learning contribute to management learning and education literature by illuminating the role of affect in the transformative-learning building process. [ABSTRACT FROM AUTHOR]

Background: Psychological capital has become a prominent focus in positive psychology, highlighting the positive influence of higher psychological capital on individuals. Self-directed learning ability is a fundamental skill for students, vital for enhancing academic performance and professional development, and is integral to the continuous learning process of nursing students. Recognizing the relationship between psychological capital and self-directed learning ability is crucial for the progress and development of undergraduate nursing students. Objective: This study aims to investigate the correlation between psychological capital and self-directed learning ability in undergraduate nursing students, as well as to explore the factors that influence these variables. Methods: A cross-sectional survey was conducted with 667 full-time undergraduate nursing students from a nursing school in Taizhou, China. Psychological capital and self-directed learning ability were assessed using the Psychological Capital Questionnaire and Self-Directed Learning Scale, respectively. Correlation and stepwise multiple regression analyses were then carried out to evaluate the relationship between psychological capital and selfdirected learning ability among the participants. Results: The study revealed that the psychological capital score averaged at 103.24 ± 15.51, while the self-directed learning scale score averaged at 230.67 ± 27.66. Variations in psychological capital scores were noted based on factors including grade level, being an only child, growth environment, monthly living expenses, parental education level, voluntary selection of nursing major, and club experience. Similarly, differences in self-directed learning scores were associated with factors such as grade level, gender, parental education level, and voluntary selection of nursing major. Moreover, a positive correlation was identified between the overall psychological capital scores and the total selfdirected learning ability scores among nursing students. Notably, the multiple regression analysis highlighted that optimism and resilience played significant roles as predictors of self-directed learning ability. Conclusion: Psychological capital is positively correlated with the self-directed learning ability of nursing students, with optimism and resilience identified as crucial predictors. Nursing educators can utilize strategies rooted in positive psychology and perseverance to improve the self-directed learning ability of nursing students. [ABSTRACT FROM AUTHOR]

In this work, we enhance the FNet , a 1D convolutional neural network (CNN) with a residual neural network (ResNet) architecture, to perform spectral classification of quasars, galaxies, stars, and broad absorption line (BAL)-quasars in the SDSS-IV catalogue from DR17 of eBOSS. Leveraging its convolutional layers and the ResNet structure with different kernel sizes, FNet autonomously identifies various patterns within the entire sample of spectra. Since FNet does not require the intermediate step of identifying specific lines, a simple modification enabled our current network to classify all SDSS spectra. This modification involves changing the final output layer from a single value (redshift) to multiple values (probabilities of all classes), and accordingly adjusting the loss function from mean squared error to cross-entropy. FNet achieves a completeness of 99.00  per cent |$\pm$| 0.20 for galaxies, 98.50  per cent |$\pm$| 0.30 for quasars, 99.00  per cent |$\pm$| 0.18 for BAL-quasars, and 98.80 per cent |$\pm$| 0.20 for stars. These results are comparable to those obtained using QuasarNET , a standard CNN employed in the SDSS routine, comprises convolutional layers without the ResNet structure with equal kernel sizes, and is utilized for redshift measurement and classification by identifying seven emission lines. QuasarNET , in order to overcome the problem of finding a C  iv emission line with broad absorption which is slightly more challenging than that of detecting emission lines requires to add BAL C  iv line to the list of lines that the network learns to identify. However, this procedure is not necessary in FNet as it learns the features through a self-learning procedure. [ABSTRACT FROM AUTHOR]

Background: Data-driven digital learning could improve the diagnostic performance of novice students for thyroid nodules. Objective: To evaluate the efficacy of digital self-learning and artificial intelligence-based computer-assisted diagnosis (AI-CAD) for inexperienced readers to diagnose thyroid nodules. Methods: Between February and August 2023, a total of 26 readers (less than 1 year of experience in thyroid US from various departments) from 6 hospitals participated in this study. Readers completed an online learning session comprising 3,000 thyroid nodules annotated as benign or malignant independently. They were asked to assess a test set consisting of 120 thyroid nodules with known surgical pathology before and after a learning session. Then, they referred to AI-CAD and made their final decisions on the thyroid nodules. Diagnostic performances before and after self-training and with AI-CAD assistance were evaluated and compared between radiology residents and readers from different specialties. Results: AUC (area under the receiver operating characteristic curve) improved after the self-learning session, and it improved further after radiologists referred to AI-CAD (0.679 vs 0.713 vs 0.758, p<0.05). Although the 18 radiology residents showed improved AUC (0.7 to 0.743, p=0.016) and accuracy (69.9% to 74.2%, p=0.013) after self-learning, the readers from other departments did not. With AI-CAD assistance, sensitivity (radiology 70.3% to 74.9%, others 67.9% to 82.3%, all p<0.05) and accuracy (radiology 74.2% to 77.1%, others 64.4% to 72.8%, all p <0.05) improved in all readers. Conclusion: While AI-CAD assistance helps improve the diagnostic performance of all inexperienced readers for thyroid nodules, self-learning was only effective for radiology residents with more background knowledge of ultrasonography. [ABSTRACT FROM AUTHOR]

In this retrospective collaborative self-study, we examined our development as justice-based social studies teacher educators. Rooted in frameworks centered on critical social studies and teacher educator knowledge and practice, an analysis of discussions and curricular-instructional materials spanning 12 years found that justice was treated as optional in early iterations of our methods courses. Yet over time, we have taken steps to move justice from the background to the foreground of our work. We discuss and offer explanations for this growth, concluding with implications for our own practice as well as those charged with structuring (and teaching within) teacher educator preparation and induction programs. [ABSTRACT FROM AUTHOR]

Regular class attendance has traditionally been seen as a positive contributor to academic success in higher education. However, progress in educational technologies, evolving learning styles, and self-directed learning have given rise to a debate on the role of physical presence of students in class. This study aimed to analyse the impact of class attendance on academic performance. For this, class attendance was daily registered across multiple geography courses in various universities over five academic years. Results showed that the average class attendance was 67.6%, although a decline in class attendance as courses progressed was observed. Despite this, only a relatively low proportion of students failed their subject (16.8%). Nevertheless, statistical analysis showed significant differences in final grades between students with high and low attendance. Generally, students with above-average attendance were prone to earn an above-average final grade, and vice versa. Therefore, it could be established that class attendance was an indicator of academic success, while significant levels of absenteeism could work as indicators of worse academic performance. Recognizing the importance of in-person attendance is crucial, but addressing forthcoming challenges is equally important. Future research should explore the use of emerging technologies and learning styles to foster more suitable learning environments. [ABSTRACT FROM AUTHOR]

Background: Point-of-care ultrasound is rapidly gaining traction in clinical practice, including primary care. Yet, logistical challenges and geographical isolation hinder skill acquisition. Concurrently, an evidentiary gap exists concerning such guidance's effectiveness and optimal implementation in these settings. Methods: We developed a lung point-of-care ultrasound (POCUS) curriculum for primary care physicians in a rural, medically underserved region of the south of Israel. The course included recorded lectures, pre-course assessments, hands-on training, post-workshop lectures, and individual practice. To evaluate our course, we measured learning outcomes and physicians' proficiency in different lung POCUS domains using hands-on technique assessment and gathered feedback on the course with a multi-modal perception approach: an original written pre- and post-perception and usage questionnaire. Results: Fifty primary care physicians (PCPs) showed significant improvement in hands-on skills, increasing from 6 to 76% proficiency (p < 0.001), and in identifying normal versus abnormal views, improving from 54 to 74% accuracy (p < 0.001). Ten weeks after training, primary care physicians reported greater comfort using lung ultrasound, rising from 10 to 54% (p < 0.001), and improved grasp of its potential and limits, increasing from 27.5% to 84% (p < 0.001). Weekly usage increased from none to 50%, and the number of primary care physicians not using at all decreased from 72 to 26% (p < 0.001). Conclusions: A two-day focused in-person and remote self-learning lung-POCUS training significantly improved primary care physicians' lung ultrasound skills, comfort, and implementation. [ABSTRACT FROM AUTHOR]

Student academic achievement is an important indicator for evaluating the quality of education, especially, the achievement prediction empowers educators in tailoring their instructional approaches, thereby fostering advancements in both student performance and the overall educational quality. However, extracting valuable insights from vast educational data to develop effective strategies for evaluating student performance remains a significant challenge for higher education institutions. Traditional machine learning (ML) algorithms often struggle to clearly delineate the interplay between the factors that influence academic success and the resulting grades. To address these challenges, this paper introduces the XGB-SHAP model, a novel approach for predicting student achievement that combines Extreme Gradient Boosting (XGBoost) with SHapley Additive exPlanations (SHAP). The model was applied to a dataset from a public university in Wuhan, encompassing the academic records of 87 students who were enrolled in a Japanese course between September 2021 and June 2023. The findings indicate the model excels in accuracy, achieving a Mean absolute error (MAE) of approximately 6 and an R-squared value near 0.82, surpassing three other ML models. The model further uncovers how different instructional modes influence the factors that contribute to student achievement. This insight supports the need for a customized approach to feature selection that aligns with the specific characteristics of each teaching mode. Furthermore, the model highlights the importance of incorporating self-directed learning skills into student-related indicators when predicting academic performance. [ABSTRACT FROM AUTHOR]

Background: Despite the numerous advantages of the nursing process, nursing students often struggle with utilizing this model. Therefore, studies suggest innovative teaching methods to address this issue. Teaching based on real clinical cases is considered a collaborative learning method that enhances students' active learning for the development of critical thinking and problem-solving skills. In this method, students can acquire sufficient knowledge about patient care by accessing authentic information. Objective: The aim of the present study was to investigate the experiences of nursing students and faculty members regarding the implementation of nursing process educational workshops, based on real case studies. Design: A qualitative descriptive study. Participants: 9 Nursing students and 7 faculty members from the Isfahan School of Nursing and Midwifery who attended the workshops. Methods: This qualitative descriptive study was conducted from 2021 to 2023. Data was collected through semi-structured individual and focus group interviews using a qualitative content analysis approach for data analysis. Results: After analyzing the data, a theme titled "Breaking Taboos in the Nursing Process" was identified. This theme consists of four categories: "Strengthening the Cognitive Infrastructure for Accepting the Nursing Process," "Enhancing the Applicability of the Nursing Process," "Assisting in Positive Professional Identity," and "Facilitating a Self-Directed Learning Platform." Additionally, thirteen subcategories were obtained. Conclusion: The data obtained from the present study showed that conducting nursing process educational workshops, where real clinical cases are discussed, analyzed, and criticized, increases critical thinking, learning motivation, and understanding of the necessity and importance of implementing the nursing process. Therefore, it is recommended that instructors utilize this innovative and effective teaching method for instructing the nursing process. [ABSTRACT FROM AUTHOR]

Introduction: Although several important documents of education and health promotion on the international level favor practices geared toward physical literacy (PL), not all countries have yet gained experience with this holistic concept. Therefore, numerous stakeholders and practitioners who intend to align their interventional activities with PL will soon face the situation that there are no recommendations for their specific culture and language for how to design such programs. Given that such recommendations are also lacking for Germany, the goal of the present study within the uncontrolled pilot cycles of the PLACE study was (a) to describe the process of a female pedagogue (27 years old, previously unexperienced with PL) initially familiarizing herself with the PL concept and its implementation opportunities for the school setting, and (b) to retrace the process of developing and refining a PL-driven intervention for extracurricular physical education (6090 min) of children in grades three and four at primary schools in Bremen. Methods: Adopting a self-study design, this endeavor emphasized continuous reflexivity involving: (a) session protocols; (b) biweekly discussions with another coach; (c) weekly discussions between scientists and stakeholders of youth development ("multi-perspective panel"); (d) weekly observations and impressions during field work; and (e) summative group interviews with children (n = 17, age range: 8-9 years, 17.6% boys). Written documents underwent qualitative content analysis with inductively generated categories. Results: Despite explicit links between the theoretical PL domains and the intervention content, the character of how PL informed the intervention level was dominated by the stance and atmosphere implemented by the deliverer (e.g., participatory attitude, open mindset). Accordingly, the team revised the intervention primarily on the levels of organization (temporal schedule and sequences), instruction, and materials. After initial stages of didactically "surviving" within classes, the deliverer could increasingly integrate tasks of cognitive engagement and provide choice for students enabling individual autonomy for nurturing a person-centered approach. Discussion: This study encourages teachers and stakeholders of physical education to seek exchange with scholars or other practitioners while simultaneously demonstrating patience in comprehensively internalizing PL and efficiently translating the concept into routines in line with individual's quality standards. [ABSTRACT FROM AUTHOR]

Background: The effectiveness of eLearning in enhancing healthcare professionals' capacity has received substantial attention globally. This review sought to synthesis evidence on the effectiveness of various types of eLearning programmes, and the facilitators and barriers to its use. Methods: The review was guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Four main databases (PubMed, Web of Science, JSTOR, and Scopus) in July 2023 and 44 articles met the eligibility criteria and were included in the review. The JBI critical appraisal checklist was used to appraise the methodological quality of the studies. The data were examined using narrative review to determine the effectiveness of the intervention as well as the barriers and facilitators to its use. Results: This review found that asynchronous, synchronous, blended, and self-learning methodologies are effective eLearning approaches for continuous professional development. Previous positive experiences, user-friendly interfaces and relevance of the eLearning content to daily practice are critical elements that facilitate eLearning usage. Poor computer competence and literacy, lack of personal computers and high family duties were the main personal factors that hindered eLearning use. Some systemic barriers included; heavy workloads, shortage of specialised eLearning facilitators poor management involvement, and technical inadequacies within the ICT departments. Environmental issues such as poor infrastructure, including limited internet and frequent power outages acted as barriers. Conclusion: The review highlights the effectiveness of various eLearning approaches among health professionals and presents the disparities between developing and developed economies in relation to the facilitators and barriers. [ABSTRACT FROM AUTHOR]

This research revisits the utilization of prompting as an essential teaching technique in digital pedagogy, taking into account its changing significance in response to technological progress. This study presents a paradigm that highlights the importance of prompting in supporting digital learning environments. It analyzes different types of prompting, their usefulness, and how learning progresses through strategies like fading and shadowing. Additionally, this study examines the practical consequences, implementation processes, and future research issues in the field of digital pedagogy. [ABSTRACT FROM AUTHOR]

In the field of automatic optical inspection (AOI), this study presents innovative strategies to enhance object detection accuracy while minimizing dependence on large annotated datasets. We initially developed a defect detection model using a dataset of 3579 images across 32 categories, created in collaboration with a major Taiwanese panel manufacturer. This model was evaluated using 12,000 ambiguously labeled images, with improvements achieved through data augmentation and annotation refinement. To address the challenges of limited labeled data, we proposed the Adaptive Fused Semi-Supervised Self-Learning (AFSL) method. This approach, designed for anchor-based object detection models, leverages a small set of labeled data alongside a larger pool of unlabeled data to enable continuous model optimization. Key components of AFSL include the Bounding Box Assigner, Adaptive Training Scheduler, and Data Allocator, which together facilitate dynamic threshold adjustments and balanced training, significantly enhancing the model's performance on AOI datasets. The AFSL method improved the mean average precision (mAP) from 43.5% to 57.1% on the COCO dataset and by 2.6% on the AOI dataset, demonstrating its effectiveness in achieving high levels of precision and efficiency in AOI with minimal labeled data. [ABSTRACT FROM AUTHOR]

A report from the Committee on Public Accounts (PAC) found that a lack of government oversight has allowed for fraud and abuse in the student finance system at franchised higher education providers. The report highlighted that two-thirds of franchised providers were not registered with the Office for Students (OfS), which sets conditions for registered institutions to protect students and ensure quality. The report also noted that students lack transparency and information about their studies at franchised providers, and that some providers rely on franchising to remain financially viable. The PAC recommended that the Department for Education (DfE) strengthen oversight of franchised providers and improve transparency for students. [Extracted from the article]

Background: Since the turn of the 21st century, research on an inquiry-based approach in science education has increasingly been geared towards the integration of technology, primarily focused on secondary and tertiary education. Thus far, no study has reviewed research on a technology-integrated, inquiry-based approach in the specific context of primary science education. Purpose & Method: This scoping review has two primary aims: to investigate the characteristics of the technological interventions used in previous research that employed an inquiry-based approach in science education and to examine the effects of this integrated approach on primary pupils' learning in science. Fifteen articles from science education journals based on Scimago Journal Rank in the first quartile of 2020 and the Scopus database of the years 2017 to 2021 were extracted and reviewed using narrative and thematic analysis. Findings: The review navigates research that has focused on the development of inquiry-based technological tools, the assimilation of the tools with scientific knowledge, and the type of technological intervention used. The technological tools employed were either self-developed or already available on the market. They took one of two forms: a learning management system or a games/simulation. Furthermore, most of the research integrated science contents into their technological tools. In terms of the effects of the technology-integrated, inquiry-based approach, most of the studies demonstrated positive impacts on primary pupils' learning in science, including pupils' improved conceptual understanding, scientific and thinking skills, views towards science, levels of motivation and interest, and collaborative skills. Conclusions: Based on this review, it is suggested that science teachers should integrate technology into an inquiry-based approach, as research has shown that this approach positively impacts pupils' learning in science. Future empirical studies should also be carried out to examine the processes needed to integrate technology into an inquiry-based approach, rather than focusing on the effects alone. [ABSTRACT FROM AUTHOR]

Self-relevance has been demonstrated to impair instrumental learning. Compared to unfamiliar symbols associated with a friend, analogous stimuli linked with the self are learned more slowly. What is not yet understood, however, is whether this effect extends beyond arbitrary stimuli to material with intrinsically meaningful properties. Take, for example, stimulus valence an established moderator of self-bias. Does the desirability of to-be-learned material influence self-learning? Here, in conjunction with computational modelling (i.e. Reinforcement Learning Drift Diffusion Model analysis), a probabilistic selection task was used to establish if and how stimulus valence (i.e. desirable/undesirable posters) impacts the acquisition of knowledge relating to object-ownership (i.e. owned-by-self vs. owned-by-friend). Several interesting results were observed. First, undesirable posters were learned more rapidly for self compared to friend, an effect that was reversed for desirable posters. Second, learning rates were accompanied by associated differences in reward sensitivity toward desirable and undesirable choice selections as a function of ownership. Third, decisional caution was greater for self-relevant (vs. friend relevant) responses. Collectively, these findings inform understanding of self-function and how valence and stimulus relevance mutually influence probabilistic learning. [ABSTRACT FROM AUTHOR]

Students in higher education are using mobile devices, which challenges our understanding of what it means to learn in modern environments. By using mobile devices as instructional aids, students gain a variety of social, cognitive, and technical abilities. Mobile devices may therefore be seen as supporting the growth of employability skills and broader lifelong learning, both of which may be helpful in a variety of circumstances. The quickly evolving landscape of technology and education presented teachers with a number of challenges, and they had to retrain and refresh their skills in order to provide practical training. As a result, heutagogical methods are ideal for enhancing their collective knowledge and skills. Online and blended learning (BL) offer a learning environment that incorporates technological affordances to facilitate learning. This enables the growth of an independent, capable, and self-directed lifelong learner. Heutagogy provides an educational strategy in this context that may link the development of lifelong learning competencies with BL and online learning environments. Using this methodology, we investigate the potential contribution of online and blended higher education to technology-enabled lifelong learning where heutagogical experiences are available. The results support the notion that heutagogy and lifelong learning are linked by some basic concepts that apply to both mixed and online learning environments. [ABSTRACT FROM AUTHOR]

The article focuses on incorporating heutagogy in radiologic science education. Topics covered include the key elements incorporated in a heutagogical design, examples of heutagogical concepts and activities for radiologic technologists and how heutagogy empowers radiologic technologists to become self-directed learners. It also discusses the key differences among pedagogy, andragogy and heutagogy in the context of education.

Copyright of Bylye Gody is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The empowerment of educational reform and innovation through AI technology has become a topic of increasing interest in the field of education. The advent of AI technology has made comprehensive and in-depth teaching evaluation possible, serving as a significant driving force for efficient and precise teaching. There were few empirical studies on the application of high-quality precision teaching models in the field of compulsory education, and the learning difficulty of technology and the teaching burden on teachers have become significant factors hindering the use of technology to support education. This study analyzed teaching models from the perspectives of teachers' teaching burdens and students' learning obstacles, and was committed to relying on intelligent technology to construct a new precision teaching model, an educational diagnosis–feedback–intervention path that covered the entire teaching process, from the dimensions of teacher behavior, student behavior, and parent behavior, aiming to assist teachers in efficient teaching and students in personalized learning. This study was conducted with nine science classes, including about 540 people in the second year of high school at a Middle School in China; six classes were the intervention groups while the last three classes were control groups, and a survey of 19 teachers from the intervention classes was carried out. The results showed that this model can significantly improve students' academic performance in science subjects, especially in mathematics and chemistry. It has increased the proportion of high-achieving students, reduced the proportion of low-achieving students, stimulated students' self-directed learning ability, cultivated a positive attitude towards science learning, and explained the key points of using a precision teaching model in different disciplines. It has achieved a deep integration of education and technology, helping to increase the efficiency and reduce the burden of teaching. [ABSTRACT FROM AUTHOR]

The rapid development of technology has led to the emergence of innovative teaching approaches, such as high-fidelity patient simulation (HFPS). HFPSs have been shown to significantly enhance students' decision-making and intellectual skills. This study aimed to investigate how students learn from the pre-briefing to observation period of the facilitation of the HFPS based on the original quasi-experimental studies. This study analyzed the narratives from 92 students in the intervention group about their learning during the pre-briefing and observation of facilitation. The results indicated that the students learned more independently, received better support and resources for learning, were provided with more appropriate and safe care for the simulated case, and developed higher-level intellectual skills, such as self-directed learning, critical thinking, and clinical reasoning. Importantly, the structured guidelines provided roles and responsibilities and guiding questions or aspects for observation that directed the students to learn more actively and effectively while performing their roles in the HFPS. The structured guidelines serve as a roadmap to instruct students on learning during pre-briefing and applying what they have learned during the facilitation of the HFPS. This roadmap includes the learning journey from novice to competence in knowledge and skills and also from knowing to application. Therefore, this study's results have contributed important knowledge about well-structured HFPS guidelines for all stages of the HFPS, addressing the need for adequate guidance and learning support during the pre-briefing and observation of facilitation. The elements identified during the pre-briefing and observation of facilitation are crucial for directing students to learn and significantly enhance their understanding and application of knowledge and skills, ultimately promoting the development of higher-level intellectual skills, professionalism, and engagement. Nurse educators can incorporate these elements into HFPS training in curricula to enhance students' involvement and optimize the HFPS as an effective teaching tool with structured guidelines providing guidance and support throughout various stages of HFPS training. [ABSTRACT FROM AUTHOR]

This study explores the perceptions of academic advising leaders regarding workplace learning for primary-role academic advisors in the United States. This research highlights the importance of self-directed learning, scholarly engagement, and graduate programs in the professional development of academic advisors. Through semi-structured interviews with 17 leaders of NACADA: The Global Community for Academic Advising, two themes emerged: self-directed learning and engagement, and scholarly engagement and understanding the field. The findings reveal that academic advisors, as proactive learners, continuously enhance their competencies through formal and informal learning activities, actively engaging with academic literature and professional networks. The study underscores the significance of preparing advisors to contribute meaningfully to their profession. By addressing the challenges and opportunities in workplace learning, this research contributes to the evolution and professionalization of academic advising, aligning with principles of Human Resource Development (HRD). The insights gained inform the design of effective professional development programs that enhance advisor skills and knowledge, ultimately leading to improved student outcomes and the advancement of the advising profession. This study bridges a critical gap in understanding the role of workplace learning in the continuous professional growth of academic advisors. [ABSTRACT FROM AUTHOR]

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Mobile learning supports a constructivist approach to learning by providing student-focused pedagogies and enhancing students' self-directed learning toward a goal. While reading, writing, listening, and speaking are all important life skills, speaking or, to put it another way, communication—occurs often in both official and casual settings. For this reason, speaking is typically more important than the other abilities. Gaining speaking proficiency is just as crucial as developing other abilities that are necessary for target language learners to improve their communication. Offering a comprehensive picture of how mobile learning interventions function for different learner profiles is the aim of this methodical sampling strategy. Due to their widespread use, mobile devices offer unparalleled accessibility and flexibility for learning, independent of location. Consequently, developing successful educational interventions requires an understanding of the connection between these technology benefits and the enhancement of English language proficiency through speaking. Data from 29 surveys were gathered for a quantitative cross-sectional study using Google Forms, which examined the effects of mobile learning, prior English proficiency, frequency of mobile engagement, and their link to English-speaking abilities. The study sought to clarify the importance and association of these factors in improving verbal competency through mobile learning in English language acquisition, using t-tests for group comparison and Cronbach's Alpha for reliability. Findings highlight the necessity for customized methods depending on learners' proficiency levels to maximize their efficacy. Regular mobile learning engagement is strongly correlated with prior English proficiency and increased language abilities. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Harold Hotelling (1895–1973) was a major contributor to twentieth-century American economics. The overall thrust of his research, and his view of the role of mathematics in the discipline, have so far received little attention. Based on an unprecedented examination of his work and professional archives, this article provides a thorough analysis of Hotelling's background and contribution to economics. A self-taught economist in the 1920s, Hotelling built a research program that, despite apparently being highly technical, was primarily conceived as applied science to solve concrete social and economic issues, from spatial competition to natural resource exhaustion and public utility regulation. Although Hotelling's research was not exempt from criticism, it remains profoundly inspiring for the twenty-first century, from both a theoretical and epistemological point of view. When we remember that he trained the greatest, from Kenneth J. Arrow to William Vickrey, his career and ideas are all the more worthy of consideration. (JEL B21, B23, B31) [ABSTRACT FROM AUTHOR]

Education tends to colonize. Established authorities (teachers, curricula, and examinations) instruct newcomers, extending conditional membership. This presents a dilemma for teachers seeking to instill in their students habits of critical, creative, and lateral thinking. In Australia as elsewhere, blueprint educational documents embody lofty aspirational statements of inclusion and investment in people and their potential. Yoked to this is a regime routinely imposing high-stakes basic-skills testing on school students, with increasingly constrictive ways of doing, while privileging competition over collaboration. This chapter explores more informal, organic learning. This self-study narrative inquiry explores my career in terms of a struggle to be my most evolved, enlightened self, as opposed to a small-minded, small-hearted mini-me. To balance this, I examine responsible autonomy (including my own), rather than freedom. This chapter also explores investment in humans, with the reasonable expectation of a return on that investment. It draws and reflects upon events in or impacting my hometown, Sydney, Australia, focusing largely on WorldPride, the Women's World Cup, and a referendum on an Indigenous voice to parliament, all of which took place as I compiled this chapter. Accordingly, the narrative focuses primarily on sexuality, gender, and race. I explore the capacity of my surroundings to teach me and my capacity to learn from my surroundings. The findings and discussion comprise diary-type entries of significant events and their implications for (my) excessive entitlement. The final section of this chapter reviews what and how I have learned. [ABSTRACT FROM AUTHOR]

This chapter investigates the experiences of doctoral students and supervisors in the doctoral process, focusing on the potential impact of imbalances in the distribution of power. In this respect, there are troublesome manifestations of excessive faculty entitlement that appear to be a source of inequality and injustice. These phenomena call into question the crucial relationship of support expected of doctoral students, as thesis supervisors have a fundamental role to play in guiding them towards the doctorate and ensuring their successful entry into the research community. Looking at the issue from the angle of the theory of social fields, I examine instances of dysfunction in supervisory experiences. Such problematic practices tend to conform to the relationships and traditions that sustain and (re)produce the practices of the academy, constraining the establishment of what Bakhtin describes as a dialogical relationship, between doctoral students and supervisors. I examine this problem from my own experience, both as a doctoral student and as a supervisor. I approach the question by combining self-study and narrative inquiry to make use of the data from my experience to analyse the issues raised during the supervision of doctoral programmes. I connect accounts drawn from literature, real-life testimonies and a corpus of discussions and notes to explore the manifestations of excessive faculty entitlement in the form of asymmetries and difficulties that can negatively impact the quality of supervision. [ABSTRACT FROM AUTHOR]

2022 opened with World War C, the first major cyber world war. Wanting to capitalize on history in the making, Information Systems faculty are integrating real time events to increase student engagement, comprehension, and application of IS concepts. This paper outlines a successful midterm evaluation pivot that leverages current events. We discuss two different actions taken and objectives, outcomes, and implications for teaching and educational research. We find that incorporating extreme current events motivates students towards self-learning and creative knowledge outlets, which in turn stimulate greater comprehension, application, and retention across the entire class. [ABSTRACT FROM AUTHOR]

This collaborative self-study chronicled the evolution of our foundations of education course over three semesters as we attempted to make it more inclusive of our Chinese international students' beliefs and lived experiences. Rooted in frameworks centered on intercultural competence and teacher educator tensions, an analysis of reflective journals and discussions about our experiences teaching Chinese international students revealed messages of cultural minimization within our course as well as tension between our democratic beliefs and acceptance of cultural difference. From this analysis, we made several curricular-instructional changes to our course. Interviews with students who experienced the changes revealed our (need for continued) growth as culturally competent teacher educators. The study offers implications for teacher educators and demonstrates the necessity of self-study in helping teachers of educational foundations realize its democratic promise. Tensions were unearthed between our democratic aims and our Chinese students' needs Teacher educators' foundational education course became more inclusive Areas of needed growth for teacher educators' cultural competence were discovered [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This essay examines how Daphne du Maurier's 1938 novel Rebecca maps the bildungsroman journey of self-development in youth onto the process of self-decline in age, creating an uncanny structure that forfeits the climactic achievement of an ultimate self as bodied forth by the traditional novel. This ultimate self is a fantasy of Western individualism that reflects its historical devaluation of the limitations of the body and the associated necessity of human interdependence and care. The limited selfhood achieved by the narrator undercuts the individualist ideal of perpetual self-expansion and leaves her haunted by its fantasy of aristocratic power, represented by the Manderley estate and its former mistress, the titular first Mrs. de Winter. The concrete losses attributable to the aging process thus double in Rebecca as the subversion of individualism's ideal. [ABSTRACT FROM AUTHOR]

Partial order formal structure analysis (POFSA) is an emerging theory in the field of concept cognitive learning (CCL). Attribute partial order structure diagram (APOSD) is the visual expression of the knowledge structure in POFSA. It has the advantages of explicit expression of the hierarchies of attributes and concise visual expression of the knowledge structure. This paper mainly focuses on the incremental CCL of APOSD in dynamic data circumstances. Firstly, the concept of location information coding of nodes in APOSD is proposed to express the position of nodes in the entire diagram as well as the relationships between nodes, which is an important tool throughout this paper. Secondly, by analyzing the relationship between new objects and objects in the original diagram, dynamic learning strategy for APOSD is proposed. Thirdly, in order to balance the efficiency and accuracy of dynamic learning, a dynamic-static alternating self-learning method for APOSD is proposed, which is an improved incremental learning strategy. Finally, comparative experiments illustrate that compared with non-incremental learning method of APOSD and concept lattice, the two proposed incremental learning methods of APOSD can effectively achieve dynamic self-updating of the knowledge base when processing dynamic data, and provide another perspective for discovering knowledge from the same data. Besides, the effectiveness of the improved incremental learning strategy is verified as well. [ABSTRACT FROM AUTHOR]

Introduction: Self-directed learning (SDL) stands as a contemporary approach to learning, offering efficient and sustainable strategies for enhancing knowledge and practices. Given the pivotal role of nurses in ensuring patient safety and care effectiveness, this study aims to assess the impact of the SDL model compared to the traditional learning model (TLM) on elevating nurses' airway management (AM) competencies and minimizing airway-related incidents. Methodology: The study employed an experimental research design using a posttest-only control group structure within a two-group comparison framework. Seventy-two nurses participated, with 35 in the study group and 37 in the control group at the Obstetrics and Gynecology Hospital affiliated with Cairo University, Egypt. The trial was carried out between February 2020 and July 2021. Following an assessment of SDL readiness for the intervention group, they received SDL model training based on Knowles' SDL principles, while the control group received TLM. The primary endpoint was a significant elevation in nurses' airway management competency, with the secondary outcome being a significant decrease in airway-related incidents reported by nurses. Competency assessments occurred immediately after completion of the intervention and again three months later. Results: A statistically significant difference was observed between the control and intervention groups regarding their practice and knowledge scores, with p-values of 0.02 and < 0.01, respectively. Additionally, the clinically relevant difference between control and intervention groups was evidenced by the effect size (ES) Cohen's d in both practices and knowledge levels (-0.56 and − 1.55, respectively). A significant difference was also noted between the first post-assessment and the paired second post-assessment concerning nurses' knowledge and practices among control and intervention groups, as indicated by the paired t-test with p <.01. Over three months, the intervention group reported 18 airway incidents, while the control group reported 24, with no statistically significant difference (> 0.05). Conclusion: The SDL model significantly enhanced nurses' competencies in AM compared to the TLM. However, the efficacy of both learning models diminishes over time. Although nurses who underwent SDL model reported fewer airway incidents compared to those who received TLM approach of learning, no statistically significant difference was detected. Trial registration: The study has been registered with Clinical Trials.gov under the registration number (NCT04244565) on 28/01/2020. [ABSTRACT FROM AUTHOR]

In response to the growing need for self-directed learning (SDL) skills in a rapidly changing world, research was conducted to map interventions that support SDL skills, aiming to find a model for supporting SDL skills in NEETyouth. SDL competencies support continuous personal development and coping with change. There is a significant number of young people in society who do not participate in working life, education, or training (NEET-youth) and are characterized by a low level of education. Little has been done to support SDL skills interventions for them; however, bringing young people back to the education path is a crucial issue. This raises important questions about which supportive approach and tools are most beneficial for developing SDL skills in NEET-youth, and how best to implement them. This literature review is based on the analysis of 25 articles. The results of the study showed that SDL interventions have not been used for NEET-youth, and therefore, the new model was created. In the case of NEET-youth the SDL intervention should be seen as a non-formal learning process that combines various activities that enable self-reflection and real-life experiences for acquiring new positive learning experiences. [ABSTRACT FROM AUTHOR]

This article explores the concept of transferability in qualitative research, specifically in the field of health professions education (HPE) scholarship. The authors argue that transferability is often overlooked and misunderstood in HPE research. They propose three dimensions of transferability: applicability, resonance, and theoretical engagement. The authors provide examples from their own research to demonstrate how these dimensions can be applied in HPE scholarship. They emphasize the importance of considering diverse cultural perspectives and the impact of context in education. The article concludes by suggesting that researchers can enhance the relevance and impact of their work by incorporating the dimensions of transferability. [Extracted from the article]

This study provides insights into the self-directed learning (SDL) abilities of middle-aged and older adult learners engaged in senior adult education. The study aims to explore both the levels of SDL abilities and the factors associated with these abilities. Additionally, this study delves into the demographic variations in SDL abilities, considering factors such as gender, age, and educational attainment. While active aging encourages middle-aged and older individuals’ engagement in social, physical, and intellectual activities, existing SDL scales mainly focus on healthcare, neglecting the learning needs of middle-aged and older adult learners in fostering active aging. A cross-sectional study approach was adopted. A purposive sample of 866 middle-aged and older adult learners (80.4% female) enrolled in senior learning centers. The data collected from the participants revealed an average SRSSDL score of 3.36 out of 5, indicating a moderate to high level of SDL proficiency. Furthermore, the results indicate significant differences between age groups and educational attainment levels. The study can help educators identify middle-aged and older adult learners enrolled in senior learning centers who lack SDL ability and design tailor-made educational interventions to promote self‐learning management and/or enable active aging. [ABSTRACT FROM AUTHOR]

Parenting training has been considered crucial to improving child development. The Tanoto Foundation's parenting program intervention was started in 2021 when the COVID-19 pandemic impacted government policies in Indonesia. Preventive measures that limit mobility affect the sustainability of face-to-face parenting interventions. The study aimed to explore alternative intervention methods, such as face-to-face, blended, online with facilitators, and self-learning, for parenting skills learning during emergencies. A 1-year non-randomized quasi-field experiment using a mixed quantitative-qualitative approach was conducted to 762 participants. SIGAP Q, the HOME Inventory, and CREDI were used for quantitative measurements, while interviews and focused group discussions (FGDs) provided qualitative data. The quantitative data were analyzed using multiway ANOVA, and the qualitative data were analyzed using thematic analysis. The study found that all interventionmodalities delivered positive outcomes. In contrast, face-to-face delivered the largest gain, followed by online with facilitators, blended learning, and online self-learning (a web-based learning management system). As an alternative, online with facilitators is the best for delivering parenting materials, followed by online self-learning (independent) modes of intervention. Blended and online models provide alternative models in emergency contexts. Implications are discussed in this article. [ABSTRACT FROM AUTHOR]

AbstractBackgroundMethodsResultsConclusionFaculty development programs in health professional education traditionally emphasise theories, principles, and effective teaching practices. However, the efficacy of these strategies in instigating meaningful changes in instructional practices has come under scrutiny.This qualitative research aims to enhance our understanding and support of educators’ ongoing learning and growth. Employing a transformative learning lens, the study explored the experiences, professional development practices, and responsibilities of clinical educators who participated in a faculty development course. Utilising Mezirow’s transformative learning theory as a framework, this research investigated the transformative journey of educators, analysing reflective pieces from 144 participants.The study findings revealed shifts in pedagogical approaches, ranging from the recognition of a haphazard teaching style to the intentional integration of evidence-based methods and pedagogical philosophies. The thematic analysis identified key stages in the transformative process, illuminating educators’ commitment to structured teaching, self-directed learning, and continuous improvement.This research has contributed valuable insights into how faculty development programs can stimulate reflective practices and transformative learning in health professional education. The article argues for the centrality of transformative learning processes in faculty development, presenting an intriguing perspective on sustainable and impactful professional growth. Trends across learning experiences are presented, accompanied by practical recommendations. The implications of the research for clinical educators, administrators, and developers of formal faculty professional development programs are also discussed. [ABSTRACT FROM AUTHOR]

OBJECTIVES: This study sought to examine the views of international graduates regarding how they perceived the Joint Medical Program Bachelor of Medicine (JMP BMed) undergraduate training prepared them to practice in a health system different from that in which they had studied. Eighteen international graduates of the JMP between 2010 and 2017 inclusive agreed to be interviewed face-to-face. METHODS: JMP BMed international graduates were interviewed using 18 standardized questions to elicit perceptions of their preparedness to practice and reflections on their training experience. The interview data were qualitatively analyzed, and the main themes were identified and categorized. RESULTS: Overall, the international graduates of the JMP BMed curriculum felt well-prepared for tasks associated with communication, self-directed learning, and approaching mental health issues. Conversely, they perceived the level of clinical exposure and experience as inadequate in preparing them for the expected level of medical knowledge and responsibility. They also felt underprepared for navigating a different health system. CONCLUSIONS: The strengths and weaknesses identified in the JMP BMed program in its preparation of international graduates, particularly those who chose to practice in their country of origin, are of relevance for all medical schools that enrol international students. Greater awareness of the needs of international medical students returning home to practice may be of value for future curriculum planning purposes to ensure that medical schools optimally prepare their graduates to practice with confidence in a range of healthcare systems. [ABSTRACT FROM AUTHOR]

The quality of teaching is significantly influenced by teachers’ self-efficacy. Grounded in social cognitive theory, this study examined the relationship between teachers’ self-efficacy for teaching, on the one hand, and individual factors, working conditions, and principal leadership, on the other. Data derived from 466 primary teachers were analyzed using structural equation modeling. The results indicated that teachers’ self-efficacy in teaching was positively associated with their teaching experience, beliefs in self-directed learning, and support from colleagues. These findings underscored the importance of teachers’ characteristics and collegial support in explaining teachers’ self-efficacy, highlighting the need for fostering a supportive and collaborative work environment in schools. [ABSTRACT FROM AUTHOR]

Efficiently exploring organic molecules through multi-step processes demands a transition from conventional laboratory synthesis to automated systems. Existing platforms for machine-assistant synthetic workflows compatible with multiple liquid-phases require substantial engineering investments for setup, thereby hindering quick customization and throughput increasement. Here we present a droplet-based chip that facilitates the self-organization of various liquid phases into stacked layers for conducting chemical transformations. The chip's precision polymer printing capability, enabled by digital micromirror device (DMD)-maskless photolithography and dual post-chemical modifications, allows it to create customized, sub-10 µm featured patterns to confine diverse liquids, regardless of density, within each droplet. The robustness and open design of surface-templated liquid layers actualize machine-assistant droplet manipulation, synchronous reaction triggering, local oscillation, and real-time monitoring of individual layers into a reality. We propose that, with further integration of machine operation line and self-learning, this droplet-based platform holds the potential to become a valuable addition to the toolkit of chemistry process, operating autonomously and with high-throughput. Existing platforms for machine assistant synthetic workflows compatible with multiple liquid phases lack the possibility of easy customization and throughput increasement. Here, the authors report a droplet-based chip that allows self-organization of various liquid phases into stacked layers for conducting chemical transformations. [ABSTRACT FROM AUTHOR]

In higher education, students' assessment has a two-fold aim: (i) evaluate students' proficiency level concerning the topics of a specific course; (ii) identify students' weaknesses throughout the whole learning activity and, if any, relate them to a set of socio-demographic and psychological covariates/predictors. In this vein, this manuscript proposes a multilevel latent class model as an analytic strategy to detect homogeneous groups of students based on their abilities, operationalized according to the following dimensions: Knowledge, Applying knowledge, and Judgment. As a novelty, the proposed model associates each dimension with a first-level latent class variable, which contributes to the identification of a second-level latent class variable that summarizes students' abilities according to the whole learning activity. The presented empirical results are based on Statistics tests covering three different topics and survey instruments administered to students of an introductory Statistics course. The main results show that the model identifies distinct overall patterns of learning and differences according to ability dimensions and topics. Moreover, the study of the relationships between the second-level latent class variable and socio-demographic and psychological covariates helps to characterize and deeply understand the students' profiles, fostering the development of tailored recommendations. [ABSTRACT FROM AUTHOR]

Neoliberal conditions in academia often preclude space for ongoing processes of collective reflection and growth, particularly for women faculty. In this qualitative self-study, three women faculty members examine working outside the lines of neoliberal institutions and theoretical traditions to nurture onto-epistemological development through a reading group that has now spanned two years. Drawing on critical feminist posthuman lenses, we inquired into the ways in which we worked and talked through challenging philosophical and theoretical texts in community and connected to our everyday experience as researchers/instructors in ongoing conversations. Specifically, we asked: What opportunities were presented through this different approach to reading and thinking together? What connections to practice and scholarship were created? How did these inform our ways of knowing and being? Our analysis of reflections and meeting notes demonstrates the ways our work ‘outside the lines’ allowed us to do academia differently, in big and small ways – helping us disrupt the isolation and competition of the academy by developing an immanent and relational orientation, working to decenter our (white) selves, and folding our complexifying understandings into research and teaching praxis. Ultimately, we recognize our ‘working outside the lines’ as a form of productive resistance to the devastating effects of neoliberal capitalism, a form of affirmative ethics of care connecting into a larger movement of creating a more relational, supportive academia. [ABSTRACT FROM AUTHOR]

Embodied health movements (EHMs) advance their agendas by mediating the production, circulation, and revision of biomedical knowledge. To do this, their constituents become lay experts by blending their embodied experience of illness with self-taught technical knowledge. However, it is unclear how lay expertise is routinized within EHMs, and consequently, to what extent it can be made durable in long-term partnerships with credentialed experts. I follow the OpenAPS community—a group of people with type one diabetes who engineered an open-source 'artificial pancreas'—from their inception in the transient #WeAreNotWaiting movement to their research collaborations with endocrinologists and detente with the FDA. I argue that OpenAPS user-contributors formalized their expertise in three steps: First, they broke the OpenAPS algorithm into modules so that prospective users must become experts to assemble it. Second, they lowered this barrier to entry by facilitating the socialization of new user-contributors with a training ritual. And third, they intervened in the strained endocrinologist-patient relationship. These tactics— restricting membership, reproducing expertise, and realigning interests—won the respect of credentialled experts who saw themselves in the OpenAPS community's image. While not all EHMs follow this trajectory, this case demonstrates that lay expertise can mature and assume new institutional forms without relying on commercialization or patronage. [ABSTRACT FROM AUTHOR]

This paper presents two empirical studies. Study 1 validated a survey on L2 self-regulated strategies in writing in a multimedia environment. Study 2 examined the relationship of Chinese students' working memory to their L2 English proficiency and self-regulated learning (SRL) strategies in multimedia writing. A total of 400 Chinese university students participated in Study 1, and they responded to a survey on SRL strategy use in multimedia writing. A total of 406 Chinese university students attended Study 2. They completed the survey and an operation span task (a measure of working memory). All the participants' English proficiency was evaluated using the College English Test-4, a standardized test for undergraduate students in China. Results of Study 1 revealed a 5-factor SRL strategy structure consisting of goal setting, strategic planning, elaboration, self-evaluation, and help seeking. Results of Study 2 suggested the predicted effects of self-regulated strategies, working memory, and L2 proficiency on L2 writing performance. Findings also demonstrated the moderation effects of English proficiency on the effects of self-regulated writing strategies. Implications for enhancing writing in multimedia environments are provided. 本文汇报了两项实证研究。第一项研究验证了在多媒体环境中进行二语自主调控写作策略的调查问卷。第二项研究探讨了中国学生的工作记忆, 英语水平以及多媒体写作中的自主调控写作策略之间的关系。共有400名中国大学生参与了第一项研究, 并回答了关于多媒体写作中自主学习策略使用的调查问卷。第二项研究有406名中国大学生参与。他们完成了调查问卷和操作跨度任务(一种工作记忆测量方法)。所有参与者的英语水平都通过一项中国本科生的标准化考试, 即大学英语四级考试, 进行了评估。第一项研究的结果显示, 自主学习策略包括目标设定、战略规划、详细阐述、自我评估和求助, 共五个因素。第二项研究的结果表明, 自主调控策略、工作记忆和英语水平对二语写作表现具有预测效应。研究结果还显示, 英语水平对自主调控写作策略的效果具有调节作用。该研究对于提升多媒体环境下的写作具有重要借鉴意义。 PLAIN LANGUAGE SUMMARY: We reported the findings of two empirical studies. In Study 1, we tested a survey to see how well it measured learners' self-regulated strategies in a multimedia environment. In Study 2, we looked at learners' working memory, proficiency, and learners' self-regulated strategies in a multimedia environment. The results of Study 1 showed that there are five main strategies students use when writing. They include goal setting, strategic planning, elaboration, self-evaluation, and help-seeking. The results of Study 2 showed that learners' working memory, proficiency, and learners' self-regulated strategies are essential to their writing performance. The results also supported the idea that English proficiency plays a moderating role in the relationship between self-regulation and writing. When English proficiency was low, self-regulation had a greater impact on writing performance; conversely, when English proficiency was high, self-regulation had a smaller effect on writing performance. However, the present study did not identify a statistically significant interaction effect between working memory and self-regulation. Working memory may not affect self-regulation in students' writing outcomes. This study, thus, contributes to teachers', teacher educators', policy makers', and practitioners' knowledge in terms of self-regulation, working memory, and proficiency in a multimedia writing environment. [ABSTRACT FROM AUTHOR]