Browsing by Author "Semionov, Svetlana"

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ASPECTE STRATEGICE ALE AUTOREGLĂRII ÎNVĂŢĂRII ÎN MEDIUL ACADEMIC UNIVERSITAR
(CEP USM, 2008) Semionov, Svetlana
Self-regulated learning strategies consist of cognitive and meta-cognitive activities, resource management activities, and affective activities (Zimmerman, Martinez, 1986; Pintrich, 1999). The purpose of this study was to investigate (1) if the use of self-regulated learning strategies was significantly related to academic performance, and than (2) compared for differences in the use of self-regulated learning strategies two groups: high level performance students (group A) and low level performance students (group B).
MODEL AL DEZVOLTĂRII AUTOREGLĂRII ACADEMICE PE DIMENSIUNEA STRATEGICĂ
(CEP USM, 2011) Semionov, Svetlana
On présente le concept d’une application éducative centrée sur le développement de l'autorégulation académique des étudiants par une discipline curriculaire, qui a comme principe organisateur l’apprentissage autoréglé. Le cours vise l’enseignement – apprentissage d’un répertoire complexe de stratégies d’étude et d’éducation en tant que source et finalité de l'autorégulation académique
MONITORIZAREA ÎN CONTEXTUL AUTOREGLĂRII ACADEMICE
(CEP USM, 2011) Semionov, Svetlana
The purpose of the present article is the reasoning approach: self-monitoring and self-control capacities provide the student's academic independence and quality of the learner-centered education. In this sense, we present a framework for understanding the concept of "monitoring learning" as a general term and as essential process of self-regulated learning. In particular, corollary monitoring differentiated terms are: self-monitoring, evaluation / self-evaluation, feedback / self-feedback, goals, and their operating mechanisms in academic learning.
MOTIVAŢIA ÎN CONTEXTUL ÎNVĂŢĂRII AUTOREGLATE
(CEP USM, 2012) Semionov, Svetlana
În articol este abordată motivaţia învăţării academice din perspectiva paradigmei învăţării autoreglate. Autoreglarea la nivelul motivaţiei traversează toate fazele definitorii pentru autoreglare şi se realizează prin mecanisme anticipative şi retrospective. Anticiparea rezultatelor (expectanţele individului) determină fixarea scopurilor şi planificarea acţiunilor iminente atingerii acestor scopuri, iar mecanismele retrospective (prin atribuiri cauzale/locul controlului, perceperea performanţei trecute, încrederea şi stima de sine) determină ajustarea standardelor personale. Dintre constructe motivaţionale relevante autoreglării sunt examinate scopurile ca motivatori cognitivi şi automotivarea ca cea mai bună formă a motivaţiei. Partea aplicativă a materialului se regăseşte în direcţii strategice şi în demersuri acţional-valorice de motivare şi automotivare.
PROCRASTINAREA ACADEMICĂ DIN PERSPECTIVA AUTOREGLĂRII ÎNVĂŢĂRII
(CEP USM, 2009) Semionov, Svetlana
L’article porte sur la procrastination académique et son dépassement par l’auto-régulation du processus d’apprentissage. On examine les causes et l’impact de la procrastination, ainsi que l’opérationnalisation du modèle triphase de l’auto-régulation du processus d’apprentissage, élaboré par Zimmerman, visant l’examen et la solution des situations de procrastination académique.
PROFILURI DE AUTOREGLARE A ÎNVĂŢĂRII LA STUDENŢII PSIHOPEDAGOGI
(CEP USM, 2010) Semionov, Svetlana
Students that are self-regulated in their learning appear to achieve more positive academic outcomes than individuals who do not exhibit self-regulated learning behaviors. We suggestthat distinct profiles of self-regulated learning behaviors exist across learners. In turn, these profiles appear to be associated withsignificantly different academic outcomes. The purpose of the current study was to examine whether profiles for self-regulated learning skills and strategies exist among learners. To achieve this purpose, we conducted a study byadministrating the Learning and Study Strategies Inventory (LASSI) a 10-scale with 80-item. Our results indicate the presence of three, distinct profiles of self-regulated learning.
REGLAREA PREDĂRII ÎN BAZA STILULUI DE ÎNVĂŢARE AL STUDENŢILOR
(CEP USM, 2009) Semionov, Svetlana
L’article examine les résultats d’une ét ude empirique qui démontre que a) la population étudiant e du milieu acadé- mique universitaire est dominée par toute une palette de styl es d’enseignement. b) Le style personnel d’enseignement des étudiants est une «structure flexible» et subit des mutati ons pendant la période de l’étude universitaire. Le dialoque et la collaboration constructive entre le professeur et l’ étudiant sont des conditions pédagogiques et des méthodes spécifiques popres à faciliter l’instruction compte tenu des styles d’enseignement.
STUDIUL INDIVIDUAL AL STUDENTULUI: PARCURS EVOLUTIV
(CEP USM, 2012) Semionov, Svetlana
This article approaches the individual study of student asa way the method for the formation of professional skills. There are appointed types, forms and levels of individual study, also stylistic profiles of manifestation in educational environment. It follows the evolution of student independence reporting to learning activities from external control to self-control and self-monitoring of independent work. There is proposed the demarche of elaboration a complex individual study, step by step.