Disciplinary Network Presentation

Yi ShangEducational Psychology PROV 50417/11/2014Global Center

IntroductionMaster program of Educational Psychology,

concentration in Learning, Cognition and Motivation, George Mason University, 2014 – 2016 (expected).

Medical radiologist in Yueqing Hospital, Zhejiang province, China, 2005 - 2014.

Advanced education in Diagnostic Radiography, Shanghai Ruijin Hospital, May 2010 – May 2011

Bachelor degree of Medical Imaging, Wenzhou Medical University, Zhejiang province, China, 2000 - 2005.

Major Professional Organizations

American Psychological Association (APA)

American Educational Research

Association (AERA)

Institute of Education Sciences (IES)

Preeminent Scholars

Albert Bandura

Barry J. Zimmerman

Jean Piaget

Important worksBarry J Zimmerman, Dale H Schunk, & ebrary, I. (2003).

Educational psychology a century of contributions. Mahwah, NJ: LErlbaum Associates.

Barry J Zimmerman, & Dale H Schunk. (2001). Self-regulated learning and academic achievement theoretical perspectives (2nd ed..). Mahwah, NJ: LErlbaum.

James P. Byrnes. (2001). Minds, brains, and learning : understanding the psychological and educational relevance of neuroscientific research. New York: Guilford Press.

Tracy Packiam Alloway, & Ross Alloway. (2013). Working memory : the connected intelligence. New York, London: Psychology Press.

Angela M. O’Donnell. (2007). Educational psychology : reflection for action. Hoboken, NJ: JWiley.

Albert Bandura. (1997). Self-efficacy : the exercise of control. New York: WHFreeman.

Jean Piaget. (1954). The construction of reality in the child. New York, Basic Books.

Current topics

Self-regulated learning Cognitive load

Perceived self-efficacy

Research Question

How can teachers use journaling to improve students’ self-efficacy for writing?

Outline

Background

Finding from literature review

Future research

Background of Writing

Cognitive knowledge (production deficiency)Organizational strategieselaboration strategiesQuestions and hints

Metacognitive knowledge (mediation deficiency)Declarative knowledgeProcedural knowledgeConditional knowledge

Background

Findings from Literature

Review

Suggestions for Further Research

Findings from Literature Review

Organized according tojournalingEnough scaffoldingSelf-regulation for writing

Background Findings from Literature Review

Suggestions for Further Research

Journaling

Course-connectedCollaborated Reflective

Background Findings from Literature Review

Suggestions for Further Research

Enough Scaffolding

Close monitoringPrompts and modelsHigh quality feedbackSupportive context

Background Findings from Literature Review

Suggestions for Further Research

Self-regulation

Environmental processesBehavioral processesPersonal processes

Background of BE

Findings from Literature Review

Suggestions for Further Research

Conclusion

Teacher-monitor and self-monitorTeachers’ feedback and self-remediation

Suggestions for Future Research

How to monitor students’ self-regulation?What is enough scaffolding?

Background of BE

Findings from Literature Review

Suggestions for Further Research

References Baleghizadeh, S., & Mortazavi, M. (2014). The Impact of Different Types of Journaling

Techniques on EFL Learners’ Self-Efficacy. Profile: Issues in Teachers’ Professional Development, 16(1). Retrieved from http://revistasunaledu.vindux.com/index.php/profile/article/view/37184

Bernadowski, C., Perry, R., & Del Greco, R. (2013). Improving Preservice Teachers’ Self-Efficacy through Service Learning: Lessons Learned. Online Submission, 6(2), 67–86.

Brooman, S., & Darwent, S. (2012). A positive view of first-year undergraduate reflective diaries: focusing on what students can do. Reflective Practice, 13(4), 517–531. doi:10.1080/14623943.2012.670618

Hubner, S., Nuckles, M., & Renkl, A. (2009). Writing Learning Journals: Instructional Support to Overcome Learning-Strategy Deficits. Learning and Instruction, 20(1), 18–29. doi:10.1016/j.learninstruc.2008.12.001

Jalaluddin, I., Yunus, M. M., Yamat, H., & Jusoff, H. K. (2010). A Case Study on Teacher’s Assistance in Writing Classroom: A Look at the Effects on Rural Learners’ Writing Self-efficacy. International Journal of Learning, 17(9), 27–43.

Nogueira, P. V., & Canelhas, S. (2009). Learning Experience through Diary Writing: A Case Study. International Journal of Learning, 16(7), 471–485.

Zimmerman, B. J., & Bandura, A. (1994). Impact of Self-Regulatory Influences on Writing Course Attainment. American Educational Research Journal, 31(4), 845–862. doi:10.3102/00028312031004845

Zimmerman, B. J., & Risemberg, R. (1997). Becoming a Self-Regulated Writer: A Social Cognitive Perspective. Contemporary Educational Psychology, 22(1), 73–101. doi:10.1006/ceps.1997.0919

Alavi, S. M., & Taghizadeh, M. (2014). Dynamic Assessment of Writing: The Impact of Implicit/Explicit Mediations on L2 Learners’ Internalization of Writing Skills and Strategies. Educational Assessment, 19(1), 1–16. doi:10.1080/10627197.2014.869446

Thank You & Questions

Yi ShangEducational Psychology PROV 50417/11/2014Global Center