Self-Regulated Skill Strategies (e.g. Cognition, Metacognition, Study Skills) and Physical Activity Interventions to Improve Student Learning and Academic Performance in Introductory Exercise Physiology Classes
Notice bibliographique
Résumé
Introduction: Students who display higher self-regulated skill strategies demonstrate higher academic achievement than those who are less self-regulated.Physical activity has been shown to improve academic achievement and cognitive outcomes.The purpose of this study was to determine the effect of self-regulated skill strategy interventions (SSSI) and self-regulated viii skill strategy interventions + physical activity interventions (SSSI+PAI) on student metacognitive awareness (MA), metacognitive strategy use (MSU) and academic performance (AP) in physiology of exercise classes.Methods: Twenty-one CSUN kinesiology students (6 Males and 13 Females) enrolled in an exercise physiology course (KIN 346) participated.Participants were randomized into one of two treatment groups (SSSI and SSSI+PAI).SSSI received a self-regulated skill strategy intervention that focused on improving overall cognitive, metacognitive, and study skill development.Meanwhile, group SSSI+PAI received the same treatment as group SSSI, in addition, they were provided with a physical activity intervention that focused on teaching the benefits that physical activity has on overall cognitive function and academic performance.Furthermore, group SSSI+PAI was supplemented with weekly exercise programs to facilitate the use of physical activity.Results: A two-way mixed ANOVA was conducted to investigate the impact of time, grouping, and interaction on MA and MSU.In order to examine AP, a one-way ANOVA was conducted to investigate the difference in the post-grade (self-reported current grade obtained in the class) between the SSSI group and the SSSI+PAI group.There were no significant differences found among group interventions and post-grade obtained in the class, (F(1,17) = .020,p = .890).Conclusion: The SSSI and SSSI+PAI improved their overall scores in the declarative knowledge and planning subscales of the MAI questionnaire and the global reading strategies and support reading strategies subscales of the MARSI questionnaire.The SSSI group improved their score for conditional knowledge significantly more than the SSSI+PAI group.There were no significant differences between the SSSI and SSSI+PAI for academic performance.Future research should include a more subjects and a control group, provide a longer intervention, and more closely monitor the physical activity.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».