國立虎尾科技大學 |

Be Kind to Yourself : = The Relationship Between Self-Compassion, Self-Concept & Self-Regulated Learning in University Students with & Without High-Incidence Exceptionalities.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Be Kind to Yourself :/
其他題名:	The Relationship Between Self-Compassion, Self-Concept & Self-Regulated Learning in University Students with & Without High-Incidence Exceptionalities.
作者:	Tejpar, Sunaira.
面頁冊數:	1 online resource (86 pages)
附註:	Source: Masters Abstracts International, Volume: 83-07.
Contained By:	Masters Abstracts International83-07.
標題:	Educational psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798759926504

Be Kind to Yourself : = The Relationship Between Self-Compassion, Self-Concept & Self-Regulated Learning in University Students with & Without High-Incidence Exceptionalities.
Tejpar, Sunaira.

Be Kind to Yourself :The Relationship Between Self-Compassion, Self-Concept & Self-Regulated Learning in University Students with & Without High-Incidence Exceptionalities. - 1 online resource (86 pages)

Source: Masters Abstracts International, Volume: 83-07.

Thesis (M.Ed.)--Queen's University (Canada), 2021.

Includes bibliographical references

The concept of self-regulated learning (SRL) provides a lens for examining how students master their own learning, and for identifying particular behaviours that are effective in achieving learning goals (Schunk & Zimmerman, 2008). The ability to self-regulate is important at any stage in education, however, it may be especially important for post-secondary students who must navigate through a new environment with independence. The ability to self-regulate can be particularly difficult for some university students (Peverly et al., 2003), especially those students with high incidence exceptionalities including learning disabilities (LDs) and attention deficit hyperactivity disorder (ADHD). As the number of students with exceptionalities enrolling in postsecondary education increases each year, external support provided by the offices who serve these students are finding it difficult to keep up with the demands placed on them (Seagull, 2017). Therefore, it is important to seek out additional ways of supporting students with exceptionalities in postsecondary education. Specifically, a focus on developing social-emotional processes such as self-concept and self-compassion may be valuable ways of supporting self-regulated learning for these students. With little research investigating self-processes including global self-concept and self-compassion, the purpose of this study is to investigate the relationship among self-compassion, self-concept and self-regulated learning as they relate to students with and without disabilities in university.A total of 240 university students (26 males; 194 females; 5 gender variant/non-conforming) took part in the study. The participants completed a 78-item questionnaire consisting of demographic questions and the following scales: the Self-Compassion Scale (SCS; Neff, 2003), the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1993) and the Personal Self-Concept Questionnaire (PSC; Goni et al., 2011). Correlational analyses indicated that greater scores in self compassion were associated with greater scores in self-concept, self-efficacy learning strategies scores, and overall self-regulation. Greater scores in self-concept were associated with great scores in self-efficacy, learning strategies scores and overall self-regulated learning scores. Students who were formally identified with an exceptionality reported higher personal self-concept scores than their non-identified peers. Lastly, self-regulated learning was not statistically significant among the various groups. These findings suggest self-processes and internal strengths could serve as additional support related to self-regulated learning and academic resiliency for all students despite their disability status.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798759926504Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Be Kind to Yourself : = The Relationship Between Self-Compassion, Self-Concept & Self-Regulated Learning in University Students with & Without High-Incidence Exceptionalities.
LDR:04103ntm a22003497 4500 001 1150597
005 20241028051806.5
006 m o d
007 cr bn ---uuuuu
008 250605s2021 xx obm 000 0 eng d
020 $a 9798759926504
035 $a (MiAaPQ)AAI28848827
035 $a (MiAaPQ)QueensUCan_197429411
035 $a AAI28848827
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Tejpar, Sunaira. $3 1477118
245 1 0 $a Be Kind to Yourself : $b The Relationship Between Self-Compassion, Self-Concept & Self-Regulated Learning in University Students with & Without High-Incidence Exceptionalities.
264 0 $c 2021
300 $a 1 online resource (86 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 83-07.
500 $a Advisor: Matheson, Ian.
502 $a Thesis (M.Ed.)--Queen's University (Canada), 2021.
504 $a Includes bibliographical references
520 $a The concept of self-regulated learning (SRL) provides a lens for examining how students master their own learning, and for identifying particular behaviours that are effective in achieving learning goals (Schunk & Zimmerman, 2008). The ability to self-regulate is important at any stage in education, however, it may be especially important for post-secondary students who must navigate through a new environment with independence. The ability to self-regulate can be particularly difficult for some university students (Peverly et al., 2003), especially those students with high incidence exceptionalities including learning disabilities (LDs) and attention deficit hyperactivity disorder (ADHD). As the number of students with exceptionalities enrolling in postsecondary education increases each year, external support provided by the offices who serve these students are finding it difficult to keep up with the demands placed on them (Seagull, 2017). Therefore, it is important to seek out additional ways of supporting students with exceptionalities in postsecondary education. Specifically, a focus on developing social-emotional processes such as self-concept and self-compassion may be valuable ways of supporting self-regulated learning for these students. With little research investigating self-processes including global self-concept and self-compassion, the purpose of this study is to investigate the relationship among self-compassion, self-concept and self-regulated learning as they relate to students with and without disabilities in university.A total of 240 university students (26 males; 194 females; 5 gender variant/non-conforming) took part in the study. The participants completed a 78-item questionnaire consisting of demographic questions and the following scales: the Self-Compassion Scale (SCS; Neff, 2003), the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1993) and the Personal Self-Concept Questionnaire (PSC; Goni et al., 2011). Correlational analyses indicated that greater scores in self compassion were associated with greater scores in self-concept, self-efficacy learning strategies scores, and overall self-regulation. Greater scores in self-concept were associated with great scores in self-efficacy, learning strategies scores and overall self-regulated learning scores. Students who were formally identified with an exceptionality reported higher personal self-concept scores than their non-identified peers. Lastly, self-regulated learning was not statistically significant among the various groups. These findings suggest self-processes and internal strengths could serve as additional support related to self-regulated learning and academic resiliency for all students despite their disability status.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 555103
650 4 $a Higher education. $3 1148448
650 4 $a Education. $3 555912
650 4 $a Attention deficit hyperactivity disorder. $3 1469082
650 4 $a Academic achievement. $3 562400
650 4 $a Emotions. $3 560966
650 4 $a Perceptions. $3 1372697
650 4 $a Metacognition. $3 888337
650 4 $a Self image. $3 1469057
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0745
690 $a 0525
710 2 $a Queen's University (Canada). $3 1148613
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Masters Abstracts International $g 83-07.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28848827 $z click for full text (PQDT)