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Related Concept Videos

Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
Social Foundations of Self I: Play and Game01:24

Social Foundations of Self I: Play and Game

The development of self in children is deeply rooted in social interactions, mainly through stages of play and structured games. These stages, outlined by sociologist George Herbert Mead, illustrate how children progressively learn to understand and adopt social roles, forming a cohesive sense of self.The Play Stage: Imitation and Simple Role-TakingIn the early years of childhood, the play stage is characterized by imitative behavior, where children engage in role-playing based on familiar...
Social Cognitive Perspective on Personality01:30

Social Cognitive Perspective on Personality

Social cognitive perspectives on personality emphasize the importance of conscious awareness, beliefs, expectations, and goals in shaping behavior. These perspectives incorporate behaviorist principles, such as learning through reinforcement and conditioning, but extend beyond them by highlighting human reasoning and planning. Unlike traditional behaviorist views, social cognitive theory focuses on how individuals reflect on their past experiences and plan for future outcomes by considering...
Introduction to Learning01:18

Introduction to Learning

Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
Self-Concept01:19

Self-Concept

Self-concept is the cognitive and emotional understanding individuals hold about their identity. It evolves through various developmental stages, beginning in infancy and maturing as children grow. This concept influences how individuals perceive their abilities, interact with others, and manage challenges throughout life.
Infancy and Emerging Recognition
During infancy, self-concept is virtually nonexistent. Babies do not distinguish themselves as separate entities and often mistake their...
Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are themselves.

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The American journal of occupational therapy : official publication of the American Occupational Therapy Association·2006
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Related Experiment Video

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Self-direction in learning: does it change over time?

Shauna Malta1, Sandra B Dimeo, Paula D Carey

  • 1Utica College, 1600 Burrstone Road, Utica, NY 13502-4892, USA. smalta@utica.edu

Journal of Allied Health
|June 12, 2010
PubMed
Summary

This study found that health professional students significantly increased their self-direction in learning from the beginning to the end of their programs. Both case-based learning (CBL) and problem-based learning (PBL) approaches fostered this growth in self-directed learning readiness.

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Area of Science:

  • Health Professions Education
  • Educational Psychology

Background:

  • Self-direction in learning is crucial for health professionals.
  • Graduate programs increasingly adopt active learning strategies like case-based learning (CBL) and problem-based learning (PBL).
  • Understanding the development of self-directed learning readiness (SDLRS) in these programs is essential.

Purpose of the Study:

  • To examine the changes in students' self-direction in learning over time within graduate health professional programs.
  • To compare the development of SDLRS in occupational therapy (OT) and physical therapy (PT) students.
  • To assess the impact of CBL and PBL pedagogical approaches on SDLRS.

Main Methods:

  • Longitudinal study of 86 OT and PT students at one institution from 2003-2007.
  • Administration of the Self-Directed Learning Readiness Scale (SDLRS) at program entry (pre-test) and program conclusion (post-test).
  • Analysis of SDLRS scores to determine changes in self-direction in learning.

Main Results:

  • A statistically significant increase in SDLRS scores was observed from pre-test (mean 225.1) to post-test (mean 237.9).
  • All student groups (OT-day, OT-weekend, PT) showed improvement in self-directed learning readiness.
  • The PBL and CBL approaches were associated with enhanced self-direction in learning.

Conclusions:

  • Students in graduate health professional programs demonstrate enhanced self-direction in learning throughout their academic journey.
  • Active learning methodologies, including CBL and PBL, appear to effectively cultivate self-directed learning skills.
  • These findings contribute valuable insights into the educational effectiveness of health-related graduate programs.