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The Relationship among EFL Learners' Self-Regulation, Locus of Control, and Preference for Vocabulary Acquisition
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In: Applied Linguistics Research Journal, Vol 2, Iss 1, Pp 12-24 (2018) (2018)
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Profiling writers: analysis of writing dynamics among college students
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In: ISSN: 1556-1623 ; EISSN: 1556-1631 ; Metacognition and Learning ; https://hal.archives-ouvertes.fr/hal-01991784 ; Metacognition and Learning, Springer Verlag, 2017, 12 (2), pp.233-273. ⟨10.1007/s11409-016-9166-6⟩ (2017)
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The analysis of cognitive processes as a tool for translator training ; L'analyse des processus cognitifs comme aide à la formation initiale et au perfectionnement des traducteurs
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In: https://tel.archives-ouvertes.fr/tel-01823032 ; Linguistique. Université Grenoble Alpes, 2017. Français. ⟨NNT : 2017GREAL034⟩ (2017)
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An academic and professional preparatory curriculum design and supplemental academic advisement tool: self-regulation, ethics, and communication for engineering graduate students ...
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Unregulated Space: Text-Messaging Habits as a Predictor of Punctuation Errors in the Academic Writing of College Students
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In: Doctoral Dissertations and Projects (2017)
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DBT-A and Parental Inclusion in Skills Training Groups
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In: Master of Social Work Clinical Research Papers (2017)
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Exploring the Impacts of the Parent-Child Mother Goose Program
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Weber, Natasha. - : University of Alberta. Department of Human Ecology., 2017
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Abstract:
Specialization: Family Ecology and Practice ; Degree: Master of Science ; Abstract: This community-based research employed mixed methods to explore how the Parent-Child Mother Goose (PCMG) program strengthens positive parent-child relationships. The research focused on exploring parent-child relationships through attachment theory and selected determinants of parenting (parent self-efficacy and emotion regulation). Research indicates that high levels of parent self-efficacy and emotion regulation are positively linked to secure attachment and positive parent-child relationships. It was hypothesized that the PCMG program promotes these determinates of parenting, thus helping build strong relationships and secure attachment. Previous research on the PCMG program found evidence of positive outcomes such as an increase in confidence, knowledge, and social support in parents and for children, an increase in secure attachment and language development. The literature had yet to quantitatively explore emotion regulation as an outcome of the program and only previous evaluations had briefly examined the experience of program facilitators. The current, mixed methods study was designed in collaboration with the Fort Saskatchewan Families First Society (FSFFS) and was completed in two phases. The first phase collected qualitative data from, observations, program materials, and focus groups with current and past facilitators (n=17). The second phase gathered quantitative data through pre- and post-test questionnaires filled out by program participants (n=87). Results from this study were promising. The quantitative results indicated that the program seems to increase parents’ sense of competence, self-efficacy and satisfaction in parenting. Qualitative data indicated that the program may influence secure attachment in the child and emotion regulation for the parent. The findings from the focus groups also indicated how the program increases social support and facilitates many of the program outcomes. The study concluded that the PCMG program facilitates learning that promotes positive parent-child relationships, increase parent’s confidence and emotion regulation skills, and develop social support systems for parents. The study has some limitations including the lack of a comparison group and the reliance on self-report methods to measure attachment (which is typically measured through expert observations). Nonetheless, the study added to the existing literature on parenting programs, facilitation techniques, and attachment measurements. As this was a community-based research project, the results will also inform planning, program improvement and funding for the FSFFS. Programs, such as PCMG and community agencies like FSFFS are excellent resources to families and communities as they provide parents the skills, knowledge, strategies, and community support, to feel confident in their parenting abilities, which can positively influence the parent-child relationship and produce healthier families within the community.
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Keyword:
Attachment; Emotion regulation; Parent self-efficacy; Parent-child mother goose; Parent-child relationship; Parenting program
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URL: https://doi.org/10.7939/R3T14V358 http://hdl.handle.net/10402/era.44460 https://era.library.ualberta.ca/items/6e4b6fa3-b10e-45bf-bdd2-b4066e2d7ff9
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A systematic review of language learner strategy research in the face of self-regulation
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A systematic review of language learner strategy research in the face of self-regulation
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Self-Regulation in the Kindergarten Classroom: Co-Constructing Pedagogical Knowledge
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The formation of secondary linguistic identity in the process of future pharmacists’ individual work ; Формування вторинної мовної особистості майбутніх фармацевтів у процесі самостійної роботи
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In: ScienceRise: Pedagogical Education; № 6 (14) (2017); 14-18 ; 2519-4984 ; 2519-4976 (2017)
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An early years toolbox for assessing early executive function, language, self-regulation, and social development: Validity, reliability, and preliminary norms
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In: Faculty of Social Sciences - Papers (Archive) (2017)
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Classroom Based Mindfulness and its Impact on Peer Relationships
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Classroom Based Mindfulness and its Impact on Peer Relationships
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An Action Research on the Development of Self-regulated Writing Strategies of Turkish EFL Students
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In: Eurasian Journal of Applied Linguistics, Vol 3, Iss 2, Pp 191-204 (2017) (2017)
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A Lattice Model of the Development of Reading Comprehension.
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In: Child development perspectives, vol 10, iss 4 (2016)
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Can grit fix the achievement gap? An investigation of grit's conceptual uniqueness and predictive value in diverse student achievement ...
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Riley, Lynsey W. - : Digital Repository at the University of Maryland, 2016
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Behavioral approach and fear moderates the relationship between insensitive/intrusive parenting and early language development
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Translating evidence-based guidelines to improve feedback practices: the interACT case study
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A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships
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