Profiles in self-regulated learning and their correlates for online and blended learning students

This study examines a person-centered approach to self-regulated learning among 606 University students (140 online, and 466 in blended learning mode). Latent profile analysis revealed five distinct profiles of self-regulated learning: minimal regulators, restrained regulators, calm self-reliant capable regulators, anxious capable collaborators, and super regulators. These profiles showed that: (1) differences in academic success are associated with a learner’s capacity for motivational regulation and self-regulated learning strategy implementation, (2) online learners are more likely to belong to profiles that are more adaptive, and less reliant on collaborations with others, (3) for learners at the lower end of the self-regulation spectrum, an increase in both motivational regulation and adoption of self-regulated learning strategies may be academically beneficial, and (4) high motivational regulation and strategy adoption can be all for naught, if the student is also highly anxious with worry and concern regarding performance.     

Comparative efficacy of active recovery and cold water immersion as post-match recovery interventions in elite youth soccer

ABSTRACT

The current study compared cold-water immersion (CWI) and active recovery (AR) to static stretching (SS) on muscle recovery post-competitive soccer matches in elite youth players (n = 15). In a controlled crossover design, participants played a total of nine competitive soccer games, comprising three 80 minute games for each intervention (SS, CWI and AR). Muscle oedema, creatine kinase (CK), countermovement jump performance (CMJA) and perceived muscle soreness (PMS) were assessed pre-, immediately post-, and 48 hours post-match and compared across time-intervals and between interventions. Following SS, all markers of muscle damage remained significantly elevated (P < 0.05) compared to baseline at 48 hours post-match. Following AR and CWI, CMJA returned to baseline at 48 hours post-match, whilst CK returned to baseline following CWI at 48 hours post-match only. Analysis between recovery interventions revealed a significant improvement in PMS (P < 0.05) at 48 hours post-match when comparing AR and CWI to SS, with no significant differences between AR and CWI observed (P > 0.05). Analysis of %change for CK and CMJA revealed significant improvements for AR and CWI compared to SS. The present study indicated both AR and CWI are beneficial recovery interventions for elite young soccer players following competitive soccer matches, of which were superior to SS.     

为什么钟表的默认时间都是10：10

你有没有注意过,买手表之前,手表的时间总是设定在10点10分。这是为什么呢？有人说是为了纪念被刺杀的总统,有人说是为了纪念广岛、长崎原子弹爆炸的死难者,其实都不然。那真正的原因是什么呢？     

Effects of mobile-app learning diaries vs online training on specific self-regulated learning components

Self-regulated learning (SRL) is associated with increased academic achievement and improved learning outcomes for students. Thus, it is import to find ways to improve SRL, such as through training. Face-to-face training, discipline-dependent training, and paper-and-pencil diaries are limited in the number of students they can reach. The current randomised control study implemented discipline-independent online training and novel mobile-app based diaries and tested SRL motivation and perceived strategy use in 73 University students from mixed disciplines and study mode. Results showed that participants in the combined condition (training with diaries) improved more than other conditions. Specifically, they improved on SRL knowledge, metacognitive strategies, cognitive strategies (elaboration, organisation and critical thinking), and resources management strategies (time-management and effort regulation). The present study extends previous findings, showing that positive effects can be found for SRL when a discipline-independent approach is used coupled with online training and a mobile-app based daily diary.