The effect of nonhuman’s external regulation on detecting the natural development process of young children’s self-regulation during learning tasks

Adel M. Agina, Piet A.M. Kommers, Michael Steehouder

Research output: Contribution to journalArticleAcademicpeer-review

5 Citations (Scopus)

Abstract

The present study explored the effect of nonhuman’s external regulation on children’s natural development of self-regulation and the effect of each natural developed class on children’s spontaneous thinking aloud and satisfaction. The Aginian’s methodology (Agina et al., 2011a) that relied on special computer agents for the external regulation, measuring self-regulation and children’s satisfaction, and producing the final results in points was used with 40 preschool children, which were divided into classes based on their natural development of self-regulation during learning tasks. The results showed that children who followed Piagetian’s view were outperforming children who followed Vygotskyian’s view and Aginian’s view, which is a new psychological view generated by computer indicates that the child either followed unknown class of self-regulation’s natural development or the child holds an ambiguous psychological problem. The results also showed that the relationship between children’s spontaneous thinking aloud and children’s self-regulation is a reverse. The supplemental analysis showed that computer, as a nonhuman external regulator, can identify those children who hold psychological problems and can integrate the net signed of self-regulation of each child at each task through embedding the mathematics integration where the computer becomes fully conscious with all the occurrences of children’s behavioral regulation.
Original languageEnglish
Pages (from-to)1724-1739
Number of pages16
JournalComputers in human behavior
Volume27
Issue number5
DOIs
Publication statusPublished - 2011

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Learning
Psychology
Mathematics
Preschool Children
Child Development
Self-Control
Self-regulation
Nonhuman
Psychological
Thinking

Keywords

  • Self-regulation learning (SRL)
  • Thinking aloud (TA)
  • Zone of proximal development (ZPD)
  • Zone of children’s motivation (ZCM)
  • Zone of children’s regulation (ZCR)
  • Aginian’s methodology

Cite this

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abstract = "The present study explored the effect of nonhuman’s external regulation on children’s natural development of self-regulation and the effect of each natural developed class on children’s spontaneous thinking aloud and satisfaction. The Aginian’s methodology (Agina et al., 2011a) that relied on special computer agents for the external regulation, measuring self-regulation and children’s satisfaction, and producing the final results in points was used with 40 preschool children, which were divided into classes based on their natural development of self-regulation during learning tasks. The results showed that children who followed Piagetian’s view were outperforming children who followed Vygotskyian’s view and Aginian’s view, which is a new psychological view generated by computer indicates that the child either followed unknown class of self-regulation’s natural development or the child holds an ambiguous psychological problem. The results also showed that the relationship between children’s spontaneous thinking aloud and children’s self-regulation is a reverse. The supplemental analysis showed that computer, as a nonhuman external regulator, can identify those children who hold psychological problems and can integrate the net signed of self-regulation of each child at each task through embedding the mathematics integration where the computer becomes fully conscious with all the occurrences of children’s behavioral regulation.",
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The effect of nonhuman’s external regulation on detecting the natural development process of young children’s self-regulation during learning tasks. / Agina, Adel M.; Kommers, Piet A.M.; Steehouder, Michael.

In: Computers in human behavior, Vol. 27, No. 5, 2011, p. 1724-1739.

Research output: Contribution to journalArticleAcademicpeer-review

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