Metacognitive Regulation and Attention to Body Signals Strategies to Prevent Academic Exhaustion

  • Camelia Nadia Bran Associate professor, PhD., “Aurel Vlaicu”
  • Editha Margareta Coşarbă Assistant professor, PhD. candidate, “Aurel Vlaicu”
Keywords: Metacognitive regulation, academic exhaustion, lifestyle, attention to bodysignals, burnout

Abstract

In contemporary society, higher education students are confronted more and more with an avalanche of paradigms, models, theories, wider or narrower subject specializations, online learning, face-to-face activities, blended learning, knowledge assessment, competencies assessments, etc. A possible solution for preventing the negative effects of this academic burden is to develop students’ metacognitive competencies. We have developed a study on 133 participants, students in initial or continuous teacher training programs, whose aim was to the level of interrelations between academic exhaustion and the constant usage of regulation strategies and care for the body. A three-section questionnaire was applied using Google form. To test the hypothesis, we have conducted multiple comparisons between and within groups. The descriptive statistics show that the students enrolled in teacher training programs at „Aurel Vlaicu” the University of Arad declared themselves as constantly practicing reflection, planning, monitoring, and evaluation strategies when solving their academic tasks.

References

Bran, C. (2012). Repere pentru o învăţare eficientă [Landmarks for effective learning]. “Aurel Vlaicu” University Publishing House.

Bran, C. N., & Balaş, E. (2011). Metacognitive Regulation And In Depth Learning. A Study On The Students Preparing To Become Teachers. Procedia Social and Behavioral Sciences Journal - Teachers for the Knowledge Society, 11, 107-111. https://doi.org/10.1016/j.sbspro.2011.01.043

Coşarbă, E. M., & Torkos, H. (2020). The proffessional values of primary school teachers. Agora Psycho-Pragmatica, 14(1). https://www.uav.ro/jour/index.php/app/article/view/1491/1585

Erlin, E., Rahmat, A., & Rejeki, S. (2020). Use of metacognitive regulation strategies to increase student academic achievement in microbiology course. Journal of Physics: Conference Series, 1521, 042016. http://doi.org/10.1088/1742-6596/1521/4/042016

Fengler, J. (2016). Burnout. Strategii pentru prevenirea epuizării profesionale. Editura Trei.

Grawitch, M. J., Gottschalk, M., & Munz, D. C. (2006). The path to a healthy workplace: A critical review of linking healthy workplace practices, employwell-being, and organizational improvements. Consulting Psychology Journal: Practice and Research, 58(3), 129-147. https://doi.org/10.1037/1065-9293.58.3.129

Kusurkar, R. A., Croiset, G., Galindo-Garre, F. & Ten Cate, O. (2013). Motivational profiles of medical students: Association with study effort, academic performance and exhaustion. BMC Medical Education, 13, 87. https://doi.org/10.1186/1472-6920-13-87

Madigan, D. J., & Curran, T. (2020). Does Burnout Affect Academic Achievement? A Meta-Analysis of over 100,000 Students. Educational Psychology Review, 33, 387-405. https://doi.org/10.1007/s10648-020-09533-1

Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: recent research and its implications for psychiatry. World Psychiatry, 15(2), 103-111. https://onlinelibrary.wiley.com/doi/full/10.1002/wps.20311

Maslach, C., Jackson, S. E., & Leiter, M. P. (2017). Maslach Burnout Inventory Manual (4th Ed.). Menlo Park, CA: Mind Garden.

Rad, D., Roman, A., Dughi, T., Demeter, E., & Rad, G. (2019). The dynamics of the relationship between just-for-fun online harassment and perceived school safety. International Conference on Innovation, Documentation and Education INNODOCT, 381-388. http://dx.doi.org/10.4995/INN2019.2019.10233

Radu, I. (2000). Evaluarea în procesul didactic [Evaluation in the teaching process]. Editura Didactică şi Pedagogică.

Robins, T. G., Roberts, R. M., & Sarris, A. (2018). The role of student burnout in predicting future burnout: exploring the transition from university to the workplace. Higher Education Research & Development, 37(1), 115-130 .https://doi.org/10.1080/07294360.2017.1344827

Schraw, G. (1998). Promoting General Metacognitive Awareness. Instructional Science, 26, 113-125. https://doi.org/10.1023/A:1003044231033

Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. Research in Science Education, 36, 111-139. https://doi.org/10.1007/s11165-005-3917-8

Published
2022-01-11
How to Cite
Bran, C. N., & Coşarbă, E. M. (2022). Metacognitive Regulation and Attention to Body Signals Strategies to Prevent Academic Exhaustion. LUMEN Proceedings, 17, 70-78. https://doi.org/10.18662/wlc2021/09