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https://ptsldigital.ukm.my/jspui/handle/123456789/513504Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Nor Azan Mat Zin, Prof. Madya. Dr. | - |
| dc.contributor.author | Mohd. Zaliman Mohd. Yusoff (P54742) | - |
| dc.date.accessioned | 2023-10-16T04:37:23Z | - |
| dc.date.available | 2023-10-16T04:37:23Z | - |
| dc.date.issued | 2013-06-09 | - |
| dc.identifier.other | ukmvital:75191 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/513504 | - |
| dc.description | This thesis proposes an affective self-regulated tutoring (ASR) framework. This framework is underpinned by the emotion regulation theories. In the context of tutoring system, two stages of the students' self-regulation mechanism should be involved; at the outset and during a tutoring session itself. However, current affective tutoring framework regulates students' emotions only during the lesson; although it may happen several times during the lesson. To bridge the gap, a two level appraisal (primary and secondary) of tutoring framework is proposed. While the primary appraisal is proposed to be conducted at the outset of tutoring session, the secondary appraisal is during or after the lesson is completed.Moreover, unlike the current affective tutoring frameworks, which concentrate on the use of Problem-Focused Strategy, the ASR framework emphasizes on the use of Emotion-Focused Strategy to regulate students' emotional state during a tutoring session. Two emotion-focused strategies (i.e. Relaxation Exercise and Doa strategies) have been identified, integrated and tested within a working ASR system. Findings from this study have provided the evidence that students who were presented with the emotion-focused strategies (i.e. Relaxation Exercise and Doagroups) performed better than the control group (without emotion-focused strategies). Likewise, the students who were presented with the emotion-focused strategies were observed to have better improvement of their regulated emotional states (positive and negative emotions) at two learning stages; during and by the end of the tutoring session.,PhD | - |
| dc.language.iso | eng | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Information Science and Technology / Fakulti Teknologi dan Sains Maklumat | - |
| dc.rights | UKM | - |
| dc.subject | Affective Self-Regulated | - |
| dc.subject | ASR | - |
| dc.subject | Affective Self-Regulated Tutoring Framework | - |
| dc.subject | ASR Tutoring Framework | - |
| dc.subject | Intelligent tutoring systems | - |
| dc.title | An Affective Self-Regulated(ASR) Tutoring Framework | - |
| dc.type | Theses | - |
| dc.format.pages | 249 | - |
| dc.identifier.callno | QA276.4 .M839 2013 3 | - |
| dc.identifier.barcode | 000505 | - |
| Appears in Collections: | Faculty of Information Science and Technology / Fakulti Teknologi dan Sains Maklumat | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_75191+Source01+Source010.PDF Restricted Access | 6.94 MB | Adobe PDF |  View/Open |
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