Lausen Howell (bootfork02)

Further analyses examined the effects of confirmatory, informative, and transformative feedback on subsequent learning behaviors. The findings indicated that confirmative and transformative feedback exerted greater impacts on student satisfaction and procrastination than informative feedback. Specific strategies for future advancements in time management were included in transformative feedback, which ultimately led to improvement. The results provide a theoretical framework for understanding the interplay between feedback and self-regulated learning, and these findings have important implications for the design of effective learning experiences emphasizing feedback. Success criteria in women's football are beginning to be analyzed through a scientific lens. This study focused on determining patterns of offensive success in elite women's football. This involved an interrelational examination of connected behaviors, derived from in-depth interviews with professional coaches and players. Eight professional Spanish coaches and players were interviewed for in-depth insights. The interviews were subject to the analysis of quantitizing and indirect observation, wherein the latter was constructed in conjunction with the former. Return the instrument, it is needed. The coding matrix was produced, based on the segmentation of interview transcripts into their constituent textual units. The analytical procedure started with a lag sequential analysis (LSA) and was followed by a polar coordinates analysis (PCA). These analyses together produced a wide array of identified communicative patterns, prominently featuring offensive performances in women's football. An interrelational map of the codes emerged from this analysis. Statistically significant correlations are revealed in our findings between women's football success and factors including physical player attributes, personal play area, attack duration, initial action type, combined technical/tactical skills, tactical decisions, and the chosen attack pattern. The performance of women in soccer, in relation to these criteria, can be the subject of future research based on these outcomes. Subsequently, in an effort to increase the soundness of these findings, further research in this field could be conducted utilizing strategies similar to the Delphi method. Future studies can delve into the influence these criteria exert on women's soccer performance, leveraging these outcomes. Moreover, with a view to augmenting the credibility of these findings, subsequent research on this area could incorporate methods such as the Delphi approach. This article seeks to demonstrate a novel approach to understanding human action, overcoming the limitations of decision-making psychology's bottlenecks. Empirical examinations of human behavior from the mid-20th century forward have primarily relied upon a normative model of decision making. The subjective expected utility (SEU) decision-making process, as elaborated by Savage (1954), an extension of Von Neumann and Morgenstern's (1944) initial framework, is particularly significant. This analysis of decision-making, within cognitive psychology, accurately reflects the conceptual structure of formal decision theory. The article's contribution lies in re-examining Newell and Simon's model of problem-solving within the bounds of rational decision-making, and subsequently connecting this historical account with the current research program in embodied cognition, thereby providing a new understanding of decision-making processes. Herbert Simon's work highlighted problem-solving's criticality, contrasting it with decision-making, which he viewed as a consequent, later phase. According to Simon, the pivotal point of gravity within the rationality of an action hinges on its ability to adapt. Adaptation's gravitational center lies not within the actor's inner world, but rather in the practical realities of their exte