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Tutor profile: Anna V.

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Anna V.
Current Masters Student in Teaching
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Questions

Subject: Psychology

TutorMe
Question:

What are emotions and how do we categorise them?

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Anna V.
Answer:

Emotions are a complex response pattern involving experiential, behavioural, and psychological elements. They are not as long-lasting as moods, as emotions are a transient response to a specific trigger/stimuli, while moods are not. Feelings are subjective representations of emotions, but lack the behavioural element. Emotions are categorised as basic or self-conscious. Basic emotions are innate, universally recognised facial expressions, universal across cultures, and may be important for survival. Self-conscious emotions tend to develop around the age of three as they require self-awareness and a sense of self within a social group. They are more cognitively complex and are expressed through more complicated behaviour, such as posture or gaze shift. There are also cultural differences and these emotions may have a social function in groups, for example, restoring bonds.

Subject: Biology

TutorMe
Question:

What is the molecular composition of nucleoli and their function?

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Anna V.
Answer:

Nucleoli are made up of DNA and ribosomal RNA (rRNA), the rRNA being made based on it's own genetic instruction, as well as proteins brought in from the cytoplasm. The rRNA and proteins form small and large ribosomal subunits. From the nucleoli these subunits leave through the nuclear pores and end up in the cytoplam, to participate in polypeptide synthesis.

Subject: Education

TutorMe
Question:

How might you utilise Zimmerman's (2000) cyclical model of self-regulation to improve academic achievement of learners?

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Anna V.
Answer:

Firstly, it is important for any learner to engage in some sort of analysis before they undertake a task, which will involve setting a goal to achieve and identifying strategies to do so. The task to be done must be of interest to the learner, evoking a sense of confidence, expectation of some success, and allowing a goal to be set that will be achievable in parameters set by the learner. While engaging in the task, performance is monitored through self-observation of what the learner notices about their thinking, and what they note to be important during self-recording. Here, self-control plays a large role, as learners must be able to manage their time, whether their environment is helping or hindering learning, what incentives they have to successfully complete the learning task, where they might receive help, and what strategies they are using. Once the activity is completed, it is crucial that learners engage in a self-reflective process. Here they judge their outcome, attributing what factors may have caused certain successes or failures, whether these were caused by the learner or by external means. Self-reaction is also undertaken and learners can understand how the outcome of their learning made them feel, and whether they take responsibility for this outcome, or avoid doing so. Considering the implementation of components of Zimmerman's model of self-regulation during learning, achievement may be improved as learners become self-aware of where they can strengthen their own involvement in their learning. For example, a learner that consistently feels disappointed by their outcomes may realise that the goals they set and strive towards are actually un-achievable in the time they are given to complete a certain task, or with their current levels of knowledge. From there, they can alter their goal setting, complete another task, and observe whether outcomes seem to be more successful.

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