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1.
Carol Sansone Tamra Fraughton Joseph L. Zachary Jonathan Butner Cecily Heiner 《Educational technology research and development : ETR & D》2011,59(2):199-212
Successful online students must learn and maintain motivation to learn. The Self-regulation of Motivation (SRM) model (Sansone and Thoman 2005) suggests two kinds of motivation are essential: Goals-defined (i.e., value and expectancy of learning), and experience-defined (i.e., whether interesting). The Regulating Motivation and Performance Online (RMAPO) project examines implications using online HTML lessons. Initial project results suggested that adding usefulness information (enhancing goals-defined motivation) predicted higher engagement levels (enhancing experience), which in turn predicted motivation (interest) and performance (HTML quiz) outcomes. The present paper examined whether individual interest in computers moderated these results. When provided the utility value information, students with higher (relative to lower) individual interest tended to display higher engagement levels, especially when usefulness was framed in terms of personal versus organizational applications. In contrast, higher engagement levels continued to positively predict outcomes regardless of individual interest. We discuss implications for designing optimal online learning environments. 相似文献
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Sofie M.M. Loyens David Gijbels Liesje Coertjens Daniel J. Côté 《Studies in Educational Evaluation》2013
Problem-based learning (PBL) represents a major development in higher educational practice and is believed to promote deep learning in students. However, empirical findings on the promotion of deep learning in PBL remain unclear. The aim of the present study is to investigate the relationships between students’ approaches to learning (SAL) and academic achievement in a PBL environment, taking into account the role of self-study time and students’ professional behavior in the PBL tutorial groups. In addition, different knowledge categories that determine achievement (i.e., understanding of concepts, understanding of the principles that link concepts, and the linking of concepts and principles to conditions and procedures for application) were taken into account. A hypothesized structural equation model including these variables was tested. Results showed that the PBL students in this study reported more use of a surface compared to a deep approach to learning. The hypothesized model demonstrated an excellent fit of the model with the data. The relationship between SAL and academic achievement was mediated by self-study time and professional behavior. These findings imply that self-study time and professional behavior are crucial variables to take into account when studying SAL. 相似文献
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Is problem-based learning associated with students’ motivation? A quantitative and qualitative study
Marit Wijnen Sofie M. M. Loyens Lisette Wijnia Guus Smeets Maarten J. Kroeze Henk T. Van der Molen 《Learning Environments Research》2018,21(2):173-193
In this study, a mixed-method design was employed to investigate the association between a student-centred, problem-based learning (PBL) method and law students’ motivation. Self-determination theory (SDT) states that autonomous motivation, which is associated with higher academic performance, can be reached when there is fulfillment of three psychological needs: autonomy, competence and relatedness. PBL aims to trigger autonomous motivation. In Study 1, 85 PBL law students (37% male; Mean age = 21.99 years) and 69 law students of a lecture-based, non-PBL program (39% male; Mean age = 22.72 years) filled out the Self-Regulation Questionnaire and an adapted version of the Work-related Basic Need Satisfaction Scale in order to measure autonomous and controlled motivation and perceived autonomy, competence and relatedness. In order to compare both groups, two MANOVAs were conducted and results showed differences neither in autonomous and controlled motivation, nor in feelings of autonomy and competence. However, PBL students experienced more relatedness. Additionally, in Study 2, focus-group discussions that were conducted indicated that PBL contains both autonomy-supportive and controlling elements, which might explain why no differences were found in perceptions of autonomy and autonomous and controlled motivation between PBL and non-PBL students. Furthermore, students reported that tutorial groups in PBL contributed to feelings of relatedness. 相似文献
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Hae-Deok Song Barbara L. Grabowski Tiffany A. Koszalka William L. Harkness 《Instructional Science》2006,34(1):63-87
Reflective-thinking skills are important in problem-based learning environments as they help learners become deeply engaged
in learning. The literature suggests several instructional-design factors (e.g., environment, teaching methods, scaffolding
tools) that may prompt reflection in learners. However, it is unclear whether these factors differ based on age or developmental
stage. The results of this study indicate that middle-school students perceive the learning environment factor as more important to prompting their thinking, while college students perceive the scaffolding methods factor as more important. While the elements clustered into two factors, most college students disagreed with their helpfulness
in prompting reflective thinking, a finding opposite to that obtained for middle-school students. Different patterns were
also found between learners’ perceptions of the most helpful elements within each factor. Based on these results, suggestions
are given for designing developmentally and age-appropriate PBL learning environments that support reflective thinking. 相似文献
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ABSTRACTMotivation and self-regulation were examined in a sample of community college transfer students enrolled in a 4-year, online university. The relation between motivation and self-regulation and students’ performance was examined, as was the association between these learner characteristics (i.e., motivation and self-regulation) and sociodemographic factors (e.g., marital status, employment status). Motivation was found to be significantly correlated with both semester and cumulative grade point average (GPA), while associations between self-regulation and performance were more limited. Further, motivation was found to be a significant predictor of semester GPA in a model controlling for sociodemographic factors and prior achievement. Motivation and self-regulation were also found to differ according to students’ sociodemographic status. For instance, transfer students with children under 18 were found to have significantly higher levels of motivation than nonparents. Those employed full-time had lower levels of self-regulation than did their nonemployed peers. Implications for further research on community college transfer students and online learning are discussed. 相似文献
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This mixed-method, longitudinal study investigated the benefits of project-based learning (PBL) on secondary-mathematics students' academic skill development and motivated strategies for learning (i.e., cognitive, social, and motivational). The focus of this study was academic skill development (algebra- and geometry-assessment scores) and other factors related to secondary mathematics learning, with comparable traditional high schoolers serving as the control group. In addition, the relationship between PBL and racially/ethnically and economically diverse secondary students was investigated. Results showed that at-risk and minority students benefited greatly from PBL in learning mathematics. The academic performance gap was present, but its width diminished significantly. Compared to their public school counterparts, PBL students were more intrinsically motivated, showed significantly higher critical thinking skills, and appreciated peer learning. Impact of socioeconomic status on the PBL approach needs further investigation. 相似文献
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Shu-Ling Wang Hui-Ting Hong 《Educational technology research and development : ETR & D》2018,66(4):937-953
Research has suggested that self or co-regulated learning is very helpful for the development of students’ autonomy, and is particularly important in online learning environments, because such non-linear environments tend to lack focus and teachers’ monitoring. The social cognitive research suggests that highly self-regulated learners have higher motivation and more control of their learning behaviors, and thus generate better outcomes on an individual basis rather on a group basis. This study thus attempts to extend the social cognitive perspective of self-regulated learning to collective regulated learning, and to investigate the relationships among collective beliefs (i.e., collective task value, a newly developed group motivation), collaborative behaviors (i.e., group cohesion, cognitive quality of collaborative interactions), and collaborative performance through collaborative creation in the CSCL environment. A total of 96 college students participated in this study. Both quantitative and qualitative analyses were applied. The results indicate that collective task value is a reliable and valid construct. The results also show that collective task value significantly predicts students’ group cohesion and collaborative performance, although it does not predict students’ cognitive quality of collaborative interactions. Students’ group cohesion and higher level of cognitive quality in collaborative interactions also both significantly predict their collaborative performance through collaborative creation in the CSCL environment. 相似文献
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Traditional instructional environments for at‐risk (i.e., unmotivated) students are teacher controlled and provide low‐level, routine tasks. This, however, contradicts current theory and research regarding environments that enhance motivation to learn. To effectively assist motivationally disadvantaged students, instructional environments must support autonomy and challenge. Six “at‐risk” students in an alternative education program completed motivation surveys after engaging in various learning activities. Overall, the participants completed 54 surveys. Using multiple regression, involvement, boredom, confusion, competence, and desire to be doing something else were regressed on perceived challenge and perceived control. The results indicated that control and challenge were significant predictors of the motivation variables. The findings are discussed in terms of awakening to the powerful influence of instructional tasks on student motivation and desire to engage in learning activities. Limitations of the present study provide insights into future endeavors. © 1999 John Wiley & Sons, Inc. 相似文献
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Marit Wijnen Sofie M. M. Loyens Guus Smeets Maarten Kroeze Henk van der Molen 《European Journal of Psychology of Education - EJPE》2017,32(3):431-447
In educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one’s own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational method, is believed to stimulate the use of these effective learning strategies. Several aspects of PBL such as discussions of real-life problems, selecting literature by the students themselves, and formulating answers to learning issues encourage students’ use of deep processing and self-regulation. In the present study, third-year PBL law students were compared to third-year law students of a lecture-based program with respect to their learning strategies, which were measured with the Inventory Learning Styles (ILS; Vermunt in British Journal of Educational Psychology, 68, 149–171, 1998). In addition, the relation between time invested in self-study and learning strategies, when taking the instructional method into account, was explored. Results showed that PBL students reported to apply deep processing, self-regulation, and external regulation more frequently than their non-PBL counterparts. PBL seems to contribute to the use of effective learning strategies, but PBL students also relied more often on external sources for their regulation, such as teachers, course material, and assessment. 相似文献
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The present experimental research examined whether framing early adolescents' (11- to 12-year-olds) learning activity in terms of the attainment of an extrinsic (i.e., physical attractiveness) versus intrinsic (i.e., health) goal and communicating these different goal contents in an internally controlling versus autonomy-supportive way affect performance. Both conceptual and rote learning were assessed. Three experimental field studies, 2 among obese and 1 among nonobese participants, confirmed the hypothesis that extrinsic goal framing and internal control undermine conceptual (but not rote) learning, even in comparison with a control group. Study 3 indicated that the positive effect of intrinsic goal framing on conceptual learning was mediated by task involvement, whereas the positive effect of autonomy-supportive communication style on conceptual learning was mediated by relative autonomous motivation. 相似文献
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Although previous research has shown the potential of innovative learning for enhancing motivation and learning outcomes, further understanding is needed on which aspects of IL are most effective and whether these are equally motivating for different types of students. The present study investigated how developments in students’ motivation and achievement related to different aspects of innovative learning (i.e. authentic learning, collaborative learning and focusing on self-regulation), and whether these relations varied by students’ background characteristics. A sample of 722 grade five students from the Netherlands (average age 11?years old) and their teachers completed questionnaires during four measurements from grade five to grade six. Autoregression analyses were performed. Results showed both positive and negative relations between IL and developments in students’ motivation and achievement, indicating that IL is not a unidimensional construct. Furthermore, the effectiveness of different aspects of IL depended on students’ gender, and social and ethnic background characteristics. 相似文献
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Kerem A. Bölek Guido De Jong Catharina E. E. M. Van der Zee Anne-Marie van Cappellen van Walsum Dylan J. H. A. Henssen 《Anatomical sciences education》2022,15(5):839-849
The use of augmented reality (AR) in teaching and studying neuroanatomy has been well researched. Previous research showed that AR-based learning of neuroanatomy has both alleviated cognitive load and was attractive to young learners. However, how the attractiveness of AR effects student motivation has not been discovered. Therefore, the motivational effects of AR were investigated in this research by the use of quantitative and qualitative methods. Motivation elicited by the GreyMapp-AR, an AR application, was investigated in medical and biomedical sciences students (n = 222; mean age: 19.7 ± 1.4 years) using the instructional measure of motivation survey (IMMS). Additional components (i.e., attention, relevance, confidence, and satisfaction) were also evaluated with motivation as measured by IMMS. Additionally, 19 students underwent audio-recorded individual interviews which were transcribed for qualitative analysis. Males regarded the relevance of AR significantly higher than females (P < 0.024). Appreciation of the GreyMapp-AR program was found to be significantly higher in students studying biomedical sciences as compared to students studying medicine (P < 0.011). Other components and scores did not show significant differences between student groups. Students expressed that AR was beneficial in increasing their motivation to study subcortical structures, and that AR could be helpful and motivating for preparing an anatomy examination. This study suggests that students are motivated to study neuroanatomy by the use of AR, although the components that make up their individual motivation can differ significantly between groups of students. 相似文献
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Amal Alhadabi Said Aldhafri Hussain Alkharusi Ibrahim Al-Harthy Marwa Alrajhi Hafidha AlBarashdi 《Asia Pacific Journal of Education》2019,39(1):133-153
The current study investigated the associations between three maternal and paternal parenting styles, moral intelligence, academic self-efficacy and learning motivation in three serial mediation models. Omani adolescents enrolled in 7th to 11th grades (N = 296) responded to an online survey containing demographic items and scales measuring the variables noted above. Results of Path Analysis indicated that the three models had a good overall fit. In detail, the three paternal styles (authoritative, authoritarian and permissive) had direct associations with moral intelligence and indirect associations with learning motivation. However, only two maternal parenting styles (i.e., authoritative and authoritarian) correlated directly with learning motivation and these two styles did not associate with moral intelligence. All effects were in the hypothesized direction except the effect of authoritative maternal and paternal styles. Moral intelligence had a positive direct correlation with students’ academic self-efficacy and learning motivation. Moral intelligence also mediated the negative associations between three types of fathers’ parenting styles and students’ motivation. Academic self-efficacy had a positive association with students’ motivation. These findings provided useful insights about the various association between external factors (e.g., parenting styles), internal factors (i.e., moral intelligence and self-efficacy) and students’ motivation among adolescents in middle and high schools. 相似文献
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One theoretical extension of Optimal Distinctiveness Theory (ODT; and ) is that individuals will work toward the satisfaction of their own social identity needs for differentiation (standing out) and assimilation (fitting in). Because these needs serve as driving forces behind the attitudes people adopt, and the behaviors they enact, the motivational properties of these needs are likely to be manifest in achievement contexts. Bridging ODT and Expectancy-Value Theory, this article examines the prediction that academic tasks are seen by students as more important when they contribute to students’ ability to stand out (task differentiation) from and fit in (task assimilation) with their classmates. This prediction was supported among an ethnically diverse sample of STEM-focused high school students who rated the importance of 18 mathematics-related academic tasks. Additional analyses demonstrated that the association between task assimilation and task importance was stronger for students who perceived their academic learning environment to be performance-focused (performance goal structure). There also was a significant interaction between task differentiation and task assimilation, such that the association between task assimilation and task importance attenuated at higher levels of task differentiation. The present study is one of the few investigations to assess how students’ valuing within a single academic domain might fluctuate from one academic task to the next (e.g., taking notes versus working out problems on the board). The Discussion addresses the theoretical and practical significance of acknowledging differentiation and assimilation as vehicles for motivating students in the classroom. 相似文献
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Although technology by itself may not be motivating, a relationship seems to exist between the opportunities that technology presents and motivation for gifted students. When technology use aligns with authentic or “real‐world” applications, motivation can be enhanced. This article explores the overlap between factors that have historically been shown to increase motivation and the unique affordances of technology tools to meet the needs of gifted and talented students. Some examples of this overlap include skills related to control and autonomy (e.g., time management, project management, and decision making about choices provided), challenge (e.g., perseverance and patience through hard work, proposing a project and following it through to completion), collaboration and cooperation (e.g., teamwork, people skills, social skills, anger management, and communication with students at other schools), curiosity (e.g., finding resources online, finding the work interesting, and learning new things), and recognition (e.g., the opportunity to communicate beyond the school walls, a “real” product). © 2012 Wiley Periodicals, Inc. 相似文献
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《Journal of moral education》2012,41(2):201-224
The purpose of this study was to examine how moral reasoning develops for 236 students enrolled in either a diversity course or a management course. These courses were compared based on the level of diversity inclusion and type of pedagogy employed in the classroom. We used causal modelling to compare the two types of courses, controlling for the effects of demographic (i.e., race, gender), curricular (i.e., previous course-related diversity learning) and pedagogical (i.e., active learning) covariates. Results showed that students enrolled in the diversity course demonstrated higher levels of moral reasoning than students enrolled in the management course. In addition, results show that previous diversity courses as well as current enrolment in a diversity course contributed to moral reasoning gains. Implications are discussed. 相似文献
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This study examines the relationships between students’ academic levels, the use of motivational regulation strategies, and cognitive learning strategies. A total of 141 undergraduate and graduate students enrolled in online distance courses participated in the study. The findings show that students use different motivational regulation strategies and cognitive learning strategies depending on their academic levels. Additionally, hierarchical regression analyses using two dependent variables (i.e., surface level learning strategy and deep processing level learning strategy) indicate that a surface level learning strategy (i.e., rehearsal) and deep processing level strategies (i.e., elaboration, organization, and critical thinking) are predicted by different sets of motivational regulation strategies after controlling for academic level and age. The results provide distance educators and instructional designers with practical suggestions on how to support undergraduate and graduate students’ motivational needs and further promote their use of cognitive learning strategies in online distance education programs in higher education. 相似文献