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1.
This article reports on a case study of learning and academic achievement in engineering education. Two sets of oral exams were used as a source of information in relation to students’ learning and needs in the learning situation. Through ensuing interviews, patterns of learning strategies were discerned. Academically successful students utilised self‐monitoring skills, such as self‐evaluation and comprehension monitoring, while these skills were used only to a minor extent by those less successful. Promoting self‐regulated learning could be one way to improve student learning. The research literature, however, suggests that merely teaching self‐monitoring skills does not necessarily make a difference. This study therefore focuses on roles of tutors in identifying and promoting self‐regulated learning.  相似文献   

2.
The study sought to establish the level of students' self‐assessment skill—particularly inexperienced students—and to examine the relationship between self‐assessment skill and learning style, student perceptions of academic locus of control and academic self‐efficacy. Students were asked to evaluate and provide estimated marks for their own work, were which compared with tutors' actual marks. Students also completed measures of learning style, academic locus control and academic self‐efficacy. Comparisons of student estimated and tutor marks indicated a good level of self‐assessment skill in the majority of students. A significant minority of students did however fail to exhibit such skills. There was also some evidence of a tendency for students to underestimate their performance. While both strategic and deep approaches to learning were shown to be positively correlated with tutor mark, only surface approach was negatively correlated with students' estimated mark, suggesting that surface learners are inclined to provide lower evaluations of their own performance. Deep approach was also correlated with accuracy of student self‐assessment skill, suggesting that deep learning is associated with self‐assessment competency. No clear or convincing associations between self‐assessment skill and perceptions of academic locus of control or academic self‐efficacy were identified. Findings suggest that while self‐assessment skill undoubtedly develops, becoming more effective during students' academic career, inexperienced students do have the capacity for self‐evaluation and should therefore be included in self‐assessment activities. In the light of findings related to learning style and the heterogeneous nature of student groups, student monitoring and skill development are proposed in order to allow the integration of self‐assessment into the learning and assessment process.  相似文献   

3.
This study investigated whether self‐efficacy influenced students’ educational outcomes in introductory‐level economics courses. First, this study investigated the correlations between problem‐solving self‐efficacy, academic self‐efficacy, and motivation. Second, this study investigated whether problem‐solving and academic self‐efficacy served as predictors of students’ motivation, test performance, and expected grade. Correlational analyses suggest that problem‐solving and academic self‐efficacy are correlated with student motivation. Results show that problem‐solving self‐efficacy was a predictor of student motivation and test performance. Academic self‐efficacy and problem‐solving self‐efficacy were also predictors of their expected grade. Implications and future directions for economics education are also discussed.  相似文献   

4.
Although positive teacher‐student relationships are known to aid students’ academic self‐regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh‐ and eighth‐grade students (N = 1,088; MAge =  13.7) in secondary schools in Germany to investigate whether the motivation students gain from specific well‐liked teachers (i.e., that students identify) can moderate the relation between their perception of teacher‐student relationships overall and academic self‐regulation (intrinsic motivation, identified, introjected, and external regulation). By means of latent moderated structural equations, students’ motivation based on liking one specific teacher was found to moderate the association between teacher‐student relationships and intrinsic motivation. The present study makes a contribution to the existing research on teacher‐student relationships and academic self‐regulation by investigating the role of students’ motivation related to the liking of a specific teacher. Results indicate that when early adolescent students can identify a well‐liked teacher, they tend to have higher levels of academic motivation. Hence, students’ motivation based on liking a single teacher compensates for generally low‐quality teacher‐student relationships and their respective impact on students’ intrinsic motivation.  相似文献   

5.
Student writing achievement is essential to lifelong learner success, but supporting writing can be challenging for teachers. Several large‐scale analyses of publications on writing have called for further study of instructional methods, as the current literature does not sufficiently address the need to support best teaching practices. Self‐assessment methods in writing instruction present meaningful ways to promote student writing achievement through reflection and meta‐cognition during the writing process. Self‐assessment practices are described in publications across the academic disciplines where writing is required, and close investigations of the methods are also published in the research fields of literacy, English education and composition. This study aims to bridge these fields to construct a clear and comprehensive understanding of self‐assessment methods. Self‐assessment encompasses a wide range of practices and varied terminology. It is essential to clarify effective methods of self‐assessment and to disseminate practical information to educators. This paper presents the findings of an analysis of the literature yielding: (1) a theoretical framework for self‐assessment methods in writing instruction; (2) an overview of concepts/practices; (3) a list of literature‐supported strategies for effective classroom use derived from a study of a vast body of literature. Results strongly support self‐assessment as a means to foster student writing achievement, middle school through higher education. Delineated strategies can assist instructors with self‐assessment implementation.  相似文献   

6.
Based on cognitive evaluation theory (CET) and organismic integration theory (OIT) – both sub‐theories of self‐determination theory (SDT) – the present study examined whether the academic self‐regulation of youth with test anxiety can be strengthened through social and motivational relationships with peers and teachers. This study employed a large sample (N = 1088; MAge = 13.7) of early adolescents from secondary schools in Brandenburg, Germany. Structural equation modeling (SEM) was used to test the proposed associations. The results revealed a negative association between test anxiety and intrinsic motivation as well as test anxiety and identified regulation, which was fully mediated by teachers as positive motivators. Furthermore, both teachers as positive motivators as well as the teacher‐student relationship were found to be strong predictors of the self‐determined aspects of academic self‐regulation. Additionally, both peers as positive motivators and the student‐student relationship are essential for external self‐regulation.  相似文献   

7.
The primary purpose of this study was to ascertain whether the degree to which Korean middle school students perceived their teachers to be credible made a difference in the effectiveness of teachers’ persuasion as a source of students’ academic self‐efficacy. In the contexts of both general school learning and a specific subject of Korean language and literature, social persuasions by teachers were a significant predictor of student self‐efficacy. Students’ academic self‐efficacy, in turn, was a significant predictor of students’ expected final examination scores. Although perceived teacher credibility did not predict student self‐efficacy directly, it interacted significantly with teacher persuasion in the prediction of student self‐efficacy, as determined by the latent interaction analysis. Consistent with Bandura's assertion and our hypothesis, students reported stronger academic self‐efficacy as they perceived the teachers who delivered the social persuasion to be more credible.  相似文献   

8.
Self‐efficacy is essential to motivation and learning. Compared to students with weak self‐efficacy for academics, students with strong self‐efficacy have higher motivation, make greater effort, persist longer, and achieve more. Unfortunately, struggling learners with weak self‐efficacy often avoid academic tasks or give up prematurely, reducing the likelihood of academic success. Because tutoring usually occurs in one‐to‐one or small group situations, adult tutors are in an excellent position to enhance struggling learners’ self‐efficacy which, in turn, can improve academic outcomes. To achieve this, tutors need to understand the importance of self‐efficacy, its sources, and how to strengthen weak or flagging self‐efficacy. To assist tutors in strengthening learners’ self‐efficacy, this article discusses (a) the importance and sources of self‐efficacy, (b) instructional principles derived from these sources, and (c) topics for future research.  相似文献   

9.
Students with learning disabilities face several challenges in postsecondary education settings. The authors explore the issue and shed light on the importance of self‐advocacy for academic success. The stepped care model (SCM) is suggested as an approach to assist college students with learning disabilities in developing these skills and obtaining services. A brief case example from 1 of the authors' work is shared to illustrate the use of the SCM with a student with a learning disability.  相似文献   

10.
School tasks interact with student motivation, cognition, and instruction to influence learning and achievement. Heeding calls for additional research linking motivational and cognitive factors in learning and instruction on specific tasks within authentic classroom settings we quantitatively and qualitatively track 90 tenth‐grade science students’ motivation, reported use of learning strategies, achievement, calibration, and task perceptions as they engage in a well‐structured task (WST) and an ill‐structured task (IST). Students achieved higher grades on, and reported more ease and value for, the WST whereas they utilised critical thinking and peer learning strategies more on the IST. Lower academic achievers calibrated their achievement less accurately on each task and experienced lower grades, interest, ease, and management capability on the IST. Conversely, higher academic achieving students reported more self‐efficacy and effort regulation and lower anxiety and elaboration on the IST. Motivation – notably less intrinsic goal orientation in low academic achievers and higher task value and self‐efficacy – predicted performance on the IST. The structure of tasks may provide prompts that illicit unique self‐regulated learning responses in students.  相似文献   

11.
Growing pressure to restructure and reform tertiary education is encouraging university academics to use innovative practices that assist students to develop ‘employable’ skills. The hybrid approach described in this paper stimulated students to be self‐directed adult learners who maximized their learning of content and skills by means of problem‐based learning and action research strategies. The lecturer also operated as a reflective practitioner and role model by using an action research approach. This paper demonstrates the value of student empowerment, communication and leadership in autonomous learning groups. It outlines methods by which academic teaching staff can build continuous improvement into a university unit’s curriculum design and processes. These can be powerful additions to lecturers’ teaching strategies and to students’ learning experiences.  相似文献   

12.
The aim of this study was to explore the relationships between prior knowledge, academic self‐beliefs, and previous study success in predicting the achievement of 139 students on a university mathematics course. Structural equation modelling was used to explore the interplay of these variables in predicting student achievement. The results revealed that domain‐specific prior knowledge was the strongest predictor of student achievement over and above other variables included in the model and, together with previous study success, explained 55% of the variance. Academic self‐beliefs strongly correlated with previous study success and had a strong direct influence on prior knowledge test performance. However, self‐beliefs predicted student achievement only indirectly via prior knowledge. The results imply that both prior knowledge and self‐beliefs should be taken into account when considering instructional support issues, because they can provide valuable insights about the future performance of the students.  相似文献   

13.
The research reported here examined factors that influence student tertiary level chemistry enrolment choices. Students enrolled in a first‐year chemistry class were surveyed, using the Chemistry Attitudes and Experiences Questionnaire (CAEQ), three times throughout their academic year: at the start of the year (n=126), the end of the first semester (n=109), and the end of the second semester (n=84). Additionally, 19 students were interviewed using a semistructured interview protocol at the same stages throughout the year. A number of influences on student enrolment intentions are posited based on a modified version of Ajzen’s Theory of Planned Behaviour: learning experiences, attitude‐toward‐chemistry and chemistry self‐efficacy. The extent to which the students believe they had control over enrolling in chemistry and normative beliefs about enrolling in chemistry, also were investigated. Influential factors include chemistry self‐efficacy (both positive and negative), prior secondary school experiences and the fact that chemistry is compulsory for some programs. Normative beliefs exert indirect effect with students having associates in a science related field more likely to enrol in second‐year chemistry.  相似文献   

14.
The role of cognitive engagement in classroom learning and motivation   总被引：3，自引：0，他引：3  
The article analyzes the concept of student cognitive engagement, and the manner in which classroom instruction may develop self‐regulated learners. Since theory and research on academic motivation, to date only vaguely define the role of learning processes, and since studies of learning strategies rarely assess motivational outcomes, our analysis integrates these two streams of literature. We also identify specific features of instruction and discuss how they might influence the complex of student interpretive processes focal to classroom learning and motivation. Measurement issues and research strategies peculiar to the investigation of cognitive engagement are addressed.  相似文献   

15.
New students face the challenge of making a smooth transition between school and university, and with regards to academic practice, there are often gaps between student expectations and university requirements. This study supports the use of the plagiarism detection service Turnitin to give students instant feedback on essays to help improve academic literacy. A student cohort (n = 76) submitted draft essays to Turnitin and received instruction on how to interpret the ‘originality report’ themselves for feedback. The impact of this self‐service approach was analysed by comparing the writing quality and incidence of plagiarism in draft and final essays, and comparing the results to a previous cohort (n = 80) who had not used Turnitin formatively. Student and staff perceptions were explored by interview and questionnaire. Using Turnitin formatively was viewed positively by staff and students, and although the incidence of plagiarism did not reduce because of a worsening of referencing and citation skills, the approach encouraged students to develop their writing. To conclude, students were positive of their experience of using Turnitin. Further work is required to understand how to use the self‐service approach more effectively to improve referencing and citation, and narrow the gap between student expectations and university standards.  相似文献   

16.
Two studies compared students with a mild learning disability who were enrolled in the Israeli version of self‐contained classes, with comparable peers who were assigned to mainstreamed classes. The first sample comprised 33 pupils in self‐contained and 34 children in mainstreamed elementary school classes. The second sample consisted of 20 high school students in self‐contained and 21 students in regular classes. The data did not support the contention that student growth was fostered more readily in the self‐contained classes. Students of these classes tended to have somewhat higher academic self‐concept, whereas their academic attainment was generally similar to the academic performance of mainstreamed students. Results were discussed in terms of learning opportunities extended to students in the self‐contained classroom.  相似文献   

17.
This study provides evidence of the impact of two critical self‐regulation components – academic self‐concept and outcome expectations – on the selection of learning strategies conducive to academic achievement in undergraduate business education. Self‐concept theory is the framework for the analysis of students’ motivations and learning behaviors. Path analysis suggests that high academic self‐concept favors engagement in complex cognitive effort, deep learning strategies and self‐reflection, as well as in the adoption of strategic learning approaches alone. However, the composite effect of deep learning through strategic approaches has the most impact on student’s academic performance. High academic expectations favor students’ selection of deep learning more than strategic approaches. Clearly, the use of surface approaches to learning is not conducive to academic achievement. Overall, these findings suggest that high students’ academic self‐concepts and unambiguous outcome expectations encourage critical thinking and reflective approaches to learning. Implications for the design of educational models and curriculum in business undergraduate education are discussed.  相似文献   

18.
This study sought to devise a parsimonious instrument for evaluating academic self‐concept (ASC) among British‐born students entering ‘mass‐market’ (post‐1992) universities that cater for diverse and ‘non‐traditional’ intakes. Three major facets of ASC were found to be particularly relevant to these students: self‐belief in one’s academic competence; self‐appreciation of one’s personal worth as a student (independent of ability‐related considerations); and self‐connection with being an undergraduate.  相似文献   

19.
The purpose of the present study is to explore how academic self‐concept and implicit theories of ability are related to four self‐regulation strategies—motivation/diligence, concentration, information processing, and self‐handicapping. The hypothesis is that academic self‐concept and an incremental theory of ability are (1) positively related to motivation/diligence, concentration, and information processing strategies, and (2) negatively related to self‐handicapping strategies. On the basis of inventories 168 teacher students and 60 sport students (a total of 178 females and 50 males) were scored on academic self‐concept, incremental and fixed theories of ability and the four self‐regulation strategies. Multiple regression analysis was used for each self‐regulation strategy as dependent variable, and with academic self‐concept and the ability theories as independent variables. Results revealed that an incremental theory had, as predicted, a positive relation with motivation/diligence and concentration, but had only trivial relations with information processing and self‐handicapping, whereas a fixed theory had only the predicted relation with self‐handicapping. As hypothesised, a high academic self‐concept was positively related to motivation/diligence, conception, and information processing and negatively to self‐handicapping. The findings may indicate that, in order to promote meta‐theoretical processing and prevent student from self‐handicapping, it is important to strengthen academic self‐concept, and to foster an incremental conception of ability among students.  相似文献   

20.
Abstract

Academic self‐concept has been demonstrated to influence student success in distance education. The purpose of this study was to examine the nature of academic self‐concept in distance education and to determine its enhancers and detractors. It was determined that this construct is dynamic and multi‐faceted: the process of both learning as an adult and learning at a distance, as well as the content studied, influences academic self‐concept. Implications for both practice and further research are discussed.  相似文献   

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