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Heinz Neber Jing He Bang-Xiang Liu Neville Schofield 《International Journal of Science and Mathematics Education》2008,6(4):769-788
The present study investigates whether Chinese high-school students are self-regulated learners. A social-cognitive model
that distinguishes environmental, motivational, and cognitive components of this active approach to learning is described.
This provides an appropriate framework for investigating this complex issue with eighth and tenth graders attending a high-school
in Beijing. By contrasting components of self-regulated learning and components indicating a more passive approach to learning
that were both measured with self-report instruments, it could be shown that these students may indeed be considered as self-regulated
physics learners. Comparisons of the grade levels revealed that tenth graders are not more active in self-regulating their
learning processes than are eighth graders, and that they might even experience a motivational decline in learning physics.
The same applies to girls versus boys. The physics-related self-efficacy belief of girls turned out to be considerably lower
than with boys, a result that corresponds to findings with students from Western nations. Finally, assumptions about the causal
role of motivational factors for using self-regulatory strategies could be confirmed. Possible consequences for further fostering
self-regulated learning in physics instruction are discussed. 相似文献
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语言自主性学习理论评述 总被引：1，自引：0，他引：1
人本主义心理学认为学习者具有发展潜能的能力和动力,研究者应促进其个性发展和潜能发挥;社会认知学派通过所构建的研究框架确定学习自主性程度,采用五个维度描述自主学习状态,认为自主学习能力习得是将外部学习技能内化为个人能力的过程;信息加工理论指出完整意义上的自主学习过程经历四个阶段,还构建了自主学习内在机制;元认知理论认为循序渐进的发展过程直接影响自主性学习能力的发展。对各理论学派教育哲学理念进行全面梳理,利于研究者借鉴其成果,从而提出本土化之理论。 相似文献
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ABSTRACTAn association between attachment and academic performance appears to be consistently found in children; however, reports on such an association in adolescents are contradictory. This study aimed to determine whether the attachment dimensions of anxiety or avoidance significantly correlate with a student’s academic performance at university. Moreover, since individual differences in attachment index distinct self-regulatory capacities, this study aimed to determine whether any correlation exists between a student’s attachment dimensions and measures of self-regulated learning. Attachment dimensions were determined by the Experiences in Close Relationships-Revised questionnaire, while self-regulated learning was determined by the Learning and Study Strategies Inventory, in a sample of university students (n = 185). Neither attachment dimensions correlated significantly with measures of academic performance. However, attachment dimensions did significantly correlate with measures of self-regulated learning in this study. 相似文献
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ABSTRACTSubject ontology can help implement the structured organization of knowledge for online learners and thus plays an important role in the learning process. However, building ontologies by experts is time-consuming, and the adaptation of such ontologies to different contexts might be a problem. Crowdsourcing, which allows users to build and refine ontologies during their learning process, has exhibited potential for solving this problem. In this study, a crowdsourcing mode-based learning activity flow approach is proposed to guide the learning of online learners while promoting the generation and evolution of subject ontologies using the learners’ contributions to the learning content. This flow makes full use of the learners’ wisdom during the learning process to promote self-regulated learning as well as the generation and evolution of the ontology. Based on the proposed approach, a learning support system was developed and an experiment conducted involving a Chinese lesson on “The Liangzhou Poem”. In the experiment, student participants built 722 triples, of which 584 evolved as formal items in the subject ontology. Moreover, all learners were able to construct a well-organized knowledge graph. Students in both high- and low-scoring groups contributed valuably to the knowledge generation and evolution of the subject ontology. Furthermore, while the widths of the knowledge constructed by students in high- and low-scoring groups were similar, their depths were substantially different. During this process, the crowdsourcing-based activity flow system achieved satisfactory technique acceptance, which means that the proposed approach and system are useful for the effective generation of subject ontologies while helping learners acquire knowledge. 相似文献
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Teacher feedback is critically related to student learning. This study sought to determine the relationships between distance education (DE) student level of self-regulated learning (SRL) and their preference for audio-recorded vs. written feedback from tutors. DE students (n = 102) enrolled in a first-year university course completed an online questionnaire that assessed eight dimensions of SRL as well as a personal evaluation of written vs. audio-recorded tutor feedback that was provided during the academic study period. In general, the participating DE students expressed preference for written over audio-recorded feedback. However, complex patterns of relationships emerged between dimensions of SRL and evaluation of written vs. audio-recorded feedback. For example, DE students who were most likely to listen to audio-recorded feedback appreciated peer interaction and personal challenges more than students who preferred written feedback. In DE learning environments, a variety of feedback formats may best meet the needs of all students, although exposure to various technologies may facilitate SRL. 相似文献
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Calixto Gutiérrez-Braojos 《教育心理学》2015,35(2):192-212
During the past decade, research on the constructive learning process has been conducted mainly from two perspectives: student approaches to learning (SAL) and self-regulated learning (SRL). The SAL perspective has highlighted the role of learning conceptions with respect to other topics involved in constructive learning processes, whereas recently the SAL perspective has emphasised the effects of the future time perspective (FTP) and self-efficacy beliefs about these topics. Based on these two lines of research (SRL and SAL), using path analysis, we explored the direct and indirect effects of FTP and learning conceptions on self-efficacy, metacognitive strategies, effort and academic performance. Likewise, we identified some patterns that combine specific factors related to these variables. Participants in the present study were 100 (84% females, 16% males) Spanish fourth year university students enrolled in the Social Sciences Degree Programme. The ages of the students ranged from 18 to 49 (M = 22.02; SD = 3.68) and their participation was voluntary and anonymous. Likert-scale inventories were used to obtain data from students: FTP; learning conceptions; metacognitive strategies scale; and self-efficacy beliefs for SAL. On the one hand, the path analysis showed interesting indirect and direct relationships between topics with regard to key constructs of each of these research perspectives (SRL/SAL). However, these results do not coincide with the body of knowledge about FTP. On the other hand, results obtained using cluster and discriminant analysis revealed three specific patterns: a meaning orientation to learning and the future, a reproductive orientation to learning and the present, and an unusual pattern explained by the influence of historical-cultural characteristics on learning practices in educational contexts. We consider that this last pattern presents relevant implications for educational practice. 相似文献
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Lerato Sonia Tladi 《Open Learning》2017,32(3):243-261
This paper sought to determine the effects of three self-efficacy measures on the academic attainment of students who were enrolled for the first time at the University of South Africa (Unisa) in 2015. The measures of interest were self-regulated learning efficacy, distance learning self-efficacy and computer and online technologies self-efficacy. Overall, only DLSE was found to have a significant effect on academic attainment albeit with a low effect (r = ?.13), explaining only 1.7% of the variation in the academic achievement between successful and unsuccessful students. DLSE also explained 10% of the variation in academic achievement between successful and unsuccessful students who, although new to Unisa, were not new to higher education. 相似文献
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在线自我调节学习是增强学习者在线学习投入、提升学习绩效的重要保障。当下在线开放课程在各级各类教育中广泛深度应用,国内外学者主要关注高等教育全日制学习者在线自我调节学习的相关研究,对学历继续教育学习者的关注较为罕见。采用混合研究法,对疫情防控期间,陕西、广东、云南等三省参与在线课程学习的学历继续教育学习者在线自我调节学习的现状、影响因素及优化策略进行了系统研究,结果发现:研究样本在线自我调节学习现状不是很理想,主要受个人因素、课程因素、文化因素和管理因素的影响,最终从优化课程、重构学习空间、加强过程监控等三个方面提出了调节和优化策略。 相似文献
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Silvia Elena Gallagher Mairtin O’Dulain Niamh O’Mahony Claire Kehoe Fintan McCarthy Gerard Morgan 《Educational Media International》2017,54(2):129-147
Infographics are a visualisation tool that can be used to improve retention, comprehension and appeal of complex concepts. The rise of infographic use in education has facilitated new forms of application and design of these tools. Instructor-provided summary infographics are a new form of infographic, whereby key learning objectives and content are summarised in graphical form at the end of a lesson. However, it is unknown whether these types of infographics can support learning in online environments. This exploratory research investigates student perceptions, retention, applications and activity generation of instructor-provided summary infographics in a massive online learning environment. Using both post-course learner survey data (n = 1,899) and text mining analysis (n = 72,490 words), results present how learners perceived instructor-provided summary infographics as useful and appealing for retaining, clarifying and understanding learning concepts. The research contributes a novel understanding of summary infographics in online learning environments, and supports their use as a design tool for educational delivery in the online space. 相似文献
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Hsiang-Ann Liao Margot Edlin Anita Cuttita Ferdenzi 《Community College Journal of Research & Practice》2013,37(7):595-611
This study examined how self-efficacy and motivation affected student persistence at an urban community college. Self-efficacy was studied at two dimensions: self-regulated learning efficacy and self-efficacy for academic achievement. Motivation was also investigated at two levels: intrinsic motivation and extrinsic motivation. Results show that self-regulated learning efficacy and extrinsic motivation predicted persistence. Intrinsic motivation and academic achievement self-efficacy failed to predict persistence directly. Two path models were constructed to assess the direct and indirect relationships among self-efficacy, motivation, and persistence. The reduced model explained 8% of the variance in persistence. In the reduced model, extrinsic motivation emerged as a mediator in the relationship between the two dimensions of self-efficacy and persistence. It was also found that self-efficacy measures correlated well with motivation measures. Implications and limitations of the research findings are discussed. 相似文献
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在线教学中学生要具备一定的在线自我调节学习能力才能取得好的学习成效，而学生的在线自我调节学习受诸多因素的影响。本研究从先赋性背景和后致性学校过程性因素的视角，基于“新冠疫情期间研究型大学本科生学习体验调查”项目中某大学的数据，考查学生家庭背景和先前在校在线学习经历与在线自我调节学习的关系。研究发现：家庭背景和先前在校的在线学习经历都显著影响学生在线自我调节学习，且先前在线学习经历的影响独立于家庭背景。超过七成的学生在新冠肺炎疫情前有过在线学习经历，且主要是来源于本校的正式在线学分课。这一研究结果的实践启示是：高校可以通过提供正式在线学习的机会抵消学生家庭背景的负面作用来培养学生的在线自我调节学习，这将有助于他们应对紧急情况下大规模在线教学时可能面临的挑战。 相似文献
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Bryan H. Chen 《Interactive Learning Environments》2013,21(4):485-496
The purpose of this study is to investigate how hybrid learning instruction affects undergraduate students' learning outcome, satisfaction and sense of community. The other aim of the present study is to examine the relationship between students' learning style and learning conditions in mixed online and face-to-face courses. A quasi-experimental design was used and 140 sophomores were recruited in this study. Students' learning outcomes, satisfaction, sense of community and learning styles were measured. Results showed that students in a hybrid course had significantly higher learning scores and satisfaction than did students of the face-to-face courses. The result also indicated that students of hybrid learning classrooms felt a stronger sense of community than did students in a traditional classroom setting. Analysis of learning style indicated that learning style had significant effect on learning outcome in the study group. Accommodator learners had higher e-learning effectiveness than other style learners. Possible reasons of results were discussed. 相似文献
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高潭华 《宁德师专学报(自然科学版)》2005,17(3):244-246,268
在阐述自主学习内涵和意义的基础上，提出在普通物理教学过程中开展自主学习的途径，以期提高大学生的自主学习意识和能力，为他们的终身学习打下良好的基础。 相似文献
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Jun Xiao Hong-Zheng Sun-Lin Tzu-Han Lin Mengyuan Li Zhimin Pan Hsu-Chen Cheng 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1203-1219
Compared with fully face-to-face or online learning environments, implementation of hybrid learning spaces is costly given the spaces making all learning options available for learners. Therefore, decisions on investments in hybrid learning are critical for institutions. Satisfaction and experience of learners is one of the important indicators for assessing the cost-effectiveness of learning space implementation; thus, predictions of learners' satisfaction and experience can inform institutions' decision making on learning space investments. Moreover, learning competences are found correlated with learners' satisfaction and experience in general and e-learning settings. Therefore, the present study aimed at exploring predictive learning competences for hybrid learners' experience and satisfaction. A hybrid learning space was built upon a proposed model at Shanghai Open University. 211 students’ learning competences and their satisfaction and experience in the hybrid learning space were examined. The results showed that except cognitive engagement competence, most predictive competences were not significantly associated with hybrid learners' satisfaction and experience. The findings indicated that since hybrid learning keeps all options available, to experience satisfying learning, students need not have certain competences but cognitive engagement competence, which is correlated with learners' cognitive ability to figure out the right mix of learning options. 相似文献
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自我调节学习是学习者获得成功学习的重要因素,因此如何促进和利用学习者的自我调节学习能力就成为基于计算机的学习环境设计的关键问题。欧洲电子学习网络推出的iClass项目以自我调节学习的理论与模型为指导,充分促进了自我调节学习的实现。未来基于计算机学习环境的设计可以从多个方面促进学习者的自我调节学习。 相似文献
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Lanqin Zheng 《Asia Pacific Education Review》2016,17(2):187-202
This meta-analysis examined research on the effects of self-regulated learning scaffolds on academic performance in computer-based learning environments from 2004 to 2015. A total of 29 articles met inclusion criteria and were included in the final analysis with a total sample size of 2648 students. Moderator analyses were performed using a random effects model that focused on the three main areas of scaffold characteristics (including the mechanism, functions, delivery forms, mode, and number of scaffolds; how to promote self-regulated learning by scaffolds); demographics of the selected studies (including sample groups, sample size, learning domain, research settings, and types of computer-based learning environments); and research methodological features (including research methods, types of research design, types of organization for treatment, and duration of treatment). Findings revealed that self-regulated learning scaffolds in computer-based learning environments generally produced a significantly positive effect on academic performance (ES = 0.438). It is also suggested that both domain-general and domain-specific scaffolds can support the entire process of self-regulated learning since they demonstrated substantial effects on academic performance. Different impacts of various studies and their methodological features are presented and discussed. 相似文献
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Formative assessments and feedback are vital to enhancing learning outcomes but require that learners feel at ease identifying their errors, and receiving feedback from a trusted source – teachers. An experimental test of a new theoretical framework was conducted to cultivate a pedagogical alliance to enhance students’ (a) trust in the teacher, (b) well-being in the learning environment and (c) identification of confusion and errors for the purpose of learning, assessment and feedback. A sample of 101 undergraduate students was randomly assigned to either an intervention (n = 51) or control (n = 50) condition in Elementary Statistics. Results indicated that a pedagogical alliance could be created to enhance student trust in the instructor, leading students to report greater well-being and a higher number of potential areas of confusion in their understanding of new content material relative to a control group. These results have implications for formative feedback, assessments, and by extension learning outcomes. 相似文献
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自主学习是一种学习者本人进行的自我设计、自我评价和自我分析的学习。关于如何促进成人学习者自主学习,该文针对它的教授过程,提供了一个三阶段模型:向学习者说明强化学习的思维、感知及反思方式;向学习者讲述自主思维、感知及反思的过程;安排让学习者参与自主学习的活动。 相似文献