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1.
The purpose of this investigation was to test (a) whether students distinguished between self-efficacy sources according to social model and (b) how predictive the self-efficacy information students received from each social model was for their self-efficacy beliefs. For this purpose, new vicarious experience and social persuasion scales were developed that independently assess the respective source of self-efficacy information conveyed by three social models, family members, teachers, and peers. As revealed by exploratory factor analysis, confirmatory factor analysis, and multitrait-multimethod analysis, the Korean high school students in Studies 1 (N = 395) and 3 (N = 393) and the Korean college students in Study 2 (N = 220) clearly distinguished between the self-efficacy sources and the social models who delivered this information (family members, teachers, or peers). Student responses to vicarious experience fluctuated more by social model than did their responses to social persuasion. The correlations further suggest the possibility that the existing scale largely taps vicarious experience from teachers and peers rather than vicarious experience from family members. The predictive utility of vicarious experience and social persuasion for self-efficacy also varied according to the social model involved and by the academic domain. Social persuasion by teachers predicted student self-efficacy in mathematics, while vicarious experience from teachers predicted student self-efficacy in English as a foreign language, in addition to mastery experience and physiological state. 相似文献
2.
《Learning and Instruction》2007,17(1):1-16
Findings show that both positive and negative mood may hinder or promote information processing. In two experiments, we show that negative mood impairs transfer effects and learning. In the first experiment, N = 54 participants drawn from a training course for the Swiss Corps of Fortification Guards first learned to solve the three- and four-disk Tower of Hanoi (ToH) problem to mastery level. After mood induction, they were asked to solve one proximal (five-disk ToH) and two distal transfer tasks (the Missionary and Cannibal Problem and the Katona Card Problem). Participants in a negative mood solved the transfer tasks less efficiently. In the second experiment, this result was replicated with a sample of N = 80 participants drawn from a training course for nurses. Additionally, mood affected performance if it was induced before the learning phase; participants in a negative mood needed more repetitions to reach the mastery level and also performed worse in the transfer tasks, although there were no greater mood differences in this problem-solving phase. The implications for the design of learning settings are discussed. 相似文献
3.
Although writing learning journals is a powerful learning tool, instructional support is needed to overcome deficits in the use of self-regulated learning strategies. In a 2 × 2 experimental design with high-school students (N = 70), we analysed the effects of two modes of instruction (namely, informed prompting and learning-journal example) along with prompts. Informed prompting that provided background information on the prompted strategies enhanced learning in the training and transfer session. A learning-journal example that modelled the application of the strategies primarily fostered the strategy used in the training session and learning in the transfer session. Theoretically, the results provide support for the self-regulation view of writing-to-learn. 相似文献
4.
The purpose of this study was to identify the extent to which intrinsic student factors such as cognitive learning style, learning strategies, motivation and statistics anxiety, as well as certain demographic factors, predict performance on a research design and analysis course (RDAIIA) in the Department of Psychology at the University of the Witwatersrand, South Africa, with a view to developing future interventions for improving student performance. Using a sample of eighty students, it was established that the factors most predictive of RDA performance were secondary school performance (p < 0.0001) and age (p = 0.0106). Excluding demographic factors, self-efficacy (p < 0.0001), help-seeking (p = 0.0531) and a reflective learning style (p = 0.0071) were also found to be predictive. Performance also differed between students who had completed Mathematics on the higher grade in secondary school and those who had completed standard grade (p = 0.016). These findings present both possible directions and substantial challenges for future performance-intervention strategies. 相似文献
5.
Hitting children for disciplinary purposes (i.e., spanking or corporal punishment [CP]) is a strong risk factor for child physical abuse and is highly prevalent in the U.S. Yet, little is currently known about the relevant attitudes, beliefs, or training needs of key professionals who often advise parents regarding child discipline strategies. A survey of the American Professional Society on the Abuse of Children (APSAC) membership, comprised of mental health professionals, physicians, child welfare professionals, and other professionals in the child maltreatment field, was conducted to assess attitudes, beliefs, perceived norms, training needs, and motivations to change norms regarding CP (N = 571, response rate = 51%). Most respondents agreed that spanking is a bad disciplinary technique (82%), is harmful for children (74%), and leads to negative outcomes (M = 3.0, SD = 0.6) more frequently than positive outcomes (M = 2.1, SD = 0.6; t = 20.8; p < 0.0001) for children. Professionals reported perceiving that their colleagues’ level of endorsement of CP (M = 2.4, SD = 1.0) was higher than their own (M = 1.9, SD = 1.0; t(568) = −10.7, p <0.0001) though still below the midpoint. Professionals reported high levels of preparedness to effectively advise parents on non-physical child discipline strategies, but reported perceiving lower levels of preparedness amongst their colleagues. They reported highly valuing giving such advice to parents and being very motivated to participate in activities designed to change social norms regarding CP. Most APSAC members are poised to change these norms and, in doing so, to help reduce rates of child physical abuse in the U.S. 相似文献
6.
Mei-Ling Chen 《Learning and individual differences》2009,19(2):304-308
The purpose of this study was to investigate relationships between grade level, perceptual learning style preferences, and language learning strategies among Taiwanese English as a Foreign Language (EFL) students in grades 7 through 9. Three hundred and ninety junior high school students participated in this study. The instruments for data collection were the Perceptual Learning Style Preference Questionnaire (PLSPQ) and the Strategy Inventory for Language Learning (SILL). Results showed that statistically significant relationships were found to exist between grade level and kinesthetic learning style preference (p = .001), tactile learning style preference (p = .047), and individual learning style preference (p = .02). Results also showed that statistically significant relationships were found to exist between grade level and the use of memory strategies (p = .005), cognitive strategies (p = .02), metacognitive strategies (p = .000), affective strategies (p = .000) and social strategies (p = .000). Implications are that it is critical for classroom teachers to be more aware of the differences in their students and ensure that their courses present information that appeal to students in different grade levels. 相似文献
7.
The present paper analyzes the impact of blended learning (BL) on the academic achievement of higher education students. A meta-analysis (k = 51 effect sizes) was conducted to perform a statistical synthesis of studies contrasting student performance in BL conditions with traditional classroom instruction. We include disciplines and instructors’ end-of-course evaluation method as moderating variables. The results show that BL demonstrates a small summary effect (g+ = 0.385, p < 0.001) compared to traditional teaching methods A significantly higher mean effect size was found in STEM disciplines (g+ = 0.496) compared to that of non-STEM disciplines (g+ = 0.210). Nevertheless, the weighted mean effect sizes reveal no significant differences regarding of end-of-course assessment methods, namely one-moment and multiple-component assessment. The finding confirms that BL is significantly associated with greater learning performance of STEM-disciplined students than with traditional classroom practice. Accordingly, discussion concerning the findings and implications for future research are elaborated. 相似文献
8.
This longitudinal study aims to test the concept of transition preparedness in the context of educational transitions. The study investigates how adolescents’ transition preparedness, conceptualized as their self-efficacy beliefs and their inoculation against setbacks, before an educational transition affect the adolescents’ school value and effort related to educational goals after the transition through the effects on achievement goal orientations. Student data from three waves of a longitudinal study are used, first collected in 2004 (before the students’ transition from comprehensive school to upper secondary education) and then collected twice after the transition. The students included in the analyses are those who participated at all three measurement points (N = 588; 49.5% girls; age MT1 = 15.01, SD = 0.13). Longitudinal structural equation modeling revealed that adolescents’ self-efficacy beliefs (Time 1) positively predicted school value and effort (Time 3) through their effect on mastery goal orientation (Time 2). Furthermore, self-efficacy moderated the relation between performance-approach goal orientation (Time 1) on school value (Time 2). Results are discussed in terms of their relevance for enhancing adolescents’ adaptive motivational development across educational transitions. 相似文献
9.
Bert De Smedt Joke Torbeyns Nick Stassens Pol Ghesquière Lieven Verschaffel 《Learning and Instruction》2010,20(3):205-215
This study examined the development of indirect addition as an alternative for solving multidigit subtractions, by means of two learning environments in traditionally schooled third-graders in Flanders (Belgium). Thirty-five third-graders, who did not demonstrate mastery of indirect addition, participated in an Explicit (n = 20) or Implicit (n = 15) learning environment that aimed to encourage the development of indirect addition. Over a period of six weeks, children participated in nine individual sessions: four practice sessions, three test sessions, one transfer session, and one retention session. The results revealed that throughout the study indirect addition was rarely used, even by the children in the explicit learning environment. However, when indirect addition was used, it was executed very efficiently. 相似文献
10.
《Early childhood research quarterly》2005,20(3):361-372
The purpose of this study was to test the hypothesis that quality improvements in early childhood centers experience diminishing returns as the quality of the classroom rises with regards to concurrent socio-emotional outcomes. This hypothesis lies at the core of Scarr's argument that public policy should concentrate on improving low quality settings rather than improving settings that already have acceptable quality. The study detected sizeable effect sizes linking process quality in the good to excellent range with reduction of existing socio-emotional risk factors (d = 0.51) and prevention of the emergence of new socio-emotional risk factors (d = −0.41). These effect sizes are substantially larger than those reported by other studies investigating quality environments in the poor to good quality range (d = 0.16), and larger than Durlak and Wells meta-analytic effect size for universal preventive interventions (d = 0.35). Therefore, the hypothesis that as quality increases the benefits for children increase but at a diminishing rate was rejected for concurrent socio-emotional outcomes in urban populations. 相似文献
11.
《Contemporary educational psychology》2013,38(3):159-169
Working memory is related to children’s ability to solve analogies and other inductive reasoning tasks. The aim of this study was to examine whether working memory also plays a role in training and transfer effects of inductive reasoning in the context of a short training procedure within a pretest-training-posttest-transfer design. Participants were 64 children, aged 7–8 years (M = 7.6 years; SD = 4.7 months). All of the children were pre-tested on inductive reasoning and working memory tasks. The children were trained in figural analogy solving according to either the graduated prompts method or practice without feedback. The children were then post-tested on the trained task and three additional inductive reasoning measures. Regression models revealed that visuo-spatial working memory was related to initial performance on each of the inductive reasoning tasks (r ≈ .35). Children’s improvement from pretest to posttest in figural analogy solving, as measured with item response theory models, was somewhat related to visuo-spatial WM but not verbal WM scores or pretest scores. Furthermore, transfer of reasoning skills to an analogy construction task was related to initial ability, but not working memory; transfer to two inductive reasoning tasks with dissimilar content was not apparent. Performance change and ability to transfer trained skills to new tasks are not often used in psycho-educational assessment but may be separate constructs indicative of children’s learning and change. 相似文献
12.
To succeed in autonomous online learning environments, it helps to be a highly motivated, self-regulated learner. The present study explored potential differences between undergraduate (n = 87) and graduate students (n = 107) in their levels of academic motivation and self-regulation while learning online. In particular, this study provides a comparative analysis of undergraduate and graduate students' motivational beliefs (task value and self-efficacy), use of deep processing strategies (elaboration and critical thinking), and motivational engagement (procrastination and choice behaviors). As hypothesized, graduate students learning online reported higher levels of critical thinking than undergraduates. Moreover, after controlling for experiential differences, a logistic regression analysis indicated that graduate student membership was predicted by higher levels of critical thinking and lower levels of procrastination. On the other hand, undergraduate membership was predicted, somewhat paradoxically, by greater task value beliefs and greater intentions to enroll in future online courses. Implications for online instructors and suggestions for future research are discussed. 相似文献
13.
Jeffrey K. Smith Lisa F. Smith Alison Gilmore Madgerie Jameson 《Learning and individual differences》2012,22(2):202-206
Using data from New Zealand's National Education Monitoring Project, a light sampling, low stakes performance based national school assessment program, reading self-efficacy, reading enjoyment, and reading achievement were examined in samples of 8 and 12 year old children. Sample sizes were n = 480 for each group. While reading achievement increased substantially in going from age 8 to age 12, reading enjoyment and reading self-efficacy declined. Girls outperformed boys in reading achievement and showed higher levels of reading enjoyment; differences in self-efficacy by gender were minimal. Results are discussed in terms of previous research and implications for instructional practice. 相似文献
14.
This study reports adolescent expectancy-value motivation, and its relation to fitness knowledge and psychomotor skill learning in physical education. Students (N = 854) from 12 middle schools provided data on expectancy-value motivation, fitness knowledge and psychomotor skill learning. Results from dependent t-test and MANOVA indicated that 8th grade students rated task values significantly lower than 6th grade while their expectancy beliefs did not significantly differ. Students gained sizable fitness knowledge (d = 0.58, p < 0.05) and badminton skill (d = 1.40, p < 0.05). Multiple regression analyses revealed that expectancy-value motivation did not significantly predict learning in fitness knowledge or psychomotor skills. These findings suggest that expectancy-value motivation might predict engagement and performance, but not necessarily learning achievement in physical education. 相似文献
15.
Sexual abuse has the potential to generate serious emotional consequences for its victims, but there is high variability in the symptoms reported by different victims. Therefore, it is necessary to ascertain the factors associated with the symptoms presented by sexual abuse victims. The aim of the study was to use a single model to evaluate the relationship between sexual abuse characteristics (frequency, violence, relation with the aggressor and physical commitment), cognitive and behavioral factors (self-efficacy, active coping and perceived family support) and internalizing symptoms (anxiety, depression and posttraumatic stress) in a group of sexually abused adolescents. The participants included 106 female adolescent victims of sexual abuse (M = 14.25 years, SD = 1.74). The results of a path analysis indicated that sexual abuse characteristics were unrelated to symptomatology. Only a negative relationship was observed between the victim’s relationship with the aggressor and PTSD symptomatology. The violence of the sexual abuse was negatively related to self-efficacy, and self-efficacy was positively related to active coping and negatively related to symptomatology. Finally, the perception of family support was positively related to self-efficacy and negatively related to symptomatology. These results suggest the need to consider the studied factors in the process of psychotherapy with victims of sexual abuse. 相似文献
16.
17.
The study investigated the within- and cross-language contribution of morphological awareness (MA) to vocabulary and reading comprehension among students learning to read two typologically different orthographies at the same time: Korean and English. Fifty Korean ESL learners in grades five and six were administered Korean and English measures of MA (derivational and compound morphemes), vocabulary, and reading comprehension (narrative and expository texts), in addition to measures of phonological awareness (PA) and orthographic awareness (OA). Information about home language environment was also obtained from a parental questionnaire. Path analysis showed that MA was the most significant contributor to vocabulary (β = 0.33, p < 0.05) and reading comprehension (β = 0.46, p < 0.01) in English; and in Korean (β = 0.62 and β = 0.54, respectively, all ps < 0.01), controlling for effects of PA and OA. Unidirectional cross-language transfer was found from Korean MA to English vocabulary (β = 0.27, p < 0.05) and reading comprehension (β = 0.22, p < 0.05) and multiple determining factors are discussed. Educational implications and research recommendations are also presented. 相似文献
18.
《Learning and Instruction》2006,16(1):57-71
Research on the implementation of reading strategies suggests that self-regulated learning might be a powerful framework to optimize effects on reading comprehension. Models of self-regulation emphasize that the teaching of strategy knowledge (Strat) has to be complemented by offering skills of cognitive (CSR) and motivational (MSR) aspects of self-regulation. In order to investigate whether all aspects of this model have to be carried out under regular classroom conditions, three different strategy programs (Strat + CSR + MSR vs. Strat + CSR vs. Strat) and a control condition were compared. Within a pre-, post-, and retention-test design with 20 classes, comprising of 593 fifth-graders (11 years), development of strategy knowledge, reading comprehension, school-related self-efficacy, and motivational orientation towards learning goals were assessed. While all strategy-oriented programs proved to enhance reading competence, understanding of reading strategies and competence for application of reading strategies, gains in self-efficacy did not differ from the control condition. As regards the retention test, the program that covered all aspects of strategy instruction (MSR + Strat + CSR) showed strongest effects as predicted by self-regulation theory. 相似文献
19.
Within a democratic and multicultural society, diversity is a reality, and differences between students are a fact which teachers have to deal with on a daily basis. Differentiated instruction aims to meet these differences in learning in order to provide all students with the best possible learning opportunities. However, to date no validated instruments exist to measure teachers’ perceptions of differentiated instruction and their related classroom practices. This study, therefore, examined the factor structure and reliability of the Differentiated Instruction Questionnaire, called the DI-Quest instrument. A list of 87 items was constructed, building on existing prevalent theoretical models of Differentiated Instruction (e.g. Tomlinson, 2014; Hall, 2002). An exploratory and confirmatory factor analysis was undertaken to investigate the factor structure of the questionnaire. As a result, five factors emerged: two factors related to the teachers’ philosophy of differentiated instruction (the teachers’ mindset and their ethical compass), two factors referred to the practical principles that teachers apply to differentiate (flexible grouping and output = input) and the last factor (differentiated instruction) covered the self-reported extent to which teachers differentiated their instruction related to three types of differences in learning (students’ interests, readiness and learning profile). As a result, the DI-Quest instrument entailed 31 items with a five-factor structure indicating a good fit (CFI = 0.919; TLI = 0.911; RMSEA = 0.041 [0.037–0.044 – 90% confidence interval, p(0.05) = 1.000]; SRMR = 0.048; χ2 = 5888.338, df = 465, p = 0.000). In addition, assuming theoretical relatedness between the factors, the validation of a DI-Quest model was empirically validated. We compared the model fit for two models by investigating which model had a lower BIC and AIC value and by comparing their chi square values. The best-fitting DI-Quest model showed four factors (teachers’ mindset, ethical compass, flexible grouping and output = input as dependent variables) functioning as significant predictors of the fifth factor (the self-reported adoption of Differentiated Instruction, which served as an independent variable). Moreover, this paper also discusses the psychometric properties of the DI-Quest instrument and the implications of the model for schools, educators and researchers. 相似文献
20.
A closer look at split visual attention in system- and self-paced instruction in multimedia learning
Two experiments examined visual attention distribution in learning from text and pictures. Participants watched a 16-step multimedia instruction on the formation of lightning. In Experiment 1 (N = 90) the instruction was system-paced (fast, medium, slow pace), while it was self-paced in Experiment 2 (N = 31). In both experiments the text modality was varied (written, spoken). During learning, the participants’ eye movements were recorded. Results from both experiments revealed that learners spent more time studying the visualizations with spoken text than those with written text. In written text conditions learners consistently started reading before alternating between text and visualization; moreover, they spent more time reading the text than inspecting the visualizations. While in Experiment 1 additional time that was made available in conditions with a slow or medium instruction pace was spent inspecting visualizations, in Experiment 2 longer learning times resulted from reading the text more intensively. With respect to learning outcomes (retention, transfer, and visual memory) Experiment 1 revealed an effect of text modality for visual memory only. In Experiment 2 no modality effects were found. Instruction pace was hardly related to learning outcomes. Overall, the results confirm prior findings suggesting that the distribution of visual attention in multimedia learning is largely guided by the text. 相似文献