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1.
The purpose of the present study was to examine the associations among perceived instructor affective support, academic enjoyment, academic hopelessness, behavioural engagement and academic help seeking in college classrooms. A self-report survey was administered to 277 college students enrolled in a teacher training department of a major university in Turkey. Structural equation modelling was used for data analysis. Perceived instructor affective support, either directly and/or indirectly, related to all emotional and motivational variables presented in the structural model. Findings signify the necessity of providing affectively supportive learning environments not only in K12 classrooms but also in college classrooms. The implications for practice and future research as well as the limitations are discussed.  相似文献   

2.
Providing effective motivational support is a critical determinant of a successful online distance learning experience for students in higher education. In this study, we examined how students’ academic level and use of 8 motivational regulation strategies influence 3 types of student engagement: behavioral engagement, emotional engagement, and cognitive engagement. A total of 95 undergraduate and graduate students enrolled in online courses in 4-year universities in the United States participated in this study. A series of hierarchical regression analyses of undergraduate and graduate online students (N = 95) showed that behavioral engagement, emotional engagement, and cognitive engagement are predicted by different motivational regulation strategies after controlling for the academic level. Additionally, students’ academic level was found to be a predictor of cognitive engagement but not a predictor of behavioral engagement or emotional engagement. The results suggest that online course instructors, tutors, and designers should provide students with differentiated motivational scaffolding based on their motivational profile in order to promote different aspects of learning engagement.  相似文献   

3.
Components of Conceptual Ecologies   总被引：1，自引：0，他引：1  
The theory of conceptual change is criticized because it focuses only on supposed underlying logical structures and rational process processes, and lacks attention to affective aspects as well as motivational constructs in students’ learning science. This is a vast underestimation of the complexity and diversity of one’s change of conceptions. The notion of conceptual ecology provides a context for understanding individuals’ conceptual change learning, as it is the environment through which all information is interpreted. This research investigated how high school students’ statements, made in answering questions, reflect selected components of their conceptual ecologies. Data for this study was collected from six interviews in which seven students took part. The data also include the science teacher’s profiles of each student, the students’ personal journals, their assignments, and their examinations and answers in class. The analysis presented will here include only those components that were represented in the discourse of the seven high school students who were interviewed. When students were asked questions, there was evidence of the engagement of the various components of conceptual ecologies. These components include: epistemological commitments, metaphysical beliefs, the affective domain and emotional aspects, the nature of knowledge, the nature of learning, the nature of conceptions, and past experience. Evidence from this study suggests that these components might function as constraints to learning. This study contributes to the field by expanding our knowledge of the components of high school students’ conceptual ecologies through its definition of the categories and themes associated with those components. In examining across the range of components, the study illustrates the variety and sources of science conceptions within high school students’ conceptual ecologies.  相似文献   

4.
在协作学习中学习投入与学习成效紧密相关,是学生进行有效参与和深度学习的必要条件。但目前的研究大多针对个人学习投入,缺乏在协作学习中小组学习投入的相关研究。在前人研究基础上,本研究从认知投入、行为投入、社会投入、情感投入四个维度构建了在线协作学习中小组学习投入的分析模型,并通过实证研究进一步探索小组投入分析模型各维度与小组学习成绩之间的关系。结果表明,在小组学习投入中行为投入、社交投入与小组成绩呈显著正相关关系,而积极、消极、困惑三类情感投入则与小组成绩呈负相关关系。研究同时发现,高分组在中立情感投入、认知投入的问题和元认知维度中的均值都高于低分组。最后,通过分析在线小组学习投入与成绩之间的关系,为今后优化学习支持服务以及提高小组成员协作质量提供了依据。  相似文献   

5.
This article presents an analysis of how students' dispositions toward learning shift and change over time through their engagement with particular classroom practices and identifies classroom practices that support the development of more productive dispositions. An analysis of 4 purposefully selected students from 2 different classrooms reveals that membership in a classroom activity system does not determine one's emergent disposition toward learning. However, it is likely that similar types of dispositions might emerge within a single classroom activity system. The analysis further seeks to understand the mechanisms that underlie the ways in which dispositions are enacted in moments of interaction, and how aspects of classroom practice impact this enactment. The findings support the argument that social, affective, and motivational factors are not simply influences on learning but are, instead, central to and inseparable from the learning process.  相似文献   

6.
School engagement has long been seen as an important component of school completion, and research shows that social support in the home and school promotes engagement. However, many researchers have argued that it is not a unitary construct but rather a multifaceted phenomenon, and the role of peer social support has not been as well studied as support from parents and teachers. Our study examines the association of social support from parents, teachers, and peers with two forms of engagement: affective and behavioral. Data came from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Results indicate that although parent support was associated with higher levels of behavioral engagement, peer support was associated with higher levels of affective engagement.  相似文献   

7.
Community college faculty members often find themselves divided between what they want to do and what they can do. Knowing what motivates faculty to engage in professional development and scholarly productive activities provides critical information for administrators. The present study explored the motivational characteristics of community college faculty and the contextual factors that support or thwart their engagement and productivity. It focused on three key professional activities: (a) basic or applied research, (b) classroom action/teaching research, and (c) faculty professional development. Findings indicate that community college faculty are motivated for all three activities primarily by intrinsic and value-related factors rather than by extrinsic or contextual factors. Further, faculty members present somewhat different motivational profiles for the three work activities. Their motivations also demonstrate responsiveness to workplace characteristics as faculty perceive and interpret them.

These findings provide implications to help college administrators make policy decisions to support the work of faculty and align with institutional mission and goals.  相似文献   

8.
This study investigated middle school students’ engagement in science in relation to students’ perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical multiple regression analyses were conducted on the dependent variables of cognitive, behavioral, emotional, and agentic engagement. The results indicated that engagement components were positively predicted by most of the perceived learning environment variables, while motivational factors had some differential predictive effects on engagement components. The predictor variables explained 26, 28, 33, and 30 % of the variance in the cognitive, behavioral, emotional, and agentic engagement components, respectively.  相似文献   

9.
Cognitive conceptions of human learning are discussed with regard to their implications for instructional-design theory. These cognitive conceptions of learning view learning as an active, constructive, cumulative, and goal-oriented process in which the learner plays a critical role. The nature of meaningful learning and the importance of affective and motivational - as well as cognitive - engagement are discussed. It is suggested that in order for students to learn from instruction, various psychological functions (attention, monitoring, etc.) must be engaged by either the instructional agent (e.g., teacher, textbook, etc.) or the student. One characteristic of these learning functions is that there is not a single best way to perform a given function; each may be accomplished in a number of equally appropriate and effective ways.  相似文献   

10.
This article evaluates the effects of two types of rewards (performance‐contingent versus engagement‐contingent) on self‐regulation, intrinsic motivation and creativity. Forty‐two undergraduate students were randomly assigned to three conditions; i.e. a performance‐contingent reward group, an engagement‐contingent reward group and a control group. Results provide little support for the negative effects of performance rewards on motivational components. However, they do indicate that participants in the engagement‐contingent reward group and the control group achieved higher rated creativity than participants in the performance‐contingent reward group. Alternative explanations for this finding are discussed.  相似文献   

11.
Continuing intrinsic motivation to learn is the result of actively generating and implementing a variety of metacognitive, cognitive, and affective processes and skills. An understanding of these processes, skills, and their interrelationships forms a basis for the design of an effective motivational skills training program. This article advances a generative process model of continuing motivation in which the central role of perceived self‐efficacy and personal control are explicated. Support for this model from current theories of learning and motivation is presented, along with implications for specific skills training interventions. It is argued that the functional purpose of motivational skills training is to promote perceptions of self‐efficacy and personal control that underlie the ability to take positive self‐control and change negative attitudes and orientations toward learning. For students with motivational deficiencies, this training is a necessary precursor to their active engagement in the learning process and execution of appropriate learning strategies and skills.  相似文献   

12.
With the aim of bridging research in educational psychology and teacher education, we designed a research-practice partnership to unpack the concept of relevance from a race-reimaged perspective. Specifically, we employed a mixed-methods sequential explanatory research design to examine associations between the communal learning opportunities afforded to Black and Latinx students, and their engagement patterns during STEM activities. Within a nine-week instructional unit we provided students six opportunities to rate their scholastic activities. High levels of behavioral engagement were sustained over the course of the instructional unit. On weeks when students rated the activities as higher in communal affordances, they also reported more behavioral engagement. Classroom observations facilitated our efforts to create state space grids that show when and how teachers used emancipatory pedagogies to support students’ learning. We used these state space grids, along with teacher interviews and student focus groups, to develop contextualized illustrations of two teachers of color as they successfully provided communal forms of motivational support over the span of six observations per teacher. These strategies differed based on three key factors: where the lesson was placed within the larger instructional unit, the way teachers interpreted and responded to their students’ engagement patterns, and how the demands of the larger school environment impacted classroom dynamics.  相似文献   

13.
The concept of student engagement is critical in the discussion of school reform. This issue is particularly important in dropout prevention programs such as the alternative high school, although little empirical work guides intervention efforts. In this qualitative research, ethnographic observations were combined with interviews with 24 students and 12 teachers to examine how the offerings of the learning environment interact with the processes of engagement through the perspective of students in a high-functioning alternative high school. Youth narratives provide an account of the development of engagement in the context of supportive relationships and a caring school community. Findings suggest that affective engagement precedes school identification and behavioral commitments to learning. Their narratives aid in understanding how students construct stories of transition in the schooling process, and help to contextualize current theories that describe engagement in learning for youth placed at risk.  相似文献   

14.
Choice plays a critical role in promoting students' intrinsic motivation and deep engagement in learning. Across a range of academic outcomes and student populations, positive impacts have been seen when student autonomy is promoted through meaningful and personally relevant choice. This article presents a theoretical perspective on the motivational role of choice in learning, based on self‐determination theory. Theoretical principles and current research on student motivation and engagement are described. Conditions under which choice promotes students' intrinsic motivation are then presented.  相似文献   

15.
The aim of the current study was to obtain information from students in higher education on different motivational profiles that resulted from the combination of three academic goals (i.e. learning goals (LG), performance-approach goals and performance-avoidance goals). Moreover, information related to the relevance of each goal within each motivational profile was explored to explain conditions closely related to the academic engagement. The sample consisted of 2556 students from five Spanish universities. Motivational profiles were obtained by using cluster analysis followed by a relevance analysis of each goal within each motivational profile. The results support the hypothesis concerning motivational profiles, and further suggest for motivational profiles with a predominance of LG to be more adaptive. According to our findings, high level of LG in one’s motivational profile appear to be a powerful protective factor in maintaining high interest in academic work, as well as high control beliefs and self-efficacy.  相似文献   

16.
Research suggests that reading engagement and motivation are strong predictors of reading performance. Reading motivation may decline as students approach adolescence, resulting in less time spent with text. To date, there has been no research on how practitioners might directly support students to address affective factors in reading. In this exploratory case study, three disengaged, Year 8 readers received five sessions of an affective intervention aimed at helping them explore and challenge their own ambivalence towards reading. Quantitative and qualitative data from pre‐, post‐ and three‐month follow‐up indicated a range of benefits in relation to reading engagement and motivation, including improved self‐efficacy, increased participation and the usefulness of talking about affective factors in reading. Findings are further examined and implications for practitioners are discussed.  相似文献   

17.
Over the last years there has been a growing use of 3D virtual environments for educational purposes. Many studies advocate the integration of these environments in the daily teaching practice of various subjects. This requires innovative design in order create the appropriate affective/ pedagogical conditions as well as the development and use of well-structured activities in order to achieve effective collaborative learning. This paper presents an exploratory study in which collaborative learning strategies and cognitive apprenticeship models act as the pedagogical framework to facilitate learning and collaboration. The context is the teaching of mathematics in primary education via a 3D virtual environment. Specifically, we focus on evaluating students’ engagement (behavioral, affective and cognitive) in the collaborative learning process as they learn fractional concepts in a meaningful way. The findings show that a 3D virtual environment can support collaborative learning in primary school through its ability to enhance students’ engagement (behavioral, affective and cognitive) in the collaborative learning process.  相似文献   

18.
ABSTRACT

The aim of the study was to examine the impact of a self-determined motivational climate including support of autonomy, relatedness, task involvement, and ego-involving climate on students’ affective responses and effort in physical education. The sample involved 338 sixth-grade students (11–12 years old) who completed a questionnaire battery incorporating measures of motivational climate, enjoyment, trait anxiety in physical education, and effort. The results of the reliability and confirmatory factor analyses supported the psychometric properties of the measures. Multiple regression path analysis results indicated that task-involving climate, autonomy, and relatedness support had more positive influences on pupils’ affective responses in comparison to an ego-involving climate.  相似文献   

19.
Abstract

High school underrepresented minority students in the US are at an increased risk of dropping out of the STEM pipeline. Based on expectancy-value theory, we examined if Latino students’ perception of support from parents, siblings/cousins, teachers, and friends in 10th grade predicted their science ability self-concepts and values, which in turn predicted their classroom engagement. Survey data were collected from 104 Latino high school students and their science teachers. The findings suggest that adolescents’ perceptions of overall support and home-based support predicted adolescents’ science ability self-concepts at 10th grade while controlling for their 9th grade self-concepts. Although adolescents reported high support from teachers, teacher or school-based support alone was not a strong correlate of their motivational beliefs. Perceived support was indirectly related to classroom engagement through adolescents’ ability self-concepts. Feeling supported across home and school may be necessary to sustain adolescents’ science motivational beliefs and, in turn, their science classroom engagement.  相似文献   

20.
The effects of changing academic environments on faculty well-being have attracted considerable research attention. However, few studies have examined the multifaceted relationships between the academic work environment and the multiple dimensions of faculty well-being using a comprehensive theoretical framework. To address this gap, this study implemented the Job Demands-Resources (JDR) model to investigate how job demands/resources in the academic environment interact with multiple dimensions of faculty well-being. The study participants were 1389 full-time faculty members employed in public universities in the Czech Republic. The participants completed a questionnaire assessing perceived job resources (influence over work, support from supervisor and colleagues), job demands (quantitative demands, work-family conflicts and job insecurity) and three dimensions of faculty well-being (job satisfaction, stress and work engagement). A structural equation model was used to test the effects of “dual processes” hypothesized by the JDR theory, i.e., the existence of two relatively independent paths between job demands/resources and positive/negative aspects of faculty well-being. The model showed a very good fit to our data and explained 60% of the variance in faculty job satisfaction, 46%, in stress and 20% in work engagement. The results provide evidence for the dual processes, including the “motivational process” (i.e., job resources were related predominantly to work engagement and job satisfaction) and the “health impairment process” (i.e., job demands were predominantly associated with stress, mostly through work-family conflict). The study expands current research on faculty well-being by demonstrating the complex, non-linear relationships between academic work environments and different dimensions of faculty well-being.  相似文献   

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