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1.
This study investigated the statistical relationships between four motivational variables (i.e., intrinsic and extrinsic goal orientations, self-efficacy and perceived task value) and three types of learning practices (test drilling, rote learning and normal learning activities) based on the self-reported data of 258 undergraduate English majors preparing for a high-stakes English language test in China. Consistent with previous findings conducted in both washback and non-washback contexts, extrinsic goals geared towards the test significantly positively contributed to students’ test drilling and rote learning activities, while intrinsic goals positively affected their normal learning activities overall. Unexpectedly, intrinsic goals were also found to have a statistically positive, though indirect, effect on test drilling; meanwhile, both intrinsic and extrinsic goal orientations exerted positive influence, through the mediation of perceived task value, on rote learning activities. These findings would help us pinpoint how motivational factors interact with test impact in shaping washback on learning, and thus constitute evidence to underpin possible claims about washback from the target test (Messick, 1996). Implications of these findings for how to address negative washback are also discussed at the end of paper.  相似文献   

2.
Using samples of Chinese middle school students, the 2 experimental studies presented here examined the effects of goal content and goal context on test performance, free-choice engagement, and test anxiety within the framework of self-determination theory. Students’ learning goals were induced as intrinsic or extrinsic with the learning contexts of either autonomy-supportive or controlling. Results suggested that as the more recent extensions of self-determination theory, goal content and goal context effects existed among our samples of Chinese middle school students. However, there was some inconsistency between the authors’ findings and previous findings in Western culture.  相似文献   

3.
Research on intrinsic and extrinsic future goals has mostly focused on their impact on wellbeing with relatively lesser attention being focused on key learning outcomes. This study investigates how the pursuit of different future goals (i.e., society‐, family‐, career‐, wealth‐, and fame‐oriented goals) affects students’ self‐control, and whether self‐control mediates the relationship between future goals and distal learning outcomes (i.e., students’ affect to school and academic achievement 1 year later). The study adopted a longitudinal design involving 8,354 secondary students from 16 schools in Hong Kong. Students had to complete English and Mathematics achievement tests and answer questionnaires measuring the key variables. Structural equation modeling analysis indicated intrinsic future goals were more adaptive compared to extrinsic ones. In particular, results revealed the importance of society‐oriented goal on self‐control and distal learning outcomes. Theoretical and practical implications are discussed.  相似文献   

4.
This study investigated the effect of reading ability level(high, low) and type of study activity (immediate rote test, immediate conceptual test, structured review, unstructured review, no review control) on rote and conceptual learning outcomes. Subjects were 110 sophomore and junior level high school students. The students studied a 2100 word passage and were then given either a posttest (rote or conceptual) or a set of directions leading to structured or unstructured review or a control group filler task. Rote and conceptual delayed retention tests were administered one week later. A 2×5 factorial design was used. Results indicated no significant effects for type of study activity. As expected, high reading ability students performed better than low reading ability students across all conditions.  相似文献   

5.
This study examined contextual and personal factors related to the use of cognitive strategies by undergraduates. Specifically, students’ goal orientations (intrinsic or extrinsic) and perceptions of the classroom environment (i.e., task or performance structured) were evaluated as predictors of student use of deep or surface level cognitive strategies. Results confirmed earlier work, which indicated intrinsic goal orientation was related to use of deep cognitive strategies and extrinsic goal orientation was related to use of rehearsal. There was no interaction between intrinsic and extrinsic goal orientations on use of either cognitive strategy. In addition, students’ perceptions of classroom environment were significantly correlated with students’ goal orientations. In particular, task structure of classrooms was significantly positively correlated with use of both types of cognitive strategies. Thus, student goal orientation, perception of classroom structure, and use of cognitive strategies appear interdependent, with intrinsic goal orientation moderating the effect of perceived classroom structure on the use of deep cognitive strategies. Results of this study suggest the need for university instructors to be more aware of the roles of both personal and contextual factors affecting student motivation and learning.  相似文献   

6.
This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates’ study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ from LB students on autonomous motivation. Analyses of focus groups further indicated that active learning aspects, such as collaboration are perceived as motivating. However, controlling elements (i.e., mandatory presence) and uncertainty (i.e., in selecting the correct and sufficient literature) were described as detrimental for students’ motivation. In conclusion, PBL does not always seem to lead to higher intrinsic motivation. It is therefore crucial to build in the right amount of structure in learning environments and balance controlling elements versus autonomy, even in learning environments that are intended to be motivating for students.  相似文献   

7.
Middle school has been documented as the period in which a drop in students’ science interest and achievement occurs. This trend indicates a lack of motivation for learning science; however, little is known about how different aspects of motivation interact with student engagement and science learning outcomes. This study examines the relationships among motivational factors, engagement, and achievement in middle school science (grades 6–8). Data were obtained from middle school students in the United States (N?=?2094). The theoretical relationships among motivational constructs, including self-efficacy, and three types of goal orientations (mastery, performance approach, and performance avoid) were tested. The results showed that motivation is best modeled as distinct intrinsic and extrinsic factors; lending evidence that external, performance based goal orientations factor separately from self-efficacy and an internal, mastery based goal orientation. Second, a model was tested to examine how engagement mediated the relationships between intrinsic and extrinsic motivational factors and science achievement. Engagement mediated the relationship between intrinsic motivation and science achievement, whereas extrinsic motivation had no relationship with engagement and science achievement. Implications for how classroom practice and educational policy emphasize different student motivations, and in turn, can support or hinder students’ science learning are discussed.  相似文献   

8.
Beliefs and practices related to mathematics were assessed for 21 fourth- through sixth-grade teachers. At the beginning and the end of the school year teachers’ beliefs about (1) the nature of mathematics (i.e., procedures to solve problems versus a tool for thought), (2) mathematics learning (i.e., focusing on getting correct solutions versus understanding mathematical concepts), (3) who should control students’ mathematical activity, (4) the nature of mathematical ability (i.e., fixed versus malleable), and (5) the value of extrinsic rewards for getting students to engage in mathematics activities were assessed. (6) Teachers self-confidence and enjoyment of mathematics and mathematics teaching were also assessed. Analyses were conducted to assess the coherence among these beliefs and associations between teachers’ beliefs and their observed classroom practices and self-reported evaluation criteria. Findings showed substantial coherence among teachers’ beliefs and consistent associations between their beliefs and their practices. Teachers’ self-confidence as mathematics teachers was also significantly associated with their students’ self-confidence as mathematical learners.  相似文献   

9.
Goal contents theory (GCT) stresses the benefits of intrinsic goal pursuit. To extend this research to teachers, the present investigation conducted two experiments to apply GCT's principles to the classroom to test for the causal, facilitating effect of teachers' intrinsic instructional goals on the new benefit of autonomy-supportive teaching. Study 1 was a laboratory study with 156 college students randomly assigned into one of three conditions: intrinsic instructional goal-personal growth, intrinsic instructional goal-relationship growth, or no-goal. Planned comparisons showed that teachers who pursued an intrinsic instructional goal showed more autonomy-supportive teaching than did teachers in the no-goal condition. Study 2 was a classroom-based intervention with 26 experienced K-12 teachers and their 538 students. Teachers were randomly assigned into either an intrinsic instructional goal intervention or a no-intervention control condition. Repeated-measures ANCOVAs showed that intrinsic instructional goals were malleable and led to significantly greater autonomy-supportive teaching, according to trained raters and teachers but not their students. Teachers in the intervention condition also reported greater need satisfaction and teaching efficacy. These findings confirm the teacher benefits of adopting intrinsic instructional goals and therefore open up a new and promising area for future research.  相似文献   

10.
This article reports on an empirical exploration of the relations and strengths among Turkish grades 9–11 students’ (n = 209) personal epistemologies (justification of knowledge, certainty of knowledge, source of knowledge, development of knowledge), self-regulated learning (extrinsic motivation, intrinsic motivation, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation), and achievement in physics (course grades). Established instruments were used to collect data on these students’ beliefs about knowledge and components of self-regulated learning (SRL) such as goal orientations (extrinsic and intrinsic motivation) and learning strategies, critical thinking, and metacognitive regulation. Results from structural equation modeling revealed that students’ personal epistemologies directly influenced their motivation (extrinsic and intrinsic goal orientations), rehearsal and organization strategies, and metacognitive self-regulation to learn physics. Furthermore, students’ personal epistemologies indirectly (mediated through motivation beliefs) influenced rehearsal, elaboration and organization strategies, critical thinking, and metacognitive self-regulation to learn physics. Students’ ideas about knowledge and knowing about the source and development of knowledge significantly contributed to students’ self-regulatory skills and physics course grade. Implications and future directions are discussed.  相似文献   

11.
Self-regulated learning has been one of the important areas in educational research. The authors adopted structural equation modeling to explore and compare the impacts of three aspects of self-regulatory climate (i.e., academic emphasis, teacher trust, and student trust) on three features of self-regulated learning (i.e., self-efficacy, intrinsic motive, and self-regulation strategy). The results revealed both direct effects of academic emphasis on students’ use of self-regulation strategy, and indirect effects mediated by self-efficacy and intrinsic motive. Teacher trust has a positive impact on self-efficacy. While student trust has a positive impact on intrinsic motive, its relationship with self-regulation strategy is negative. Significant differences in school levels and gender were identified. The findings indicate that students in different cultures may have different expectations for teachers’ support in learning, which in turn influence the relationship between student trust in teachers and the use of self-regulation strategy. Implications for cultivating self-regulated learners are discussed in the article.  相似文献   

12.
Two studies investigated the relationship between, parental support, students’ motivational orientations, and students’ emotions during homework. It was assumed that intrinsically motivated students would feel better when parents provided much learning autonomy, while extrinsically motivated students would experience more positive affect when directive parental support was given. In study I, students (N=181) reported their emotions after having read two vignettes (autonomy-supportive vs. directive parental support). In study II, 38 students reported their motivation, the perceived quality of parental support, and their emotions after each of 21 homework sessions. Results of extreme group comparisons (intrinsic vs. extrinsic motivation) partly supported the assumed Aptitude-Treatment-Interaction: Even when students’ academic self-concept was controlled, extrinsically motivated students tended to report more negative affect than intrinsically motivated students under autonomy-supportive conditions; for directive parental support, the reverse trend was discovered. Consequences for homework interventions are discussed.  相似文献   

13.
Achievement goal theory suggests that the motivational processes operating in achievement settings such as PE are dependent on the achievement goals manifested in that setting. In this paper, research is reviewed examining the motivation-related correlates of task and ego (approach) goal orientations in physical education, namely (a) achievement-related beliefs (i.e., beliefs about the causes of success in and the purposes of PE, beliefs about the nature of physical ability), (b) affective responses (e.g., enjoyment), (c) self-determination (i.e., PE students’ level of intrinsic motivation, extrinsic motivation, and amotivation), (d) behavioral strategies and skill development, and (e) level of physical activity engagement.  相似文献   

14.
Although autonomy-supportive teaching has been linked with increased student performance, this contention has not yet been explored in an experimental study. This article presents a small, pre/post control group experimental study evaluating the effect of procedural and cognitive autonomy-supportive teaching on student learning and motivation during a 7th-grade reform-based science lesson on motion. In a 2 × 2 factorial design, the 4 treatment conditions featured high and low levels of procedural and cognitive autonomy support. As hypothesized, there was no effect of procedural autonomy support. However, to the authors’ surprise—and in contrast with their hypotheses—students in the low cognitive autonomy-supportive conditions learned significantly more, perceived significantly more choice, and rated instruction as more positive than did students in the high cognitive autonomy-supportive conditions. Results are framed in the context of achieving reform in science teaching.  相似文献   

15.
In Search of an East Asian Identity in Mathematics Education   总被引：3，自引：0，他引：3  
East Asian students have consistently outperformed their counterparts in Western countries in recent international studies of mathematics achievement. However, these countries do not seem to have an established theory of mathematics education, and their teaching has been criticized as traditional and old fashioned. In search of an East Asian identity in mathematics education, this paper discusses the features of the East Asian mathematics education and their underlying values in contrast to features and values in the West. These are presented in terms of six dichotomies,namely, product versus process; rote learning versus meaningful learning;studying hard versus pleasurable learning;extrinsic versus intrinsic motivations;whole class teaching versus individualized learning; and competence of teachers:subject matter versus pedagogy. It is argued that these features are based on deep-rooted cultural values and paradigms. A characterization of these features and an analysis of the underlying values are essential in this search for an East Asian identity in mathematics education. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

16.
Three conceptions of learning (rote, interpretative and constructive), and two aspects of motivation (level and value of motivation) were identified in 258 Spanish psychology undergraduates classified in three different academic levels (initial, intermediate and final course). Results about conceptions of learning showed final-course students are the most constructive and interpretative whereas students in the initial level have higher scores in rote conception. With respect to motivation, level and value are significantly related to one another, with a specific correlation between a high level of motivation and an intrinsic value whereas a low level was related to an extrinsic value. Additionally, intrinsic value in final-course students is significantly higher than in initial and intermediate-course students. Besides, we observed that students with both higher motivation and intrinsic value have a significantly higher score in interpretative and constructive conceptions. With respect to the academic level in psychology, initial-course students with intrinsic value or high motivation have a higher score in the constructive conception of learning. Intermediate students obtain a high score in the constructive conception if they are highly motivated. Final-course students did not show significant differences as regards the conception of learning dependent on motivation.  相似文献   

17.
This research evaluated the effect of question type (rote, conceptual) and adjunct question response mode (multiple choice, short answer) on rote and conceptual learning outcomes of high and low ability readers. Subjects were 98 freshman students of a small, historically black, undergraduate institution. Students studied a passage containing either rote- or conceptual-level adjunct questions or no questions. They were then administered a rote and a conceptual post-test over the presented concepts. A 2 × 2 × 2 factorial design was used. The results indicated, contrary to most other research, that rote adjunct questions were more helpful to readers than conceptual adjunct questions on both rote and conceptual post-tests. As expected, high reading ability students performed better than low reading ability students within treatments. There were no significant aptitude-treatment interactions.  相似文献   

18.
Self-Determination Theory and Flow Theory propose that perceived autonomy fosters the positive qualities of motivation and flow-experience. Autonomy-support can help to maintain students’ motivation in very interesting learning activities and may lead to an increase in the positive qualities of motivation in less interesting learning activities. This paper investigates whether autonomy-supportive or controlling teaching behaviour influence students’ motivation and flow-experience in biology class. In study 1, 158 students of grade six worked on the adaptations of Harvest Mice (Micromys minutus) with living animals. The 153 sixth graders of study 2 dealt with the same content but instead worked with short films on laptops. Previous studies have shown that students perceive film sequences as less interesting than working with living animals. Students’ intrinsic motivation and flow-experience were measured at the end of the first and the third lesson. In study 1, autonomy-supportive teaching behaviour led to significant differences in students’ intrinsic motivation and flow-experience when compared to controlling teaching behaviour. In study 2, motivation and flow-experience were not always in line with theory. The positive effects of autonomy-supportive and the non-beneficial effects of the controlling teaching behaviour seem to be dependent on the interestingness of the teaching material.  相似文献   

19.
We investigated effects of listening to single or multiple storybook readings versus testing with and without feedback on children’s breadth (i.e., the number of words) and depth (i.e., the quality of word knowledge) of vocabulary learning. Kindergartners (n = 125) were divided into 3 intervention and 1 control conditions. Children in the control condition listened once to a storybook reading. In the experimental conditions, the initial storybook reading was followed by (a) repeated storybook reading, (b) repeated testing, or (c) repeated testing with feedback. For breadth of vocabulary, all 3 conditions showed learning gains compared to a single storybook reading, and no “testing effect” was found. For depth of vocabulary, repeated storybook reading and repeated testing with feedback were more effective than the control condition with the former seemingly most effective. Both for breadth and depth of vocabulary, the effects of testing were found to be conditional upon the provision of feedback.  相似文献   

20.
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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