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1.
Norwegian college students have been found to score remarkably low on the Motivation subscale of the Learning and Study Strategies Inventory (LASSI) in relation to American norms. In this study, we first administered the LASSI Motivation subscale to a sample of 15 Norwegian college students and then interviewed the students about their responses to the scale items and their beliefs about academic motivation. Only the students having the highest scores on the Motivation scale seemed to wholeheartedly value the activities described by the scale items and conceive of motivation in the self-discipline and duty-oriented way reflected by the scale. In contrast, the students having the lowest scores did not seem to value the activities described by the scale items and clearly defined academic motivation in terms of interest, enjoyment, and excitement. It is suggested that one important reason why so many Norwegian students score low on the LASSI Motivation scale might be that they have a strong sense of autonomy and are intrinsically rather than extrinsically motivated. In conclusion, possible contextual differences between American students and our Norwegian participants are also discussed.  相似文献   

2.
‘Non‐traditional’ students are increasingly a part of university populations. This study examined differences between mature age and younger university students in their learning and study strategies as measured by the Learning and Study Strategies Inventory (LASSI). Subjects were 21 mature age and 104 younger teacher education students enrolled in The Bachelor of Teaching (Primary) course at the Royal Melbourne Institute of Technology. Significant correlations were found between the students' LASSI scores and both their self‐reported level of global skill and their perceptions of how difficult the course was. There were significant differences between the two groups in terms of their learning and study strategies, with mature age students reporting themselves to be using effective strategies more often, on average, than younger students. The validity and implications of these findings in terms of student learning, support and instruction in study and learning and in predicting academic success are discussed.  相似文献   

3.
South African higher education is plagued by low academic success rates. Academic development and support units can play an important role in addressing low academic success rates by assisting students in developing appropriate learning and study strategies. Limited information is available on students’ learning and study strategy profiles and their needs regarding intervention programmes. This article reports on a mixed methods study that investigated learning and study strategies among a sample of first-year students enrolled at a South African university. Quantitative data, collected using the Learning and Study Strategies Inventory (LASSI) from a sample of first-year students, pointed to an urgent need for learning and study strategy intervention programmes to be provided. The qualitative data offered a more in-depth understanding of participants’ needs regarding learning and study strategy intervention programmes. Implications for practice and avenues for further research are discussed.  相似文献   

4.
We studied how motivational beliefs were related to learning strategy use in 176 Norwegian college students who were in the second year of their teacher training. Students' implicit theories of intelligence, self-efficacy beliefs, and learning strategy use were assessed by self-report instruments. It was found that students who conceived of intelligence as a relatively modifiable quality reported using more strategies than students who had doubts about the modifiability of intelligence. However, the relation between students' theories of intelligence and their learning strategy use varied with the way their theories of intelligence were assessed, with only indirect questions about the modifiability of intelligence yielding a positive relation. Regression analysis and group comparisons suggested that beliefs in the modifiability of intelligence may override the contribution of self-efficacy to students' use of learning strategies. With this study, relations previously emphasized within American theory and research are extended to college students in a different cultural context.  相似文献   

5.
We examined whether perceived self-efficacy moderated the relationship between performance goals and self-regulatory strategy use in two different samples of 178 and 108 Norwegian post-secondary students. Using multiple regression with interaction terms, we found that perceived self-efficacy moderated the relation between performance-avoidance goals and reported use of self-regulatory strategies for students in a competitive, performance-oriented context. Specifically, in that context, there seemed to be a negative effect of increased performance-avoidance goal orientation for students with high self-efficacy and a positive effect of increased performance-avoidance goal orientation for students with low self-efficacy. While the nature of this moderator effect is not consistent with what has previously been suggested by researchers using a goal orientation framework, our findings point to the importance of examining self-efficacy moderator effects in different study contexts.  相似文献   

6.
This study compared learning and study strategies of students with attention‐deficit/hyperactivity disorder (ADHD) to two groups: college students with learning disabilities (LD) and college students without disabilities. In addition, strengths and weaknesses within the ADHD group were examined on the Learning and Study Strategies Inventory, 2nd edition (LASSI; C.E. Weinstein & D.R. Palmer, 2002). The LASSI was also evaluated as a predictive measure for academic achievement for college students with ADHD compared to other students. Results indicate that several important differences may exist in the learning and study strategies of students with ADHD versus students with LD and students without disabilities. However, the LASSI may not be a useful tool for predicting academic achievement for college students with ADHD. Interventions for working with students with ADHD are given. © 2007 Wiley Periodicals, Inc.  相似文献   

7.
We investigated the use of self-regulated study strategies among undergraduates with dyslexia by means of extensive web-based diary data, comparing their strategy use to that of matched students without dyslexia who completed the diary in the same period. Additionally, we examined the perceived benefits of using the recorded strategies in both groups, as well as relationships between the recorded strategies and perceived self-efficacy and academic performance. Results indicated that across lecture, individual study, and social study contexts, students with and without dyslexia recorded a comparable, broad range of strategies, yet students with dyslexia seemed to use particular visual and social strategies more consistently than did students without dyslexia. Across the three study contexts, both students with and without dyslexia also perceived the strategies they recorded in the diaries to be quite beneficial, but with particular visual and social strategies seemingly perceived as more helpful by students with dyslexia. Finally, self-regulated study strategies were positively related to perceived self-efficacy and academic performance among the students with dyslexia but not among the students without dyslexia. We discuss the possibility that the diary method used to assess strategy use among students with dyslexia in different study contexts over time was more appropriate for revealing the breadth and value of their strategy repertoire than the decontextualized, one-time questionnaire and interview approaches used in prior work.  相似文献   

8.
To stimulate a flexible lifelong learning system students can enter university via lateral entry. Unlike traditional first-year students, lateral entrance students are not well-studied. Therefore this study focuses on comparing first-year students with a specific group of lateral entrants, namely bridging students at the Faculty of Engineering Technology, KU Leuven. Using Astin’s Input-Environment-Outcome model resulted in (1) Input variables, namely prior education and initial learning and study strategies, (2) Environmental influence, measured with a questionnaire focussing on perceived transition to university, and (3) Outcome variables, namely dropout and academic achievement. Analyses resulted in similarities for the outcome variables, but differences in terms of secondary education. Regarding the input (LASSI) and environmental questionnaires, for only two of the 13 scales a moderate effect was found (perceived preparedness and test strategies). Consequently, research findings of first-year engineering students can be compared, taking into account their specific differences, to the context of bridging students.  相似文献   

9.
《Africa Education Review》2013,10(2):356-375
Abstract

The aim of this article is to report on a study conducted to assess the effect of an intervention programme to improve SRL and the achievement of a group of poorly performing undergraduate students at the Tshwane University of Technology. SRL was used as theoretical framework. The case study reports on 20 Engineering students who attended learning skills intervention sessions and wrote a college version of the learning and study strategies inventory (LASSI) pre-test and post-test. The intervention consisted of 12 workshop sessions presented over a period of three months. The LASSI pre-test showed that the group scored below the 50th percentile on four scales (anxiety, attitude, selecting main ideas and test-taking strategies). Observed improvements in the post-test scores of the LASSI scales for seven out of ten scales were statistically significant. The students’ academic achievements also improved. The findings are important for improving student success and throughput in South African higher education.  相似文献   

10.
There have been considerable efforts to describe, examine, and foster the strategies students use while learning. Defined as thoughts, behaviors, beliefs, or emotions that facilitate knowledge acquisition, learning strategies play an essential role in students’ achievement. This study reports on a random-effects meta-analysis of 158 studies (2,897 effect sizes; N = 71,852 students) on relationships between learning and study strategies, as measured by ten subscales of an established and prevalent instrument, the Learning and Study Strategies Inventory (LASSI; Weinstein et al., 1987, 2004, 2016), and academic outcomes measured as GPA/grades, test scores, and persistence. Results indicated that motivation strategies had the highest positive correlations with GPA and persistence outcomes. For test scores, test taking strategies, anxiety, and selecting main ideas were the strongest positive correlates. Associations between LASSI subscales and outcomes were moderated by age, indicating lower correlations among students in postsecondary contexts compared to K-12 settings. Implications for research and practice regarding the role of strategic learning are discussed.  相似文献   

11.
Achieving sustained student engagement with practice in computer-based writing strategy training can be a challenge. One potential solution is to foster engagement by embedding practice in educational games; yet there is currently little research comparing the effectiveness of game-based practice versus more traditional forms of practice. In this study, the ARCS model (Keller, Perform Instr 26(8):1–7, 1987b) was used to investigate the motivational characteristics of different practice conditions. To this end, 175 students were randomly assigned to one of four experimental conditions: game-based, question-based, model-based, and writing-based practice. All students first learned strategies to write an essay introduction. Subsequently, students practiced using the strategies in the four different conditions. Game-based practice was expected to positively affect ARCS-related motivation toward practice. Results showed that students perceived game-based practice as significantly more interesting and engaging than question-based practice. However, although game-based practice was perceived more positively, only model-based and question-based practice demonstrated a beneficial impact on students’ ability to implement the writing strategies. These results underline the necessity of interconnecting motivational and instructional design when developing practice methods for computer-based writing strategy training.  相似文献   

12.
This paper investigates the study strategies that first-year Australian university students bring with them to university. The research has currency due to the implementation of the Review of Australian higher education [Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008). Review of Australian higher education: Final report. Canberra: Australian Government.], which recommended that universities increase the number of students in undergraduate courses. In response to government incentives to increase enrolments, many universities have lowered their entrance scores and, as a result, have attracted students who would not traditionally have been eligible for university entrance. The study employed the Learning and Study Strategies Inventory (LASSI) to investigate the differences in study strategies used by a cohort comprising students from the expanded intake facilitated by the Bradley Review according to their gender, age, socio-economic status and entrance score. While these research results demonstrate a lower than average score on the LASSI instrument for this particular cohort, there were almost no dissimilarities in any of the categories assessed. This paper will argue that the differential distribution of such students across institutions in Australia has potential implications for the institutions themselves and the sector as a whole.  相似文献   

13.
This research examined whether distinct student profiles emerged from measures of interest, mastery goals, task value, and self-efficacy in samples of Norwegian student nurses and business administration students. Additionally, profile differences in self-reported strategy use and epistemological beliefs were examined, as well as changes in student profiles over one academic year. Distinct groups of participants were identified in both samples, with considerable consistency in student profiles across the two academic contexts. In both contexts, more positively motivated participants consistently reported more use of deeper-level strategies and expressed more sophisticated beliefs about the nature of knowledge and knowledge acquisition. The longitudinal analysis showed that despite overall decreases in adaptive motivation in both contexts, many participants were able to maintain relatively high levels of motivation across the academic year, and, especially among the business administration students, quite a few developed more adaptive motivation over time. Yet, a great many participants in both samples lost some of their enthusiasm and engagement.  相似文献   

14.
Much of the content delivered during medical students' preclinical years is assessed nationally by such testing as the United States Medical Licensing Examination® (USMLE®) Step 1 and Comprehensive Osteopathic Medical Licensing Examination® (COMPLEX‐USA®) Step 1. Improvement of student study/learning strategies skills is associated with academic success in internal and external (USMLE Step 1) examinations. This research explores the strength of association between the Learning and Study Strategies Inventory (LASSI) scores and student performance in the anatomical sciences and USMLE Step 1 examinations. The LASSI inventory assesses learning and study strategies based on ten subscale measures. These subscales include three components of strategic learning: skill (Information processing, Selecting main ideas, and Test strategies), will (Anxiety, Attitude, and Motivation) and self‐regulation (Concentration, Time management, Self‐testing, and Study aid). During second year (M2) orientation, 180 students (Classes of 2016, 2017, and 2018) were administered the LASSI survey instrument. Pearson Product‐Moment correlation analyses identified significant associations between five of the ten LASSI subscales (Anxiety, Information processing, Motivation, Selecting main idea, and Test strategies) and students' performance in the anatomical sciences and USMLE Step 1 examinations. Identification of students lacking these skills within the anatomical sciences curriculum allows targeted interventions, which not only maximize academic achievement in an aspect of an institution's internal examinations, but in the external measure of success represented by USMLE Step 1 scores. Anat Sci Educ 11: 236–242. © 2017 American Association of Anatomists.  相似文献   

15.
Results from the present study indicate that a majority of Norwegian 8th grade students experience satisfactory support from teachers and relations with peers. However, about 6% of the sample reported being harassed on a weekly basis. Moreover, results indicate that there is room for improvement, especially regarding the teachers’ emotional support of students, as well as their ability to prevent students from being harassed. Twelve per cent of the sample reported more severe emotional complaints, whereas 10% of 8th grade students reported more severe musculoskeletal complaints. Results showed significant associations of teacher support and peer relations with emotional as well as musculoskeletal complaints (EM complaints). Exposure to harassment at school and a perceived lack of academic support from teachers showed the strongest associations with EM complaints. Associations were stronger for students reporting learning difficulties than for students not reporting learning difficulties. This was mainly due to stronger associations between exposure to harassment and EM complaints among students reporting learning difficulties.  相似文献   

16.

This study examined the effects of a teacher-led learning-strategy intervention program on fourth-grade students’ reported use and perceived effectiveness of rehearsal and comprehension-oriented learning strategies. During 18 program units, teachers taught about learning and various learning strategies, including visualisation, elaboration and categorisation. Strategies were practised in math, language and science classes. Participants were comprised of 82 fourth-grade students in the intervention group and 387 fourth-grade students in the control group. Students’ reported use and perceived effectiveness of learning strategies were assessed before and at least 4 months after intervention using a web-based word-memorisation task and associated reflection questions. The intervention group tended to use more comprehension-oriented learning strategies in post-tests, and the intervention group also showed an increase in perceived effectiveness of comprehension-oriented learning strategies. Still, rehearsal was evaluated as the most effective strategy in both the control group and the intervention group. Explanations for these findings and possible future directions are discussed.

  相似文献   

17.
This study provided an investigation of the knowledge, implementation and perspectives of Australian teachers of students with autism spectrum disorder regarding cognitive-behavioural approaches, using an anonymous survey. The sample of 270 New South Wales teachers reported a reasonable level of knowledge and implementation of strategies commonly employed in interventions using cognitive behavioural approaches. A modest difference was found in the knowledge and implementation of surveyed strategies between teachers with and without formal qualifications in special education. Incongruent with research evidence, the respondents perceived that cognitive-behavioural approaches were suitable for students from a very young age and with cognitive levels from typical intellectual ability to moderate intellectual disability. The respondents also used the surveyed strategies for various purposes over and beyond those reported typically in the research literature. Directions for future research are suggested.  相似文献   

18.
This study explored a concept that learning study skills in the context of the content area under study may transfer across courses, multiplying the benefits towards academic success. Methods that have been reported to influence academic growth at the community college level include success courses and applied study skills. In this pilot project among community college students, two instructors provided an enriched study skills curriculum by linking a success course with a psychology course. The instructors used techniques and activities geared toward enhancing study skills such as developing metacognitive strategies. The Learning and Study Skills Inventory (LASSI) was used to assess students’ progress. Despite few statistically significant findings, there were several interesting interaction effects. These provide some evidence for the need to emphasize the development of study strategies in existing success courses while also formally or informally tying such courses with a content course.  相似文献   

19.
Involving 740 highly gifted math and science students from two different countries, Korea and the United States, this study examined how these gifted adolescents perceived their interpersonal ability and peer relationships and whether there were differences between these two groups by demographic variables. Based on the survey data, results showed that our gifted students perceived their interpersonal ability and peer relationships at levels comparable to or higher than those of their non-gifted counterparts. They were satisfied and confident with their peer relationships and did not identify negative effects of being gifted when forming and maintaining friendships. Differences were found between Korean and American students by gender in their profiles of interpersonal ability and peer relationships. Positive self-portrayal of social competence found for our sample disputed previous studies suggesting that highly gifted students tend to struggle with social relationships. Given that each group of students had different educational, linguistic, and cultural backgrounds, the results should also be interpreted with caution.  相似文献   

20.
This research compares the strategic processing reported on right after the completion of a reading task with physical traces of the same strategies that were found in the study materials. In addition, both task-specific self-reports and traces of strategies were used to predict performance, both in the task context where the strategy data were generated and in another context. Using a sample of 177 Norwegian tenth-grade students, a quite close correspondence was found between learners’ task-specific self-reports about strategies and the strategies traced in the study materials. Moreover, both self-reports and traces of strategies predicted performance not only on the specific reading task but also beyond that context, on the PISA literacy tests. In both contexts, however, strategy data that traced what learners actually did when working on the reading task seemed to predict performance better than did task-specific self-reports.  相似文献   

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