共查询到20条相似文献，搜索用时 15 毫秒
1.
The primary purpose of this study was to evaluate a proposed model between learner motivation, attention allocation, cognitive engagement, and conceptual change. We hypothesized that task-value orientation (i.e., utility and attainment values) would positively influence learners' attention allocation and level of cognitive engagement which, in turn, would influence opportunities for conceptual change. A total of 291 undergraduates participated in this study. Results indicated task values were strongly associated with engagement and engagement with conceptual change. Results of structural equation modeling showed attention allocation having a direct effect on cognitive engagement, which in turn was predictive of conceptual change. Implications of our findings are further discussed along with directions for future research. 相似文献
2.
The purpose of this study was to investigate the relations among perceived instructional support (provision of relevance and involvement), subjective task value beliefs (utility, attainment, and intrinsic value), and engagement (behavioral and emotional) over the course of a semester for graduate students enrolled in an introductory research methods course in a college of education (N = 217). Structural equation modeling (SEM) results suggested that each source of perceived support exerted unique influence on students' beliefs about utility value, intrinsic value, and attainment value of their research methods coursework. In turn, midsemester value beliefs predicted semester-end student reports of behavioral and cognitive engagement. Direct and indirect effects between perceived provisions of support and engagement were inconsistent. This study supports the notion that different patterns of predictors and outcomes may occur for different aspects of value beliefs and that multiple sources of instructional support are important for supporting student motivation for adult learners. 相似文献
3.
According to expectancy-value theory, expectancies and task values are precursors for investing effort into learning. To date, it remains largely unknown (1) to what extent expectancies and values change from one learning situation to another and (2) to what extent inter-individual findings reflect intra-individual motivational processes. We applied an intensive longitudinal design in a sample of 155 pre-service teacher students attending a lecture. Across ten lessons with varying topics, students reported three times per lesson on their situational effort, expectancies, task values (intrinsic, attainment, utility), and cost. We used multilevel structural equation modeling with learning situations (L1), nested in topics (L2), and nested in students (L3). The results showed variability on all levels. We found positive associations of effort with task values on each level, positive associations with expectancies on the learning situation and topic levels, and smaller negative associations with cost on the topic level. 相似文献
4.
A practical test instrument was developed to assess students' attainment of skills associated with problem analysis and planning
experiments, collecting information, organising and interpreting information, and concluding. Students verbalised their thoughts
as they worked on the task and their performance was videotaped for analysis. Data collected from Year 7, 10 and 12 science
students illustrate the development of investigation skills and reveal important areas of student weakness.
Specialisations: Science teacher education, development of problem-solving expertise, concept development and conceptual change, assessment
of laboratory work.
Specialisations: Chemistry education, concept development and conceptual change, role of laboratory work. 相似文献
5.
Expectancy-value researchers have theorized about the extent to which subjective task value components are more trait-like or more state-like. Using a bifactor representation of subjective task value data, the current study aimed to examine the degree of trait-state variation in general subjective task value, specific attainment value, specific intrinsic value, and specific utility value. The relations of both between and within components of the subjective task value constructs with academic self-efficacy beliefs were also examined. Results indicate that, in an undergraduate life science learning context (n = 169), the general subjective task value factor was the most trait-like of the subjective task value constructs. With respect to specific value beliefs, attainment value was composed of nearly equal amounts of trait and state variation, intrinsic value was composed of the largest amount of trait variation, and utility value exhibited the most state-like variation. Additionally, findings suggest that trait-like and state-like general subjective task value, trait-like specific intrinsic value, and state-like attainment value were positively associated with self-efficacy. Finally, we propose a model of trait- state dynamics in subjective task value. 相似文献
6.
Ahmed Ibrahim Mark W. Aulls Bruce M. Shore 《International Journal of Science and Mathematics Education》2017,15(7):1195-1215
Inquiry engagement is a newly defined construct that represents the participation in carrying out practices of science and engineering to achieve learning outcomes and is influenced by learners’ personalities and teachers’ roles. Expectancy value theory posits that attainment values are important components of task values that, in turn, directly influence students’ achievement-related choices and performance. The current paper developed and validated the McGill Attainment Value for Inquiry Engagement Survey (MAVIES) with undergraduate students in STEM disciplines. The MAVIES is a 67-item, learner-focused survey that addresses four components that are theoretically important for engaging in scientific inquiry: (a) teachers’ roles, (b) students’ personalities, (c) inquiry learning outcomes, and (d) practices of science and engineering. Evidence for internal consistency and construct, content, and criterion validity was obtained from 85 undergraduates who had experience with scientific inquiry in diverse STEM fields. Confirmatory factor analyses confirmed factors that were consistent with role theory, Big Five personality traits, revised Bloom’s learning outcomes, and the Next Generation Science Standards. The MAVIES instrument is a reliable and valid instrument for measuring undergraduate students’ attainment values for scientific inquiry engagement in STEM disciplines. 相似文献
7.
The present experimental research examined whether framing early adolescents' (11- to 12-year-olds) learning activity in terms of the attainment of an extrinsic (i.e., physical attractiveness) versus intrinsic (i.e., health) goal and communicating these different goal contents in an internally controlling versus autonomy-supportive way affect performance. Both conceptual and rote learning were assessed. Three experimental field studies, 2 among obese and 1 among nonobese participants, confirmed the hypothesis that extrinsic goal framing and internal control undermine conceptual (but not rote) learning, even in comparison with a control group. Study 3 indicated that the positive effect of intrinsic goal framing on conceptual learning was mediated by task involvement, whereas the positive effect of autonomy-supportive communication style on conceptual learning was mediated by relative autonomous motivation. 相似文献
8.
One of the main goals of science education is the development of scientific investigation skills (Bryce & Robertson, 1985;
Woolnough & Allsop, 1985). This paper describes a practical test instrument developed to assess students’ attainment of skills
associated with problem analysis and planning experiments, collecting information, organizing and interpreting information,
and concluding. During administration of the test, students verbalized their thoughts as they worked on the task and their
performance was videotaped for analysis. Preliminary results reveal important areas of student weakness and lead to recommendations
for curriculum reform.
Specializations: Science teacher education, development of problem-solving expertise, concept development and conceptual change, assessment
of laboratory work.
Specializations: Chemistry education, concept development and conceptual change, role of laboratory work. 相似文献
9.
Science writing, such as lab reports, allows students to form a meaningful understanding of scientific concepts. However, students often view scientific writing as unimportant and utilize surface level approaches when completing writing assignments. The current study implemented three experimental interventions (directly-communicated, self-generated, and hybrid) aligned with prior literature and designed to improve the utility value of lab reports in college settings. Participants (n = 1,002) were recruited from 43 lab sections of an introductory biology course at a large southeastern university. Measures of subjective task value (utility value, attainment value, cost, and intrinsic value) were collected pre-, mid-, and post-intervention. The self-generated and hybrid groups exhibited higher self-reported utility value by posttest compared to the control group. Requiring students to generate their own utility value toward a task, followed by a written reflection, increases students' maintained and situational interest for biology laboratory reports. 相似文献
10.
The achievement gap between African American and European American youth is a pervasive problem in the United States. This study explored how achievement values and behavioral engagement affect the academic attainment of an academically at‐risk sample of 167 African American youth in late elementary school. Results indicate that achievement values do not have a significant influence on engagement or achievement in late elementary school. However, behavioral engagement significantly influenced math achievement from Grades 4 to 5. The implications of these findings are discussed. 相似文献
11.
We tested the educational utility of “teaching in students' preferred ways” as a new autonomy-supportive way of teaching to enhance students' autonomy and conceptual learning. A pilot test first differentiated preferred versus nonpreferred ways of teaching. In the main study, a hired teacher who was blind to the purpose of the study taught 63 college-age participants in small groups the same 48-minute lesson in one of these two different ways, and we assessed participants' perceived autonomy support, autonomy-need satisfaction, engagement (self-report and rater scored), and conceptual learning (self-report and rater scored). Multilevel analyses showed that participants randomly assigned to receive a preferred way of teaching perceived the teacher as more autonomy supportive and showed significantly greater autonomy-need satisfaction, engagement, and conceptual learning. Mediation analyses using multilevel modeling for clustered data showed that this way of teaching enhanced conceptual learning because it first increased students' autonomy. We conclude that “teaching in students' preferred ways” represents a way of teaching that increases students' autonomy, engagement, and conceptual learning. 相似文献
12.
University entry is a time of great change for students. The extent to which students are able to effectively navigate such change likely has an impact on their success in university. In the current study, we examined this by way of adaptability, the extent to which students’ adaptability is associated with their behavioural engagement at university, and the extent to which both are associated with subsequent academic achievement. A conceptual model reflecting this pattern of predicted relations was developed and tested using structural equation modelling. First-year undergraduate students (N = 186) were surveyed for their adaptability and behavioural engagement at the beginning of their first year. Following this, students’ academic achievement was obtained from university records at the end of Semester 1 and 2 of first-year university. Findings showed that adaptability was associated with greater positive behavioural engagement (persistence, planning, and task management) and lower negative behavioural engagement (disengagement and self-handicapping). Moreover, negative behavioural engagement was found to inversely predict academic achievement in Semester 1, which predicted academic achievement in Semester 2. The educational implications of the findings are discussed. 相似文献
13.
This mixed method study investigated the extent to which the use of a model built around student-led questioning and feedback improved the learner engagement and attainment of a cohort of students. It compared outcomes from an experimental with a control group of students in Key-Stage 3 using a set of parameters. It found that the experimental group, who were taught using this model, showed improvements in engagement and attainment when compared to the control group. A model of discourse was proposed to help students take ownership of their learning and offered as a means of helping to transform science teachers’ classroom pedagogy. 相似文献
14.
Christina Cline Alecia M. Santuzzi Karen E. Samonds Nicole LaDue Heather E. Bergan-Roller 《Anatomical sciences education》2022,15(6):1032-1044
Students, particularly those in science, technology, engineering and mathematics (STEM) and healthcare-related programs, should develop proficient interpersonal skills, including communication. To help students develop effective communication skills, instructors need to consider the value students give to learning these skills. The Student Attitudes Toward Communication Skills Survey (SATCSS) was developed to measure how undergraduate students value learning communication skills based on Expectancy-Value Theory across three modes of communication (verbal, written, non-verbal). The survey was given to students interested in healthcare professions and enrolled in an undergraduate anatomy and physiology (A&P) course (n = 233) at a Midwest research active university. The survey showed evidence of validity, measuring two components: (1) “Value to Profession” (attainment and utility value) and (2) “Value to Self” (intrinsic value and cost). There was a significant difference in sub-scores among the four task values such that students thought that learning communication skills was important and relevant (high attainment and utility value) but not interesting (low intrinsic value) and costly. Students with high total scores valued communication skills across all four task values. As total value scores decreased, it was first due to students finding learning communication skills to be time prohibitive and then a lack of interest in learning communication skills. Based on these results, it is recommended that instructors incorporate communication skills training into content that is already part of their A&P course to reduce time concerns. Additional recommendations include using reflective activities and humor to increase student interest. 相似文献
15.
The aim of this study was to examine how expectancy of success, attainment value, and their interaction predicted behavioural engagement, and how behavioural engagement, in turn, predicted achievement. Data were collected from 586 English students aged 10–11 years in their final year of primary school. Expectancy of success was positively related to subsequent achievement directly and indirectly, mediated by behavioural engagement, over and above the variance accounted for by prior achievement and behavioural engagement. Indirect relations from expectancy of success to achievement were moderated by attainment value. Higher attainment value protected performance from low expectancy of success by increasing behavioural engagement. The compensatory role of high attainment value diminished at higher levels of expectancy of success. 相似文献
16.
L B Smith 《Child development》1984,55(2):363-380
Preschoolers' (2-, 3-, and 4-year-olds) understanding of attributes and dimensions was examined in 3 experiments. Attribute knowledge is the knowledge that a particular attribute--for example, red--can be instantiated in a variety of distinct objects. Dimension knowledge is the knowledge that there are qualitatively distinct kinds of attributes; for example, red and blue are attributes of the same kind, a kind that is different from that of big. Preschoolers' understanding of attributes and dimensions was assessed by both a conceptual measure and a linguistic measure. A language-free follow-the-leader task served as the conceptual measure. In this task, all the children showed strong attribute knowledge. However, 2-year-olds did not appear to differentiate attributes into their dimensional kinds. The observed trend in the linguistic task was not isomorphic to that observed in the conceptual task. The acquisition of some attribute and dimension labels appears to follow closely the trend in conceptual development, whereas the acquisition of others (specifically, size-attribute labels) lags severely behind the attainment of the basic concepts. The results provide new information about the development of object comparison and the acquisition of dimensional terms. 相似文献
17.
Ian M. Grey Cora Bruton Rita Honan Roisin McGuinness Michael Daly 《Educational Psychology in Practice》2007,23(4):317-327
The purpose of this study was to determine the effects of a cooperative learning (CL) intervention on the levels of social and task engagement of a child with autistic spectrum disorder (ASD) conducted in a mainstream class setting and a child with ASD implemented in a special needs class setting. The target children were two 8‐year‐old boys diagnosed with high functioning autism. Both children were placed in CL groups which included three typically developing peers, one male and two females. Four baseline sessions taught in a traditional teaching format and seven CL intervention sessions based on a “learning together/conceptual approach” took place. All sessions were recorded for video analysis. CL was found to be successful in substantially increasing the level of social engagement for both the child in the special needs class and the child in the mainstream class. CL was not found to facilitate task engagement. Active task engagement was found to remain relatively stable and passive task engagement was found to decrease for one child and remain stable for the other. Teacher concerns and issues relating to the practical implementation of CL in both settings are discussed. 相似文献
18.
Motivation predicts academic achievement beyond cognitive ability. Expectancy value theory (Eccles et al., 1983) is a widely accepted and powerful approach explaining academic achievement as well as educational choices and attainment. Recently, attention to the multiplicative term of expectancy and value beliefs has increased. Trautwein et al. (2012) reported a detrimental effect of high task value when expectancy beliefs were low. We aimed to replicate and extend their study by using a large, representative sample of students attending upper secondary school in the German federal state Schleswig-Holstein (N = 3367). Following Trautwein et al. (2012), we applied latent interaction modelling to test whether the predictive value of expectancy value interactions differs for grades, final examinations, and standardized test scores as measures of achievement in two domains. We took the multi-dimensional structure of task value into consideration, analyzing the four components (attainment, intrinsic value, utility and cost) separately. Both a verbal and a non-verbal domain (English as a foreign language and mathematics) were investigated. Overall, the results supported those of Trautwein et al. (2012). However, our findings suggested measure- and domain-specific differences when using expectancy value beliefs and their interactions to predict academic achievement. Interaction terms predicted final examination results in both English and mathematics. Further, interaction effects were significant for grades in English but not mathematics. In general, effect sizes of multiplicative terms were small, especially in contrast to expectancy beliefs. Findings are discussed regarding the practical and conceptual importance of the multiplicative term in expectancy value theory applied in an educational setting. 相似文献
19.
Dialogue based approaches to education have been shown to benefit students through the quality of shared discourse. Warm conceptual change theories propose that these benefits are also mediated by increasing student engagement. Discourse and engagement effects were isolated in this study by having 130 third and fourth grade students read a science text for different purposes (no stated purpose, to prepare for a regular classroom discussion, or to prepare for an argumentative discussion) and then testing children before the discussion took place. Children who anticipated a discussion, especially an argumentative discussion, read more slowly than other children after controlling for fluency. A subset of reading times predicted conceptual growth. Finally some children who participated in argumentative discussions had higher rates of conceptual growth. Results substantiate the efficacy of argumentative discussion as a context for reading scientific texts, and they support the central mechanism of dual-processing theories of warm conceptual change. 相似文献
20.
Using group presentation classes as a control condition, in nine introductory psychology classes we examined the impact of high-structure versus low-structure cooperative learning on N = 259 student teachers' conceptual knowledge, on their self-perceived competence, and on their appraisals of task values. To vary the structure, we first created a lesson plan built upon core principles of cooperative learning, and then eliminated from this plan critical elements structuring students' shared learning. Two-level analyses revealed that students in the two cooperative conditions (a) did better on three knowledge tests administered throughout the course of this one-semester project, (b) developed a more favorable view of their subject-specific competence, and (c) appraised the utility and intrinsic value of task assignments more positively than did the control students. In each of the three knowledge tests, students in high-structure groups outperformed students in low-structure groups. These findings support the hypothesis that structuring procedures enhance the efficaciousness of cooperative learning methods in college classes. 相似文献