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1.
The authors examined whether motivational goals influenced the participation and performance of low-achieving students during collaborative problem solving with a high-achieving partner. Thirty-five pairs of 4th- and 5th-grade students were randomly assigned a set of instructions designed to induce students to adopt a learning goal or a performance goal. The following day, the students were individually given a posttest on problems similar to those worked on collaboratively. The low-achieving students given learning-goal instructions performed better on the posttest problems and perceived their partner's competence as more similar to their own than did the low-achieving students given performance-goal instructions. No differences in overall amount or level of low achievers' participation during collaborative problem solving were observed. Implications of the findings for the use of peer learning in heterogeneous classrooms are discussed. 相似文献
2.
The present study focused on an in-depth understanding of student motivation and self-regulated learning in mathematics and science through cluster analysis. It examined the different learning profiles of motivational beliefs and self-regulatory strategies in relation to perceived teacher autonomy support, basic psychological needs (i.e. autonomy, competence, and relatedness), motivational regulations, and academic achievement. Grounded in self-determination theory, this study examined the learning profiles of 782 students from eight secondary schools in Singapore. The cluster analyzes revealed four distinct learning profiles, and they were compared in association with perceived teacher autonomy support, needs satisfaction, motivational regulations, and grades. Cluster profiling enables teachers to have better understanding of their students’ self-regulated learning so that they can apply effective teaching strategies to foster their motivation. The findings offer a perspective to secondary students’ psychological needs along with some insights into their perceived task value and self-efficacy in the contexts of mathematics and science. 相似文献
3.
Pedro Rosário José Carlos Núñez António Valle Julio González-Pienda Abílio Lourenço 《European Journal of Psychology of Education - EJPE》2013,28(4):1311-1331
The present study complements previous research findings with new data to improve our understanding of the relationship between motivational variables and academic performance in math mediated by self-regulated learning (SRL). A structural equation model with predictor (i.e., grade retention, grade level, and study time), process (i.e., perceived usefulness of SRL strategies, self-efficacy for the use of SRL strategies, and reported use of SRL), and product variables (i.e., academic achievement in mathematics) is proposed. The model was analyzed in two samples of data (calibration and validation samples). The first sample served to fit and respecify the model, and the second one was used to analyze the consistency of the findings of the first sample. A sample of 756 middle school Portuguese students participated in the current study. The results indicate that SRL is positively and significantly related to academic achievement and that the latter is, in turn, powerfully determined by perceived usefulness and self-efficacy, although students’ reported use of SRL strategies decreases from 7th to 9th grades. Self-efficacy and perceived usefulness of SRL strategies were also found to decrease as grade retention increased. These results are discussed with regard to the relevance of self-efficacy and perceived usefulness of SRL strategies in increasing academic achievement. 相似文献
4.
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
5.
Isabel Buil Sara Catalán Eva Martínez 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):297-311
This research draws on the self-system model of motivational development to explain how the use of business simulation games in class facilitates students’ engagement and enhances their learning. Based on a survey of 360 undergraduate students who played a business simulation game in a marketing course, the findings show that students’ perceptions of competence, autonomy, relatedness and self-efficacy have a positive impact on their cognitive, emotional and behavioural engagement. In addition, cognitive and emotional engagement have a positive influence on skills development and perceived learning. 相似文献
6.
In an expertise study with 94 mathematics teachers varying in their relative teacher expertise (i.e., student teachers, trainee teachers, in-service teachers), we examined effects of teachers' professional knowledge and motivational beliefs on their ability to integrate technology within a lesson plan scenario. Therefore, we assessed teachers' professional knowledge (i.e., content knowledge, pedagogical content knowledge, technological knowledge), and their motivational beliefs (i.e., self-efficacy, utility-value). Furthermore, teachers were asked to develop a lesson plan for introducing the Pythagorean theorem to secondary students. Lesson plans by advanced teachers (i.e., trainee teachers, in-service teachers) comprised higher levels of instructional quality and technology exploitation than the ones of novice teachers (i.e., pre-service teachers). The effect of expertise was mediated by teachers' perceived utility-value of educational technology, but not by their professional knowledge. These findings suggest that teachers’ motivational beliefs play a crucial role for effectively applying technology in mathematics instruction. 相似文献
7.
Johan Ferla Martin Valcke Gilberte Schuyten 《European Journal of Psychology of Education - EJPE》2010,25(4):519-536
Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived
academic competence on higher education students’ achievement goals, learning approach, and academic performance. Results
demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic self-concept, and perceived level
of understanding are conceptually and empirically distinct self-appraisals of academic competence which have a different impact
on student motivation, learning, and academic performance. Furthermore, the current study suggests that students reflecting
high scores on the four measures of self-perceived competence, are more persistent, more likely to adopt mastery and/or performance
approach goals, less anxious, process the learning material at a deeper level, and achieve better study results. However,
this study also warns that high self-perceived competence (e.g., perceived level of understanding), if not accompanied by
a mastery goal orientation, can turn into overconfidence resulting in lower persistence levels and poorer study results. 相似文献
8.
This study examines the relationships between students’ academic levels, the use of motivational regulation strategies, and cognitive learning strategies. A total of 141 undergraduate and graduate students enrolled in online distance courses participated in the study. The findings show that students use different motivational regulation strategies and cognitive learning strategies depending on their academic levels. Additionally, hierarchical regression analyses using two dependent variables (i.e., surface level learning strategy and deep processing level learning strategy) indicate that a surface level learning strategy (i.e., rehearsal) and deep processing level strategies (i.e., elaboration, organization, and critical thinking) are predicted by different sets of motivational regulation strategies after controlling for academic level and age. The results provide distance educators and instructional designers with practical suggestions on how to support undergraduate and graduate students’ motivational needs and further promote their use of cognitive learning strategies in online distance education programs in higher education. 相似文献
9.
Teacher self-efficacy (TSE) is one of the most salient motivational characteristics that is assumed to affect teachers’ instructional quality and student motivational beliefs. However, discussions of these associations have primarily been often primarily conceptual and/or based on empirical research that has suffered from methodological shortcomings. Therefore, the aim of this study was to examine the relationships between TSE, instructional quality (i.e., classroom management, cognitive activation, and supportive climate) and student motivational beliefs (i.e., self-efficacy and intrinsic motivation) by using responses from both teachers and students and implementing a sophisticated doubly latent multilevel structural equation modeling approach. A total of 94 high school teachers and their 2087 students participated in the study. The results demonstrated that, at the class level, TSE was positively related to the three dimensions of instructional quality but not to student motivational beliefs. As expected, instructional quality was positively related to student motivational beliefs. 相似文献
10.
This study examined perceived social-emotional competence (perceived-SEC) and its links with students' social-emotional motivation (i.e., autonomous and controlled motivation) and behavior (parent-reported prosocial behavior and conduct problems). Five types of perceived-SEC were examined: perceived competence for assertiveness, tolerance, social regulation, emotion regulation, and emotional awareness. With data from 414 Australian students, structural equation modeling demonstrated that an overarching (global) perceived-SEC factor was positively associated with autonomous motivation, introjected regulation, and prosocial behavior, and negatively associated with conduct problems. Two specific dimensions also had unique associations with the behaviors: Perceived competence for social regulation was negatively associated with external motivation and conduct problems, and perceived competence for tolerance was positively associated with autonomous motivation. In turn, autonomous motivation was positively associated with prosocial behavior, whereas external motivation was positively associated with conduct problems. Findings hold relevance for efforts aiming to understand the role of motivational drivers of students' social-emotional competence. 相似文献
11.
A regression design was used to test the unique and interactive effects of self-efficacy beliefs and metacognitive prompting on solving mental multiplication problems while controlling for mathematical background knowledge and problem complexity. Problem-solving accuracy, response time, and efficiency (i.e. the ratio of problems solved correctly to time) were measured. Students completed a mathematical background inventory and then assessed their self-efficacy for mental multiplication accuracy. Before solving a series of multiplication problems, participants were randomly assigned to either a prompting or control group. We tested the motivational efficiency hypothesis, which predicted that motivational beliefs, such as self-efficacy and attributions to metacognitive strategy use are related to more efficient problem solving. Findings suggested that self-efficacy and metacognitive prompting increased problem-solving performance and efficiency separately through activation of reflection and strategy knowledge. Educational implications and future research are suggested. 相似文献
12.
Lohbeck Annette Moschner Barbara 《European Journal of Psychology of Education - EJPE》2022,37(4):1217-1236
The present study aimed to examine the specific relations between five motivational regulation strategies (i.e., interest enhancement, environmental control, self-consequating, performance self-talk, mastery self-talk), academic self-concept, and three cognitive learning strategies (i.e., organization, elaboration, rehearsal) of 415 university students. A total of n = 238 students were in the first year of their university program, while n = 178 students were in the mid-term of their university program. Results of correlation analysis revealed that all five motivational regulation strategies were positively related to the three cognitive learning strategies. In contrast, regression analysis showed that organization was only significantly linked to interest enhancement, self-consequating, and performance self-talk, while elaboration was only significantly linked to self-consequating, and rehearsal was only significantly linked to interest enhancement and performance self-talk. Academic self-concept proved to interact with interest enhancement in predicting elaboration. Furthermore, the measurement separability of the three constructs (i.e., motivational regulation strategies, academic self-concept, cognitive learning strategies) and measurement invariance across sample for the five motivational regulation strategies were also supported.
相似文献13.
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
14.
The present study investigated the links between self-motivational beliefs, perceived scholastic competence, self-esteem and learning strategies among 134 Greek junior high school students in the subject of Greek language, through self-report. A model was tested with motivational constructs as mediators between perceived scholastic competence and self-esteem on the one side and participants’ learning strategies in language on the other. Mediation analyses results showed that perceived scholastic competence predicted all learning strategies both directly and indirectly through intrinsic goal orientation and task value. Self-esteem was not found to predict learning strategies directly, but only indirectly through intrinsic goal motivation. The findings are discussed in terms of their educational implications. 相似文献
15.
Online learning from video modeling examples, in which a human model demonstrates and explains how to perform a learning task, is an effective instructional method that is increasingly used nowadays. However, model characteristics such as gender tend to differ across videos, and the model-observer similarity hypothesis suggests that such characteristics may affect learning. Therefore, this study investigated whether the effectiveness of learning how to solve a probability calculation problem from video modeling examples would vary as a function of the model’s and observer’s gender. In a 2 (Model: Female/Male) × 2 (Observer: Female/Male) between-subject design, 167 secondary education students learned how to solve probability calculation problems by observing video modeling examples. Results showed no effects of Model or Observer gender on learning and near transfer. Male students reported higher self-efficacy than female students. Compared to a female model, observing a male model enhanced perceived competence more from pretest to posttest, irrespective of observers’ gender. Furthermore, learning from a male model was less effortful and more enjoyable for male students than for female students. These results suggest that gender of both model and observer can matter in terms of affective variables experienced during learning, and that instructional designers may want to consider this when creating (online) learning environments with video modeling examples. 相似文献
16.
We investigated the influence of self-efficacy beliefs and working memory capacity on mathematical problem-solving performance, response time, and efficiency (i.e., the ratio of problems solved correctly to time). Students completed a letter-recoding task (Experiment 1) or an operation span task (Experiment 2), rated their self-efficacy for solving mental multiplication problems, and then solved similar problems of varying complexity. We tested the motivational efficiency hypothesis, which predicted that motivational beliefs, such as self-efficacy, increase problem-solving efficiency through focused effort and strategy use. Experiments 1 and 2 reported a significant effect for self-efficacy on problem-solving performance and efficiency, but limited effects for time. A self-efficacy by working memory interaction occurred in Experiment 1, suggesting self-efficacy is beneficial as demands on working memory increase. These findings suggested that self-efficacy increased problem-solving efficiency through strategic performance rather than faster solution times, and were consistent with the motivational efficiency hypothesis. 相似文献
17.
Hamdan Alamri Victoria Lowell William Watson Sunnie Lee Watson 《Journal of Research on Technology in Education》2020,52(3):322-352
AbstractIn this qualitative comparison study, we examine the perceived efficacy of using personalized learning (PL) activities based on PL principles to support students’ psychological need satisfaction and intrinsic motivation in an online course using a traditional one-size-fits-all model. We apply self-determination theory as a framework to investigate students’ perceptions of their psychological need satisfaction (e.g., competence, autonomy, and relatedness) and relation to students’ intrinsic motivation when enrolled in an online course implementing PL principles. Overall, the study results showed the potential of implementing personalized learning principles in online courses to support students’ psychological need satisfaction (e.g., autonomy and competence) and intrinsic motivation. Furthermore, students perceived the PL interventions as engaging and effective in meeting their learning needs and interests. 相似文献
18.
Lili Shang 《Educational gerontology》2020,46(6):350-363
ABSTRACTAbundant health knowledge resources are available on social media to facilitate technology-enhanced knowledge learning among older adults. The objective of this study is to investigate the predictors and the underlying formation mechanism of older adults’ intention to learn health knowledge on social media. We propose a novel model to examine how older adults’ emotional state (i.e., health anxiety) and cognitive state (i.e., e-health literacy) during knowledge acquisition influence threat appraisal (i.e. perceived severity and perceived susceptibility) and coping appraisal (i.e. self-efficacy and perceived benefits), thereby shaping older adults’ intention to learn health knowledge. Survey data from 337 Chinese older adult users of social media was collected to test the research model. Results reveal that perceived susceptibility, self-efficacy and perceived benefits exert positive effects on older adults’ health knowledge learning intention, while the impact of perceived severity on health knowledge learning intention is not statistically significant; health anxiety is positively correlated with perceived severity and perceived susceptibility, and e-health literacy is a powerful predictor of self-efficacy and perceived benefits. This paper enriches the literature related to technology-enhanced knowledge learning and online health behavior among older adults. Effective strategies are proposed based on the findings for practitioners dedicated to promoting health knowledge via social media and older adults who apply health knowledge to address health-related needs. 相似文献
19.
Michelle Helms-Lorenz Bert Slof Wim van de Grift 《European Journal of Psychology of Education - EJPE》2013,28(4):1265-1287
This study examined the (1) effects of a supportive program (i.e., induction arrangement) on beginning teachers’ (BTs’) psychological processes after a period of 1 year and (2) psychological paths of influence of the arrangement. Participants (56 Dutch secondary schools with 143 BTs) were randomly allocated to two conditions. Experimental schools provided a carefully developed and implemented induction arrangement to their BTs. Control schools followed their regular (induction) arrangements. BTs perceived stress causes, self-efficacy, and job strain were measured with a pre-test post-test design. Condition effects were examined by means of independent sample t tests. The perception of the provided support was measured, and its psychological path of influence was investigated by conducting standard multiple regression analyses. BTs in the experimental condition indicated that they (1) received more support, (2) experienced fewer stress causes (i.e., lack of learning opportunities and lack of regulating possibilities), and (3) experienced more self-efficacy in the classroom at the end of the school year. Furthermore, fewer BTs left the experimental schools after 1 year. Reducing BTs’ workload and supporting their professional development are the most influential induction arrangement elements provided in this study. Providing carefully developed and implemented induction arrangements may soften the harshness of the context in which BTs operate, by decreasing their perceived stress causes and increasing their level of self-efficacy in the classroom. This, in turn, could positively affect BTs’ decision to stay in the teaching profession and might, therefore, add to a solution to the teacher shortage problem. 相似文献
20.
Educationalists experience difficulties with the construction of competence maps that describe final attainment levels of
educational programs. Web-based support was developed with three supportive aids: A construction kit, a phenomenarium, and
an information bank. Each supportive aid was expected to improve perceived process and product quality as well as learning.
In a full factorial experiment, 266 educational science students constructed a competence map, whether or not supported by
different combinations of the three supportive aids. The availability of the construction kit and the phenomenarium had positive
effects on perceived process quality and learning. Furthermore, if there was no phenomenarium with example materials, the absence of the construction kit greatly diminished experienced support (i.e., one
aspect of process quality); if a phenomenarium was present, the availability of the construction kit had relatively little
effect on perceived support. In general, this study indicates that well-designed Web-based support helps to construct competence
maps.
in final form: 2 February 2006 相似文献