首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 250 毫秒
1.
This study was designed to examine performance as a function of grade and course satisfaction in online undergraduate level courses, specifically students' self-efficacy for online technologies and self-regulated learning strategies. This research included a sample (N = 815) of community college students enrolled in liberal arts online courses during a single semester. The results of this study showed that online technologies self-efficacy scores were not correlated with student performance. Of the Motivated Strategies for Learning Questionnaire subscales, time and study environment and effort regulation were significantly related to performance. Students who scored higher on these subscales received higher final grades. In addition, rehearsal, elaboration, metacognitive self-regulation, and time and study environment were significantly positively correlated with levels of satisfaction.  相似文献   

2.
Although teacher motivation is posited to matter for students' learning experiences, this remains largely uninvestigated, particularly in higher education. In two studies, we analyzed the role of higher education teachers' achievement goals and self-efficacy for students' learning experiences. In Study 1 (k = 166 teachers, n = 2,106 students), we assessed teachers' motivations at the semester start, and students' course-specific perceptions of teaching quality (overall rating, learning) and emotions (joy, boredom) at the semester end. Latent multilevel modeling indicated favorable associations for teachers' self-efficacy, but not for their goals. In Study 2 (k = 96 teachers, n = 16,009 students), we assessed the same constructs and measured students' learning experiences weekly regarding 828 specific course sessions. Additionally, we included teachers’ session-specific motivations. Results replicated the effects of self-efficacy on the teacher-level and suggested that performance-approach and performance-avoidance goals primarily matter on the level of specific sessions. This affirms the relevance of teacher motivations and illuminates the importance of their specificity.  相似文献   

3.
Considerable evidence indicates that self-efficacy, task value, anxiety, and the use of language learning strategies are related. However, there is currently an insufficient understanding about their relations in high-stakes testing contexts. The author aimed to investigate how well social factors, test value, anxiety, test performance, and learning strategies predict high school students' self-efficacy in preparing for the English listening test as part of the University Entrance Examination in Taiwan. This research involved a large-scale questionnaire survey and a collection of students' English test scores. The participants were 636 students in Grade 12 of high school in Taiwan. A quantitative analysis of the questionnaire was conducted via hierarchical regression analysis. The results show that students' recent English test performance and test anxiety were two strong predictors of self-efficacy in preparing for the high-stakes test. In addition, resource management and metacognitive listening strategies had better predictive power over prior English level and test value.  相似文献   

4.
Online peer assessment is an innovative evaluation method that has caught both educators' and practitioners' attention in recent years. The purpose of this study was to develop relevant questionnaires for teachers to understand student self-efficacy and motivation in online peer assessment learning environments. A total of 205 college students with experience in online peer assessment participated in this study. Two questionnaires measuring students' online peer assessment self-efficacy (OPASS) and their motivations in online peer assessment learning environments (MOPAS) were developed. The former included three self-efficacy scales: evaluating, receiving and reacting. The latter included two scales: intrinsic motivation and extrinsic motivation. Through factor analysis, both revealed highly satisfactory validity and reliability in assessing students' self-efficacy and motivation in online peer assessment learning environments. Moreover, the students' responses also showed that they were highly confident and strongly intrinsically motivated when participating in an online peer assessment learning environment. Finally, the interplay between the scales of OPASS and those of MOPAS was explored and the reciprocal relationship between students' self-efficacy and motivation in an online peer assessment learning environment was also highlighted.  相似文献   

5.
Incorporating metacognitive strategies in the classroom helps students monitor and adjust their learning strategies throughout the semester, and helps students progress from novice to expert learners in a subject. Journaling (i.e., reflective writing) is one metacognitive task that allows students to contemplate and articulate their skill development as they learn a new subject. The research reported here examines the use of ‘blogs’ (i.e., online journals) in an upper level undergraduate human anatomy course. The blogs both facilitated development of students' metacognitive skills and provided researchers insight into student metacognitive process. Data were examined from 92 students from three successive semesters (spring 2010, 2012 and 2014). Each student reviewed 10 radiology online cases throughout the semester and then reflected on their understanding of anatomy and radiology in an online blog for each case. A total of 927 blogs were examined for this research. The researchers used a grounded theory approach to analyze the blog narratives and develop a codebook based on common themes. The 927 blogs yielded 11,082 statements that were coded with the codebook. As the semester progressed, the blog entries showed that students demonstrated greater self-confidence in their abilities to understand the subject matter, expressed greater enthusiasm for anatomy in general, and they improved their metacognitive skills. This research illustrates that reflective writing in an undergraduate anatomy course not only facilitates improvement in student metacognitive skills, but also provides the instructor with evidence how a student progresses from novice to more experienced learner in anatomy.  相似文献   

6.
From a self-regulated learning perspective, adequate monitoring of own learning processes and outcomes is crucial to regulate one's own learning effectively. Research on metacognitive judgments, however, clearly indicates that students frequently overestimate their actual performance. Therefore, the present study with N = 209 undergraduate students aimed to support students in developing accurate judgments in order to improve learning processes and, eventually, performance. A quasi-experimental design with three conditions (metacognitive training, testing, and control) and five testing sessions was implemented. In addition to repeated testing plus individual feedback in the testing group, students in the metacognitive training group received psychoeducation, made item-specific judgments, and were given feedback. Over and above the positive effects of repeated testing, metacognitive training positively influenced several monitoring accuracy scores (bias, absolute accuracy, and specificity) and students' performance. Moreover, the metacognitive training group exhibited a nonlinear interindividual decrease in overconfidence. Overall, the study provided considerable evidence that monitoring accuracy and performance can be improved by means of judgment training.  相似文献   

7.
The present study aims at exploring predictors influencing mathematics performance. In particular, the study focuses on internal students' characteristics (gender, age, metacognitive experience, mathematics self-efficacy) and external contextual factors (GDP of school location, parents' educational level, teachers' educational level, and teacher beliefs). A sample of 1749 students and 91 teachers from Chinese primary schools were involved in the study. Path analysis was used to test the direct and indirect relations between the predictors and mathematics performance. Results reveal that a large proportion of mathematics performance can be directly predicted from students' metacognitive experiences. In addition, other student characteristics and contextual variables influence mathematics performance in direct or indirect ways.  相似文献   

8.
Despite their significant contributions to research on self-regulated learning, those favoring online and trace approaches have questioned the use of self-report to assess learners' use of learning strategies. An important rejoinder to such criticisms consists of examining the validity of self-report items. The present study was designed to assess the validity of items to assess 9th-grade students' use of planning, monitoring, and regulation when studying math. To establish response process evidence of construct validity, cognitive interviews were coded to determine whether students' interpretations of the items were consistent with their intended meaning and whether their response choices were congruent with those interpretations. Evidence supported the construct validity of monitoring and regulation items, but to a lesser degree those designed to assess planning. We discuss implications of the evidence for the self-report assessment of learners' use of metacognitive strategies.  相似文献   

9.
Notwithstanding the growth of online learning, little is known about the personal factors that predict student decisions to enroll in online courses. This study examined the relations between several personal factors and students' choice of instructional format. After completing an online course, service academy undergraduates (N = 564) completed a survey that assessed their motivational beliefs (task value and self-efficacy), achievement-related emotions (enjoyment, boredom, and frustration), and satisfaction with the course. Results indicated that students who preferred to take future courses in an online format (as opposed to face-to-face) also reported greater confidence in their ability to learn online (self-efficacy) and greater satisfaction with their recent online learning experience. Logistic regression analysis confirmed and extended these findings, indicating that membership in the online preference group was predicted by higher self-efficacy and satisfaction, and lower task value beliefs. Taken together, results from this study provide researchers and practitioners with a better understanding of how several personal factors relate to students' choice of instructional format.  相似文献   

10.
Abstract. An explanatory methods design was used to evaluate the influence of a service learning course on learning, personal, and social outcomes for service learning (n = 142) students. These students showed improvements in diversity and political awareness, community self-efficacy, and civic engagement scores from the beginning to the end of the semester. In addition, the students' academic learning, personal and interpersonal development, and community engagement were detected as the major benefits from engaging in service learning. The findings of this study suggest that service learning contributes to students' academic learning and personal and social development through social-emotional processes.  相似文献   

11.
The scientific competencies advocated by the Programme for International Student Assessment (PISA) focus on the abilities needed in students' adult lives. This study investigated how such scientific competencies could be improved by using online argumentation. One hundred and thirty-eight 8th grade high school students took part in the study, with 69 in the experimental group and 69 in the control group. A quasi-experimental design was adopted and qualitative and quantitative analyses were used. An online argumentation system served as an aid for argumentation instruction and activities among experimental group students during the experiment. The results showed that using online argumentation could improve the students' scores for the PISA scientific competencies. The experimental group students outperformed their counterparts in terms of overall mean scores for the scientific competencies. On the one hand, the individual competencies of ‘using scientific evidence’ and ‘identifying scientific issues’ of the experimental group were higher than those of the control group. On the other hand, the experimental group students did not outperform their counterparts in terms of competency in ‘explaining phenomena scientifically’. Using an online environment to complement argumentation instruction and organizing argumentation activities focused on related topics may be a potential direction to consider for improving students’ PISA scientific competencies.  相似文献   

12.
Although students' affects and behaviors in achievement situations have been shown to be influenced by their previous learning experiences, less is known about how they relate to students' dispositional characteristics, such as temperament. This study examined to what extent children's temperament is related to their affective and behavioral responses in achievement situations. Teachers rated first-graders' (n = 153) temperamental characteristics in the Fall semester. Children's active task avoidance, anxiety, and helplessness were rated in test situations in the Fall and Spring semesters. The results showed that the more easily distracted the children were, the more task avoidance they showed, and the more their task avoidance increased during the first grade. Moreover, children's high level of inhibition was related to high levels of anxiety and helplessness. The findings suggest that characteristics that are related to students' behavioral regulation and inhibition are particularly important for their affective and behavioral responses in achievement situations.  相似文献   

13.
Introductory biology courses are frequently offered separately to biology majors and nonbiology majors, with the assumption that the two groups of students are different enough to merit different courses. To assess the evidence behind this assumption, we compared students in two different genetics classes at the University of Colorado–Boulder, one class for nonscience majors (nonmajors) and the other class for biology majors and students planning a biology-related career (majors), to see whether these two groups of students were fundamentally different in performance and attitudes. To measure content knowledge, we administered identical assessments to both groups of students during the semester: a validated pre- and postcontent assessment (Genetics Concept Assessment), ungraded quizzes after problem-solving sessions, and questions on each exam. We measured attitudes, study time, and study techniques through online surveys. Majors outperformed nonmajors on content assessments, finishing with significantly higher learning gains. Nonmajors and majors also differed in their motivation, interest, study time, and expert-level of beliefs. We suggest that focusing on the process of science and its connection to students'' lives will better engage and motivate nonmajors while still helping them learn the fundamental concepts of genetics.  相似文献   

14.
This study examined the metacognitive developmental patterns of Hong Kong school students. Students rated their own metacognitive competencies by responding to an inventory of six motivational‐ and cognitive‐metacognitive subscales. Results showed that students' metacognitive competencies decreased with age—from primary 4 (age 9) to secondary 5 (age 17)—with a sharp decline noticeable at the primary/secondary school transition. Age had a more powerful effect than gender on students' perception of their metacognitive competencies. This decreasing pattern of Hong Kong students' metacognitive competencies is contrary to the developmental trends found in Western countries. However, the comparatively high academic performance of Hong Kong students also suggests some different recommendations about student learning.  相似文献   

15.
Blended learning (BL) is a popular e-Learning model in higher education that has the potential to take advantage of learning analytics (LA) to support student learning. This study utilized LA to investigate fourth-year undergraduates' (n = 157) use of self-regulated learning (SRL) within the online components of a previously unexamined BL discipline, Music Teacher Education. SRL behaviors were captured unobtrusively in real time through students' interaction with course materials in Moodle. Categorized by function: (1) activating—online access location, day-of-the-week, time-of-day; (2) sustaining—online frequency; and (3) structuring—online regularity and exam review patterns, all six SRL behaviors were revealed to have weak to moderate significant relationships with academic achievement. Results indicated access day-of-the-week and access frequency as the strongest predictors for student success. Findings regarding access regularity when viewed through results from previous SRL-LA research may suggest the importance of this SRL behavior for successful students within several BL discipline areas. In addition, the role of learning design (eg, flipped instruction) in potentially scaffolding students' choices toward specific SRL behaviors, was revealed as an important context for future researchers' consideration.  相似文献   

16.
The Achievement Orientation Model posits students are motivated to do well in school when they believe they have the necessary skills to perform a task (self-efficacy), find the task meaningful (goal valuation), and see their environment as supportive. When these factors are present, students self-regulate and achieve. We examined these factors from underachieving gifted students', their parents', and teachers' perspectives. Results indicated teachers recognize students who are confident and not confident about their abilities to be academically successful; however, they are less able to recognize when students value the work they are encountering in school. Parents' perceptions of students' attitudes more closely correlated with students' perceptions than teachers' perceptions correlated with students' perceptions. Teachers and parents appeared to base their perception of the importance students hold for school on their perception of students' self-regulation. Furthermore, gender differences existed in students' perceptions. Females' self-efficacy scores were statistically lower than males' self-efficacy scores, and males' self-regulation scores were lower than females' self-regulation scores. We provide suggestions for how school psychologists may use these findings to (a) collect important information from students, teachers, and parents, (b) interpret these data to identify underlying influential factors, and (c) guide the development of appropriate interventions to address student underachievement.  相似文献   

17.
We investigated the nature of and linkages between student-generated academic goals, individual differences in self-regulatory thinking (goal process cognition), and exam performance among college students. In Study 1 (N = 365) and in Study 2 (N = 325), we elicited students' self-ascribed most important academic goals for introductory psychology and their goal process cognition toward their most important goal. In addition, in Study 2, we collected data on students' exam scores in introductory psychology and their most important academic goal and goal process cognition for another course. Three types of academic goals were identified: performance (39–55%), mastery (22–39%), and study strategies (20–23%). Students with mastery academic goals had the highest positive arousal whereas students with performance academic goals had the highest negative arousal. Compared to students with performance academic goals, students with mastery academic goals had lower exam scores in introductory psychology and this difference was mediated, in part, by goal process cognition.  相似文献   

18.
Students' motivation plays an important role in successful science learning. However, motivation is a complex construct. Theories of motivation suggests that students' motivation must be conceptualized as a motivational system with numerous components that interact in complex ways and influence metacognitive processes such as self-evaluation. This complexity is further increased because students' motivation and success in science learning influence each other as they develop over time. It is challenging to study the co-development of motivation and learning due to these complex interactions which can vary widely across individuals. Recently, person-centered approaches that capture students' motivational profiles, that is, the multiplicity of motivational factors as they co-occur in students, have been successfully used in educational psychology to better understand the complex interplay between the co-development of students' motivation and learning. We employed a person-centered approach to study how the motivational profiles, constructed from goal-orientation, self-efficacy, and engagement data of N = 401 middle school students developed over the course of a 10-week energy unit and how that development was related to students' learning. We identified four characteristic motivational profiles with varying temporal stability and found that students' learning over the course of the unit was best characterized by considering the type of students' motivational profiles and the transitions that occurred between them. We discuss implications for the design and implementation of interventions and future research into the complex interplay between motivation and learning.  相似文献   

19.
Research shows that students struggle to develop higher order thinking skills and effective study strategies during the transition from high school to college. Therefore, in addition to teaching course content, effective instructors should assist students in developing metacognitive skills, that is, the practice of thinking about their thinking. An effective assignment that assists students in thinking about their exam performance is the exam wrapper. The objectives of this study were to examine students’ metacognitive skills, evaluate the correlation between study behaviors and student performance, and assess student perception of exam wrappers. Exam wrapper assignments were offered as extra credit after the first 3 exams in a large introductory Food Science and Human Nutrition course, and student responses and exam performance were analyzed. Many students with poor exam performance overestimated their exam scores, indicating students’ self‐assessment skills could be sharpened. However, students demonstrated the ability to make and implement goals to improve study strategies throughout the semester. A modest relationship between use of study strategies and improved exam performance was observed, particularly for students with a B exam average, suggesting that students in the middle of the grade distribution may benefit most from this type of intervention. Finally, most students expressed a belief that exam wrappers helped them improve their study habits and exam scores, and that they planned to use the exam wrapper process in future classes. In summary, this study shows that the exam wrapper is a valued and effective postexam reflection tool for improving students’ self‐reported study habits.  相似文献   

20.
Research in science education confirms the importance of self-efficacy in students' persistence and success in the sciences. The current study examined the role of science self-efficacy in nonspecialist, arts and communication-oriented students encountering science in a general education context. Participants (N = 275) completed a beginning- and end-of-semester survey including a Science Self-Efficacy Scale, a “connection to science” measure—the Inclusion of Science in Self Scale—and a Science Anxiety Scale. Participants also responded to two open-ended “sources of science efficacy” questions, and provided background/demographic information and access to their academic records. Results showed a significant increase in science self-efficacy and connection to science—although no change in science anxiety—over the course of the semester. The observed shift in self-efficacy for minority and international students was of particular note. These students started the course with lower confidence but, by the end of the semester, reported comparable science self-efficacy, and achieved similar grades to their White/Non-Hispanic and US resident classmates. Contrary to expectations, science self-efficacy did not predict performance in the class. However, students' self-reported sources of efficacy indicated increased confidence in using science in daily life, and confirmed the value of mastery experiences and of personally meaningful, student-centered course design in scaffolding student confidence. Results are discussed in terms of the individual and instructional factors that support science self-efficacy and student success in this unique, general education science environment.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号