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The aim of this study was to compare the effects of co-creating rubrics against just using rubrics. By co-creating rubrics, the students might have the opportunity to better internalize them and have a voice in the assessment criteria. Two groups undertaking a degree in Sport Sciences (N = 65) participated. Results showed that the students who co-created the rubrics had higher levels of learning self-regulation measured through thinking aloud protocols, whereas the results from the self-reported self-regulation and self-efficacy questionnaires did not show significant differences. The treatment group outperformed the control group in only one out of the three tasks assessed. Regarding the perceptions about rubrics use, there were no significant differences except for the process of co-creation, to which the co-created rubric group gave higher importance. Therefore, this study has opened an interesting venue on rubrics research: co-creating rubrics may influence students’ activation of learning strategies. 相似文献
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Gemma Corbalan Liesbeth Kester Jeroen J.G. van Merriënboer 《Learning and Instruction》2009,19(6):455-465
Structural features of learning tasks are relevant for problem solving but not salient for novice learners. Feedback in the form of Knowledge of Correct Response (KCR) during practice is expected to help learners recognize the structural features and to profit from learner control over the selection of learning tasks. A 2 × 2 factorial experiment (N = 118) was conducted to study the effects of the KCR feedback (present and absent) and control over the selection of learning tasks (learner control and program control). The presence of the KCR feedback yielded higher efficiency on a near-transfer test as well as higher learner motivation. An interaction between feedback and control, indicating extra beneficial effects of feedback when learners control the selection of learning tasks, was not found. Theoretical and practical implications are discussed. 相似文献
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This article presents the results of a formative assessment intervention in writing assignments in sixth grade. We examined whether the formative assessments (i.e. peer and self-assessment) would improve self-regulation, motivation and self-efficacy among sixth graders, and whether differential effects exist between formative assessment forms. The study lasted for 27 weeks. Participants (N = 695) were exposed to one of three conditions: peer assessment intervention, self-assessment intervention, or a control condition. The interventions were delivered in a whole-classroom format. The results of a multilevel analysis showed that the use of formative assessment to develop self-regulation among students was effective for both intervention groups. Also, motivation was affected in both intervention groups. Finally, no significant differences were found between the peer assessment intervention and the self-assessment intervention concerning self-regulation, motivation, or self-efficacy. The implications of these results are discussed. 相似文献
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《Learning and Instruction》2006,16(1):57-71
Research on the implementation of reading strategies suggests that self-regulated learning might be a powerful framework to optimize effects on reading comprehension. Models of self-regulation emphasize that the teaching of strategy knowledge (Strat) has to be complemented by offering skills of cognitive (CSR) and motivational (MSR) aspects of self-regulation. In order to investigate whether all aspects of this model have to be carried out under regular classroom conditions, three different strategy programs (Strat + CSR + MSR vs. Strat + CSR vs. Strat) and a control condition were compared. Within a pre-, post-, and retention-test design with 20 classes, comprising of 593 fifth-graders (11 years), development of strategy knowledge, reading comprehension, school-related self-efficacy, and motivational orientation towards learning goals were assessed. While all strategy-oriented programs proved to enhance reading competence, understanding of reading strategies and competence for application of reading strategies, gains in self-efficacy did not differ from the control condition. As regards the retention test, the program that covered all aspects of strategy instruction (MSR + Strat + CSR) showed strongest effects as predicted by self-regulation theory. 相似文献
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《Learning and Instruction》2006,16(3):228-240
The study investigated variant and invariant physics teaching patterns across time and topics. It is assumed that the analysis perspective is decisive for identifying variant and invariant teaching patterns. Therefore, we focused on three perspectives: (1) organisation of activities, (2) quality of teacher–student interactions, and (3) students' perception of learning conditions. The design included three lessons of two topics (13 classes × 2 topics × 3 lessons) that were videotaped in each class. The findings indicate variants in teaching for the organisation of activities. Invariants were identified for teacher–student interactions and the students' perception of learning conditions. 相似文献
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Although writing learning journals is a powerful learning tool, instructional support is needed to overcome deficits in the use of self-regulated learning strategies. In a 2 × 2 experimental design with high-school students (N = 70), we analysed the effects of two modes of instruction (namely, informed prompting and learning-journal example) along with prompts. Informed prompting that provided background information on the prompted strategies enhanced learning in the training and transfer session. A learning-journal example that modelled the application of the strategies primarily fostered the strategy used in the training session and learning in the transfer session. Theoretically, the results provide support for the self-regulation view of writing-to-learn. 相似文献
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《Learning and individual differences》2007,17(3):280-290
Attributional retraining (AR) is a motivational intervention that consistently produces improved performance by encouraging controllable failure attributions. Research suggests that cognitively engaging AR methods are ideal for high-elaborating students, whereas affect-oriented techniques are better for low-elaborating students. College students' (N = 749) elaborative learning was assessed in the first semester, after which students were assigned to one of three writing-based AR conditions (No AR, Cognitive AR, Affective AR). Academic performance (course grades, GPA), motivation, attributions, and emotions were assessed in the second semester. AR by elaboration (low/high) 3 × 2 ANCOVAs showed optimal results for high elaborators following cognitive AR, and for low elaborators following affective AR. Performance improvements for the former were mediated by improved cognitions (expectations), and for the latter were mediated by increased positive affect. 相似文献
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《Learning and Instruction》2007,17(1):17-28
In a self-report study, students (N = 704, mean age: 13.5 years) were confronted with two scenarios, depicting situations of motivational conflict. They were asked to choose between a school and a leisure activity. A model was tested with value orientations as determinants and successful self-regulation as the consequence of the decision reached after a motivational conflict. The results showed that value orientations were related to the choice of activities in motivational conflict. Value orientations and decisions also predicted successful self-regulation in the school-related activity. Furthermore, value orientations and self-regulation were positively related to time invested in learning. Direct and indirect effects of value orientations explained high percentages of learning regulation and study time. 相似文献
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This correlational study examined the relationship between perceived task complexity and task interest for individuals with varying levels of domain knowledge and/or individual interest. Forty-five college student participants (46% women) reported their knowledge and individual interest in biology before learning about the biology of fungus. Following the task, participants rated the complexity and their understanding of the material. Participants took a quiz on the material and reported their interest in fungus and willingness to return for another session. A significant Biology Knowledge × Perceived Complexity interaction emerged on task interest and willingness to return for another session, ps < .05. Perceived complexity predicted positive task outcomes for high-domain-knowledge individuals but negative task outcomes for low-domain-knowledge individuals, suggesting that domain knowledge and individual interest can help explain individuals' diverse responses to learning activities. 相似文献
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This study aimed at modeling individual and average non-linear trajectories of positional learning using a structured latent growth curve approach. The model is based on an exponential function which encompasses three parameters: Initial performance, learning rate, and asymptotic performance. These learning parameters were compared in a positional learning task administered to a sample comprising the whole adult lifespan (N = 527; age range: 20 years to 89.3 years; Mage = 52.95, SDage = 17.37). Additionally, three explanatory variables, age, speed of information processing, and educational level were included in the analyses. All three learning parameters showed reliable individual differences. The correlations between the learning parameters indicated that those participants with high learning rates needed more trials to achieve their asymptotic performance and those who recalled more items initially also had a higher asymptotic performance. Older persons showed lower initial performance and lower asymptotic performance, whereas speed of information processing was positively associated only with initial performance. Persons with more years of formal education had a higher initial performance and a higher asymptotic performance. The learning rate, in turn, appeared to be unaffected by all three predictor variables. 相似文献
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Janine Gut Carmen Heckmann Christine Sandra Meyer Marc Schmid Alexander Grob 《Learning and individual differences》2012,22(3):375-379
Recent models of attention deficit/hyperactivity disorder (ADHD) suggest that the association between achievement motivation and school performance may be stronger in children with ADHD than in typically developing children. Therefore, the present study investigated associations between achievement motivation and performance on language skills and mathematical thinking in children with ADHD (n = 23; M = 9.4 years, SD = 1.1 years; 78% boys) and two matched control groups, i.e., a clinical control group (children with related disruptive behavior disorders; DBD), and a non-clinical control group (NC). Results confirmed stronger associations between achievement motivation and performance on receptive language and mathematical thinking in children with ADHD than in NC. Specifically, performance of children with ADHD was equal to NC for highly motivated ADHD children. These results underscore the importance of achievement motivation as a more essential key factor in the performance of children with ADHD as compared to typically developing children. 相似文献
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To bring order in concepts related to individual learner differences, Curry (1983) designed the three-layered onion model. As this model provides an interesting way to distinguish related concepts – such as cognitive styles and approaches to studying – on the basis of their stability in learning situations, ample studies build further on this model. Given that only few studies have been conducted to empirically test the model, we conducted two studies to address this research gap. In the first study (N = 113), analyses do not show a clear causal path from three concepts belonging to different layers in relation to learning outcomes. In the second, longitudinal study (N = 162), no support is found for differences in stability between cognitive styles and approaches to studying. Our research does not provide solid evidence for the onion model, which warns to be cautious with applying the assumptions of theoretical models in educational practice without empirical support. 相似文献
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To succeed in autonomous online learning environments, it helps to be a highly motivated, self-regulated learner. The present study explored potential differences between undergraduate (n = 87) and graduate students (n = 107) in their levels of academic motivation and self-regulation while learning online. In particular, this study provides a comparative analysis of undergraduate and graduate students' motivational beliefs (task value and self-efficacy), use of deep processing strategies (elaboration and critical thinking), and motivational engagement (procrastination and choice behaviors). As hypothesized, graduate students learning online reported higher levels of critical thinking than undergraduates. Moreover, after controlling for experiential differences, a logistic regression analysis indicated that graduate student membership was predicted by higher levels of critical thinking and lower levels of procrastination. On the other hand, undergraduate membership was predicted, somewhat paradoxically, by greater task value beliefs and greater intentions to enroll in future online courses. Implications for online instructors and suggestions for future research are discussed. 相似文献
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The purpose of this study was to identify the extent to which intrinsic student factors such as cognitive learning style, learning strategies, motivation and statistics anxiety, as well as certain demographic factors, predict performance on a research design and analysis course (RDAIIA) in the Department of Psychology at the University of the Witwatersrand, South Africa, with a view to developing future interventions for improving student performance. Using a sample of eighty students, it was established that the factors most predictive of RDA performance were secondary school performance (p < 0.0001) and age (p = 0.0106). Excluding demographic factors, self-efficacy (p < 0.0001), help-seeking (p = 0.0531) and a reflective learning style (p = 0.0071) were also found to be predictive. Performance also differed between students who had completed Mathematics on the higher grade in secondary school and those who had completed standard grade (p = 0.016). These findings present both possible directions and substantial challenges for future performance-intervention strategies. 相似文献
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Weiqiang Wang 《Assessment & Evaluation in Higher Education》2017,42(8):1280-1292
The instructional value of rubrics for promoting student learning and aiding teacher feedback to student performance has been extensively researched in th educational literature. There is, nonetheless, a dearth of studies on students’ rubric use in second/foreign language contexts, and fewer studies have investigated the factors affecting rubrics’ effectiveness for promoting student learning. The paper reports a classroom-based inquiry into students’ perceptions of rubric use in self-assessment in English as a Foreign Language context and the factors moderating its effectiveness. Eighty students at a Chinese university participated in the study. The data collected included their reflective journals and six case study informants’ retrospective interviews. Results showed that the rubric was perceived as useful for fostering the students’ self-regulation by guiding them through the stages of goal-setting, planning, self-monitoring and self-reflection. Both within-rubric and rubric-user factors were identified as affecting the rubric’s effectiveness in student self-assessment. The findings are discussed with reference to the design features of rubrics. Implications are drawn for formative rubric use in student self-assessment. 相似文献
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Within a democratic and multicultural society, diversity is a reality, and differences between students are a fact which teachers have to deal with on a daily basis. Differentiated instruction aims to meet these differences in learning in order to provide all students with the best possible learning opportunities. However, to date no validated instruments exist to measure teachers’ perceptions of differentiated instruction and their related classroom practices. This study, therefore, examined the factor structure and reliability of the Differentiated Instruction Questionnaire, called the DI-Quest instrument. A list of 87 items was constructed, building on existing prevalent theoretical models of Differentiated Instruction (e.g. Tomlinson, 2014; Hall, 2002). An exploratory and confirmatory factor analysis was undertaken to investigate the factor structure of the questionnaire. As a result, five factors emerged: two factors related to the teachers’ philosophy of differentiated instruction (the teachers’ mindset and their ethical compass), two factors referred to the practical principles that teachers apply to differentiate (flexible grouping and output = input) and the last factor (differentiated instruction) covered the self-reported extent to which teachers differentiated their instruction related to three types of differences in learning (students’ interests, readiness and learning profile). As a result, the DI-Quest instrument entailed 31 items with a five-factor structure indicating a good fit (CFI = 0.919; TLI = 0.911; RMSEA = 0.041 [0.037–0.044 – 90% confidence interval, p(0.05) = 1.000]; SRMR = 0.048; χ2 = 5888.338, df = 465, p = 0.000). In addition, assuming theoretical relatedness between the factors, the validation of a DI-Quest model was empirically validated. We compared the model fit for two models by investigating which model had a lower BIC and AIC value and by comparing their chi square values. The best-fitting DI-Quest model showed four factors (teachers’ mindset, ethical compass, flexible grouping and output = input as dependent variables) functioning as significant predictors of the fifth factor (the self-reported adoption of Differentiated Instruction, which served as an independent variable). Moreover, this paper also discusses the psychometric properties of the DI-Quest instrument and the implications of the model for schools, educators and researchers. 相似文献
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This study reports adolescent expectancy-value motivation, and its relation to fitness knowledge and psychomotor skill learning in physical education. Students (N = 854) from 12 middle schools provided data on expectancy-value motivation, fitness knowledge and psychomotor skill learning. Results from dependent t-test and MANOVA indicated that 8th grade students rated task values significantly lower than 6th grade while their expectancy beliefs did not significantly differ. Students gained sizable fitness knowledge (d = 0.58, p < 0.05) and badminton skill (d = 1.40, p < 0.05). Multiple regression analyses revealed that expectancy-value motivation did not significantly predict learning in fitness knowledge or psychomotor skills. These findings suggest that expectancy-value motivation might predict engagement and performance, but not necessarily learning achievement in physical education. 相似文献
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《Contemporary educational psychology》2013,38(3):159-169
Working memory is related to children’s ability to solve analogies and other inductive reasoning tasks. The aim of this study was to examine whether working memory also plays a role in training and transfer effects of inductive reasoning in the context of a short training procedure within a pretest-training-posttest-transfer design. Participants were 64 children, aged 7–8 years (M = 7.6 years; SD = 4.7 months). All of the children were pre-tested on inductive reasoning and working memory tasks. The children were trained in figural analogy solving according to either the graduated prompts method or practice without feedback. The children were then post-tested on the trained task and three additional inductive reasoning measures. Regression models revealed that visuo-spatial working memory was related to initial performance on each of the inductive reasoning tasks (r ≈ .35). Children’s improvement from pretest to posttest in figural analogy solving, as measured with item response theory models, was somewhat related to visuo-spatial WM but not verbal WM scores or pretest scores. Furthermore, transfer of reasoning skills to an analogy construction task was related to initial ability, but not working memory; transfer to two inductive reasoning tasks with dissimilar content was not apparent. Performance change and ability to transfer trained skills to new tasks are not often used in psycho-educational assessment but may be separate constructs indicative of children’s learning and change. 相似文献