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1.
This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self‐concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the Progress in International Reading Literacy Study 2011 through multilevel structural equation modeling. The results showed that, first, the relation between the frequency of reading strategy instruction and student reading achievement was mediated by student attitudes toward reading. Second, the frequency of reading strategy instruction was significantly related to student attitudes toward reading and motivation to read and student attitudes toward reading was significantly associated with reading achievement. Finally, girls had more positive attitudes toward reading, more positive reading self‐concept, higher motivation to read, and higher reading achievement than boys. These findings may shed light on how teachers should arrange their reading strategy instruction to interplay with student attitudes toward reading and motivation to read and to help improve reading achievement. 相似文献
2.
Mantak Yuen Norman C. Gysbers Raymond M.C. Chan Patrick S.Y. Lau Peter M.K. Shea 《High Ability Studies》2010,21(1):47-62
This article describes the development of an instrument – the Career and Talent Development Self‐Efficacy Scale (CTD‐SES) – for assessing students’ self‐efficacy in applying life skills essential for personal talent development, acquisition of positive work habits, and career exploration. In Study 1, data were obtained from a large sample of Chinese middle‐school students (N=15,113) in Grades 7–9 in Hong Kong. The CTD‐SES is an 18‐item questionnaire with subscales containing items that address students’ orientations toward developing their own talents, acquiring and applying positive work habits, and exploring their career possibilities. Evidence is provided for internal consistency, temporal stability, and factor structure of the CTD‐SES. Goodness of fit statistics provided support for a three‐primary‐factor‐plus‐higher‐factor model, and this solution was used in the statistical analyses. The data also indicated that students with plans for university study reported significantly higher scores than those without on all three domains of career and talent development. In Study 2 (N=308) Grade 10 high‐ability students’ scores in CTD‐SES were correlated with scores in career decision self‐efficacy and academic performance. The development and validation of CTD‐SES is the first step toward investigating career exploration, work habits, and talent development among Asian middle‐school adolescents. 相似文献
3.
Although positive teacher‐student relationships are known to aid students’ academic self‐regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh‐ and eighth‐grade students (N = 1,088; MAge = 13.7) in secondary schools in Germany to investigate whether the motivation students gain from specific well‐liked teachers (i.e., that students identify) can moderate the relation between their perception of teacher‐student relationships overall and academic self‐regulation (intrinsic motivation, identified, introjected, and external regulation). By means of latent moderated structural equations, students’ motivation based on liking one specific teacher was found to moderate the association between teacher‐student relationships and intrinsic motivation. The present study makes a contribution to the existing research on teacher‐student relationships and academic self‐regulation by investigating the role of students’ motivation related to the liking of a specific teacher. Results indicate that when early adolescent students can identify a well‐liked teacher, they tend to have higher levels of academic motivation. Hence, students’ motivation based on liking a single teacher compensates for generally low‐quality teacher‐student relationships and their respective impact on students’ intrinsic motivation. 相似文献
4.
The use of peer assessment (PA) as an alternative form of evaluation method is reported to be helpful in learning and is increasingly
being adopted in higher education settings. Through collecting data from 280 university students in Taiwan, a 20-item instrument
was developed to investigate university students’ attitudes toward and perceptions of PA and online PA. Four subscales, Positive
Attitudes, Online Attitudes, Understanding-and-Action, and Negative Attitudes, were extracted and reliabilities were calculated.
Results revealed that participating students held positive attitudes toward the use of PA activities, but they viewed online
PA as a technical tool to facilitate assessment processes, rather than as a learning aid. Male students had more positive
attitudes toward PA than females did, and students with previous PA experiences had less negative attitudes toward PA. A majority
of these students suggested that the PA score should be counted as a small part of the total course grade, and there was an
effect of the perceived importance of PA score on students’ attitudes toward these four subscales. 相似文献
5.
Steven D. Stagg Elizabeth Eaton Amanda M. Sjoblom 《British Journal of Special Education》2018,45(1):26-42
It may be thought that gaining a place at university confers self‐belief on students with dyslexia; after all, they have succeeded in their academic studies. Our research explored self‐efficacy beliefs in university students with and without dyslexia. An Academic Self‐Efficacy Scale and a Sources of Academic Self‐Efficacy Scale were completed by 44 university students. These scores were compared between dyslexic and non‐dyslexic students. Interviews were conducted with eight participants to gain a fuller understanding of how their self‐efficacy beliefs develop. Undergraduate students with dyslexia scored lower than students without dyslexia on four out of the five measures of academic self‐efficacy. The dyslexic students reported role models, teachers and school performance as factors influencing their motivation toward academic work. The research suggests that university students with dyslexia still need interventions to help boost their self‐efficacy profiles, despite the level of success they have achieved in gaining a place at university. 相似文献
6.
This study examined the mediator and moderator roles of self‐regulation and motivation constructs in the relationship between learning experience and academic success. Self‐reported measures of learning experience, self‐regulation and motivation were obtained from 384 undergraduate students from a university in Hong Kong. Structural equation modelling indicated that self‐regulation and motivation fully mediated the learning experience—academic performance relation. In addition, hierarchical regression analysis also showed that both self‐regulation and motivation had small moderating effects on the link between learning experience and academic performance. That is, the association between learning experience and cumulative GPA was stronger for students with lower levels of self‐regulation and motivation. The implications of fostering motivation and enhancing university learning experience are discussed. 相似文献
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8.
The attitudes and the self‐efficacy that characterize learners relative to the Internet have been identified as important factors that affect learners’ motivation, interests and performance in Internet‐based learning environments. Meanwhile, learners’ perceptions of the Internet may shape learners’ attitudes and online behaviours. This study investigates university students’ attitudes and self‐efficacy towards the Internet, and explores the role that university students’ perceptions of the Internet may play in their Internet attitudes and self‐efficacy. The results indicate that university students demonstrate positive attitudes and adequate Internet self‐efficacy and that these students are more inclined to view the Internet as a functional tool—a functional technology. Gender differences exist in university students’ attitudes towards, and perceptions of, the Internet; that is, male students demonstrate Internet attitudes that are more positive than those of their female peers. Furthermore, students who perceive the Internet as a leisure tool (e.g. as a tour or a toy) show more positive attitudes and communicative self‐efficacy than students who use the Internet as a functional technology. Educators and researchers need to be aware of these differences and to take them into consideration in their instruction. Lastly, this study serves as a starting‐point for research that more broadly explores learners’ perceptions of the Internet. 相似文献
9.
This paper reports on a study of undergraduate students’ experiences with criteria‐referenced self‐assessment. Fourteen students who had taken a course involving self‐assessment were interviewed in focus groups segregated by gender. The findings suggest that students had positive attitudes toward self‐assessment after extended practice; felt they can effectively self‐assess when they know their teacher’s expectations; claimed to use self‐assessment to check their work and guide revision; and believed the benefits of self‐assessment include improvements in grades, quality of work, motivation and learning. There were indications that some students sensed a tension between their own standards for good work and some of their teachers’ standards. There was no evidence of differences in the responses of male and female students. The paper concludes with the suggestion that self‐assessment involves a complex process of internalization and self‐regulation, and with implications for research and practice. 相似文献
10.
Donna Y. Ford 《Roeper Review》2013,35(3):130-136
This study examined determinants of underachievement as perceived by 148 Black fifth‐and sixth‐grade students in an urban school district. Explored were the respective influences of social, psychological, and cultural determinants of underachievement as perceived by Black students in three different academic programs (gifted, above‐average, and average). Students were placed into groups based on profiles of achievement behavior (Types I through V) and compared relative to their perceptions and attitudes. Findings from the statistical analyses (frequency analyses, t‐tests, analyses of variance, and multiple regression) suggest that psychological factors played the greatest role in underachievement or poor achievement motivation, and that underachievement behaviors were noted among all students, irrespective of their academic program. Implications and recommendations are suggested for educators working with gifted, above‐average, and average Black students in urban areas. 相似文献
11.
Naomi Sankar‐DeLeeuw 《Roeper Review》2013,35(2):93-99
Early life experiences can powerfully impact attitudes toward learning and later achievements in education. The chances for optimal development of children with special needs, including the gifted and talented, can be enhanced with identification and intervention at an early age. This paper reports on investigations into the lives of five gifted kindergarten students utilizing a case‐study methodology, which yielded themes relating to intellectual, achievement, social, affective, physical, aesthetic, and creative domains (discussed in Part I, published in Roeper Review, volume 26, pp. 192‐207). This paper, Part II, will discuss parental and teacher influences. 相似文献
12.
Procrastination and Motivation of Undergraduates with Learning Disabilities: A Mixed‐Methods Inquiry
Robert M. Klassen Lindsey L. Krawchuk Shane L. Lynch Sukaina Rajani 《Learning disabilities research & practice》2008,23(3):137-147
The purpose of this mixed‐methods article was to report two studies exploring the relationships between academic procrastination and motivation in 208 undergraduates with (n= 101) and without (n= 107) learning disabilities (LD). In Study 1, the results from self‐report surveys found that individuals with LD reported significantly higher levels of procrastination, coupled with lower levels of metacognitive self‐regulation and self‐efficacy for self‐regulation than those without LD. Procrastination was most strongly (inversely) related to self‐efficacy for self‐regulation for both groups, and the set of motivation variables reliably predicted group membership with regard to LD status. In Study 2, individual interviews with 12 students with LD resulted in five themes: LD‐related problems, self‐beliefs and procrastination, outcomes of procrastination, antecedents of procrastination, and support systems. The article concludes with an integration of quantitative and qualitative results, with attention paid to implications for service providers working with undergraduates with LD. 相似文献
13.
The attitudes towards science of upper‐primary students in three ability strands (average, above average, and gifted) were investigated. A total of 580 upper primary students from co‐educational government and government‐aided schools in Singapore were involved in this study. The attitude subscales investigated were enjoyment of science, preference for science careers, and appreciation of the social implications of science. Gender and ability were found to have statistically significant effects on the variations in the mean score for each attitude subscale. Boys, in general, had more positive views about science than girls. Overall, above‐average and gifted students had comparable attitudes towards science; both of them consistently showed more positive attitudes than average ability students. At least 18% of the sample, with greater percentage being boys, reported “not sure” responses in 50% or more of the total attitude items. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 940–954, 2008 相似文献
14.
Using a sample of 348 middle school students, we gathered evidence regarding the internal consistency of scores, as well as the internal factor structure and convergent validity evidence for inferences from a self‐report questionnaire called the Self‐Regulation Strategy Inventory–Self Report. Confirmatory factor analysis revealed that the fit indexes for a hierarchical model (composite, three factors) and a single‐level, three‐factor model were highly similar but mixed. Respecification of the hierarchical model based on conceptual overlap of items led to substantial improvement in the overall fit of the model, as indicated by the root mean square error of approximation, chi‐square/df, and the comparative fit index. Correlational analyses also provided strong convergent validity evidence, as the three subscales exhibited statistically significant relations with four motivation beliefs (i.e., self‐efficacy, perceived instrumentality, task interest, perceived responsibility) and two distinct markers of regulation‐related behaviors (i.e., teacher ratings, office discipline referrals). 相似文献
15.
Undergraduate university students (n = 132) completed a questionnaire containing measures of psychological variables, verbal ability, an evaluation of their course of study, and demographic characteristics. We also had access to their academic results. We examined the relationships among these variables, especially the psychological variables, and compared them with those posited by recent theoretical work that makes connections among motivation, self‐regulation, and self‐efficacy. We then looked at which variables predicted academic achievement. The sample contained two sub‐samples: mature‐age students who had entered university via an enabling program; and younger students who entered university on the basis of high school results. With universities under severe financial pressure, university‐run enabling programs must demonstrate their effectiveness in terms of students’ successful progress in undergraduate degrees if they are to continue. We compared these two groups of students on the measures noted above. 相似文献
16.
College students (N = 215) completed a self-report instrument designed to assess different regulation of motivation strategies as well as aspects of their motivational beliefs, use of cognitive and metacognitive learning strategies, and procrastination. The study serves to extend the research on the self-regulation of motivation through three related findings. One, results indicate that the instrument evaluated in the study provides a reliable and valid method for assessing six motivational regulation strategies in a college population. Two, analyses revealed differences in the extent that students reported using the regulation of motivation strategies, while also showing them to be related to other aspects of self-regulated learning in a theoretically consistent way. Last, findings from a series of multiple regressions indicate that students’ engagement in motivational regulation is a function of their existing motivational beliefs and attitudes. 相似文献
17.
Distance students' ratings of the importance of strategies to facilitate self‐directed learning were evaluated. Students from an open university in Taiwan (449 current and 140 inactive) participated in this study. Current students scored significantly higher than inactive students on internal motivation, insight about self, and self‐directed learning readiness. A combination of high internal and external motivation and high self‐directed learning readiness predicted ratings of the importance of five sets of strategies for helping students become self‐directed learners. The study provides information to help distance learning professionals enhance the effectiveness of self‐directed learning and reduce the number of students who become inactive. 相似文献
18.
The main purpose of this study is to develop a valid and reliable instrument for measuring the attitudes toward science class of fourth‐ and fifth‐grade students in an Asian school culture. Specifically, the development focused on three science attitude constructs—science enjoyment, science confidence, and importance of science as related to science class experiences. A total of 265 elementary school students in Taiwan responded to the instrument developed. Data analysis indicated that the instrument exhibited satisfactory validity and reliability with the Taiwan population used. The Cronbach’s alpha coefficient was 0.93 for the entire instrument indicating a satisfactory level of internal consistency. However, both principal component analysis and parallel analysis showed that the three attitude scales were not unique and should be combined and used as a general “attitudes toward science class” scale. The analysis also showed that there were no gender or grade‐level differences in students’ overall attitudes toward science class. 相似文献
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20.
Identification of Underachievers in Hong Kong: Do different methods select different underachievers?
Although academic underachievement is a familiar topic in educational research, there is no consensus on how underachievers should be selected. This study aimed to compare different selection methods, absolute split method, simple difference score method, regression method and nomination, in the identification of underachievers from a sample of 126 Chinese Grade 7 students. The results indicated that the three different statistical methods showed high congruence in selecting underachievers, but nomination selected a different group of underachievers. It was suggested that, depending on research or intervention purposes, information from statistical methods and nomination might combine to provide a more comprehensive identification procedure. 相似文献