共查询到20条相似文献，搜索用时 31 毫秒
1.
Ross M. Higashi Christian D. Schunn Jesse B. Flot 《Educational technology research and development : ETR & D》2017,65(6):1471-1493
Free online courses, including Massively Open Online Courses, have great potential to increase the inclusiveness of education, but suffer from very high course dropout rates. A study of 172 K-12 students and 114 K-12 teachers taking the same free, online, summertime programming course finds that student and teacher populations have different underlying motivational models that predict rates of persistence in the course despite having generally similar motivational levels. Student persistence is predicted by prior programming knowledge, intrinsic interest in the subject matter, and mastery approach goals. By contrast, teacher persistence is similarly predicted by intrinsic interest, but then also by self-identity as a programmer, performance approach goals, and negatively by performance avoidance goals. This sub-population discrepancy in predictive factors is novel, and may be reflective of differing environmental conditions or internal mechanisms between students and teachers. Future design of free choice learning environments can take these factors into account to increase rates of user persistence for different target user populations. 相似文献
2.
This study examined the role of self-construal and classroom goal structure in predicting Singapore secondary students' achievement goals in their English study. Students from 104 classes were administered surveys of achievement goals, classroom goal structure, English self-concept, and self-construal. The results of two-level hierarchical linear modeling showed that after controlling for gender, previous English achievement, and English self-concept, interdependent self-construal significantly predicted mastery approach and avoidance goals, while independent self-construal was associated with performance approach, performance avoidance, and mastery approach goals. Mastery classroom goal structure predicted mastery approach and avoidance goals, whereas performance classroom goal structure predicted performance approach and avoidance goals as well as mastery avoidance goals. In addition, students with interdependent self-construal in classrooms with a performance focus were more likely to endorse mastery approach, mastery avoidance, and performance avoidance goals, while students with independent self-construal in classrooms with a performance focus tended to have performance approach goals. This study provides validation for the 2 × 2 framework of achievement goals, and advances our knowledge of how students adopt multiple goals. The findings are related to the educational achievement context of Singapore. 相似文献
3.
Researchers have reported persuasive evidence that students?? perceptions of their classroom learning environment account for significant variance in cognitive and affective outcomes (e.g. intrinsic motivation, self-concept, liking for particular subjects and students?? intention to drop out). The study reported in this paper investigated the relationship between students?? perceptions of classroom learning environment and motivational achievement goal orientations towards biology and physics, as well as the influence of gender. Participants (N?=?1538) were high school science students from the north-eastern region of Thailand. Our results suggest that motivational goals are linked to differences in students?? perceptions of learning environment and levels of biology and physics classroom anxiety. We found that females adopted significantly higher levels of mastery and performance approach goals towards biology, while males adopted significantly higher levels of mastery and performance approach goals towards physics. Males adopted significantly higher levels of performance avoidance goals towards both biology and physics. Positive associations emerged between gender and the adoption of specific performance goals, perceived degree of competition in biology and physics classrooms, and levels of biology and physics classroom anxiety. These results suggest that motivational goal orientations and perceptions of learning environment are gender-dependent and domain-specific for the two science content areas. 相似文献
4.
Wenshu Luo Scott G. ParisDavid Hogan Zhiqiang Luo 《Contemporary educational psychology》2011,36(2):165-176
This study investigated how achievement goals are combined to affect students’ learning. We used a multiple goals perspective, based on mastery (i.e., mastery approach) and performance (including both approach and avoidance components) goals, to examine the achievement goal patterns of 1697 Singapore Secondary 3 students in their math study. Four types of goal clusters emerged from latent class cluster analyses: Diffuse (moderate multiple), Moderate Mastery (moderate mastery/low performance approach and avoidance), Success Oriented (moderate mastery/high performance approach and avoidance), and Approach (high mastery and performance approach/low performance avoidance). Analyses of covariance were conducted to compare these four clusters on eleven cognitive, behavioral, and affective learning outcomes. In general, students in the Success Oriented and Approach groups were higher on self-efficacy, subjective task values, class engagement, homework engagement, time management, and meta-cognitive self-regulation than those in the other two groups. In addition, students in the Approach and Moderate Mastery groups were more likely to make effort when encountering difficulties in learning math, showed lower test anxiety, lower negative affect, and achieved higher scores in math than students in the other two groups. These findings suggest that the goal profile with high mastery and performance approach goals combined with low performance avoidance goals is most beneficial for learning, whereas high performance approach goals, when associated with performance avoidance goals, have some negative effects on affective outcomes. The patterns help to refine distinctions in performance goals, and are discussed in the context of academic achievement in Singapore. 相似文献
5.
In some situations children fail to perform optional conceptual processing that they are able to perform. The purpose of the 4 experiments was to determine if the difficulty of word identification affects optional conceptual processing by second/third graders, fifth graders, and college students in a cued recall task. Conceptual processing was manipulated by presenting Hard (e.g., hawk eagle canary) or Easy (river lake canary) word triplets that varied in the contrastive processing necessary to identify the "odd" target word (canary). The orienting activity also varied: for the Oddity Choice activity, contrastive processing was obligatory because the subject had to identify the target; for the Read activity, contrastive processing was optional because the experimenter identified the target. A recall advantage for the Hard over the Easy triplets was the measure of contrastive processing. Finally, the difficulty of word identification varied in that the subjects read the stimuli or the experimenter read the stimuli, and all the words were degraded, only the nontarget words were degraded, or all the words were intact. The results established that contrastive processing facilitates recall, and that word identification difficulty may limit the extent of optional contrastive processing. 相似文献
6.
The majority of naturalistic reading occurs within passages. Therefore, it is important to understand how reading in context affects the division of labor between semantic and orthographic processing. However, it is difficult to compare the cognitive processes elicited by reading in context and lists because of the perceptual differences that define them. In 2 experiments, undergraduate students read 72 different words divided across three conditions (context, semantic-list, and orthographic-list). Participants then completed a memory task that was used to estimate either the semantic processing (surprise recall; Experiment 1) or orthographic processing (word stem completion; Experiment 2) elicited during reading. In both experiments, memory performance for words read in context more closely resembled words read in the semantic-list condition and differed greatly from those read in the orthographic-list condition. We interpret these results as showing that contextual reading biases the division of labor toward semantic processing and away from orthographic processing. 相似文献
7.
Language and gesture are viewed as highly interdependent systems. Besides supporting communication, gestures also have an impact on memory for verbal information compared to pure verbal encoding in native but also in foreign language learning. This article presents a within‐subject longitudinal study lasting 14 months that tested the use of gestures in the classroom, with the experimenter presenting the items to be acquired. Participants learned 36 words distributed across two training conditions: In the audio‐visual condition subjects read, heard, and spoke the words; in the gestural condition subjects additionally accompanied the words with symbolic gestures. Memory performance was assessed through cued native‐to‐foreign translation tests at five time points. The results show that gestures significantly enhance vocabulary learning in quantity and over time. The findings are discussed in terms of Klimesch's connectivity model (CM) of information processing. Thereafter, a code, a word, is better integrated into long‐term memory if it is deep, that is, if it is comprised of many interconnected components. 相似文献
8.
Integrative processing of verbal and graphical information is crucial when students read an illustrated text to learn from it. This study examines the potential of a novel approach to support the processing of text and graphics. We used eye movement modeling example (EMME) in the school context to model students' integrative processes of verbal and pictorial information by replaying a model's gazes while reading an illustrated text on a topic different from that of the learning episode. Forty-two 7th graders were randomly assigned to an experimental (EMME) or a control condition (No-EMME) and were asked to read an illustrated science text about the food chain. Online measures of text processing and offline measures of reading outcomes were used. Eye-movement indices indicated that students in the EMME condition showed more integrative processing than students in the No-EMME condition. They also performed better than the latter in the verbal and graphical recall, and in the transfer task. Finally, the relationship between the duration of reprocessing the graphical segments while rereading the correspondent verbal segments and transfer performance was stronger in the EMME condition, after controlling for the individual differences of prior knowledge, reading comprehension, and achievement in science. Overall, the findings suggest the potential of eye-tracking methodology as an instruction tool. 相似文献
9.
Wenshu Luo David J. Hogan Alexander Seeshing Yeung Yee Zher Sheng Khin Maung Aye 《教育心理学》2014,34(2):154-170
This study investigates attributional beliefs of Singapore secondary students in their English study and how they can be predicted by self-construal, competence and achievement goals. A total of 1,496 students were administered surveys on seven attributions, independent and interdependent self-construals, previous achievement, self-efficacy, mastery approach and avoidance goals and performance approach and avoidance goals. We found that Singapore students attributed academic success mainly to internal regulation (effort, interest and study skills), followed by teachers’ help, ability, parents’ help and tuition classes. Hierarchical regression analyses showed that three predictors (self-construal, competence and achievement goals) explained 4.2–12.3% of the variances in students’ attributional beliefs. In particular, students with interdependent self-construal, high competence or mastery goals tended to attribute academic success to internal regulation (effort, interest and study skills) and support from teachers and parents. Students with low competence, high mastery avoidance goals or high performance goals were more likely to value tuition classes, and those with high performance avoidance goals also tended to ascribe academic success to ability and parent’s help. The findings are discussed in relation to the culture of Singapore. 相似文献
10.
The research examined effects of notetaking instruction on elementary-aged students’ abilities to recall science information
and their notetaking behaviors. Classes of eight to nine years old third grade students were randomly assigned to three treatment
conditions: strategic notetaking, partial strategic notetaking, and control, for four training sessions. The effects of the
notetaking instruction were measured by their performances on a test about science information, a long-term free recall of
the information, and the number of information units recalled with or without cues. Students’ prior science achievement was
used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results
indicated significant treatment effect in favor of the strategy notetaking instruction groups on cued and non-cued recall
of the information units. Students with higher prior achievement in science performed better on cued recall and long-term
free recall of information. The results suggest that students as young as those in third grade classes can be instructed to
develop notetaking ability that promotes their learning. 相似文献
11.
Hallgeir Halvari Knut Skjesol Tor Egil Bagøien 《Scandinavian Journal of Educational Research》2013,57(1):79-104
The present research tested the longitudinal relations over a school‐year between motivational climates, achievement goals, and five physical education outcomes, namely intrinsic motivation, perceived competence, positive attitude, exertion, and attendance in physical education. The results showed that students’ mastery goals measured early in the school‐year (Time 1) predicted all five physical education outcomes one year later (Time 2), controlling for physical education outcomes at Time 1. Two structural equation change models of climates and goals were also tested: (1) change in mastery climate predicted positively change in mastery goals, which positively predicted physical education outcomes after one year; and (2) distinct performance climate sub‐factors, namely changes in normative praise and negative emotional tune, predicted positive changes in performance‐approach, and performance‐avoidance goals, respectively. In turn, change in performance‐approach goals predicted positively, and change in performance‐avoidance goals predicted negatively, the PE outcomes after one year. 相似文献
12.
《Journal of Further & Higher Education》2012,36(4):504-518
This study links achievement goal theory and models of critical thinking by investigating the relationship between motivational goals and the thinking dispositions of college students enrolled in five different academic programmes in Thailand (N = 1336, males = 32.9% and females = 67.1%). We found significant differences in goal orientations and thinking dispositions across academic programmes. For example, nursing students were significantly more mastery goal-oriented and had a higher level of ‘analytical’ thinking disposition than students in business, engineering, education and vocational programmes. Multiple regression analysis found a positive influence of mastery goals and a negative influence of performance avoidance goals on the levels of critical thinking dispositions. We found that critical thinking dispositions are related to goal orientation response patterns and vary with the curricular context. 相似文献
13.
This research compared the performance of younger (mean age — 20.7 years) and older (mean age–68.3 years) adults on a memory task that involved pictures, words, and pictures‐plus‐words as stimuli. The results, consistent with previous research, indicated an equivalent picture superiority effect for both young and old adults when pictures were compared to words. More specifically, although recall scores were significantly higher for younger adults compared to older adults, the superior recall scores for pictures versus words did not differ between the age groups. However, the performance of older adults declined markedly, compared to the younger adults, in the picture‐plus‐word condition. These findings are interpreted as providing support for a divided attention model, which involves effortful processing of both visual and verbal aspects of stimuli. This situation of divided attention appears to put older adults at a relative disadvantage compared to young adults. 相似文献
14.
The primary purpose of this study was to investigate the roles of two moderators – perceived competence and perceived autonomy – in the relationships of achievement goal orientations with a broad range of learning‐related variables, including interest, effort, learning strategy use and academic achievement. Perceived competence and autonomy played roles as moderators by strengthening the positive effects of a mastery goal pursuit on outcome measures of adaptive use of learning strategies and effort, respectively. However, no moderating role of either perceived competence or perceived autonomy was found for the effect of a performance‐approach and performance‐avoidance goal pursuit. In addition, perceived competence played a significant role in determining the level of academic achievement in the context of multiple‐goal pursuit. For students with high perceived competence, the adoption of high performance‐approach goals resulted in a higher level of achievement regardless of the levels of mastery goals. In contrast, students with low perceived competence showed the highest achievement when high performance‐approach goals are paired with low mastery goals. 相似文献
15.
The aim of this study was to analyse whether conducting physical education lessons according to different motivational climates leads to a significant difference between students' achievement goals, motivational strategies and attitudes towards physical education. Participants (81-ninth grade students) were allocated to one of three experimental groups. The researchers conducted a 12-week programme of physical education lessons with the experimental groups. The programme used the same lesson plans; however, in each experimental group, the researchers created different motivational climates (mastery, performance approach or performance avoidance) according to the Motivational Climate Observer Control List. The students' achievement goals, motivational strategies and attitudes towards physical education were measured at the beginning and end of the semester. Consequently, it was observed that the mastery-and performance-approach focused-motivational climates within physical education lessons produced positive outputs in terms of cognitive and affective scores. 相似文献
16.
Annette Lohbeck Gerda Hagenauer Andrea Mühlig Barbara Moschner Michaela Gläser-Zikuda 《Zeitschrift für Erziehungswissenschaft》2017,20(3):521-536
A common phenomenon among university students is procrastination, the dysfunctional postponing of tasks. Based on expectancy-value theory, the present study examined the relations between procrastination and some specific motivational characteristics of university students. A total of 881 German university students of teacher education and educational sciences completed a questionnaire. Results showed that procrastination while studying was negatively related to self-concept, study interest, mastery goal orientation and performance-approach goal orientation, while it was positively associated with work avoidance. Moreover, male students reported higher procrastination than female students. Study interest and work avoidance were the strongest predictors of procrastination. Thus, enhancing students’ positive motivational characteristics could reduce procrastination while studying. 相似文献
17.
Twenty-five adolescents with learning disabilities were randomly assigned to either a keyword mnemonic condition or an experimenter-directed rehearsal condition and were individually taught 16 difficult vocabulary words, including 8 concrete and 8 abstract words. After an instructional period, students were given a test of literal recall as well as a comprehension test of their ability to apply newly acquired vocabulary words in a different context. Results indicated that mnemonically trained students outperformed control students on both abstract and concrete words, and on recall tests as well as on comprehension tests. Implications for vocabulary instruction as well as theories of learning disabilities are discussed. 相似文献
18.
Tor Stornes Edvin Bru Thormod Idsoe 《Scandinavian Journal of Educational Research》2013,57(3):315-329
This study investigates the relationship between students' perceptions of the social structure in the classroom and perceptions of the motivational climate among 1171 Norwegian eighth‐grade students from 65 school classes. A multilevel approach was implemented to investigate relationships at the individual level as well as at the class level. Results showed that perceptions of motivational climates varied considerably more within than between school classes, as well as a general trend for students to perceive the motivational climate to be more mastery than performance oriented. Moreover, emphatic teacher involvement yielded the strongest positive association with perceptions of a mastery motivational climate, as well as the strongest negative association with perceptions of a performance motivational climate. Besides, a mastery motivational climate was also found to be associated with a certain amount of student influence, whereas the final aspect of social structure investigated, regulation, showed relatively weaker associations with students' perceptions of motivational climate. 相似文献
19.
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
20.
Rajalakshmi Ganesan Norul Hidayah Bt Mamat David Mellor Laura Rizzuto Christina Kolar 《Psychology in the schools》2014,51(5):506-516
The present study investigated academic procrastination in the context of the 2 × 2 goal achievement theoretical framework within a population of 450 Malaysian undergraduate students, aged 18 to 25 years. Participants completed the Achievement Goal Questionnaire and the Tuckman Procrastination Test. Approach dimensions of both the mastery and performance goal orientations were found to be positively correlated with procrastination, but the avoidance dimensions of the mastery and performance goal orientations were not associated with procrastination. In regression analyses, mastery approach was the strongest predictor of procrastination, suppressing the effect of performance approach. The results suggest that the Western values underlying the achievement goals portrayed by the goal achievement model may not accurately reflect the motivations that are intrinsic to non‐Western individuals. Further research is required to either validate such a tool in non‐Western cultures or, alternatively, investigate alternative factors that may potentially influence procrastination within this demographic. 相似文献