共查询到20条相似文献，搜索用时 156 毫秒
1.
Teachers' design of a lesson is critical for helping their students develop academically effective forms of self-regulating learning (SRL) in classrooms. Using a quasi-experimental design, the researchers integrated systematic collaborative learning from problematic and successful experiences into teachers' preparatory programs and examined how such learning was associated with preservice physics teachers' SRL-based lesson design. The participants in this study were 132 preservice physics teachers during the practicum phase of their teacher education at four major research universities. Results indicated that preservice teachers who contemplated both problematic and successful experiences developed better SRL lesson-designing skills compared to preservice teachers who contemplated only problematic experiences. This study provides a new outlook for linking collaborative learning from problematic and successful experiences as a means of nurturing teachers' SRL, as well as suggesting implications and further research avenues. 相似文献
2.
Using a quasi-experimental design, we integrated systematic learning from problematic and successful experiences into teachers' preparatory programs and examined how such learning affected preservice physics teachers' capacity to teach students self-regulated learning (SRL). Results indicated that preservice teachers who contemplated both problematic and successful experiences improved more in their actual teaching of SRL strategies and in their actual arrangement of SRL environments, compared to preservice teachers who contemplated only problematic experiences. The current study suggests the need to integrate systematic learning from problematic and successful experiences into teachers' preparatory programs as means of developing preservice teachers' capacity to promote students' SRL. 相似文献
3.
Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers 总被引：3，自引：0，他引：3
The importance of reflection in supporting the continued professional learning of preservice practitioners is well recognised. This study examines one aspect of the outcomes of preservice teachers' reflection: the development of their own self-image as a teacher. In making the transition from student to teacher, preservice teachers create their own professional identity. Their ability to articulate this identity is examined through a new construct, a “teachers' voice”. A teachers' voice, develops when preservice teachers interpret and reinterpret their experiences through the processes of reflection. A teachers' voice is articulated as part of the persons' self-image. The construct, a teachers' voice, was investigated by examining changes in preservice teachers' contributions in an online discussion forum. Two complementary approaches of content analysis were applied. Both methods revealed changes in preservice teachers' levels of engagement and showed that in the first semester of preservice teacher education, the majority of preservice teachers moved towards a more professional stance in their contributions. 相似文献
4.
Anna-Lena Dicke Oliver Lüdtke Ulrich Trautwein Gabriel Nagy Nicole Nagy 《Learning and individual differences》2012,22(6):844-849
Using the theoretical framework of achievement goal theory, this study investigated the accuracy of teachers' judgments of their students' motivation. Self-report data were gathered on the mastery, performance-approach, and performance-avoidance goals of 1140 German secondary school students (mean age = 14.24) in five academic subjects (English, Mathematics, German, second foreign language, and Biology). Their teachers in each of the five subjects (N = 176) were asked to judge students' achievement goals. Multilevel regression analyses revealed that teacher ratings of students' motivation statistically significantly predicted student ratings in all five subjects for mastery and performance-approach motivation, but not for performance-avoidance motivation. Assessment of differences in teachers' judgment accuracy across classrooms revealed some variability in teachers' ability to judge their students' mastery and performance-approach goals. Exploratory analyses showed that teaching experience, teacher gender, student age, and student gender did not systematically explain variation in judgment accuracy. Future research should examine other characteristics potentially influencing teachers' judgment accuracy and investigate the effect of teachers' judgment accuracy on students' motivation. 相似文献
5.
This study explored the extent to which students' thoughts, feelings, and actions are associated with the nature of an online course and how that course relates to them personally. Following completion of an online course in aviation physiology, service academy undergraduates (N = 481) completed a survey that assessed several motivational, emotional, and behavioral outcomes. Consistent with expectations, results from a logistic regression analysis revealed that students who said they were planning to become aviators upon graduation were more likely to report greater perceptions of task value and greater use of metacognitive control strategies than their non-aviator counterparts. On the other hand, after controlling for the other variables in the model, aviators were actually less likely to report being satisfied with the online course, an unexpected finding. Taken together, these results partially substantiate the social cognitive notion that subjective perceptions of the learning environment ultimately shape students' motivational and behavioral engagement in that environment. Implications for the theory and research of online learning are discussed. 相似文献
6.
The study reported was part of a large thinking skills intervention for 11–12-year-old children. This paper focuses on the impact of a thinking skills intervention on children's understandings of intelligence. A total of 178 children (n = 86 girls and n = 92 boys) across six schools participated in the study. Children were individually pre-tested in the classroom using written tasks designed to tap concepts of intelligence (definitions, characteristics, causes of intelligence, and the stability of intelligence: entity versus incremental concepts) and a variety of thinking skills. Schools were allocated into one of three intervention conditions: control condition; individual condition; collaborative learning condition. Children in the individual and collaborative learning conditions participated in an 8-week thinking skills intervention. Children in the individual condition worked individually on tasks to apply the thinking skills whereas learners in the collaborative condition applied the thinking skills on tasks in groups of four. Following the thinking skills intervention all children were individually post-tested using the pre-test measures. The results showed that the intervention had an impact on children's understanding of intelligence. In particular, the collaborative learning intervention led to most improvement in concepts of intelligence. The results are discussed with reference to theories of intelligence concepts and thinking skills interventions. 相似文献
7.
Effective teachers are characterized by their abilities to make thoughtful, deliberate, and informed adaptations while teaching (Hoffman & Pearson, 2000). These in-the-moment teaching decisions are guided by a complex web of teacher knowledge. Raising teachers' awareness of the decisions they make on a moment-by-moment basis may aid in thoughtful, more deliberate decision-making and more robust instruction. We charge that preservice teachers can acquire this skill, as well. This article highlights practices employed in preservice teacher education courses as a means to promote awareness of, and engagement with, in-the-moment teaching decisions. Using examples from mathematics, social studies, and literacy methods courses, we describe our processes to intentionally cultivate preservice teachers' adaptive teaching skills through metacognitive decision-making. 相似文献
8.
《Learning and Instruction》2006,16(4):374-387
Three models representing different relations between intellectual ability, metacognitive skills, and learning were compared. The conditions under which each of these models holds were investigated, on the basis of the threshold of problematicity theory [Elshout, J. J. (1987). Problem solving and education. In E. De Corte, H. Lodewijks, R. Parmentier, & P. Span (Eds.), Learning and instruction (pp. 259–273). Oxford/Leuven: Pergamon Books/University Press]. Novice and advanced learners (N = 44) passed through a computer-simulated inductive-learning environment of different complexity levels. Results show that correlational patterns between intellectual ability, metacognitive skilfulness, and learning outcomes of novice learners at the easy level were similar to the patterns of advanced learners at the intermediate level. Metacognitive skilfulness rather than intellectual ability appears essential for learning when learners operate at the boundary of their knowledge. 相似文献
9.
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
10.
Learning protocols are a self-guided way of writing that allows for elaboration and reflection on learning content. In an experimental study (N = 103), we supported protocol writing with prompts to elicit important strategies as postulated by a cyclical model of self-regulated learning. Students received either (a) no prompts, (b) cognitive prompts, (c) metacognitive prompts, (d) mixed prompts without, or (e) including prompts for planning of remedial strategies. Prompting all essential sub-processes of self-regulated learning (group e) fostered students' comprehension best. Thus, with appropriate support, writing can serve as a beneficial medium helping students to self-regulate their understanding of subject matter. 相似文献
11.
Mei-Ling Chen 《Learning and individual differences》2009,19(2):304-308
The purpose of this study was to investigate relationships between grade level, perceptual learning style preferences, and language learning strategies among Taiwanese English as a Foreign Language (EFL) students in grades 7 through 9. Three hundred and ninety junior high school students participated in this study. The instruments for data collection were the Perceptual Learning Style Preference Questionnaire (PLSPQ) and the Strategy Inventory for Language Learning (SILL). Results showed that statistically significant relationships were found to exist between grade level and kinesthetic learning style preference (p = .001), tactile learning style preference (p = .047), and individual learning style preference (p = .02). Results also showed that statistically significant relationships were found to exist between grade level and the use of memory strategies (p = .005), cognitive strategies (p = .02), metacognitive strategies (p = .000), affective strategies (p = .000) and social strategies (p = .000). Implications are that it is critical for classroom teachers to be more aware of the differences in their students and ensure that their courses present information that appeal to students in different grade levels. 相似文献
12.
《Learning and Instruction》2007,17(2):123-139
This study investigated the metaphors that prospective teachers in Turkey (N = 1,142) formulated to describe the concept of “teacher”. Participants completed the prompt “A teacher is like… because…” by focusing on only one metaphor to indicate their conceptualization of teaching and learning. Altogether 64 valid personal metaphors were analyzed and 10 main conceptual themes were identified. Significant associations were detected between participants' gender and study program type and six of the conceptual themes. Metaphors seem to provide a powerful cognitive tool in gaining insight into prospective teachers' professional thinking. 相似文献
13.
《Early childhood research quarterly》2006,21(2):196-212
This exploratory study examined the relations among characteristics of children's home environments and two school readiness skills: their oral language and social functioning. Low SES Latino mothers of 122 (65 girls; 57 boys) preschoolers (39–49 months (M = 45.00; S.D. = 5.40) completed questionnaires about their family demography, their home environments, and their perceived parenting stress. Preschool teachers rated children's social functioning, and children were administered the PPVT-R (or the TVIP). Results of path analyses showed that when controlling for children's age and factors that potentially influence children's opportunities for learning, the relation between parents’ literacy involvement and children's PPVT-R/TVIP scores and social functioning was mediated by children's interest in literacy. In addition, mothers’ perceived parenting stress was directly associated with children's PPVT-R/TVIP scores and social functioning. The findings highlight within-group variations in the home literacy environments of low SES Latino families. 相似文献
14.
China's unprecedented economic boom has led a massive number of children left-behind by their peasant parents who have immigrated to urban areas in search of work. In current study, we explored how being left behind is associated with children's positive emotions and negative psychological traits by examining the differences in levels of happiness, self-esteem and anxiety between left-behind children (LBC) and non-LBC. A total of 448 students (aged 7–16) from three schools in Sichuan Province in China responded to the questionnaire. Fourteen teachers of LBC were invited to one-to-one interviews for in depth responses to LBC's behaviors and psychological well-being. The results revealed that non-LBC showed a higher level of happiness (t = −0.21, df = 258, p < 0.01) and a lower level of anxiety (t = 1.41, df = 406, p < 0.05) than LBC children. Among LBC, low grade children (primary school grades 3 and 4) reported a lower level of happiness (t = −0.73, df = 216, p <0.01) and self-esteem (t = −0.24, df = 191, p < 0.01) than their older counterparts (primary school grades 5 and 6). The teachers' accounts confirmed the statistical results that LBC suffered from the deprivation of parental care. According to the teachers, as LBC grew older, they developed an understanding of their own circumstances and came to appreciate their parents' decisions. With appropriate and adequate support provided to both LBC and the caretakers around them such as relatives and teachers, it may be possible to reduce the adverse impacts of parental deprivation on LBC. 相似文献
15.
Teachers' judgments of student characteristics are affected not only by the characteristic in question, but also by other factors. This article presents three studies examining whether students' achievement influences teachers' judgments of their engagement (as a proxy for motivation) and vice versa. First, a field study was conducted with N = 52 teachers and N = 1135 students. Structural equation modeling revealed an effect of student achievement on teacher judgments of student engagement and an effect of student engagement on teacher judgments of student achievement—above and beyond the association of each student characteristic with teacher judgments of that characteristic. These results were then replicated in two experimental studies involving a computer simulation of an instructional situation, the Simulated Classroom, with N = 40 and N = 181 teacher candidates, respectively. The psychological determinants of the effects observed are discussed, as are their practical implications. 相似文献
16.
Dirk T. Tempelaar Alexandra Niculescu Bart Rienties Wim H. Gijselaers Bas Giesbers 《The Internet and Higher Education》2012,15(3):161-169
This empirical study investigates students' learning choices for mathematics and statistics in a blended learning environment, composed of both online and face-to-face learning components. The students (N = 730) were university freshmen with a strong diversity in prior schooling and a wide range of proficiency in quantitative subjects. In this context, we investigated the impact that individual differences in achievement emotions (enjoyment, anxiety, boredom, hopelessness) had on students' learning choices, in terms of the intensity of using the online learning mode versus the face-to-face mode. Unlike the general level of learning activities, which is only minimally influenced by achievement emotions, these emotions appear to have a moderately strong effect on a student's preference for online learning. Following this, we explored the antecedents of achievement emotions. Through the use of path-modeling, we conclude that while goal setting behavior only marginally impacts achievement emotions, effort views—a crucial component of the social-cognitive model of implicit theories of intelligence—have a substantial impact on achievement emotions. 相似文献
17.
《The Internet and Higher Education》2010,13(4):272-276
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
18.
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
19.
This study shows the results of a two-year longitudinal study where the same participants were followed for two consecutive years as they enter secondary school (aged 12–14 years). The main issue was to investigate the development of both the quantity and the quality of metacognitive skills. Another issue was to establish whether the development of metacognitive skillfulness is intelligence-related or relatively intelligence-independent. Finally, the generality vs. domain-specificity of developing metacognitive skillfulness was investigated. Thirty-two secondary school students participated in this study. While thinking aloud they performed two different tasks representing two different domains: A text-studying task for history and a problem-solving task for math. Participants' intellectual ability, metacognitive skillfulness and learning performance were assessed. Results show a quantitative as well as a qualitative growth in metacognitive skillfulness. Furthermore, results of both years show that metacognitive skillfulness contributed to learning performance (partly) independent of intellectual ability. A parallel development of metacognitive and intellectual ability was found. Finally, metacognitive skills predominantly appear to be general. Domain-specific metacognitive skills, however, played a substantial, but minor role as well in both years. Instructional implications are being discussed. 相似文献
20.
《Learning and Instruction》2007,17(5):564-577
Although writing learning protocols is an effective follow-up course work activity, many learners tend to do it in a rather suboptimal way. Hence, we analyzed the effects of instructional support in the form of prompts. The effects of different types of prompts were investigated in an experiment with four conditions: cognitive prompts, metacognitive prompts, a combination of cognitive and metacognitive prompts, or no prompts (N = 84 undergraduate psychology students). We found that the prompts stimulated the elicitation of cognitive and metacognitive learning strategies. The provision of purely metacognitive prompts did not, however, improve learning outcomes. Only the groups who had received cognitive, or a combination of cognitive and metacognitive, prompts learned more than the control group. This effect was mediated by cognitive learning strategies. The learners in the successful groups did not perceive the prompted learning strategies as more helpful than the learners of the group without prompts. It can be concluded that cognitive prompts—alone or in combination with metacognitive prompts—are an effective means to foster learning. However, additional means should be employed in order to convince the learner of the usefulness of such prompts. 相似文献