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1.
David Alan Gilman 《教育心理学家》2013,48(1):17-19
This article describes how scaffolded instruction during whole-class mathematics lessons can provide the knowledge, skills, and supportive context for developing students' self-regulatory processes. In examining classroom interactions through discourse analysis, these qualitative methods reflect a theoretical change from viewing self-regulation as an individual process to that of a social process. This article illustrates how studying instructional scaffolding through the analyses of instructional discourse helps further the understanding of how self-regulated learning develops and is realized in mathematics classrooms. Qualitative methods, such as discourse analyses, and their underlying theoretical frameworks have great potential to help "unlock" theories of learning, motivation, and self-regulation through exploring the reciprocity of teaching and learning in classrooms. 相似文献
2.
Saskia Kistner Katrin Rakoczy Barbara Otto Charlotte Dignath-van Ewijk Gerhard Büttner Eckhard Klieme 《Metacognition and Learning》2010,5(2):157-171
An implication of the current research on self-regulation is to implement the promotion of self-regulated learning in schools.
Teachers can promote self-regulated learning either directly by teaching learning strategies or indirectly by arranging a
learning environment that enables students to practise self-regulation. This study investigates teachers’ direct and indirect
promotion of self-regulated learning and its relation to the development of students’ performance. Twenty German mathematics
teachers with their overall 538 students (grade 9) were videotaped for a three-lesson unit on the Pythagorean Theorem. Students’
mathematics performance was tested several times before and after the observed lessons. A low-inferent coding system was applied
to assess the teachers’ implicit or explicit instruction of cognitive strategies (e.g., organisation), metacognitive strategies
(e.g., planning), and motivational strategies (e.g., resource management). High-inferent ratings were used to assess features
of the learning environment that foster self-regulation. Results reveal that a great amount of strategy teaching takes place
in an implicit way, whereas explicit strategy teaching and supportive learning environment are rare. The instruction of organisation
strategies and some features of the learning environment (constructivism, transfer) relate positively to students’ performance
development. In contrast to implicit strategy instruction, explicit strategy instruction was associated with a gain in performance.
These results reveal a discrepancy between the usefulness of explicit strategy instruction and its rare occurrence in classrooms. 相似文献
3.
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
4.
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
5.
《Learning and individual differences》1999,11(3):281-299
This study investigates the relation between students' tendency to self-regulate their level of motivation and other aspects of their self-regulated learning and achievement. Ninth- and tenth-grade students (N = 88) responded to survey items designed to assess five motivational regulation strategies identified in previous research. An exploratory factor analyses of these items revealed distinct, internally consistent scales reflecting the strategies of Self-Consequating, Environmental Control, Performance Self-Talk, Mastery Self-Talk, and Interest Enhancement. Self-report measures of effort, use of six cognitive and metacognitive learning strategies, and teacher-reported grades were also collected. Findings revealed mean level differences in students' reported use of the motivational strategies. In addition, results from a series of multivariate regressions indicated that students' use of motivational regulation strategies could be used to predict their use of learning strategies, effort, and classroom performance. As a whole, findings support the belief that motivational self-regulation should be integrated more completely into current models of volition and self-regulated learning. 相似文献
6.
7.
The purposes of the present study were (a) to compare US and Korean 8th graders' mastery of knowledge and skills in the mathematics test of the Trends in International Mathematics and Science Study (TIMSS) 2003 using a cognitive diagnostic testing method and (b) to find links between teachers' instruction and students' mastery of mathematics knowledge and skills. The participants included 740 US and 439 Korean 8th graders who took the Booklet 3 mathematics test. The results showed substantial differences between the US and Korean students' performance in problem restructuring and reasoning, measurement, and geometry. The most helpful instructional strategy for both Korean and US students was encouraging students' independent problem solving. Reviewing, re-teaching, and clarifying content were especially effective for the US students. Implications for teaching and learning are discussed. 相似文献
8.
Kit-ling Lau 《Educational Research and Evaluation》2013,19(1):47-66
This study aimed to initially explore the possibility of helping front-line teachers to integrate the principles of self-regulated learning (SRL) into Chinese reading instruction in a 1-year collaborative project. A total of 197 Secondary 3 students and 6 Chinese language teachers from a secondary school in Hong Kong participated in the study. The findings of quantitative and qualitative data in this study generally support the feasibility of incorporating the elements of SRL in Chinese reading instruction. Students improved their comprehension performance, intrinsic motivation, strategic knowledge, and strategy use after this learning experience. Teachers also expressed positive attitudes towards the new instruction and made constructive changes on the instructional materials and activities. However, the study found teachers' traditional beliefs might affect theimplementation of SRL instruction. The implications of these findings for understanding Chinese students' capacity for SRL and planning effective reading instruction to enhance their SRL abilities are discussed. 相似文献
9.
The main purpose of this study was to determine pre-service teachers' use of reading strategies in their own readings. In addition, pre-service teachers' use of these strategies in their future teaching practices was also investigated. The subjects for this study were 505 pre-service teachers enrolled in one of the major universities in Ankara. The results of the study revealed that pre-service teachers employed 28 out of 38 reading strategies most of the time, but interview results illustrated that they reported using very limited scope of reading strategies. An interesting finding in this study was that all subjects accepted the responsibility to teach and improve their future students' reading skills. 相似文献
10.
While previous studies have examined the single directional effects of motivation constructs in influencing students' use of self-regulatory strategies, few attempts have been made to unravel their interrelationship in a unified framework. In this study we adopt the social cognitive perspective and examine the reciprocal interplay between motivation and self-regulation constructs (as measured by the Learning and Study Strategies Inventory) in influencing academic performance. Based on two waves of measurements obtained from a large sample of undergraduates from a university in Hong Kong, a cross-lagged structural equation model identified significant reciprocal effects whereby students' self-regulation predicted their subsequent motivation. After controlling for prior academic achievement, student motivation was also found to be the strongest predictor of academic performance. The findings from this study have major implications for the importance placed on motivation and self-regulation as means of facilitating academic success. 相似文献
11.
Scott W. Vanderstoep Paul R. Pintrich Angela Fagerlin 《Contemporary educational psychology》1996,21(4):345-362
The personal attributes of self-regulated learning are often described in terms of knowledge base, adaptive motivational beliefs, and appropriate use of cognitive and metacognitive strategies for learning. These attributes are usually assumed to apply across all disciplines and contexts, but there has been little research that has examined the disciplinary differences in these personal attributes of self-regulated learning. The present study examined college students’ knowledge, motivation, and self-regulatory learning strategies in humanities, social science, and natural science college courses. The sample included 380 college students from three different institutions. Students were given a measure of their course knowledge and a self-report measure of their motivational beliefs and use of self-regulatory strategies at the beginning and end of the semester. Three levels of achievement were created from final course grade and ANOVA's were used to examine the differences in knowledge, motivation, and self-regulation by achievement level and discipline. The results suggest that the components of knowledge, motivation, and self-regulation do distinguish high from low achievers in social and natural science courses, but not in the humanities courses. Results are discussed in terms of the generalizability of our models of self-regulated learning across disciplines and implications for measuring self-regulated learning in different disciplines. 相似文献
12.
Mariza Chatzistamatiou Irini Dermitzaki Anastasia Efklides Angeliki Leondari 《教育心理学》2015,35(7):835-850
The aim of the study was to investigate the relationships between elementary students’ reported use of self-regulatory strategies in mathematics and their motivational and affective determinants. Participants of the study were 344 fifth- and sixth-grade Greek students. Students were asked to complete self-reported measures regarding the strategies they use to self-regulate mathematics learning, their achievement goals in relation to mathematics, their self-efficacy concerning mathematics learning and achievement, the value they attribute to mathematics as a subject domain and their enjoyment of mathematics learning. Structural equation modelling confirmed a mediation model, that is, students’ mathematics self-efficacy, value beliefs about mathematics and enjoyment mediated the effects of achievement goals on reported strategy use. Results are discussed in terms of implications for elementary students’ self-regulated learning skills. 相似文献
13.
Teachers' judgments about students' knowledge and skills can be global or specific depending on the diagnostic situation during teaching. We test the relationship between these judgments, their accuracy, and whether global judgment (GJ) accuracy can be measured by aggregating specific judgments (SJ). Judgments of 52 primary school teachers about their students' achievement in a standardized mathematics test were assessed. SJs and GJs correlated high. However, SJs were slightly more accurate than GJs. Additionally, teachers' GJ accuracy is not similar to the accuracy of aggregated SJs. We conclude that teachers use different judgment strategies for GJs and SJs. 相似文献
14.
《教育心理学家》2013,48(4):267-268
In this commentary, we utilize a social cognitive view of self-regulation to analyze the computer-based learning environments (CBLEs) that are described in the various articles in this volume. Although these CBLEs are creative ways of engaging students' metacognitive processes, their impact on students' motivational beliefs and self-reactions has been given relatively little attention to date. Self-regulation research on these sources of motivation in traditional learning environments has shown that they can play a vital role in explaining students' self-initiative and perseverance in the face of setbacks. When analyzing the forms of self-regulatory instruction that were employed, 2 of the CBLEs followed the first 2 sequential levels of a graduated "social-to-self" pattern advocated by social cognitive researchers. However, the other CBLEs often made nonsequential use of such social cognitive instructional processes as modeling, tutoring, providing feedback, and self-research. 相似文献
15.
YNGVAR OMMUNDSEN 《教育心理学》2003,23(2):141-157
Previous research has shown that cognitive processing and achievement strategies are important for motor learning and achievement. Despite this, there are few studies identifying the role of motivational beliefs in the cognitive self-regulation of students' learning in physical education classes. This study reports the results of multivariate analyses of the relationships between thirteen to fourteen-year-old secondary school pupils' (n=343) implicit theories of ability and their self-regulated learning in PE. Self-regulation measures included metacognitive/elaboration strategies, effort regulation and adaptive help seeking. Results revealed consistent relationships between motivational beliefs and pupils' use of self-regulation strategies. The results underscore the educational value of reappraising pupils' implicit theories of ability, making them believe in the modifiability of ability through effort and hard work and learning. The results illustrate the importance of linking pupils' motivational and cognitive characteristics to provide a fuller understanding of their self-regulation of learning in physical education. 相似文献
16.
This study investigated mathematics teachers' professional knowledge among elementary school teachers exposed to a professional training program that either supported self-regulated learning (SRL) or offered no SRL support (no-SRL). The SRL support was based on the IMPROVE metacognitive self-questioning method that directs students' attention to understanding when, why, and how to solve problems (Kramarski and Mevarech, Am Educ Res J 40:281–310, 2003). Sixty-four Israeli elementary teachers participated in a month-long professional development program to enhance mathematical and pedagogical knowledge. The course was part of a 3-year professional development program sponsored by the Israeli Ministry of Education. This mixed-method study included quantitative assessments of teachers' professional knowledge in mathematical problem solving for an authentic task based on Program for International Student Assessment's framework (Program for International Student Assessment, 2003) and in lesson planning, as well as qualitative interviews and videotaped observations of two teachers. Results indicated that teachers in the SRL program outperformed those in the no-SRL program on various problem solving skills (e.g., reflection and conceptual mathematical explanations) and lesson planning (e.g., task demands and teaching approach). Videotaped observations of actual teaching indicated that the SRL-trained teacher demonstrated more teaching practices that aimed to promote students' understanding and better supported students' regulation of their own learning, compared to the no-SRL-trained teacher. We discuss educational and practical implications. 相似文献
17.
Joanne Carlisle Ben Kelcey Dan Berebitsky Geoffrey Phelps 《Scientific Studies of Reading》2013,17(5):409-439
The purpose of this study was to determine whether third-grade teachers' instructional actions during reading comprehension lessons contributed to their students' reading comprehension achievement. Our framework focused on teachers' emphasis on three dimensions of instruction (pedagogical structure, teacher-directed instruction, and support for student learning), as observed in comprehension lessons across a year. Third-grade teachers' instruction was analyzed first by measuring their latent propensity to engage in instructional actions in the three dimensions and then by using these latent variables in a multilevel model to examine their students' gains in reading comprehension. Results provided support for the theoretical dimensions, taking into account contextual variables including lesson, student, and teacher characteristics; teachers' engagement in teacher-directed instruction and their support for student learning significantly contributed to their students' reading comprehension. Results suggest that analysis of teachers' instructional actions within and across lessons is a promising approach for the study of effective reading instruction. 相似文献
18.
Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions about spatial thinking influence the effectiveness of such interventions. However, our understanding of elementary school teachers' beliefs and perceptions around spatial thinking and STEM is in its infancy. Thus, we created novel measures to survey elementary teachers' anxiety in solving spatial problems, beliefs in the importance of spatial thinking skills for students' academic success, and self-efficacy in cultivating students' spatial skills during science instruction. All measures exhibited high internal consistency and showed that elementary teachers experience low anxiety when solving spatial problems and feel strongly that their skills can improve with practice. Teachers were able to identify educational problems that rely on spatial problem-solving and believed that spatial skills are more important for older compared to younger students. Despite reporting high efficacy in their general teaching and science teaching, teachers reported significantly lower efficacy in their capacities to cultivate students' spatial skills during science instruction. Results were fairly consistent across teacher characteristics (e.g., years of experience and teaching role as generalist or specialist) with the exception that only years of teaching science was related to teachers' efficacy in cultivating students' spatial thinking skills during science instruction. Results are discussed within the broader context of teacher beliefs, self-efficacy, and implications for professional development research. 相似文献
19.
We developed a cognitive-emotional strategy training (CEST) intervention to teach fifth-grade students (N = 57) self-regulated learning strategies that can be used when confusion is experienced during mathematics problem solving in addition to strategies they can implement during learning to help solve them. Fifth-grade students were randomly assigned to the intervention condition or the control condition. A think-emote-aloud protocol was administered to capture self-regulatory processes and emotions as students solved a complex mathematics problem. Using an explanatory mixed methods design, results revealed that, compared to students in the control condition, students who received the intervention scored significantly higher on the mathematics problem, implemented more cognitive and metacognitive learning strategies across the four phases of self-regulated learning, expressed more positive emotions and fewer negative emotions, and were better able to regulate and resolve their confusion when it occurred. These results extend previous findings from the strategy instruction literature by incorporating consideration of the role of emotions during learning. 相似文献
20.
The present study focused on an in-depth understanding of student motivation and self-regulated learning in mathematics and science through cluster analysis. It examined the different learning profiles of motivational beliefs and self-regulatory strategies in relation to perceived teacher autonomy support, basic psychological needs (i.e. autonomy, competence, and relatedness), motivational regulations, and academic achievement. Grounded in self-determination theory, this study examined the learning profiles of 782 students from eight secondary schools in Singapore. The cluster analyzes revealed four distinct learning profiles, and they were compared in association with perceived teacher autonomy support, needs satisfaction, motivational regulations, and grades. Cluster profiling enables teachers to have better understanding of their students’ self-regulated learning so that they can apply effective teaching strategies to foster their motivation. The findings offer a perspective to secondary students’ psychological needs along with some insights into their perceived task value and self-efficacy in the contexts of mathematics and science. 相似文献