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1.
Using Vermunt's model [Vermunt, J. D. (1998). The regulation of constructive learning processes. British Journal of Educational psychology, 68, 149–171] of self-regulated learning as a conceptual framework, this study aims to contribute to the development of finer grained models of higher education students' learning by (1) investigating causal relationships between three student cognitions which feature prominently in the research literature: self-efficacy, conceptions of learning and attributions for academic success and by (2) researching both the direct and indirect effects of these student cognitions on first year university students' study strategies. To that end a model was developed, respecified, tested, and cross validated using path analyses. Results show that within an educational context learning conceptions are fundamental student cognitions since they directly and/or indirectly influence students' self-efficacy, attributions for academic success, and study strategy. 相似文献
2.
The study focuses upon teachers' perceptions of school behavior problems and preferred classroom management actions. Two hundred elementary school teachers were evaluated with a questionnaire comprising assessment of causal attributions and goal‐directed behavior on the part of the teachers, when dealing with classroom misbehavior problems. Internal student‐related attributions were those most frequently adopted by the teachers, even though teachers' explanations varied significantly across school problems. Misbehavior‐related attributions were significantly associated with teachers' preferred practices. Our results support the application of psychological principles to educational practice through an understanding of teachers' discipline‐related theories. © 2000 John Wiley & Sons, Inc. 相似文献
3.
Self-Efficacy and Academic Motivation 总被引：1，自引：0，他引：1
Dale H. Schunk 《教育心理学家》2013,48(3-4):207-231
Academic motivation is discussed in terms of self-efficacy, an individual's judgments of his or her capabilities to perform given actions. After presenting an overview of self-efficacy theory, I contrast self-efficacy with related constructs (perceived control, outcome expectations, perceived value of outcomes, attributions, and self-concept) and discuss some efficacy research relevant to academic motivation. Studies of the effects of person variables (goal setting and information processing) and situation variables (models, attributional feedback, and rewards) on self-efficacy and motivation are reviewed. In conjunction with this discussion, I mention substantive issues that need to be addressed in the self-efficacy research and summarize evidence on the utility of self-efficacy for predicting motivational outcomes. Areas for future research are suggested. 相似文献
4.
Thomas R Guskey 《Contemporary educational psychology》1982,7(1):70-80
Past research on teachers' causal attributions has shown there to be little relation between perceptions of responsibility for positive versus negative student learning outcomes. In this study, Weiner's model for causal attributions was employed to explore these perceived attributional differences. Data were gathered from 184 teachers from two metropolitan school districts. Statistically significant differences between attributions for positive versus negative outcomes were identified along the dimensions of both internality/externality and stability of cause. Relations to overall efficacy, teaching experience, grade level taught, and teacher gender were also explored; however, only grade level differences were found to be statistically significant. 相似文献
5.
《Journal of Further & Higher Education》2012,36(4):293-306
Two hundred and seven students undertaking enabling programmes at three different sites were administered measures of self-efficacy, self-concept, approaches to learning, causal attributions and self-regulatory control at the beginning and end of their first semester of study. Students were enrolled in either a mature aged (21 years + ) enabling course at the University of Newcastle (Open Foundation Course), an age-restricted enabling course (17-21) at the University of Newcastle (Newstep) or an unrestricted age entry Tertiary Preparation Certificate at the NSW TAFE. Analyses of variance indicated group differences across measures of approaches to learning, attributions and self-regulatory control, but no differences across measures of self-efficacy nor self-concept. Results are discussed in terms of the impact of age and institutional factors on students' adjustment to enabling programmes. 相似文献
6.
Kristi L. Law Deanna D’Amico Guthrie Barbara R. Beaver Susan M. Johnson Jodie Parys Ozalle M. Toms 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):399-415
ABSTRACTThe connection between students and faculty is a recognized component of student belonging and engagement. To better understand how these relationships are formed, we utilized a qualitative design to explore the ways in which faculty and staff at a mid-sized public university perceived their roles in supporting, and connecting with, students. Based on our focus group data, we identified three themes. The first theme defined the mentoring relationship in the university context. The second theme addressed the unique features of mentoring Underrepresented Minority (URM) and First Generation (FG) students. Our third theme focused on perceived barriers to mentoring, including personal, institutional, and student-related barriers. Our findings provide a first step in developing a framework for colleges and universities working to promote a culture of mentoring as a means to support students. 相似文献
7.
Self-efficacy from the perspective of adolescents with LD and their specialist teachers 总被引：1，自引：0，他引：1
This study used qualitative methodology to investigate the self-efficacy beliefs of early adolescents with learning disabilities (LD). We conducted a series of focus group interviews with 28 Grade 8 and 9 students with LD and individual interviews with 7 specialist LD teachers. Content analyses of the student and teacher data resulted in 2 a priori and 3 inductive themes: self-efficacy, calibration and levels of self-efficacy, students' self-awareness, attributions for failure, and problems and solutions. The students viewed themselves as low in self-efficacy and generally accurate in the calibration of their efficacy and performance, whereas the teachers viewed the students as overconfident about academic tasks. In contrast to the teachers, the students viewed verbal persuasion as a valued source of self-efficacy. Students attributed their failures to lack of effort, whereas their teachers attributed student failure to uncontrollable deficits. Problems and solutions related to student motivation were discussed from student and teacher perspectives. 相似文献
8.
Sheila Qureshi Venkat Rao Vishnumolakala Daniel C. Southam David F. Treagust 《International Journal of Science and Mathematics Education》2017,15(6):1017-1038
This research took place within the context of ongoing educational reforms to promote inquiry-based science instruction and a desire to draw evidence to inform adoptions of western pedagogical practices in a high-context culture like Qatar. We report on the outcomes from Process Oriented Guided Inquiry Learning (POGIL) in a foundation chemistry course based on students’ achievement, their perceived learning gains, and their self-efficacy. The study utilized quantitative data obtained from normalized content tests and instruments to measure perceived learning gains and attitudes and experience. Qualitative data from open-ended student questionnaires were analyzed to cross-validate findings from the study. Positive effects of POGIL during fall (semester 1) and spring (semester 2) semesters were evidenced by (a) improved mean scores and medium to large effect sizes for content test results, perceived learning gains, and self-efficacy levels and (b) a positive correlation between the measures of perceived learning gains and self-efficacy. Students self-reported increased self-efficacy, interest, and better understanding of concepts using the POGIL method. Comparing fall and spring semesters, student reluctance and negative perceptions of the POGIL approach gradually diminished. Students were able to adapt easily to POGIL—a method of teaching that they had not experienced before but which was compatible with the high-context culture in which they live. In addition, this study reflects the current condition of science learning in Qatar, where the emerging outcomes of educational reforms play an important role in preparing local students to transition into higher education. 相似文献
9.
高职生职业自我效能、专业承诺与心理健康关系之研究现状 总被引：1，自引：0，他引：1
林冰 《成都教育学院学报》2006,20(9):88-90
近年来国内对于高职生职业自我效能、专业承诺与心理健康关系方面的研究,不仅数量十分有限,而且多半是围绕两者之间的关系进行的;将职业效能、专业承诺和心理健康三者结合起来进行的研究目前尚未多见。从研究对象上看,国内近几年对职业效能感和专业承诺更多的是局限于企事业员工、教师、护士及普通大学生的研究;而在对高职生这一特殊的、新兴的群体中,这两者的研究非常有限,为研究者留下极大的后续研究空间。 相似文献
10.
Dale H. Schunk 《Psychology in the schools》1985,22(2):208-223
This article discusses the role of perceived self-efficacy during classroom learning of cognitive skills. Self-efficacy refers to personal judgments of performance capabilities in a given domain of activity. Students enter classroom activities with various aptitudes and prior experiences, which affect their initial sense of self-efficacy for learning. During task engagement, students may assess self-efficacy by utilizing cues made cognitively salient by educational practices and which convey information about their capability to acquire knowledge and skills, such as performance outcomes, attributions, situational circumstances, outcome patterns, perceived model similarity, and persuader credibility. In turn, heightened learning self-efficacy enhances motivated learning, or motivation to acquire knowledge and skills. Research findings are presented showing how different educational practices affect self-efficacy. Future research needs to determine how students derive efficacy information from multiple cues, and to specify in finer detail how the cognitive processes involved in understanding instruction and appraising self-efficacy influence one another. 相似文献
11.
Causal Attributions and Reading Achievement: Individual Differences in Low-Income Families 总被引：2，自引：0，他引：2
In this study the development of causal attributions about reading within low-income families was examined. Specifically, relations between children's reading achievement and their causal attributions were investigated as well as relations between the children's attributions about themselves and their parents’ attributions about them. A total 513 students from Grades 3, 6, and 9, and one parent of each student, all from low-income families, participated. Students and parents independently rated the importance of seven causal variables (effort, intellectual ability, liking for reading, the teacher, help at home, difficulty of reading material, and luck) for the students’ good and poor reading outcomes. The major findings were that (a) at each grade, students’ attributions were reliably related to their reading achievement on the Gates–MacGinitie reading comprehension test, with attributions to ability, liking for reading, and help at home especially critical; (b) at each grade, parent attributions were reliably associated with student attributions; and (c) as students’ grade in school increased, they focused more on themselves and less on others as causal determinants of their reading performance. The implications of these findings for research and education are discussed. 相似文献
12.
Helen Dixon Eleanor Hawe Richard Hamilton 《Assessment & Evaluation in Higher Education》2020,45(3):460-471
AbstractAcademic self-efficacy is critical to academic success. Hence those working in higher education need to make deliberate and substantial attempts to foster academic competence, confidence, persistence and resilience in the students they teach, given they are essential components of academic self-efficacy. Addressing an identified gap in the exemplars literature, this article pays particular attention to how exemplars can be used in an embedded and sustained manner with the intent of fostering and supporting these components. Taking into account the three dimensions of self-efficacy – strength, magnitude and generality – and the various sources of information students draw upon to make judgements about their capabilities, four inter-dependent and inter-related practices and associated experiences are identified. We argue that collectively these practices and experiences can accentuate the positive effects and ameliorate the potential negative effects of exemplar use on student academic self-efficacy. 相似文献
13.
ABSTRACT A change-of-life issue for older people is finding ways to engage meaningfully and be creative. Sustaining a sense of self-efficacy in one’s abilities to be productive is vital for wellbeing. Our research explored the perceived self-efficacy developed in an Australian University of the Third Age poetry class. We gathered data from one class session through observation, a focus group and paired interviews. Transcribed data identified participants’ voices, and common themes were noted. We use Bandura’s idea of perceived self-efficacy, through examining mastery experiences, modelling, social persuasion and a positive learning climate to understand the data. These sources of self-efficacy were pivotal for participants’ positive self-efficacy. We offer this example of how older people can achieve mastery in a new field of creative endeavour at a time in their life-course often positioned as diminishing. In doing so, we challenge conventional understandings of ageing. 相似文献
14.
In many educational systems, students from families with low socioeconomic status (SES) often score lower in academic achievement than their high SES peers. Even though this effect is well-documented and research on teachers’ stereotypical beliefs and attitudes is steadily increasing, the studies so far did not specifically focus on students’ SES. In the current study, we explored preservice teachers’ implicit attitudes and their stereotypical and prejudiced beliefs toward low SES students as well as their causal attributions for the low educational success of low SES students. Results showed that teachers had negative implicit attitudes toward low SES students and that they more strongly associated competences and good learning and working habits with high SES students. The correlations highlighted the role that stereotypes play in causal attributions. Participants who more strongly associated low SES with competence and good working and learning behaviors were less likely to endorse internal attributions but were more likely to emphasize external attributions. Hence, when preservice teachers see low SES students as having high ability, they also strongly view the educational system as a source of the disadvantages that low SES students experience in school. 相似文献
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16.
This article details a mixed methods study designed to examine the impact of a group process consultation model in helping staff manage challenging behaviour in the nurture group setting. It relates to two geographical clusters of staff, including teachers and teaching assistants, running 11 nurture groups in a major metropolitan area in the UK, facilitated by an educational psychologist (EP). For 32 consultation referrals, teacher-rated levels of concern were compared before and after each session revealing a consistent drop, which was maintained throughout the intervention (p < 0.001). Measures of self-confidence and self-efficacy collected at the beginning of the group process consultation programme, and at the end of the first year of operation, revealed that teacher and teaching assistant self-confidence had improved significantly (p < 0.001) along with aspects of teacher self-efficacy (p = 0.023). A focus group, comprising eight teachers and teaching assistants, identified several themes and provided further elaboration on the outcomes of involvement. 相似文献
17.
Returning women students over 50, although growing in number, have been largely ignored as a unique group by both educational gerontologists and scholars interested in non‐traditional women students. Matched groups (N = 106) of student (outwardly oriented) and non‐student (home oriented) women (mean age = 55.67, s.d. = 5.25) were compared on measures of subjective age and attitudes toward age, perceived happiness and satisfaction, perceived physical health, number and severity of depressive symptoms, self‐esteem and autonomy. The student group was found to report better health, fewer and less severe depressive symptoms and higher autonomy. Psychological transitions facing mid‐life women are discussed. Possibilities of educational participation as preventive of mid‐life depression for women are discussed. Future longitudinal, cohort‐sequential research should focus on mid‐life and older women students as a unique group. 相似文献
18.
Damian Maher Peter Twining 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):73-88
Background: The use of 1:1 and Bring Your Own Device strategies in schools is in its infancy and little is known about how mobile devices such as tablets are being used to support educational practice.Purpose: In this article, two suburban primary schools in Sydney, Australia were focused on with an aim to understand how mobile device strategies were developed and implemented and how the devices were being used in the schools.Design and method: This qualitative study uses a case study method. It draws upon questionnaires, interviews and classroom observations, and builds upon previous research in English and Australian schools.Findings: Results of the research indicate that the devices have only recently been incorporated into the school and suggest that their usage has been generally embraced by both school staff and parents. Key issues highlighted by these two schools included the importance of the school’s vision and uncertainty about the differences between models of provision. Participant responses also referenced some positive impacts on classroom practice, which amplify constructivist pedagogy: there were examples of device use extending student learning by supporting peer assessment, collaboration, research skills and projects. 相似文献
19.
Attribution theory is concerned with the perceived causes of success and failure. The main principles of the theory are reviewed, with a focus on both antecedents and consequences of perceived causality. Among the antecedents or determinants of attributions discussed are teacher behaviors, such as praise and blame that can indirectly function as a low ability cue. Consequences are reviewed in light of three properties or dimensions of causes: locus, stability, and controllability. Each dimension is uniquely linked to particular psychological and behavioral outcomes; empirical evidence in support of each causal dimension-consequence linkage is presented. A unique contribution of attribution theory is that it addresses the antecedents and consequences of both intrapersonal attributions (how one perceives the self) and interpersonal attributions (how one perceives other people). Directions for future research are discussed, including more attention to innovative methods for studying attributions, multi- pronged and multi-level intervention approaches that include an attributional component, and incorporating race/ethnicity into the attributional model. 相似文献
20.
International students make up an increasingly large proportion of the UK's student population. Whether studying at undergraduate, postgraduate taught or postgraduate research level, they require support just like home students. However, international students can often bring additional issues and complications for the staff who are supporting them. This paper examines the additional complications involved in supporting international students, with a specific focus on cultural issues, and will make recommendations as to how practice can be improved. Key recommendations include the introduction of greater support for staff who teach and support international students and the expansion of orientation programmes for international students to include topics such as current educational culture in the UK. 相似文献