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1.
In this study, the following questions were addressed in an undergraduate non-major biology course using a large lecture format: Is there a relationship between students?? perceptions of their learning environment and course performance, and what roles do motivation and attitudes play in mediating that relationship? The purpose of this study was to test a path model describing the mediating effects of motivation and attitudes on learning environments and course performance. The study considered contemporary understanding of teaching and learning, as well as motivation and attitudes, in suggesting a direction for future reform efforts and to guide post-secondary science education instructors and leaders in the design of learning environments for undergraduate non-major biology courses. Among the classroom learning environment variables assessed in this study, personal relevance was the major contributor to predicting attitudes, motivation and course performance. Although the classroom learning environment had a very weak direct effect on course performance, there was a moderate total effect on self-efficacy and intrinsic goal orientation. The classroom learning environment also had a moderate total effect on attitudes toward biology. Attitudes toward biology had a moderate direct effect on self-efficacy. While attitudes toward biology was significantly correlated with course performance, the direct effect was extremely weak and was dropped from the model. However, attitudes toward biology had a moderate indirect effect on course performance due to the mediating effects of self-efficacy. Self-efficacy had a strong direct effect on course performance and therefore seemed to be particularly important. The model tested in this study explained 33?% of the variance in course performance, 56?% of the variance in self-efficacy, 24?% of the variance in attitudes toward biology, and 18?% of the variance in intrinsic goal orientation. To improve course performance, instructors should focus on building self-efficacy among their students and ensure that students find the course personally relevant. 相似文献
2.
The Conditional and Interaction Effects of Epistemological Beliefs on the Self-Regulated Learning of College Students: Motivational Strategies 总被引：1，自引：0，他引：1
This study examines the conditional and interaction effects of each of four dimensions of the epistemological beliefs of college students regarding the ability to learn, the speed of learning, the structure of knowledge, and the stability of knowledge on six measures of the motivational components of self-regulated learning strategies (intrinsic goal orientations, extrinisic goal orientation, task value, self-efficacy, control of learning and test anxiety). Students with more sophisticated beliefs about the nature of knowledge and learning were more likely than their peers to use educationally productive motivational strategies in their learning. Beliefs about one’s ability to learn and the structure of knowledge had the most significant and substantial effects on students’ use of self-regulated motivational strategies. Although a student’s belief about the stability of knowledge by itself had a statistically significant effect on only one motivational strategy, this belief did have four statistically significant interaction effects with beliefs about ability to learn and the structure of knowledge. Implications of these findings for theory, research, policy and practice are examined. 相似文献
3.
Relationships between students’ perceptions and their non-cognitive outcomes (epistemological beliefs, self-efficacy and attitudes to science) were investigated through secondary analysis of data from 14,167 United Arab Emirates students who participated in the Programme for International Student Assessment (PISA). Structural equation modeling (SEM) suggested that students’ perceptions of the learning environment were related to the non-cognitive outcomes of epistemological beliefs, self-efficacy and attitudes. Also, epistemological beliefs were found to have a statistically-significant and positive relationship with self-efficacy and attitudes, and self-efficacy was significantly related to attitudes.
相似文献4.
Daniel Uribe James D. Klein Howard Sullivan 《Educational technology research and development : ETR & D》2003,51(1):5-19
The positive effects of collaborative learning in a face-to-face environment are well known. However, little empirical research
exists to determine if such effects transfer to a computer-mediated environment. The purpose of this study was to investigate
the effect of computer-mediated collaboration on solving ill-defined problems. Participants first worked through a Web-based
instructional program that taught them a four-step problem-solving process. Then they worked in computer-mediated dyads or
alone to apply the steps to solve a realistic problem scenario. Results indicated that participants who worked in computer-mediated
collaborative dyads performed significantly better than did participants who worked alone. The results also indicated that
dyads spent significantly more time than participants in the individual treatment. Both treatment groups had positive attitudes
toward working collaboratively, Internet-based instruction, and transfer of problem-solving skills. Implications for the implementation
of computer-mediated collaboration in distance learning are discussed.
During article preparation, he was a PhD student at Arizona State University (ASU), Tempe.
The views expressed in this article are those of the authors and do not reflect the official policy or position of the United
States Air Force, Department of Defense, or the United States government. 相似文献
5.
《International Journal of Educational Research》2005,43(4-5):272-289
This study aimed to investigate the importance of self-efficacy and attitudes towards writing in writing training. It was also necessary to establish whether these constructs could be more enhanced through a specific intervention as part of the motivational factors, than through training which coaches other writing components such as cognitive processes or cognitive style. To achieve this, the first training program, focusing on the strategies for planning writing, was applied to 28 5th and 6th graders with learning disabilities (LD); a second program, focusing on writing strategies plus reflexive processes, was applied to 49 learning disabled students studying the same grades as in the first group. Finally, the third intervention tried to enhance writing skills using motivational strategies, and it was applied to 66 students in the same conditions as the other samples. All the training programs were compared to a control group, who received only the ordinary curriculum. Results show that there are difficulties in training self-efficacy and attitudes towards writing, but also that different training programs provide different results in these aspects. 相似文献
6.
Enhancing college students' learning habits, attitudes, and capacities have been an important research topic in educational psychology. In this study, we designed, implemented, and evaluated a coaching program that integrated mindful agency coaching and motivational interviewing for the development of positive learning dispositions in college students. A randomized control trial embedded mixed-methods design was employed. The quantitative phase with two experimental groups showed that the intervention group (n = 24) showed significant improvement in mindful agency, self-efficacy, learning motivation, and emotional intelligence after the coaching, compared with the control group (n = 30). The qualitative phase with students in the intervention group (n = 15) revealed five themes: Task orientation, motivational management, openness and acceptance, self-awareness and self-regulation, and supporting factors for coaching. Integrated findings demonstrated whether and how coaching could be a promising approach to enhancing college students' various positive dispositions that are essential for them to be mindful, resilient, and self-directed learners. 相似文献
7.
Susan Brewer James D. Klein 《Educational technology research and development : ETR & D》2006,54(4):331-354
In this study, we investigated the effect of type of positive interdependence (roles, rewards, roles-plus-rewards, or no structure)
and affiliation motives (high vs. low) in an asynchronous, collaborative learning environment. College reentry students worked
together in small, fully online discussion groups that lasted for seven days. Results indicated that participants in groups
given roles plus rewards interacted with their teammates significantly more than those given rewards only or no-structured-interdependence
conditions. A significant positive correlation suggested that participants with higher numbers of interactions attained higher
posttest scores. However, no significant differences were found in achievement by type of interdependence or by affiliation
motive. Results also revealed that type of interdependence and affiliation motive had a significant impact on student attitudes.
Implications for integrating small group work in online higher education settings are discussed. 相似文献
8.
Lia D. Falco Jessica J. Summers Sheri Bauman 《Educational Research and Evaluation》2013,19(6):529-549
This article presents findings from a study investigating the effects of a middle school counseling intervention, using a specially designed curriculum, on participating students' attitudes, self-efficacy, and performance in mathematics. Hierarchical linear modeling was used to test for main effects between condition and sex and condition x sex interaction effects on all outcome measures across 3 time points: pre-intervention, post-intervention, and follow-up. At pre-intervention, boys were significantly higher than girls on all variables except for performance in math. Models for growth indicated that students in the experimental group improved at a significant rate compared to girls in the control group on motivation, value, enjoyment, and confidence in mathematics. Implications of the findings are therefore particularly relevant for girls, who may benefit from interventions designed to increase their attitudes and self-efficacy for mathematics. 相似文献
9.
Douglas Jay Lynch Hernando Trujillo 《International Journal of Science and Mathematics Education》2011,9(6):1351-1365
Students enter college chemistry courses with different sources of motivation, appropriate or inappropriate assumptions about
their probability of success and how to study. This study is theoretically aligned with self-regulated learning research.
Clearly, academic performance is closely related to student motivational beliefs and learning strategies. This study investigated
the motivational beliefs and learning strategies of 2 years of college students in the second semester of organic chemistry.
Responses to the Motivational Beliefs and Learning Strategies Questionnaire indicated that student self-efficacy was highly
correlated with academic performance (semester grades). Gender differences were quite pronounced. Male academic performance
was associated with intrinsic motivation as well as the importance placed on the learning task. Test anxiety was negatively
associated with male grades. Extrinsic motivation was negatively correlated with female grades. Responses to students’ sense
of control over learning, the value of the learning task, and self-efficacy were significantly higher for males compared to
females. Faculty who attend to these different patterns may influence beliefs as well as learning strategies. Correcting erroneous
assumptions about how to learn chemistry may help students shift both their attitudes and their learning practices. The notable
gender difference suggests that female chemistry students may especially profit from focused faculty intervention. 相似文献
10.
Karim Sadeghi 《Assessment & Evaluation in Higher Education》2015,40(5):641-665
This study investigated the effect of assessment type (self vs. peer vs. teacher) on university students’ academic achievement and students’ attitudes toward them. In the main study, 82 undergraduate English-as-a-Foreign-Language students in four classes at three universities in Iran were randomly assigned into one of self-, peer- and teacher-assessment or control groups. A pre-test was designed to measure students’ initial knowledge in the subject Teaching Methods. Then experimental groups were subjected to one of the assessment types; however, the control group received no intervention. Thirty-eight students from experimental groups completed an attitude questionnaire. A similarly designed follow-up study was conducted with two classes of BA Chemistry students taking a General English course at Urmia University. The application of one-way analysis of covariance on the main study post-test data indicated differences in performances of all groups, with peer-assessment group performing the best. Quantitative and qualitative analyses indicated that both self- and peer-assessment, as well as the teacher-assessment group, had positive attitudes toward their assessment experiences. The application of one-way analysis of variance on replication study data showed that the experimental group significantly outperformed the control group on the post-test and that students in the former group had positive attitudes toward self-assessment. 相似文献
11.
《Contemporary educational psychology》1998,23(2):182-194
We studied how motivational beliefs were related to learning strategy use in 176 Norwegian college students who were in the second year of their teacher training. Students' implicit theories of intelligence, self-efficacy beliefs, and learning strategy use were assessed by self-report instruments. It was found that students who conceived of intelligence as a relatively modifiable quality reported using more strategies than students who had doubts about the modifiability of intelligence. However, the relation between students' theories of intelligence and their learning strategy use varied with the way their theories of intelligence were assessed, with only indirect questions about the modifiability of intelligence yielding a positive relation. Regression analysis and group comparisons suggested that beliefs in the modifiability of intelligence may override the contribution of self-efficacy to students' use of learning strategies. With this study, relations previously emphasized within American theory and research are extended to college students in a different cultural context. 相似文献
12.
James D. Klein Doris R. Pridemore 《Educational technology research and development : ETR & D》1992,40(4):39-48
The purpose of this study was to investigate the effect of cooperative learning and the need for affiliation on performance,
time on task, and satisfaction. Subjects used either a cooperative or individual learning strategy while receiving information,
examples, practice, and feedback from an instructional television lesson. Results indicated that subjects who worked cooperatively
spent more time working on practice exercises and reported greater satisfaction than those who worked individually. In addition,
results revealed an interaction between instructional method and the need for affiliation. Performance of subjects with a
high need for affiliation who worked alone was lower than that of all other groups when subjects were asked to apply what
they had learned from the lesson. Implications for employing cooperative groups in settings that were originally designed
for individual learning are provided. 相似文献
13.
Isabel Buil Sara Catalán Eva Martínez 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):297-311
This research draws on the self-system model of motivational development to explain how the use of business simulation games in class facilitates students’ engagement and enhances their learning. Based on a survey of 360 undergraduate students who played a business simulation game in a marketing course, the findings show that students’ perceptions of competence, autonomy, relatedness and self-efficacy have a positive impact on their cognitive, emotional and behavioural engagement. In addition, cognitive and emotional engagement have a positive influence on skills development and perceived learning. 相似文献
14.
Background: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. Constructing a model that investigates these relationships by considering theoretical and empirical evidences can empower researchers to discuss these relationships more comprehensively.Purpose: The purpose of this study is to explore the relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics.Sample: A total of 632 high school students participated in this study; however, 269 female and 229 male (a total of 498) high school students’ data were used.Design and methods: Three distinct instruments that measure scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics were combined into a unique questionnaire form and it was distributed to high school students. To explore the relationships among these variables, structural equation modeling was used.Results: The results showed that scientific epistemological belief dimensions uncovered by the nature of knowing (source and justification) significantly and positively related to both self-efficacy in learning physics and attitudes toward other important physics dimensions. Additionally, self-efficacy in learning physics significantly and positively predicted attitudes toward multiple physics dimensions (importance, comprehension and requirement). However, epistemological belief dimensions related to the nature of knowledge (certainty and development) did not have significant impact on self-efficacy in learning physics or attitudes toward physics.Conclusions: This study concludes that there are positive and significant relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics. 相似文献
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16.
This study investigated the statistical relationships between four motivational variables (i.e., intrinsic and extrinsic goal orientations, self-efficacy and perceived task value) and three types of learning practices (test drilling, rote learning and normal learning activities) based on the self-reported data of 258 undergraduate English majors preparing for a high-stakes English language test in China. Consistent with previous findings conducted in both washback and non-washback contexts, extrinsic goals geared towards the test significantly positively contributed to students’ test drilling and rote learning activities, while intrinsic goals positively affected their normal learning activities overall. Unexpectedly, intrinsic goals were also found to have a statistically positive, though indirect, effect on test drilling; meanwhile, both intrinsic and extrinsic goal orientations exerted positive influence, through the mediation of perceived task value, on rote learning activities. These findings would help us pinpoint how motivational factors interact with test impact in shaping washback on learning, and thus constitute evidence to underpin possible claims about washback from the target test (Messick, 1996). Implications of these findings for how to address negative washback are also discussed at the end of paper. 相似文献
17.
This study aimed to investigate the factors accounting for science teaching self-efficacy and to examine the relationships among Taiwanese teachers’ science teaching self-efficacy, teaching and learning conceptions, technological–pedagogical content knowledge for the Internet (TPACK-I), and attitudes toward Internet-based instruction (Attitudes) using a mediational model approach. A total of 233 science teachers from 41 elementary schools in Taiwan were invited to take part in the study. After ensuring the validity and reliability of each questionnaire, the results indicated that each measure had satisfactory validity and reliability. Furthermore, through mediational models, the results revealed that TPACK-I and Attitudes mediated the relationship between teaching and learning conceptions and science teaching self-efficacy, suggesting that (1) knowledge of and attitudes toward Internet-based instruction (KATII) mediated the positive relationship between constructivist conceptions of teaching and learning and outcome expectancy, and that (2) KATII mediated the negative correlations between traditional conceptions of teaching and learning and teaching efficacy. 相似文献
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19.
Dale H. Schunk 《Contemporary educational psychology》1983,8(1):76-86
How social comparative information and specific, proximal goals influence children's skillful performance and percepts of self-efficacy in the context of arithmetic competency development was explored. Low-achieving children in arithmetic received instruction in division and practice opportunities. One group was provided with social comparative information indicating the average number of problems solved by other children. A second group worked under conditions involving a goal of completing a given number of problems. A third group received both treatments, and a fourth group received neither treatment. Results yielded a significant main effect on perceived efficacy due to proximal goals. Children who received both goals and comparative information demonstrated the highest level of division skill. Results suggest exploring in greater detail how children weight and combine multiple sources of efficacy information. 相似文献
20.
This study investigates relationships between self-efficacy, self-regulated learning strategy use and academic performance. Participants were 96 undergraduate students working on projects with three subtasks (idea generation task, methodical task and data collection) in a blended learning environment. Task self-efficacy was measured with self-reports administered during each subtask. Learning strategies were assessed by counting each instance of strategy use as it occurred in peer-to-peer conversations typed into a computer software system. Results showed that for each subtask, learners with higher task self-efficacy had higher task performance. Those who used more learning strategies on each subtask also had higher performance. In turn, high performance was associated with high self-efficacy on subsequent subtasks. Surprisingly, results showed that task self-efficacy and learning strategy use were not significantly related during any subtask. Overall, results imply that task self-efficacy, learning strategy use and past performance are important predictors of task performance. 相似文献