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1.
We propose a theoretical model linking students' epistemic beliefs, epistemic emotions, learning strategies, and learning outcomes. The model was tested across two studies with 439 post-secondary students from Canada, the United States, and Germany for Study 1, and 56 students from Canada for Study 2. For Study 1, students self-reported their epistemic beliefs about climate change, read four conflicting documents about the causes and consequences of climate change, self-reported their epistemic emotions and learning strategies used to learn the content, and were given an inference verification test to measure learning. Study 2 used the same procedure but added a think aloud protocol to capture self-regulatory processes and emotions as they occurred. Path analyses revealed that epistemic beliefs served as important antecedents to the epistemic emotions students experienced during learning. Students who believed that the justification of knowledge about climate change requires critical evaluation of multiple sources experienced higher levels of enjoyment and curiosity, and lower levels of boredom when confronted with conflicting information. A belief in the complexity of this knowledge was related to lower levels of confusion, anxiety, and boredom. A belief in the uncertainty of this knowledge predicted lower levels of anxiety and frustration, and a belief in the active construction of knowledge predicted lower levels of confusion. Epistemic emotions predicted the types of learning strategies students used to learn the content and mediated relations between epistemic beliefs and learning strategies. Learning strategies predicted learning outcomes and mediated relations between epistemic emotions and learning outcomes. Implications for research on epistemic beliefs, epistemic emotions, and students' self-regulated learning are discussed. 相似文献
2.
The purpose of this research was to examine the antecedents and consequences of epistemic and activity emotions in the context of complex mathematics problem solving. Seventy-nine elementary students from the fifth grade participated. Students self-reported their perceptions of control and value specific to mathematics problem solving, and were given a complex mathematics problem to solve over a period of several days. At specific time intervals during problem solving, students reported their epistemic and activity emotions. To capture self-regulatory processes, students thought out loud as they solved the problem. Path analyses revealed that both perceived control and value served as important antecedents to the epistemic and activity emotions students experienced during problem solving. Epistemic and activity emotions also predicted the types of processing strategies students used across three phases of self-regulated learning during problem solving. Finally, shallow and deep processing cognitive and metacognitive strategies positively predicted problem-solving performance. Theoretical and educational implications are discussed. 相似文献
3.
Self-regulated learning (SRL) research has conventionally relied on measures, which treat SRL as an aptitude. To study self-regulation and motivation in learning contexts as an ongoing adaptive process, situation-specific methods are needed in addition to static measures. This article presents an ‘Adaptive Instrument for Regulation of Emotions’ aimed at accessing students’ experiences of individual and socially shared regulation of emotions in a socially challenging learning situation. The instrument, grounded in self-regulated and socially regulated learning theory, comprises four interrelated components: the socio-emotional challenges experienced in a collaborative learning situation; individual and group-level attempts to regulate the immediate emotions evoked by the challenges; the personal goals; and goal attainment pursued in that situation. The theoretical foundation of the instrument and its components are outlined and some reliability issues illustrated. The limitations but also educational potential of the instrument to understand regulation of emotions in socially challenging learning situations are discussed. 相似文献
4.
《Quest (Human Kinetics)》2012,64(4):434-446
ABSTRACTEmotions experienced in educational settings link to students’ motivation, engagement, learning, and achievement. Despite meaningful interconnections between emotions, motivation, and desired outcomes, a dearth of research on student emotions in physical education (PE) currently exists. The Control-Value Theory of Achievement Emotions (CVTAE) highlights the importance of emotions within students’ achievement motivation and provides a comprehensive framework for investigating their antecedents and outcomes. The purpose of this investigation was to explore CVTAE as a potential framework to understand students’ achievement emotions in PE. We focus on emotional antecedents associated with the PE learning context and the role of emotions in facilitating desired PE outcomes. 相似文献
5.
We extend previous theoretical and empirical work by examining the role that emotions and epistemic judgments play when learning from different refutation plus persuasive and expository plus persuasive texts. We examined how variations in messages designed to change misconceptions and attitudes about genetically modified foods (GMFs) might differentially impact the extent to which individuals engage in epistemic judgments; the emotions individuals experience during learning; and, how epistemic judgments and emotions might facilitate or constrain conceptual and attitudinal change. One hundred twenty-five undergraduate university students were randomly assigned to one of four text conditions: refutation plus positive persuasive text, refutation plus negative persuasive text, expository plus positive persuasive text, or expository plus negative persuasive text. Students were asked to think and emote out loud during learning to capture epistemic judgments and emotions as they occurred in real time. After the learning session, students also self-reported the emotions they experienced during learning. Results revealed that students who were given positive persuasive texts experienced more positive emotions (both intensity and frequency) during learning, whereas those who were given negative persuasive texts experienced more negative emotions (frequency) during learning. Students who were given positive persuasive texts engaged in more epistemic judgments and changed more misconceptions about GMFs compared to students in the other three text conditions. Finally, epistemic judgments were significant positive predictors of conceptual and attitudinal change, and both positive emotions and negative emotions predicted attitudinal change. Implications for theories of conceptual and attitudinal change are discussed. 相似文献
6.
We propose an integration of aspects of several developmental and systems of beliefs models of personal epistemology. Qualitatively different positions, including realism, dogmatism, skepticism, and rationalism, are characterized according to individuals' beliefs across three dimensions in a model of epistemic and ontological cognition. This model incorporates ideas from philosophical epistemology, including a focus on students' multiple means of justification. Concerns regarding the psychometric qualities of quantitative measures of personal epistemology inform this model and its proposed operationalization. We suggest a means of statistical analysis that can be used to assess the construct and predictive validity of this conceptual model by testing the relations among positions, dimensions, and covariates of interest. Future research directions include investigating how individuals choose among various forms of justification. 相似文献
7.
This commentary investigates the extent to which the control-value theory of emotions (Pekrun, 2006) is applicable in online learning environments. Four empirical studies in this special issue of The Internet and Higher Education explicitly used the control-value theory as their theoretical framework and several others have components of the theory implicitly described. Thus, for each article we examined what emotions were expressed, the antecedents of the emotions, and their academic outcomes in relation to the control-value theory of emotions. In general, the results from these studies parallel those in traditional classrooms, suggesting there are few differences in emotions experienced in online learning environments relative to face-to-face classrooms. A primary reason for the observed similarities in emotions may be that control and value appraisals play consistent roles as antecedents of specific emotions even though students’ learning environment is dramatically different. We conclude with suggestions for future research. 相似文献
8.
Many recent studies have stressed the importance of teacher candidates’ (TCs) self-regulated learning (SRL) skills for successful learning. Because of the promising consequences of SRL for academic performance, teacher educators (TEs) are encouraged to increase TCs’ SRL opportunities in educational programs. Because of the difficulty and complexity for TEs to successfully guide TCs towards SRL, the present study contributes to the discussion how to best facilitate TEs in finding a balance between student- and teacher-control. For this purpose, a conceptual model is presented. The model draws upon literature related to the perspective of the learner, the teacher and the learning task. Besides the context of teacher education, the model is beneficial for higher education as well as teaching and teacher professionalization. It will help instructors provide a more balanced approach between teacher- and student-controlled learning, and support students develop essential SRL skills. 相似文献
9.
《International Journal of Educational Research》2006,45(1-2):85-95
Beliefs that individuals hold about knowledge and knowing, or what has been termed “personal epistemology”, are related to learning and achievement in complex ways. These beliefs are also differentiated by discipline (e.g., math, science, history) as well as by judgment domains (e.g., personal taste, morality, meaning). This commentary on five articles on the domain specificity of epistemic beliefs outlines the persistent issues in this field of research, including issues of terminology, methodology, and the interrelation of domain specificity and domain generality, and provides an overview of how the authors address these concerns. Also included are directions for future research and educational implications. 相似文献
10.
Conflicting claims about important socio-scientific debates are proliferating in contemporary society. It is therefore important to understand the individual characteristics that predict learning from conflicting claims. We explored individuals’ beliefs about the nature of knowledge and knowing (i.e., epistemic beliefs) and their emotions as potentially interrelated sets of learner characteristics that predict learning in such contexts. Undergraduate university students (N = 282) self-reported their topic-specific epistemic beliefs and were given three conflicting texts about climate change to read. Immediately after each of the three texts, participants self-reported the emotions they experienced. Following reading and self-report, participants wrote summaries of the conflicting texts. Text-mining and human coding were applied to summaries to construct two indices of learning from conflicting texts that reflected which source’s information is privileged in memory. Results from structural equation modeling revealed that epistemic beliefs were consistent in their predictions of emotions, which in turn variously predicted different learning outcomes. In particular, a belief that knowledge is justified by inquiry predicted surprise and curiosity, which at times facilitated learning. In contrast, confusion, predicted by passive reliance on external sources, related to impaired memory of conflicting content. Theoretical and methodological implications are discussed for research on the relations between epistemic beliefs, emotions, and learning about controversial topics. 相似文献
11.
This study examined the role of computer-supported knowledge-building discourse and epistemic reflection in promoting elementary-school students’ scientific epistemology and science learning. The participants were 39 Grade 5 students who were collectively pursuing ideas and inquiry for knowledge advance using Knowledge Forum (KF) while studying a unit on electricity; they also reflected on the epistemic nature of their discourse. A comparison class of 22 students, taught by the same teacher, studied the same unit using the school’s established scientific investigation method. We hypothesised that engaging students in idea-driven and theory-building discourse, as well as scaffolding them to reflect on the epistemic nature of their discourse, would help them understand their own scientific collaborative discourse as a theory-building process, and therefore understand scientific inquiry as an idea-driven and theory-building process. As hypothesised, we found that students engaged in knowledge-building discourse and reflection outperformed comparison students in scientific epistemology and science learning, and that students’ understanding of collaborative discourse predicted their post-test scientific epistemology and science learning. To further understand the epistemic change process among knowledge-building students, we analysed their KF discourse to understand whether and how their epistemic practice had changed after epistemic reflection. The implications on ways of promoting epistemic change are discussed. 相似文献
12.
Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis 总被引：5，自引：5，他引：0
Fielding I. Winters Jeffrey A. Greene Claudine M. Costich 《Educational Psychology Review》2008,20(4):429-444
Computer-based learning environments (CBLEs) present important opportunities for fostering learning; however, studies have
shown that students have difficulty when learning with these environments. Research has identified that students’ self-regulatory
learning (SRL) processes may mediate the hypothesized positive relations between CBLEs and academic performance. In this review,
we identified 33 empirical studies of SRL and CBLEs. We address three research questions: (1) How do learner and task characteristics
relate to students’ SRL with CBLEs? (2) Can various learning supports or conditions enhance the quality of students’ SRL as
they learn with CBLEs? (3) What conceptual, theoretical, and methodological issues exist for this growing area of research?
We found evidence that specific SRL processes are more often associated with academic success than others and that SRL skills
can be supported. We also identified a number of issues that researchers should aim to address in future investigations, including
a more comprehensive measurement of facets of SRL and the quality of SRL processes, the seeming disconnect between SRL processes
and learning outcomes, and the distinction between self- and other-regulation.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users. 相似文献
13.
L. Earle Reybold 《International Journal of Lifelong Education》2013,32(6):537-550
A personal epistemology is more than a framework for knowing and understanding reality; epistemic assumptions cultivate corresponding behaviours and actions. In other words, an individual's way of knowing predisposes a way of being. This inquiry explores the lifeworld of epistemology experienced by 14 women in Malaysia. Based on constant comparative analysis of in-depth interviews with Malaysian women from various ethnic backgrounds, the paper proposes a personal model of self-in-practice that enacts an individual's pragmatic epistemology—the experience of epistemology in everyday life. Previous research identified ways of knowing as personal models of self; this study explores how these ways of knowing are demonstrated in the everyday lifeworld, or pragmatic epistemology. For the women in this study, pragmatic epistemology manifests itself two ways: everyday decision-making and emotional disposition. Thus, the personal model of self reflects both culture and cognition, resulting in behaviours and actions framed by personal epistemology. 相似文献
14.
Justine Patrzek Carola Grunschel Stefan Fries 《International journal for the advancement of counseling》2012,34(3):185-201
The purpose of this study was to investigate the antecedents and consequences of academic procrastination in students who frequent university counselling in regard to this issue. To undertake this, semi-structured interviews with 12 experienced university counsellors in German universities were conducted. A qualitative content analysis resulted in two category systems—antecedents and consequences. Whereas the antecedents were differentiated into nine categories and 30 themes, the consequences were differentiated into 10 categories and 20 themes. The findings indicated that the antecedents and consequences were largely a reflection of the students’ characteristics, their personal and learning situations, and the university environment. A layer model is discussed as a heuristic model for future research and for university counselling services. 相似文献
15.
Swantje Dettmers Ulrich TrautweinOliver Lüdtke Thomas Goetz Anne C. FrenzelReinhard Pekrun 《Contemporary educational psychology》2011,36(1):25-35
The experience of pleasant and unpleasant emotions in academic situations is known to affect students’ learning. The aim of the present study was to extend previous research by examining the antecedents and consequences of student emotions in the homework context. Multilevel analyses of a longitudinal dataset containing 3483 grade 9 and grade 10 students in 155 classes showed that the perceived quality of the homework tasks assigned by the teacher affected students’ experience of unpleasant homework-related emotions. Moreover, the experience of unpleasant emotions during homework sessions was negatively related to homework effort and negatively predicted later achievement in mathematics. 相似文献
16.
The outbreak of the COVID-19 pandemic has had a wide range of negative consequences for higher education students. We explored the generalizability of the control-value theory of achievement emotions for e-learning, focusing on their antecedents. We involved 17019 higher education students from 13 countries, who completed an online survey during the first wave of the pandemic. A structural equation model revealed that proximal antecedents (e-learning self-efficacy, computer self-efficacy) mediated the relation between environmental antecedents (cognitive and motivational quality of the task) and positive and negative achievement emotions, with some exceptions. The model was invariant across country, area of study, and gender. The rates of achievement emotions varied according to these same factors. Beyond their theoretical relevance, these findings could be the basis for policy recommendations to support stakeholders in coping with the challenges of e-learning and the current and future sequelae of the pandemic. 相似文献
17.
In this study, we used think-aloud verbal protocols to examine how various macro-level processes of self-regulated learning (SRL; e.g., planning, monitoring, strategy use, handling of task difficulty and demands) were associated with the acquisition of a sophisticated mental model of a complex biological system. Numerous studies examine how specific micro-level SRL processes such as judgments of learning or prior knowledge activation are related to learning outcomes. However, it is also valuable to look at these processes in macro-level aggregates because efficacy and use of micro-level strategies can vary due to individual differences. Two hundred and nineteen high-school and middle-school students produced think-aloud protocols while learning with a hypermedia environment. We transcribed and coded participants’ learning sessions for the use of micro- and macro-level SRL processes. Participants’ developmental level, prior knowledge, and monitoring behaviors were associated with posttest mental model sophistication. These results illustrate that monitoring is a key SRL process when developing an understanding of a complex science topic using hypermedia. 相似文献
18.
To obtain a more complete understanding of personal epistemology this study examines two epistemic paradigms – ways of knowing (specifically connected knowing and separate knowing) and epistemological beliefs (specifically beliefs about knowledge structure, knowledge stability, learning speed, and learning ability). Participants were 107 college students who completed questionnaires that assessed ways of knowing and epistemological beliefs. Multivariate analysis of variance revealed that men score significantly higher on separate knowing. Path analyses revealed that the effects of ways of knowing on academic performance are mediated by belief in the speed of learning. 相似文献
19.
Ronnel B. King Marianne Jennifer M. Gaerlan 《European Journal of Psychology of Education - EJPE》2014,29(1):81-100
The control-value theory of academic emotions has emerged as a useful framework for studying the antecedents and consequences of different emotions in school. This framework focuses on the role of control-related and value-related appraisals as proximal antecedents of emotions. In this study, we take an individual differences approach to examine academic emotions and investigate how trait self-control is related to students’ experience of academic emotions. We posited a model wherein trait self-control predicted academic emotions which in turn predicted engagement and perceived academic achievement. Filipino university students answered relevant questionnaires. Results indicated that self-control positively predicted positive academic emotions (enjoyment, hope, and pride) and negatively predicted negative emotions (anger, anxiety, shame, hopelessness, and boredom). Academic emotions, in turn, had a significant impact on engagement, disaffection, and perceived achievement. Implications for exploring synergies between research on trait self-control and the control-value theory of academic emotions are discussed. 相似文献
20.
As computer-based learning environments grow in prominence, so do the demands placed upon students to learn with these tools. Empirical research has shown that students who are effective at self-regulating their learning are more likely to acquire deep conceptual understanding while using these environments. However, there is a noticeable lack of research into the degree to which self-regulated learning (SRL) is domain-specific. Investigating this theoretical question about domain-specificity results in related questions about how to best capture and model SRL. To address these concerns, we randomly assigned college students to either a science or history digital library, and used think-aloud protocol (TAP) data to examine the degree to which SRL processing predicted knowledge gains, above and beyond the effects of prior knowledge. We examined multiple methods of aggregating SRL TAP data into analysis variables, to determine which would be the most predictive of learning gains, and then tested these findings using a sample from a second study. In addition, we tested whether the frequency of SRL processing differed by academic domain. We found that data-driven aggregation methods were the most effective at predicting learning gains, and that there were both intriguing similarities in SRL processing across domains (e.g., the importance of corroborating sources) as well as differences (e.g., the predictive validity of self-questioning). Our findings have implications for how to capture and model SRL processing, as well as how to foster SRL among those students who do not yet enact it effectively on their own. 相似文献