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1.
Two studies assessed whether: (1) high levels of task-relevant metacognition would be related to good task performance; (2) some kinds of feedback (e.g., explanations) would improve task-relevant metacognition (and hence, performance) more than other kinds of feedback; and (3) some kinds of people would be more likely to seek out and use this beneficial feedback than others. Results showed that: (1) students were able to better estimate their task performance with increasing experience at the task; (2) students who provided better estimates of their task success were more successful at the task; (3) students high in need for cognition sought out problem explanations more often than students low in need for cognition; but (4) students who scored high in trait metacognition did not seek out problem explanations more often than students who scored low in trait metacognition; (5) students who were high in need for cognition performed better at the task than those who were low in need for cognition, and (6) the receipt of problem explanations was only weakly related to high levels of task performance, if at all. The implications of these results are discussed.  相似文献   

2.
Does the perception of many close relationships as autonomy-supportive make students more motivated and competent? The goal of this study was to use latent class analysis (LCA) to compare the educational correlates of having one vs. several autonomy-supportive relationships. Participants were 1406 high school students (47% boys, 52% girls). LCA revealed three groups: Group 1 (17%) included students who perceived low autonomy support by their mother, father, and teacher; Group 2 (7%) included students who perceived low autonomy support by their father, but moderate autonomy support by their mother and teacher; and Group 3 (76%) included students who perceived all sources as moderately autonomy-supportive. Results of multiple comparisons suggest that more is not necessarily better: Students in Group 2, who perceived low autonomy support by fathers, reported equivalent autonomous (intrinsic and identified) and controlled (external and introjected) regulations and perceived competence to those of students in Group 3, who perceived all sources as moderately autonomy-supportive. One difference was that Group 3 showed better academic achievement than Group 2. Results are discussed in light of research on close relationships and self-determination theory (SDT).  相似文献   

3.
Abstract

The effects on student performance and student attitudes of varying the instructional locus of control between students and teachers were investigated. A 2 X 2 factorial design was used that included either teacher regulation or student regulation of 1) the setting of weekly learning goals, and 2) the evaluation of weekly work. After a 4-week period, a mathematics achievement test and a student attitude survey were administered. Results indicated that although teachers set more individual learning goals for students, students who set their own learning goals attained more of them. Students tended to evaluate their work more favorably than teachers, and work evaluations from both teachers and students were higher for students who initially set their own learning goals. In addition, students who were given the opportunity to set their own learning goals reported better goal-setting ability than those for whom goals were externally imposed by the teacher. As predicted, the self-regulated goal setting and evaluation were found to be significantly related to attitudes, but not to mathematics achievement.  相似文献   

4.
This study focuses on the experience of 20 Spanish faculty members who teach students with disabilities. We conducted semi‐structured individual and group interviews, and analysed the data using an inductive system of categories and codes. The results of this work describe the difficulties that faculty members encountered when including students with disabilities, and how they attended, through reasonable adjustments, to the educational needs of their students. Their testimonies produced a profile of professionals who recognise their own shortcomings while valuing the actions that they have undertaken in order to meet the needs of their students. From their perspective, these actions were more closely linked to their own willingness and the students’ efforts than to the training they had received on disability. In this sense, the present study shows that universities must provide more meaningful training in the field of disability and make firm institutional commitments to supporting their faculty members.  相似文献   

5.
Long-term retention effects of two methods of instruction used one year earlier to teach field-dependent (FD) and field-independent (FI) sixth-grade students to control variables and to transfer this ability to novel tasks were investigated. The study also examined whether or not uninstructed seventh-grade students had acquired this ability on their own. Results indicated that Treatment I produced better retention over time for both FD and FI students than did Treatment II. Treatment II was more effective for FI students than for FD students. Significant main effects for treatment and cognitive style were found on each controlling variables task when the abilities of instructed and uninstructed seventh-grade students were compared. Field-dependent students who had received Treatment I significantly outperformed FD students who had received Treatment II and FD students who had received no instruction on how to control variables. Field-dependent students who had received Treatment II performed about as well as their counterparts who had received no instruction. Field-independent students who had received Treatment I significantly outperformed FI students who had received Treatment II on two of three measures and FI students who had received no instruction on all measures. Field-independent student who had received Treatment II significantly outperformed FI students who had received no instruction on two of three measures.  相似文献   

6.

The goal of this study was to investigate the timing of online homework completion and its effects on student performance. Data was collected from two large, first-semester general chemistry sections at a southwestern university. Specifically, this study aims to explore the link between when students complete their homework relative to the date the material was covered in lecture and student performance in that class. Topics covered in the study included VSEPR, Lewis structures, and molecular geometry. Performance was measured by different variables, namely in-class clicker scores (short-term) and exam grade (long-term). Students were divided into three groups: students who completed the relevant homework within 2 days after the lecture (before the next lecture), those who completed the homework 2 to 4 days after the lecture, and students who completed the homework more than 4 days after the material was covered in lecture. The study also took into consideration student reasoning abilities, as measured by the Test of Logical Thinking (TOLT), with a focus on at-risk students (low TOLT students). Results showed promising findings for low TOLT students. Instructors can employ results from this study to help their students better utilize the online homework resources.

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7.
The purpose of this study was to investigate the effects of implementing individual and small group learning structures with a computer simulation in accounting. College students used one of three learning structures with the simulation: (a) an individual structure, (b) a small group structure with extensive interaction, or (c) a small group structure with occasional interaction. Results indicated that performance scores were high regardless of learning structure. However, students who worked alone expressed significantly more continuing motivation for their learning structure than students who worked with a partner. Responses to student interviews revealed somewhat mixed feelings for the small group structures. Observation data indicated that students who used the extensive small group structure exhibited significantly more discussion and provided more answers to their partners' questions than students who used the occasional group structure. Implications for implementing small group structures with computer-based instruction are provided.  相似文献   

8.
文章以归因理论为分析视角对大学生英语学习成效问题进行实证研究,得出如下结论：对英语学习结果进行积极归因的学生能较好的维持英语学习的积极性,进而收获较好的英语学习成效;而对学习结果进行消极归因的学生,其学习积极性遭到削弱,学习成效也不如前者。  相似文献   

9.
In this study the writing products of 60 third-grade students, who drew before writing a story on a self-selected topic, was compared with the writing products of 59 third-grade students who wrote without drawing. The students in the group which drew before writing tended to produce more words, more sentences and more idea units, and their overall writing performance was higher than the students who wrote without drawing. These findings were consistent for boys as well as girls. Implications for writing research and instruction are discussed.  相似文献   

10.
The authors investigated the impact of explicit instruction and peer-assisted writing on students' writing motivation and self-efficacy for writing. Eleven teachers and their 206 fifth- and sixth-grade students participated in a 2 (explicit instruction vs. writing opportunities without explicit instruction) × 2 (peer-assisted writing vs. writing individually) experimental intervention study with a pretest-posttest design. The four experimental conditions were compared with a business-as-usual (BAU) condition. The five-week interventions were implemented in authentic classes by regular class teachers, who received a prior professional development training. Multilevel analyses showed that students who wrote with a peer were more autonomously motivated at posttest than BAU students. Additionally, BAU students and students receiving explicit instruction were more controlled motivated than students who were offered ample writing opportunities while practicing individually. Theoretical and educational implications are discussed in view of realizing a bright pathway towards autonomous writing motivation.  相似文献   

11.
The purpose of this study was to explore the negative thinking patterns of incoming community college freshmen who were undecided about choosing a major and to suggest an approach for addressing these issues on a community college campus. Sixty community college freshmen attending their freshman orientation (FO) were surveyed using the Career Thoughts Inventory (CTI). Results indicated that the students who participated in the study scored higher on all CTI scales than high school or college students in the normative sample. There were no differences in scores in terms of ages, gender, or ethnicity. These results suggest that community colleges should design programming that can help new students, particularly freshmen; to identify and to address their unconstructive thoughts with the aim of helping these students learn how to manage their anxiety upon entering college. Counselors and advisors should work more collaboratively by shifting from an individual model of delivering services to a more holistic learning approach in order to help students to become more decisive about an educational career path.  相似文献   

12.
Many studies have shown benefits associated with engaging students in problem-solving activities prior to administering lessons. These problem-solving activities are assumed to activate relevant knowledge and allow students to develop some initial knowledge structures, which support understanding of the lesson. In this paper we report the results of two studies in which we investigated the underlying benefits of engaging in a preparatory activity—setting up experiments without running them or receiving feedback—prior to an interactive computerized lesson on experimental design compared to only engaging in the interactive lesson. We predicted that the seventh-grade participants who demonstrated some initial knowledge of the topic—experimental design—would benefit more from spending the whole time engaged in instructional activities. However, we expected students who did not demonstrate initial knowledge would benefit more from engaging in the preparatory activity, which would allow them to activate or develop initial knowledge that would aid their understanding of the subsequent instruction. The predicted condition by initial knowledge interaction was found in both studies. In Study 1, the benefit of only engaging in the instruction was found only for the lowest-knowledge of students who demonstrated initial knowledge. For students who did not demonstrate some initial knowledge, the benefit of completing the preparatory activity appeared to be due to the development of an understanding of the general goal of the activity rather than of specific knowledge of experimental design. Based on this finding, in Study 2, we investigated an initial goal by condition interaction. In fact, students who did not express an understanding of the task goal on the pretest benefited from engaging in the preparatory activity and students who did benefited more from the instruction. Again, this benefit appeared to be due to students’ development of an appropriate understanding of the task goal during the preparatory activity.  相似文献   

13.
Economic theory predicts that improvements in signaling of achievement generated by external exit examination systems will (1) result in students learning more and this in turn will (2) enable them to get better paying jobs. Since New York State had the only statewide curriculum-based external exit exam system in the nation in the early 1990s, hypothesis 1 predicts that New York students should out perform socio-economically comparable students from other states. Cross section analysis of mean 8th grade NAEP math scores and SAT-I scores found that New York students were indeed about one grade level equivalent ahead of where one would expect given their socio-economic background. A similar analysis of dropout rate data found no differences between New York and other states. Hypothesis 2 was tested in HSB and NLS-88 data. Female students who reported that their high school required they pass a minimum competency exam in order to graduate were paid significantly more after they graduated from high school. Men did not earn more but did get a higher hourly wage.  相似文献   

14.
ABSTRACT

Supporting first-year students to adjust to their new academic environment is a crucial task in higher education. Investigating students’ perceptions of fit between secondary and higher education could give higher education institutions valuable information for student feedback and support, when captured in a reliable and valid way. This study examines the construct validity, reliability, and criterion-related validity of the Students’ Perceived Fit Questionnaire (SPFQ) by using a longitudinal dataset (N?=?930, first-year students). The results of exploratory and confirmatory factor analysis supported a three-factor structure measuring students’ perceptions of: 1) the extent to which secondary education prepared them for higher education in terms of content knowledge; 2) resemblance in the teaching approach between secondary and higher education, and 3) the need to adapt to their higher education study programme. Concerning the criterion-related validity, it was found that first-year students who experienced similarities in teaching approach are more likely to persist in their studies. Furthermore, our results indicated that first-year students who experienced less need to adapt to their higher education study programme felt more self-efficacious regarding their own learning and, consequently, were more likely to persist in their studies.  相似文献   

15.
In a repeated-measures experimental design,28 college students read and lateranswered questions about specific pieces ofinformation in 2 sets of 4 fictitiousbiographical passages that differed in terms ofthe presence of thematic connections (withtheme or without theme). As hypothesized, thestudents recalled more items from the theme setthan the non-theme set. The positive effect ofthematic connections was strongest for thestudents who exhibited some awareness of theme. In other words, the students who selected thetheme set as the easiest recalled more thanthose who chose the non-theme set as easiest. The students who picked the theme set aseasiest were also more accurate in theirprediction estimates of their theme set recall. Student explanations for why one story set waseasier than the other were predominantly Storyexplanations (referring to characteristics ofthe story) and Order explanations (referring tofactors influenced by set order). Studentsgave different explanations depending on whichstory set they picked as easiest. As expected,the students who picked the non-theme set aseasiest gave relatively few Story explanations. The students reported different patterns ofstrategy use depending upon whether or not theyswitched strategies for the different storysets.  相似文献   

16.
The attitudes and the self‐efficacy that characterize learners relative to the Internet have been identified as important factors that affect learners’ motivation, interests and performance in Internet‐based learning environments. Meanwhile, learners’ perceptions of the Internet may shape learners’ attitudes and online behaviours. This study investigates university students’ attitudes and self‐efficacy towards the Internet, and explores the role that university students’ perceptions of the Internet may play in their Internet attitudes and self‐efficacy. The results indicate that university students demonstrate positive attitudes and adequate Internet self‐efficacy and that these students are more inclined to view the Internet as a functional tool—a functional technology. Gender differences exist in university students’ attitudes towards, and perceptions of, the Internet; that is, male students demonstrate Internet attitudes that are more positive than those of their female peers. Furthermore, students who perceive the Internet as a leisure tool (e.g. as a tour or a toy) show more positive attitudes and communicative self‐efficacy than students who use the Internet as a functional technology. Educators and researchers need to be aware of these differences and to take them into consideration in their instruction. Lastly, this study serves as a starting‐point for research that more broadly explores learners’ perceptions of the Internet.  相似文献   

17.
结合量化和质性研究方法,对某二本高校通过全国大学英语四级考试的学生进行英语学习情况调查。结果显示,通过英语等级考试和获得英语学分是学生学习的主要动力来源。取得相应的证书和学分后,学习动机随之下降。其次,学生的自信心越强,自我认同度越高,学习积极性也越高,学习行为更持久,学习效果也更明显。对于已经通过四级考试的学生来说,在学与不学之间做选择的时候,外部因素,如学校制定的“大学英语免修”政策,在某种程度上起了决定性的作用。  相似文献   

18.
《College Teaching》2013,61(4):118-126
This study provides a greater understanding of which factors influence the effectiveness of service learning projects at improving graduate students’ professional skills. Data for this study was gathered from students in eight Master of Public Administration (MPA) courses taught during two semesters at a large state university. Younger students were more likely than older students to believe that their service learning project was helpful in improving their professional skills. We also find that students who spent more time working on a service learning project outside of class reported their projects were more helpful in improving their professional skills. In addition, our ANOVA analysis indicates that for projects involving group activities, students who were members of groups that worked as teams reported that their projects were more helpful in improving their professional skills than students in less cohesive groups.  相似文献   

19.
The learning processes of Australian tertiary students were examined in a longitudinal study which replicated that of Watkins and Hattie (1985). In accord with the earlier study, older students and Arts students were more likely to adopt deeper level approaches to learning. In addition it was once again those who most utilised surface level strategies, who disliked their learning environment and/or who had “pathological” learning problems who tended to perform least favourably in their first year courses. However, unlike the earlier study, it appeared that students who remained at ANU to complete their course did tend to change to less superficial learning strategies.  相似文献   

20.
The purpose of this study was to examine the effects of actively categorizing math problems on the math problem solving performance of students with and without attention deficit disorder (ADD). To this purpose, 52 fifth and sixth grade students were involved in actively categorizing or noncategorizing (control) tasks followed by two problem solving activities. The results of this study indicated that students more frequently organize math problems by categories based on deeper structures (i.e., concepts or operations) when they were informed of the features to look for than students who organized math problems on their own. However, those students who actively organized the math problems and formed categories on their own had higher accuracy in an assessment of generality in a subsequent problem solving task than students who were earlier given categories. These effects were similar for both groups and provided generality to prior research on recall performance to assessing problem solving.  相似文献   

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