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1.
Michael C.W. Yip 《教育心理学》2013,33(7):817-827
The present study examines the dynamic relationship between academic performance of high school students and their respective learning and study strategies. Two hundred thirty-six high school students were recruited to participate in this study by completing a Chinese version of the Learning and Study Strategies Inventory - LASSI, to probe into the relationship. Results found that (1) there were clear differences to the learning and study strategies used by high school students with high academic performance, and those with low academic performance; (2) all the three components (Will; Self-regulation and Skill) were equally important to differentiate high academic achieving high school students from low academic achieving high school students within the strategic model of learning; and (3) a numbers of learning and study strategies were effectively predicting the academic performance of the high school students. All of these result patterns confirm that learning and study strategies used by high academic achievers and low academic achievers as well as the components used to predict students’ academic performance in the high school setting are quite different from the patterns revealed in the tertiary education sector. 相似文献
2.
The purpose of this study was to explore a new learning environment instrument which could be used by teaching practitioners
and other educators to measure the language learning environment in the secondary science classroom. The science teacher is
central in creating science classrooms conductive to the language needs of students and should be promoting the learning of
language in the science curriculum and in the teaching strategies with English as second language learners. The data in this
study were collected using a structured self-administered survey with a sample of 240 secondary school students from eight
science classrooms. Factor analysis identified five dimensions, namely, Teacher Support, Vocabulary Development, Assessment,
Motivation and Language for Learning Science. These five dimensions explained 56.9% of the variance in the language learning
environment instrument. The internal reliability of the dimensions using Cronbach’s α ranged from 0.603 to 0.830. The study revealed significant differences in the dimensions of the language learning environment
between what the students perceived to actually be occurring to what they would prefer. Implications from this preliminary
research include the ability for measuring the language learning environment in the secondary science class and the potential
for practitioners to use the information to develop teaching strategies conducive to learning for all students. 相似文献
3.
Influence of Redesigning a Learning Environment on Student Perceptions and Learning Strategies 总被引：1，自引：0，他引：1
In society, there is a growing need for graduates who possess competencies consistent with deep learning. This means that, amongst other competencies, graduates should be capable of dealing with the complexity of the tasks in which they will engage in professional situations. We tried to increase the depth of students learning by changing the format of a so-called assignment-based learning to a problem-based learning course. The goals of this research were to determine if students, firstly, perceived the redesigned course as being more challenging and, secondly, adjusted their learning strategies towards deeper learning. Participants were two groups of second-year International Business Studies students attending the International Business Strategy course in consecutive years. Students perceptions of the learning environment and their learning strategies were measured in both the original (n = 406 students) and the redesigned course (n = 312 students) using the Ramsden Course Experiences Questionnaire and the Biggs Study Processes Questionnaire. In contrast to our expectations, the results indicated that the students from the redesigned course showed a higher degree of surface learning and a lower level of deep learning than the students from the assignment-based learning course. Additionally, the students perceived the new learning environment to be less positive in terms of the clarity of its goals, the usefulness of the textbook and the workload. Improvement in terms of students perceptions of the learning environment and their learning strategies could be expected to be fostered by the implementation of a more advanced staff development program, focusing the curricular assessment system on problem-solving skills, supporting the students in the development of the skills necessary to cope with the demands of the redesigned course, and giving them more opportunities to experience this instructional approach. 相似文献
4.
本研究主要运用相关分析法及个人访谈法对来源于高职院校三大类学生的归因倾向、学校环境、兴趣水平、焦虑水平、学习策略水平、动机水平、动机行为、自我效能感水平分别与他们的自我效能感水平、兴趣水平作了相关分析。结果发现:三类不同学生归因倾向、学校环境、兴趣水平、焦虑水平、学习策略水平、动机水平、动机行为、自我效能感之间两两相关。对厌学者而言,自我效能与学习策略、动机行为达到非常显著的相关,与兴趣水平达到显著的相关,与学校环境存在不显著的负相关。兴趣水平与焦虑水平、自我效能达到非常显著的相关,与学校环境达到显著相关,与归因存在负相关。对次厌学者而言,自我效能与学习策略达到非常显著的相关,与动机行为达到显著相关,与学校环境、归因倾向呈现低等程度的负相关。乐学类学生的自我效能与动机行为产生了显著的正相关,与学校环境、归因方式产生低度负相关;他们的兴趣水平与动机水平、焦虑水平、自我效能、动机行为产生了中低度相关,与归因、学校环境、学习策略产生了中低程度的负相关。 相似文献
5.
One hundred and fifty-nine doctoral students, majoring in Computing Technology in Education (CTE), were tracked during the coursework phase in a Web-based learning environment. At the beginning of the coursework, each student completed a demographic data form and Kolb's Learning Style Inventory (LSI). Due to the type of program, it was hypothesized that students would primarily fall into Kolb's Converger and Assimilator categories, and learning style would predict completion of the required courses. Results indicated 84.3% (n=134) of all students finished the required coursework. One hundred and twenty-four of the students (78%) fell into the predicted categories and, of these, 87.1% (n=108) finished the coursework. Students not falling into the predicted categories (n=35) had a 74.3% (n=26) completion rate.An examination of the means scores for both groups indicated that students with a preference for Abstract Conceptualization dropped out of the program at significantly lower rates, t(157)=1.667, p=.045(one-tailed), than students with other preferred learning strategies. The implications are clear. First, students, for the most part, are able to adapt their personal learning styles in order to succeed in a Web-based learning environment. Second, students with a preference for systematic planning and an intellectual understanding of a situation are more likely to succeed than students preferring concrete experience and interaction with other students. Institutions offering programs of this type should be prepared to address learning style issues when developing and offering such programs. 相似文献
6.
《Journal of Education for Students Placed at Risk》2013,18(1):65-82
In education, conceptual work on resilience has recently gained recognition as an important framework from which we can understand why some students become successful in school, whereas similar students from the same disadvantaged family backgrounds and neighborhoods have not been successful in school. The purpose of this study was to compare the classroom instruction and learning environment of resilient and nonresilient students in elementary schools consisting of predominantly minority students. The participants were 4th- and 5th-grade students and their teachers. Near the end of the school year, all the 4th- and 5th-grade students from 3 elementary schools located in a major metropolitan area in the south central region of the United States completed the My Class learning environment survey. Trained observers also systematically observed the resilient and nonresilient students identified by teachers during regular reading classes, language classes, or both. The results from this study indicate that resilient elementary school students perceive a more positive instructional learning environment and they are more satisfied with their reading and language arts classrooms than nonresilient students. In addition, nonresilient students indicated that they have more difficulty in their classwork than both average students and resilient students. The observational results revealed that resilient students spent significantly more time interacting with teachers for instructional purposes, whereas nonresilient students spent more time interacting with other students for social or personal purposes. Resilient students were also observed watching or listening significantly more often than nonresilient students, whereas nonresilient students were observed more often not attending to task. The percentage of time that resilient students were on task was much higher than that for nonresilient students. 相似文献
7.
The paper discusses children’ attitudes towards school and learning soon after entering primary school in Hungary. First and second grade primary school students (N?=?33) were interviewed. The interviews explored the following questions: What are the teachers’ and the children’s roles in the classroom? What is learning? Where do children learn? What kind of learning strategies do students use in arithmetic and reading? How are students evaluated in the school? What do students like best about school? The data suggest that the children quickly adapt to the school environment and, on the whole, have a positive attitude towards school and learning but—with a few exceptions—their views on the role of schooling in life reflect traditional, school subject centred goals and values and little awareness of the learning process. 相似文献
8.
Cándido J. Inglés María C. Martínez-Monteagudo Maria C. Pérez Fuentes José M. García-Fernández María del Mar Molero Raquel Suriá-Martinez 《教育心理学》2017,37(2):237-248
The aim of this study was to analyse the relationship among emotional intelligence (EI) and learning strategies, identifying different emotional intelligence profiles and determining possible statistically significant differences in learning strategies through the identified profiles. Thousand and seventy one Spaniards secondary school students aged 14–17 participated in the study, completing the Trait Meta-Mood Scale-24 (TMMS-24) and the Cuestionario de Estrategias de Aprendizaje [Learning Strategies Questionnaire] (LSQ). Cluster analysis identified four differentiated EI profiles: a group of adolescents with a low EI profile, a group with high scores in attention and low scores in repair, a high EI profile group, and a group of adolescents with predominance of low attention and high repair. The results also revealed statistically significant differences among the profiles in most of the learning strategies, in which students with high general EI and those with predominance of low attention and high repair use more learning strategies than the other groups, suggesting the importance of developing programmes of emotional skills to study in greater depth EI and its influence on students’ learning strategies. 相似文献
9.
Sanna Ulmanen Tiina Soini Kirsi Pyhältö Janne Pietarinen 《Cambridge Journal of Education》2014,44(3):425-443
This study explores strategies students use to construct their academic engagement in the social environment of school. The study is based on group interview data collected from 161 sixth (78) and eighth (83) grade students. Students reflected both engaging and disengaging episodes. Data were content analysed. The results show that students reported using only confirming strategies in teacher–student interaction. More diverse strategies were described in relation to peer interaction. The results indicated that simultaneously maintaining functional peer relations and engaging effectively in academic activities is a highly challenging task which requires strategic flexibility and self-regulative skills. In terms of the development of more engaging learning environments for students, our results suggest that more attention should be paid to creating positive opportunities to participate, in terms of both academic activities and peer interaction. 相似文献
10.
11.
《学校用计算机》2013,30(3-4):109-118
Summary While a constructivist approach to the integration of technology in the science curriculum can enable teachers to educate students on the cyclical nature of the research process and interrelate various scientific concepts, there are several considerations for educators must take to assure that it is done effectively. The authors provide a review of a project that was designed and implemented for high school science students that integrated the use of technology in a constructivist environment. This review summarizes the strengths and limitations of the project and provides educators with further considerations when implementing such a project. As educators become more familiar with what is required to successfully integrate technology in a constructivist environment, the limitations and obstacles that may be encountered can be limited. More research devoted to the use of computer technology to teach science process skills will bring teachers and students closer to harnessing the potential powers of both project-based learning strategies and the computer environment. 相似文献
12.
Evaluative constructivism is used to describe how students derived learning intentions and made choices about what they would do during a unit of work in a final-year high school biology class, as they conducted an inquiry into the social and ethical issues associated with cancer. The context of the study, theoretical background and overview of students’ awareness of their learning strengths and needs are related to the level of achievement in the essays they wrote. The case studies illustrate the diversity in the extent of knowledge and use of learning strategies and the implications this has for the level of support teachers can provide to enable students to be more self-directed. The concepts outlined here have very wide application to multiple learning contexts. 相似文献
13.
During their years of schooling, students develop perceptions about learning and teaching, including the ways in which teachers
impact on their learning experiences. This paper presents student perceptions of teacher pedagogy as interpreted from a study
focusing on students' experience of Year 7 science. A single science class of 11 to 12 year old students and their teacher
were monitored for the whole school year, employing participant observation, and interviews with focus groups of students,
their teacher and other key members of the school. Analysis focused on how students perceived the role of the teacher's pedagogy
in constructing a learning environment that they considered conducive to engagement with science learning. Two areas of the
teacher's pedagogy are explored from the student perspective of how these affect their learning: instructional pedagogy and
relational pedagogy. Instructional pedagogy captures the way the instructional dialogue developed by the teacher drew the students into the learning process and enabled
them to “understand” science. How the teacher developed a relationship with the students is captured as relational pedagogy, where students said that they learned better when teachers were passionate in their approach to teaching, provided a supportive
learning environment and made them feel comfortable. The ways in which the findings support the direction for the middle years
and science education are considered. 相似文献
14.
利用Oxford(1990)编制的语言学习策略量表(SILL),对广西贺州市富川瑶族自治县两所中学的235名高二学生进行了问卷调查,分析了他们英语学习策略使用的总体情况,且对学习策略的使用是否与英语成绩存在相关关系及高分组与低分组学生、男生与女生在策略的使用上是否存在差异进行了研究。研究结果表明:(1)学生最经常使用的策略是补偿策略,使用频率最低的是记忆策略;(2)高分组学生在记忆、认知、元认知及情感策略的使用上显著高于低分组学生;女生在记忆、认知、元认知、情感及社交策略上的使用频率显著高于男生;(3)除补偿策略外,其余五项策略与英语学习成绩显著相关,元认知策略对英语成绩具有36%的预测力,对瑶族高中学生英语学习成绩影响最大。 相似文献
15.
浙江省2019年初中教育质量监测数据的再挖掘,揭示了初中学生学习品质的发展水平、结构特征及影响机制。结果显示,学生学习动力、一般领域学习策略以及数学问题解决策略和科学探究策略中等偏上,自主学习习惯及语文阅读策略相对薄弱。学习品质与学业成绩存在显著性相关,学习动力对学业成绩的影响最大,其次是特定学科的学习策略,再次是自主学习习惯。教师教学和家庭教育等因素能通过学生个性品质对其学习品质产生影响,也能通过对学生一般领域学习品质和特定学科学习策略的影响来影响学业成绩,这与2018年浙江省小学生学习品质评价结果一致。 相似文献
16.
《International Journal of Educational Research》2004,41(3):198-215
There is a growing body of research indicating that students who can self-regulate cognitive, motivational, and behavioral aspects of their academic functioning are more effective as learners. We studied relations between the self-regulation strategies used by a group of Italian students during the final years of high school and their subsequent academic achievement and resilience in pursuing higher education. We used the self-regulated learning interview schedule, which focuses on cognitive, motivational, and behavioral strategies used during academic learning in both classroom and non-classroom contexts. The cognitive self-regulation strategy of organizing and transforming proved to be a significant predictor of the students’ course grades in Italian, mathematics, and technical subjects in high school and in their subsequent average course grades and examinations passed at the university. The motivational self-regulation strategy of self-consequences was a significant predictor of the students’ high school diploma grades and their intention to continue with their education after high school. 相似文献
17.
This paper explores high school students' and teachers' preferences towards constructivist Internet‐based learning environments. The study proposes a framework, including two dimensions and five aspects, to illustrate the features of the Internet‐based learning environments. Based upon this framework, the Constructivist Internet‐based learning environment survey improvement (CILESI) was developed, which includes the scales of ease of use, multiple sources, student negotiation, reflective thinking, critical judgement and epistemological awareness. Questionnaire responses gathered from 630 high school students in Taiwan suggested that the CILESI showed adequate reliability in assessing students' preferences. Male students placed more emphasis on the student negotiation, critical judgement and epistemological awareness enhanced by the Internet‐based learning environments than female students did. In addition, the teachers of the sampled students (n?=?78) were also surveyed by CILESI. The teachers tended to express stronger preferences on the ease of use of the Internet‐based learning environments than did their students. However, students, when compared with their teachers, seemed to express more preferences towards the features of student negotiation, reflective thinking, critical judgement and epistemological awareness of Internet‐based learning environments. 相似文献
18.
随着素质教育以及终身学习教育理念的提出,自主学习越来越成为人们关注的焦点。在教育国际化的今天,加强对英语的自主学习具有重要意义。在通过对高校和高中英语自主学习了解的基础上,从教学观念、非智力因素、学习目标、学习策略、教学环境以及教学评价等维度对大学和高中英语教师自主学习观进行比较并分析其异同,从而为大学和高中英语教师进行教学提供一些启示,利于促进两个阶段教师的交流,也利于学生从高中到大学英语学习的过渡。 相似文献
19.
This study assessed the perceptions of 146 gifted and 115 non-gifted high school biology students and investigated associations
between student perceptions and cognitive achievement. The What Is Happening In this Class? (WIHIC) was used to assess perceptions
of actual and preferred learning environments. Data indicated that all students preferred a more favourable environment than
the one that they were currently experiencing, but gifted students perceived their actual environment more positively than non-gifted students. Statistically significant associations between the actual learning
environment and achievement on a standardised biology test were found for the majority of scales. Teacher Support, Investigation
and Equity were all statistically significant independent predictors of student achievement, while Student Cohesiveness had
a negative association with achievement. Interviews revealed that students interpreted some WIHIC items differently from how
the developers had intended. 相似文献
20.
Markus H. Hefter Alexander Renkl Werner Riess Sebastian Schmid Stefan Fries Kirsten Berthold 《Journal of Experimental Education》2018,86(3):325-343
Argumentative thinking requires not only the skill to apply argumentative strategies such as supporting theories with evidence but also the will to apply these strategies by considering argumentative thinking to be both reasonable and worthwhile. Focusing on direct instruction for the initial acquisition of both skill and will, we developed a new short-term computer-based training intervention. We tested its effects on learning processes and learning outcomes in an experimental study with 147 German high school students. Our intervention fostered facets of both skill (i.e. a declarative knowledge about argumentation) and will (i.e., epistemic orientation, intellectual values, and epistemic knowledge). We gained additional insights into learning mechanisms, such as the mediating effects of the learners' self-explanation activities and the advantage of addressing will before skill. 相似文献