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1.
This study examined the interplay between university students' trajectories of motivational regulation and autonomous motivation across one semester, exploring both between and within person components. Participants (N = 193) from one large class reported motivation in two-week intervals over the course of one semester. Bivariate latent curve models with structured residuals revealed rates of change in motivational regulation and autonomous motivation were not linear, declining across the first ten weeks of the semester then bouncing back in the final month. Between-person effects of individual change demonstrated mirroring relationships of latent intercepts and slopes across the semester. Within-person findings revealed that autonomous motivation was a negative predictor of future motivation regulation. Students' grade point average only predicted students’ beginning level of motivational regulation. It appears that students with higher states of autonomous motivation view motivation regulation as unnecessary or even a potential threat to their learning pleasure and satisfaction. 相似文献
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In STEM education, a thorough understanding of the interaction of self-efficacy and metacognitive monitoring behaviors is needed to refine theories and inform the design of instructional supports for students with varying levels of motivation and self-regulation skills. We examined how students' (n = 1063) exam scores in an undergraduate life science course were influenced by their self-efficacy and online metacognitive monitoring behaviors by integrating variable-centered and person-centered approaches. In a semester-long study, students' self-efficacy judgements made at the end of the semester were stronger predictors of students' final exam performance than those made at the beginning of the semester. Results further suggested that the influence of self-efficacy on exam scores decreased as online monitoring behaviors increased. Students’ prior GPA predicted membership in three latent profiles indicated by 1) high self-efficacy with high metacognitive monitoring activity; 2) high self-efficacy with low metacognitive monitoring activity; and 3) low self-efficacy with low metacognitive monitoring activity. Learners with high self-efficacy and high monitoring activity outperformed those with high self-efficacy and low monitoring, who outperformed those with low self-efficacy and low monitoring on exams. 相似文献
3.
The purpose of this study is to explore students' self‐regulation and teachers' influence in science and to examine interplay between ethnicity and gender. Analysis of data from seven Oslo schools (1112 sampled students in the first year of high school) shows that the ethnic minority students reported using learning strategies in science more intensively than ethnic majority students and they had a stronger motivation to learn science. Ethnic majority students are defined here as students who were born in Norway and have at least one parent born in Norway. The study also shows that minority students generally evaluate their science teacher's influence on their learning more positively than the majority. The strongest interplay effects between gender and ethnicity are found in students' perceptions of the relevance of science, as well as their degree of negative responses to the pressure to learn science. 相似文献
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Empirical research reveals that students face difficulties engaging in learning and achieving their goals in a variety of learning contexts. To study effectively, students need to regulate their learning process. In spite of increased understanding of cognitive aspects of self-regulation, motivational aspects of regulation have not yet been thoroughly probed. This study investigates how motivation is connected to self-regulated learning when elementary school students (N = 32) study science in real classroom contexts using gStudy software. This was done by: (1) identifying students' situated motivation during the learning process, (2) analyzing how the students with different motivational approaches activated cognitive self-regulation in authentic learning situations across multiple learning episodes, and (3) complementing the understanding with the students' individual accounts of their motivation regulation during the learning process. The results show that there are qualitative differences in the self-regulation tactics used by the high- and low-motivation students as they study. Motivation is linked closely to active self-regulation. 相似文献
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Akane Zusho Paul R. Pintrich Brian Coppola 《International Journal of Science Education》2013,35(9):1081-1094
This study investigated how students' level of motivation and use of specific cognitive and self-regulatory strategies changed over time, and how these motivational and cognitive components in turn predicted students' course performance in chemistry. Participants were 458 students enrolled in introductory college chemistry classes. Participants' motivation and strategy use were assessed at three time points over the course of one semester using self-report instruments. Results showed an overall decline in students' motivational levels over time. There was also a decline in students' use of rehearsal and elaboration strategies over time; students' use of organizational and self-regulatory strategies increased over time. These trends, however, were found to vary by students' achievement levels. In terms of the relations of motivation and cognition to achievement, the motivational components of self-efficacy and task value were found to be the best predictors of final course performance even after controlling for prior achievement. 相似文献
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《Learning and Instruction》2006,16(4):295-309
There is a growing interest about learning environments enhancing learning motivation. However, two questions need to be answered to improve learning environment motivational quality: how much motivational value do students attribute to each particular component of learning environments? and in what degree is such value mediated by students' motivational orientations? To answer both questions and in an effort to replicate results coming from previous studies, 630 students, 15–17 years old, from three different schools were given two questionnaires. The first included different learning environment characteristics aimed at enhancing learning motivation. Students had to declare how much motivation to learn was arisen in them by these characteristics. The second assessed students' motivational traits and orientations: Learning orientation, Outcome orientation and Avoidance orientation. Mean, correlation and multiple-regression analyses were performed to answer the questions. As in previous studies, results support predictions concerning both questions. Teaching patterns assessed and expected to enhance learning motivation do it. However, the motivational value attached to the different patterns assessed is modulated by students' motivational characteristics. Implications of these results for designing learning environments aimed at enhancing students' motivation and for teachers' motivational training are discussed. 相似文献
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Teachers play a critical role in successfully implementing science education reforms in the United States to provide high-quality science learning opportunities to all students. However, the differentiated ways in which teachers make decisions about their science teaching are not well understood. This study takes a person-centered approach by applying latent profile analysis to examine how cognitive (pedagogical content knowledge) and motivational (instructional goal orientations, self-efficacy beliefs, and reform values) characteristics combine to form science teacher profiles in middle school. Predictors of profile membership (bachelor's degree, school %FRL) and both teacher (science instructional practices) and student (science achievement, engagement, and self-efficacy) outcomes related to the teacher profiles were also examined. Five science teacher profiles were identified (severely discouraged but reform oriented, discouraged but reform oriented, conventional, confident and mastery oriented, and confident with multiple goal approaches) that represented unique configurations of cognitive and motivation characteristics. Additionally, findings showed that the teacher profiles were significantly related to three dimensions of science instructional practice including communication, discourse, and reasoning. Finally, the teacher profiles were significantly related to student science achievement and motivational outcomes. Implications for differentiated approaches to teacher professional learning and supports for science instruction are discussed. 相似文献
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Woon Chia Liu C.K. John Wang Oon Seng Tan Caroline Koh Jessie Ee 《Learning and individual differences》2009,19(1):139-145
The use of project work (PW) or project-based learning has escalated in Singapore since its inception by the Ministry of Education in the year 2000. There is however little information on students' motivation, and their experience of PW over time. This study sought to identify homogeneous groups of students with distinct perceived locus of causality (PLOC) profiles using a cluster analytic approach, and to examine group differences in their perceived psychological needs, emotions, metacognition, and perceived skills learned in PW over time. Four distinct clusters of students were identified. The “high self-determined/low controlled” group was the most adaptive cluster, and the “low self-determined/high controlled” group was the least adaptive cluster. The study affirms that the self-determination theory (SDT) can provide important insights into the motivational processes in PW. It establishes that students' motivational regulations and their perceived needs satisfaction at the start of PW are related to their experience of and learning in PW. 相似文献
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Muhammet Mustafa Alpaslan 《The Journal of educational research》2017,110(4):405-414
The purpose of the study was to determine the level of the relationship among Turkish elementary school students' personal epistemologies, motivation, learning strategies, and achievements in science. A total of 322 fifth-grade students participated in the study. Results from the structural equation modeling showed that students' personal epistemologies influence both their motivation and metacognitive strategies in science learning. Viewing scientific knowledge as constructed by the learner contributes to the students having high motivations, high science achievement, and the ability to engage metacognitively in learning tasks. 相似文献
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While there is considerable literature concerning the relationship between student motivation and achievement, few studies have examined the relationship between student motivation, course experiences and academic achievement at the postgraduate level. This paper is based on the findings of the initial correlation analysis of the relationship between motivational beliefs and course experiences of 368 postgraduate students in five different subject areas enrolled in day and afternoon classes at a highly-ranked public university in Pakistan. A questionnaire was developed using scales from the Motivated Strategies for Learning Questionnaire and the Course Experiences Questionnaire to measure the motivational beliefs and course experiences of students. Academic achievement was measured using the achievement score in the courses in which the data were collected. The results of the study indicated that students' achievement scores were positively correlated with their self-efficacy for learning and negatively correlated with test anxiety, whereas the course-experience factor learning community was significantly correlated with achievement scores. Significant correlations were also found among almost all motivational beliefs and course experience factors. 相似文献
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Heta Tuominen-Soini Katariina Salmela-Aro Markku Niemivirta 《Learning and individual differences》2012,22(3):290-305
The aim of this study was to examine students' (N = 579) achievement goal orientation profiles, the temporal stability of these profiles across the transition to upper secondary education, and profile differences in academic well-being (i.e., school value, school burnout, schoolwork engagement, satisfaction with educational choice). By means of latent profile analysis, four groups of students with distinct motivational profiles were identified: indifferent, success-oriented, mastery-oriented, and avoidance-oriented. Motivational profiles were relatively stable across the transition; half of the students displayed identical profiles over time and most of the changes in the group memberships were directed towards neighboring groups. Regarding group differences, indifferent and avoidance-oriented students showed less adaptive patterns of motivation and academic well-being than did mastery- and success-oriented students. Both mastery- and success-oriented students were highly engaged in studying and found their schoolwork meaningful, although success-oriented students' stronger concerns with performance seemed to make them more vulnerable to school burnout. 相似文献
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Joe Psotka 《Interactive Learning Environments》2013,21(4):319-320
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ABSTRACT: Interteaching is a new pedagogical strategy for classroom instruction that demonstrates great effective student learning outcomes in the field of psychology. It is a 20 to 30 min student‐to‐student discussion addressing the main points in a specified body of reading materials. Interteaching includes elements such as reciprocal peer tutoring, cooperative learning, and problem‐based learning. These elements have been well theorized and their effectiveness has been empirically documented. To date, little is known about the effects of interteaching on students' perceived learning outcomes in food science and nutrition. This case study describes how the interteach method was employed in an undergraduate nutrition and food science course with specific examples of the tools used, such as interteach preparation guides, the interteach record form, and the peer assessment form. Based on the continuous feedback provided by the students during the course work, several specific modifications were made from the conventional interteaching methods, including 4‐person interteaching instead of one‐on‐one interteaching, as well as the use of in‐class thought‐provoking “synthesis” questions. At the end of the course, we assessed the students' perceptions of interteaching, as well as the students' perceived learning outcomes. The method generally fostered critical thinking and enhanced their motivation, which led to their perceived learning. On the other hand, some of the students expressed challenges in learning from peers due to their peers' varied preparation levels, as well as tackling complex scientific concepts prior to lectures. Further investigation is needed to develop possible strategies for accommodating the challenges among students with different learning styles. 相似文献
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Yves Karlen 《The Journal of educational research》2016,109(3):253-265
Metacognitive strategy knowledge, motivation, and learning strategies play an important role in self-regulated learning (SRL). However, little is known about different profiles of self-regulated learners in schools that prepare students for the university entrance certificate. The aim of this study was to examine intraindividual differences in the patterns of students' SRL. In this 2-wave longitudinal study, 897 students were involved. Latent class analyses revealed four-cluster solutions at the beginning as well as at the end of the school year. Maximal self-regulated learners with the highest levels on all cognitive, metacognitive, and motivational components of SRL reported the highest grades in the academic subject of German (first language) at both measurement points, followed by motivated and strategic learners. Students with a low level on several SRL components reported the lowest grades. Further, the results indicated changes in profiles of SRL over time. 相似文献
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Christine R. Starr Lisa Hunter Robin Dunkin Susanna Honig Rafael Palomino Campbell Leaper 《科学教学研究杂志》2020,57(7):1093-1118
Our short-term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10-week academic term in STEM (science, technology, engineering, and mathematics) identity and motivation were tested as mediators. The sample comprised 1,079 undergraduate students from introductory biology classrooms (65.4% women, 37.6% Asian, 30.2% White, 25.1% Latinx). Using structural equation modeling (SEM), our hypothesized model was confirmed while controlling for class size and GPA. Performing science practices (e.g., hypothesizing or explaining results) positively predicted students' felt recognition as a scientist; and felt recognition positively predicted perceived classroom climate. In turn, felt recognition and classroom climate predicted increases over time in students' STEM motivation (expectancy-value beliefs), STEM identity, and STEM career aspirations. Finally, these factors predicted students' course grade. Both recognition as a scientist and positive classroom climate were more strongly related to outcomes among underrepresented minority (URM) students. Findings have implications for why large-format courses that emphasize opportunities for students to learn science practices are related to positive STEM outcomes, as well as why they may prove especially helpful for URM students. Practical implications include the importance of recognition as a scientist from professors, teaching assistants, and classmates in addition to curriculum that engages students in the authentic practices of science. 相似文献
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“We do not know what is the real story anymore”: Curricular contextualization principles that support indigenous students in understanding natural selection 
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下载免费PDF全文 We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we empirically derived account for Nahua students' cultural cognition, socialization, and cultural narratives, thus supporting Indigenous students in navigating the differences between their culture and the culture and language of school while learning complex science concepts such as natural selection. The process of curricular contextualization we propose is empirically driven, taking culture and socialization into account by using multiples sources (cognitive tasks to explore teleology, ethnographic observation of students' community and classroom, and interviews with students and community members) and builds on the scholarship in Culturally Relevant Pedagogy and Indigenous Education. We used these principles to redesign a middle school biology unit on natural selection to make it more culturally relevant for Nahua students. The enactment of this unit resulted in students being engaged in science learning and achieving significant learning gains. The significance of this study lies in presenting evidence that learning science in culturally relevant ways supports the learning of challenging biology concepts. We provide evidence that Western science can be learned in ways that are more aligned with Indigenous students' Traditional Indigenous Knowledge, thus informing the implementation of educational policies aiming to improve the quality of secondary education for Indigenous adolescents. Our proposed contextualization principles can benefit students of all cultural identities who feel that their religion, language, or traditional knowledge are not aligned with school science, facilitating their access to culturally relevant science education. 相似文献
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Kit‐ling Lau 《Journal of Research in Reading》2016,39(2):153-170
This study aimed to expand on existing research about motivational change by investigating within‐year changes of adolescents' intrinsic reading motivation and perceived reading instruction among students from different grades and achievement levels. Six hundred and ninety five students from 10 secondary schools in Hong Kong voluntarily completed a questionnaire that measured these two variables at the beginning and near the end of a school year. The study's findings indicated that students' intrinsic reading motivation was generally stable over a school year. A significant increase in the perceived degree of mastery goal structure in reading instruction was observed near the end of the school year. Students' perception of instruction remained a strong and positive predictor of intrinsic motivation after controlling their prior motivation and other background variables. Different factors affecting students' motivational change are discussed to provide insights for promoting their reading motivation and counter the prevalent trend of motivational decline. 相似文献
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Concept maps have been recognized as an effective tool for students to organize their knowledge; however, in history courses, it is important for students to learn and organize historical events according to the time of their occurrence. Therefore, in this study, a time sequence-oriented concept map approach is proposed for developing a game-based environment to facilitate students' learning of historical events and their organization during the gaming process. With this approach, students can easily learn the precedence relationships among the historical events that occurred in different time periods with the time sequence-oriented concept map. To evaluate the effectiveness of the proposed approach, a historical role-playing game has been developed for an elementary school history course to examine the students' performance in terms of learning motivation, self-efficacy and learning achievements. A subject unit, the “Siege of Fort Zeelandia by Zheng Cheng-Gong,” was chosen as the history topic. The results show that the proposed approach can significantly enhance the students' learning achievement, but did not affect their learning motivation or self-efficacy for the history course. As a consequence, it is concluded that students can benefit from concept maps in terms of enhancing their learning achievement, but they do not necessarily enjoy using concept maps in game-based learning activities. 相似文献
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Students' epistemological beliefs about scientific knowledge and practice are one important influence on their approach to learning. This article explores the effects that students' inquiry during a 4‐week technology‐supported unit on evolution and natural selection had on their beliefs about the nature of science. Before and after the study, 8 students were interviewed using the Nature of Science interview developed by Carey and colleagues. Overall, students held a view of science as a search for right answers about the world. Yet, the inconsistency of individuals' responses undermines the assumption that students have stable, coherent epistemological frameworks. Students' expressed ideas did not change over the course of the intervention, suggesting important differences between students' talk during inquiry and their abilities to talk epistemologically about science. Combined with previous work, our findings emphasize the crucial role of an explicit epistemic discourse in developing students' epistemological understanding. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 369–392, 2003 相似文献