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1.
彭红兵 《江西教育学院学报》2008,29(4):46-48
教育部颁发的《全日制义务教育普通高级中学英语课程标准（实验稿）》首次正式将学生的情感态度确定为五大课程目标之一,而在实际英语课堂教学中,学生的情感因素并未得到足够的重视。针对两者之间的反差,文章从认知心理学和人本主义心理学两大角度阐述了情感的教育意义,然后以任务型教学为基点,提出了培养学生积极、健康情感的三大途径：创设安全的心理环境、开展小组合作学习、采用真实评价方式,以完善当前英语教学,促进学生“知”、“情”的平衡发展。 相似文献
2.
Emotional Competence and its Influences on Teaching and Learning 总被引：2，自引：0，他引：2
Pamela W. Garner 《Educational Psychology Review》2010,22(3):297-321
This article provides an interdisciplinary review of theory and research linking aspects of emotional competence to learning
and school-related outcomes across childhood. Drawing upon work in developmental psychology, educational psychology, and teacher
education, this review also discusses the role of teachers in socializing students’ emotions and considers the strategies
and the challenges they face in regulating their own emotions in the classroom context. Future directions for research in
this area are proposed. 相似文献
3.
The purpose of this article is to delineate the role of epistemic emotions in personal epistemology and self-regulated learning (SRL). We first review important tenets of personal epistemology and SRL and then present a model of SRL that situates personal epistemology within that model. We then define epistemic emotions, describe under what conditions epistemic emotions arise, and delineate how these emotions may facilitate or constrain learning processes and learning outcomes. Specifically, we present five antecedents to epistemic emotions and five consequences of those emotions during learning. The five antecedents are control, value, novelty, complexity, and achievement or impasses of epistemic aims. The five consequences are effects on planning and goal setting, motivation, cognitive and metacognitive strategies, learning outcomes, and revisions to antecedents. We end with a discussion of educational implications and future directions for research. 相似文献
4.
Anne-Kathrin Stiller M. Florian Kattner Catherine Gunzenhauser Bernhard Schmitz 《教育心理学》2019,39(1):86-111
Effectively regulating negative emotions is important for successful self-regulated learning. However, research has hardly examined which emotion regulation strategies benefit self-regulated learning. In an experimental study, it was examined whether positive reappraisal facilitates self-regulated learning by counterbalancing the depletion of self-control resources. Sixty-one university students engaged in either positive reappraisal or expressive suppression to regulate negative emotions induced by a film clip and then worked on a self-regulated learning task. Participants who engaged in positive reappraisal experienced more positive emotions after the film and had more self-control resources available than participants who used expressive suppression. Moreover, positive reappraisal increased skin conductance during emotion regulation, as compared to expressive suppression. Irrespective of emotion regulation type, positive emotions predicted post-film availability of self-control resources which was positively associated with subsequent self-regulated learning. The results demonstrate beneficial affective and resource-related consequences of positive reappraisal as well as its potential for fostering self-regulated learning. 相似文献
5.
自我调节学习理论的提出主要来自于对美国三次教育改革运动的反思,相关研究以社会认知学派的影响最为广泛。进入20世纪80年代后,人们逐渐意识到智力和环境并不能完全解释学生学业成就的差异,学习者本人在学习活动中的作用越来越引起人们的关注。自我调节学习循环教学模式不仅凸显了学生的主体地位,还可以培养学生对学习策略的使用,教师在对学生使用自我调节学习循环模式进行指导时,也能够通过学生的反馈发现教学中的问题,从而加以改进,使得教学内容更符合学生的需求。 相似文献
6.
Emmi Saariaho Henrika Anttila Auli Toom Tiina Soini Janne Pietarinen Kirsi Pyhältö 《Teachers and Teaching》2018,24(5):538-558
Self- and co-regulation are central elements in skillful student-teacher learning. Studies have confirmed the interrelation between positive academic emotions and student engagement in self-regulated learning. There are also indicators of student-teachers experiencing co-regulative learning activities as highly significant. Yet, we know surprisingly little about the emotional landscape of the self- and co-regulation of learning among student-teachers. Hence, in this study, we explore the kinds of academic emotions that primary school student-teachers experience during self- and co-regulated learning. Altogether 19 Finnish primary school student-teachers were interviewed. The data were qualitatively content analyzed. The results showed that both self- and co-regulated learning experiences were emotionally activating. Student-teachers reported primarily positive emotions (80%) in self- and co-regulated learning. The results also showed that positive activating emotions, such as enthusiasm, were emphasized in all regulatory phases: goal setting and task analysis, strategy use and monitoring, and reflection. Our findings on the high frequency of various positive emotions embedded in self- and co-regulated learning confirmed that positive activating emotions are essential elements in student-teachers self- and co-regulated learning. The findings imply that self- and co-regulated learning can trigger a positive cycle in student-teacher learning in terms of both emotions and productive learning. 相似文献
7.
为揭示自主学习策略对学习困难学生的影响,并为学习困难学生的训练和矫正提供心理学依据,应用自主学习策略问卷,对小学5年级95名学习优秀学生和89名学习困难学生进行了自主学习策略比较研究。结果发现:学习困难学生自主学习策略明显低于学习优秀学生;学习困难女学生自主学习策略水平整体显著高于男生;影响学生学习成绩是多个自主学习策略因子共同作用的结果。 相似文献
8.
Online learning continues to grow, but there is limited empirical research on the personal factors that influence success in online contexts. This investigation addresses this research gap by exploring the relations between several discrete achievement-related emotions (boredom, frustration, and enjoyment) and self-regulated learning behaviors (elaboration and metacognition) in an online course. Results from a survey of 302 undergraduates participating in an online course indicated that enjoyment, a positive activating emotion, was a positive predictor of elaboration and metacognition. Moreover, consistent with previous findings from a similar sample, frustration, a negative activating emotion, emerged as a positive predictor of metacognition. Implications for the theory, research, and practice of online learning are discussed, as are theoretical implications for understanding students' achievement emotions and self-regulated learning behaviors. 相似文献
9.
In this article, we present a model for academic mentoring research that incorporates theory and research on self-regulated learning. Academic mentoring research has increased in recent years, and researchers have linked mentoring with positive outcomes for protégés and mentors. This research, however, has not investigated the process whereby mentoring exerts its effects. An integration of mentoring with self-regulated learning seems valuable because self-regulated learning researchers have employed methodologies to assess its dynamic nature. We review assumptions of mentoring and self-regulated learning theories, representative mentoring research studies, and methods of assessing self-regulated learning. Following presentation of the mentoring research model, suggestions are given for types of research studies to identify the operation of key processes before, during, and after mentoring interactions. We conclude with implications of this integrated perspective for theory development and educational practice. 相似文献
10.
该研究对526名高中生的自主学习状况进行了调查。结果表明,高中生自主学习的总体状况处于中等水平,自主学习各个方面的发展相对平衡,但对学习结果进行自我评价的自主性较差。高中学生的自主学习能力存在明显的学校差异和性别差异。高中生自主学习的能力呈年级下降趋势,而且在学习过程和学习环境的自主性方面存在显著的年级差异。 相似文献
11.
文献研究表明,当前对网络自主学习的界定不一致,很多调查研究中还存在误区.从活动理论的视角考查网络自主学习研究,有助于厘清这一研究领域的基本脉络与核心概念.因此,活动理论指导下的网络自主学习研究有其必要性.依据所分析的网络自主学习的内涵和理论框架,设计了网络自主学习行为调查问卷,并结合访谈以聊城大学为个案,分析了大学生的网络自主学习行为现状.基于分析结果,对如何帮助学生养成良好的网络自主学习行为习惯、提高网络自主学习的成效提出了相关建议. 相似文献
12.
Henna Asikainen Telle Hailikari Markus Mattsson 《Journal of Further & Higher Education》2018,42(4):439-453
Research concerning students’ emotions as well as their way of coping with their emotions in different situations has been scarce. The purpose of this study is to explore the relationship between self-regulated learning, academic emotions, psychological flexibility, study success and study pace during university-level studies. A total of 274 arts students participated in this study. Academic emotions were first explored with factor analyses, parallel analysis and confirmatory factor analyses. The relationship between self-regulated learning, psychological flexibility, academic emotions and study success and study pace was analysed using Pearson’s correlations and path analysis using Amos. The results revealed that there is a strong connection between self-regulated learning and academic emotions and that students’ self-regulations appear to affect students’ emotions with regard to their academic study. Furthermore, psychological flexibility appeared to be an important mediator between academic emotions and study pace. The study suggests that students’ emotions and their way of coping with these emotions should be taken into account when considering learning and teaching. 相似文献
13.
超媒体环境下自主学习有效干预模式研究——扶助式学习与英语阅读 总被引：1，自引：0，他引：1
近年来,自主学习逐渐成为学术界的一个热点问题。然而,超媒体环境下自主英语学习的有效干预模式研究却为数不多。本研究探讨超媒体环境下扶助式学习与英语阅读的关系,某综合性高校经选取的某班30名大学本科学生被随机分为两组：即无扶助学习组（NS）及概念建构组（CS）,均要求在半小时的时间内在超媒体环境下学习有关美国文化的内容。数据收集工具为有声思考法。结果显示,30分钟的自主阅读过程中,CS组的学生无论是在学习计划、学习监控,还是学习策略的使用上,都显著的高于NS组的学生;两组同学在各项学习监控指标上都呈下降趋势。研究结果还证明,有声思考法是考察超媒体环境下自主阅读过程的有效方法。 相似文献
14.
混合学习强调线下课堂教学和线上自主学习的混合以实现优势互补,其中学习者的在线自我调节学习能力显得异常重要。文章旨在揭示学习者的在线自我调节学习能力存在哪些潜在类别,不同类别学习者是否具有不同的在线自我调节学习行为过程模型,以及这对于在线自我调节学习环境的设计有何启示。研究首先对239名学习者的在线自我调节学习能力进行测评,然后使用潜在剖面分析方法对测评数据进行分析,发现样本学习者可以分为高、中、低三种不同水平的自我调节学习剖面类别。然后分别对三种类别学习者的在线自我调节学习行为数据进行过程挖掘,研究发现:(1)学习者的自我调节学习能力更多体现在执行阶段的行为上;(2)中高水平自我调节学习者的在线学习行为表现出更强的认知和元认知策略;(3)高水平自我调节学习者体现出更有效的时间管理策略与更强的整体规划能力。因此,在线自我调节学习环境需要引入自适应支持机制,为学习者提供适应性的过程和策略支持。 相似文献
15.
教育目标不仅要使学生获取知识,更要使他们学会学习。近年,各地较多强调通过不同科目或学习领域的学习与教学,可以培养学生的共通能力。这些能力都是培养学生自主学习的重要条件。本文对自主学习的定义和概念作出一些分析,对有关研究和教与学作出一些简介。文中提及学生自主学习定义包含三个特点:他们采用自主的学习策略、他们面对自我学习成效回馈的积极响应、以及他们互动地推动学习过程。自主的学生选择和采用自主学习策略,在反思学习成效与技巧的基础上,争取理想的学术成果。笔者最后提出建议:(1)如何应用学习动机、课室管理、教师教学和教师期待以探讨自主学习在课堂教学过程中的实践;(2)如何以自主学习这个概念贯彻于各科或各学习领域的课程设计的各个课程要素中。笔者期望,研究自主学习能有助学生学习。 相似文献
16.
Decades of research and practice in social and emotional development have left us with a body of knowledge that tells us that (1) social, emotional, and cognitive development are intertwined in the brain and in behavior and influence school and life outcomes; (2) social, emotional, and cognitive skills and competencies grow in supportive relationships and are influenced by experience and context; and (3) there are programs and practices that have been shown to be effective in supporting these skills and competencies. The science of social and emotional learning is distinct in that it represents a blend of the developmental and applied sciences. In this article, we summarize a key framework that has guided much of the research and practical work of social and emotional learning, and we synthesize the major areas of research that have propelled the field forward. We then turn to what’s next, describing and illustrating 4 essential principles that should guide work in the future. 相似文献
17.
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model
Anastasia Efklides 《教育心理学家》2013,48(1):6-25
Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The “metacognitive and affective model of self-regulated learning” (the MASRL model) distinguishes two levels of functioning in SRL, namely, the Person level and the Task × Person level. At the Person level interactions between trait-like characteristics such as cognitive ability, metacognitive knowledge and skills, self-concept, perceptions of control, attitudes, emotions, and motivation in the form of expectancy-value beliefs and achievement goal orientations are hypothesized. These person characteristics guide top-down self-regulation. At the Task × Person level, that is, the level at which SRL events take place, metacognitive experiences, such as feeling of difficulty, and online affective states play a major role in task motivation and bottom-up self-regulation. Reciprocal relations between the two levels of functioning in SRL are also posited. The implications of the MASRL model for research and theory are discussed. 相似文献
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19.
We examine design factors that may evoke positive emotions in learners and investigate the effects of these positive emotions on learning. Recent research showed that the emotional design of multimedia learning material can induce positive emotions in learners that in turn facilitate comprehension and transfer. We sought to replicate these results with a different population and different mood induction procedure and examine individual emotions, and to decompose the effects of the design elements of color and shape. Study 1 showed that well-designed materials induced positive emotions and facilitated comprehension, though transfer performance was not affected by emotional design. Study 2 found that round face-like shapes both alone and in conjunction with warm color induced positive emotions. Warm colors alone, however, did not affect learners' emotions. Comprehension was facilitated by warm colors and round face-like shapes, independently as well as together. Transfer was facilitated by round face-like shapes when used with neutral colors. 相似文献
20.
外语教学既是一个认知过程,也是一个情感过程。两者是一个相互联系、相互作用、相互制约的统一体。而现阶段,造成我国大学英语课堂语言学习令人担忧局面的真正原因在于,过于重视认知因素而忽视学生的情感因素。从心理学的情感角度出发,旨在阐述师生情感因素对大学英语教学的影响及课堂实施策略。 相似文献