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1.
Frank Pajares 《Contemporary educational psychology》1996,21(4):325-344
Path analysis was used to test the predictive and mediational role that self-efficacy beliefs play in the mathematical problem-solving of middle school gifted students (n= 66) mainstreamed with regular education students (n= 232) in algebra classes. Self-efficacy of gifted students made an independent contribution to the prediction of problem-solving in a model that controlled for the effects of math anxiety, cognitive ability, mathematics GPA, self-efficacy for self-regulated learning, and sex. Gifted girls surpassed gifted boys in performance but did not differ in self-efficacy. Gifted students reported higher math self-efficacy and self-efficacy for self-regulated learning as well as lower math anxiety than did regular education students. Although most students were overconfident about their capabilities, gifted students had more accurate self-perceptions and gifted girls were biased toward underconfidence. Results support the hypothesized role of self-efficacy in A. Bandura's (1986) social cognitive theory. 相似文献
2.
Lisa M. Ridgley Lisa DaVia Rubenstein Gregory L. Callan 《Psychology in the schools》2020,57(9):1365-1384
Current theoretical and operational definitions of underachievement require that students show sustained suppressed academic achievement. Yet, early detection may allow for effective intervention before underachievement becomes a chronic issue. While existing identification procedures were not designed to detect underachievement before low academic performance occurs, the integration of self-regulated learning (SRL) into these practices may promote earlier identification and intervention. This conceptual paper (a) anchors gifted underachievement within Zimmerman's SRL model, (b) examines existing gifted literature investigating SRL components to demonstrate the benefits of applying an SRL model, and (c) proposes a comprehensive measurement and intervention technique to capture important motivational variables at the task level. By measuring SRL processes and underachievement at a task-specific level, we can target interventions to specific needs, address underachievement before it becomes a persistent problem, and help learners reach their academic potential. 相似文献
3.
Contextual differences in student motivation and self-regulated learning in mathematics,English, and social studies classrooms 总被引：8，自引：0，他引：8
Recent research on self-regulated learning has stressed the importance of both motivational and cognitive components of classroom learning. Much of this research has examined these components without consideration of potential contextual differences. Using a within-subject correlational design, the present study assessed mean level differences in students' task value, self-efficacy, test anxiety, cognitive strategy use, regulatory strategy use, and classroom academic performance by gender and across the subject areas of mathematics, social studies, and English. In addition, the relations among the motivational, strategy use, and performance measures were assessed using multivariate regressions. The participants were 545 seventh and eighth grade students (51% females) who responded to a self-report questionnaire. Results revealed mean level differences by subject area and gender in the motivation and cognitive strategy use variables, but not in regulatory strategy use or academic performance. In contrast, results indicated that the relations among these constructs was very similar across the three subject areas examined. Findings are discussed in terms of their importance for understanding the contextual nature of students' self-regulated learning. 相似文献
4.
This study investigates relationships between self-efficacy, self-regulated learning strategy use and academic performance. Participants were 96 undergraduate students working on projects with three subtasks (idea generation task, methodical task and data collection) in a blended learning environment. Task self-efficacy was measured with self-reports administered during each subtask. Learning strategies were assessed by counting each instance of strategy use as it occurred in peer-to-peer conversations typed into a computer software system. Results showed that for each subtask, learners with higher task self-efficacy had higher task performance. Those who used more learning strategies on each subtask also had higher performance. In turn, high performance was associated with high self-efficacy on subsequent subtasks. Surprisingly, results showed that task self-efficacy and learning strategy use were not significantly related during any subtask. Overall, results imply that task self-efficacy, learning strategy use and past performance are important predictors of task performance. 相似文献
5.
This research examines the issue of self-regulated learning among highly gifted elementary ( n = 93) and high school students ( n = 40) in science. Self-report measures assessed self-regulatory strategy use in science and a spectrum of environmental (perceived level of investigation) and individual prerequisites (motivational beliefs, goal orientation, epistemological beliefs and intentions). Firstly, high school students were experiencing less investigation in science, and test anxiety and work avoidance were more pronounced than with elementary students. Secondly, highly gifted girls' science-related motivational beliefs were less positive than those of boys. Thirdly, path analyses indicate that the level of investigation in the science learning environment strongly determines motivational and epistemological prerequisites of self-regulatory strategy use. The results indicate that exploration and discovery should be enabled and strengthened in science classrooms of highly gifted students. 相似文献
6.
Research on underachieving gifted students has uncovered a large number of characteristics differentiating gifted underachieving and achieving students. However, less is known about the way in which underachievement develops across schooling. Using a person-centered theoretical framework and key constructs from current motivational theories, we propose that there are multiple developmental trajectories in underachievement that arise from early school experiences. Two primary pathways are proposed: (a) a Maladaptive Competence Beliefs Pathway whereby underachievement results from the development of particular beliefs about giftedness and maladaptive coping behaviors, and (b) a Declining Value Beliefs Pathway in which underachievement develops from declining value beliefs and increasing perceptions of costs associated with academics. Avenues for future empirical research with these pathways are discussed. 相似文献
7.
中学生考试焦虑与成就目标、学习策略及学业成绩的关系 总被引：3，自引：0，他引：3
张婉莉 《陕西教育学院学报》2006,22(4):119-122
问卷调查与研究显示:中学生的考试焦虑在性别、年级和学校类型上均无显著性差异,且普遍存在中度以上焦虑;重度考试焦虑对学业成绩有显著削弱作用;学生的成就目标定向和自我调节学习策略对其考试焦虑的干预具有重要意义。 相似文献
8.
The Conditional and Interaction Effects of Epistemological Beliefs on the Self-Regulated Learning of College Students: Motivational Strategies 总被引：1，自引：0，他引：1
This study examines the conditional and interaction effects of each of four dimensions of the epistemological beliefs of college students regarding the ability to learn, the speed of learning, the structure of knowledge, and the stability of knowledge on six measures of the motivational components of self-regulated learning strategies (intrinsic goal orientations, extrinisic goal orientation, task value, self-efficacy, control of learning and test anxiety). Students with more sophisticated beliefs about the nature of knowledge and learning were more likely than their peers to use educationally productive motivational strategies in their learning. Beliefs about one’s ability to learn and the structure of knowledge had the most significant and substantial effects on students’ use of self-regulated motivational strategies. Although a student’s belief about the stability of knowledge by itself had a statistically significant effect on only one motivational strategy, this belief did have four statistically significant interaction effects with beliefs about ability to learn and the structure of knowledge. Implications of these findings for theory, research, policy and practice are examined. 相似文献
9.
Calixto Gutiérrez-Braojos 《教育心理学》2015,35(2):192-212
During the past decade, research on the constructive learning process has been conducted mainly from two perspectives: student approaches to learning (SAL) and self-regulated learning (SRL). The SAL perspective has highlighted the role of learning conceptions with respect to other topics involved in constructive learning processes, whereas recently the SAL perspective has emphasised the effects of the future time perspective (FTP) and self-efficacy beliefs about these topics. Based on these two lines of research (SRL and SAL), using path analysis, we explored the direct and indirect effects of FTP and learning conceptions on self-efficacy, metacognitive strategies, effort and academic performance. Likewise, we identified some patterns that combine specific factors related to these variables. Participants in the present study were 100 (84% females, 16% males) Spanish fourth year university students enrolled in the Social Sciences Degree Programme. The ages of the students ranged from 18 to 49 (M = 22.02; SD = 3.68) and their participation was voluntary and anonymous. Likert-scale inventories were used to obtain data from students: FTP; learning conceptions; metacognitive strategies scale; and self-efficacy beliefs for SAL. On the one hand, the path analysis showed interesting indirect and direct relationships between topics with regard to key constructs of each of these research perspectives (SRL/SAL). However, these results do not coincide with the body of knowledge about FTP. On the other hand, results obtained using cluster and discriminant analysis revealed three specific patterns: a meaning orientation to learning and the future, a reproductive orientation to learning and the present, and an unusual pattern explained by the influence of historical-cultural characteristics on learning practices in educational contexts. We consider that this last pattern presents relevant implications for educational practice. 相似文献
10.
This meta-analytic review explores the effects of self-assessment on students' self-regulated learning (SRL) and self-efficacy. A total of 19 studies were included in the four different meta-analyses conducted with a total sample of 2305 students. The effects sizes from the three meta-analyses addressing effects on different measures of SRL were 0.23, 0.65, and 0.43. The effect size from the meta-analysis on self-efficacy was 0.73. In addition, it was found that gender (with girls benefiting more) and certain self-assessment components (such as self-monitoring) were significant moderators of the effects on self-efficacy. These results point to the importance of self-assessment interventions to promote students’ use of learning strategies and its effects on motivational variables such as self-efficacy. 相似文献
11.
The purpose of this study was to examine the relationship among students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified motivation strategies learning questionnaire, the online technology self-efficacy scale, the course satisfaction questionnaire, and the final grades. The researchers used structural equation modeling to examine relationships among student characteristics, self-regulated learning, technology self-efficacy, and course outcomes. Based on the results from the final model, students with previous online learning experiences tended to have more effective learning strategies when taking online courses, and hence, had higher levels of motivation in their online courses. In addition, when students had higher levels of motivation in their online courses, their levels of technology self-efficacy and course satisfaction increased. Finally, students with higher levels of technology self-efficacy and course satisfaction also earned better final grades. Based on the findings, we recommend that instructors design courses in a way that can promote students’ self-regulated learning behaviors in online learning settings and that students in online classes, as in traditional classes, set aside a regular time to concentrate on the course. Also, institutions should provide user-friendly online learning platforms and workshops for instructors and students to facilitate the teaching and learning experiences. 相似文献
12.
Douglas Jay Lynch Hernando Trujillo 《International Journal of Science and Mathematics Education》2011,9(6):1351-1365
Students enter college chemistry courses with different sources of motivation, appropriate or inappropriate assumptions about
their probability of success and how to study. This study is theoretically aligned with self-regulated learning research.
Clearly, academic performance is closely related to student motivational beliefs and learning strategies. This study investigated
the motivational beliefs and learning strategies of 2 years of college students in the second semester of organic chemistry.
Responses to the Motivational Beliefs and Learning Strategies Questionnaire indicated that student self-efficacy was highly
correlated with academic performance (semester grades). Gender differences were quite pronounced. Male academic performance
was associated with intrinsic motivation as well as the importance placed on the learning task. Test anxiety was negatively
associated with male grades. Extrinsic motivation was negatively correlated with female grades. Responses to students’ sense
of control over learning, the value of the learning task, and self-efficacy were significantly higher for males compared to
females. Faculty who attend to these different patterns may influence beliefs as well as learning strategies. Correcting erroneous
assumptions about how to learn chemistry may help students shift both their attitudes and their learning practices. The notable
gender difference suggests that female chemistry students may especially profit from focused faculty intervention. 相似文献
13.
Mariza Chatzistamatiou Irini Dermitzaki Anastasia Efklides Angeliki Leondari 《教育心理学》2015,35(7):835-850
The aim of the study was to investigate the relationships between elementary students’ reported use of self-regulatory strategies in mathematics and their motivational and affective determinants. Participants of the study were 344 fifth- and sixth-grade Greek students. Students were asked to complete self-reported measures regarding the strategies they use to self-regulate mathematics learning, their achievement goals in relation to mathematics, their self-efficacy concerning mathematics learning and achievement, the value they attribute to mathematics as a subject domain and their enjoyment of mathematics learning. Structural equation modelling confirmed a mediation model, that is, students’ mathematics self-efficacy, value beliefs about mathematics and enjoyment mediated the effects of achievement goals on reported strategy use. Results are discussed in terms of implications for elementary students’ self-regulated learning skills. 相似文献
14.
Mu-Hsuan Chou 《The Journal of educational research》2019,112(1):61-71
Considerable evidence indicates that self-efficacy, task value, anxiety, and the use of language learning strategies are related. However, there is currently an insufficient understanding about their relations in high-stakes testing contexts. The author aimed to investigate how well social factors, test value, anxiety, test performance, and learning strategies predict high school students' self-efficacy in preparing for the English listening test as part of the University Entrance Examination in Taiwan. This research involved a large-scale questionnaire survey and a collection of students' English test scores. The participants were 636 students in Grade 12 of high school in Taiwan. A quantitative analysis of the questionnaire was conducted via hierarchical regression analysis. The results show that students' recent English test performance and test anxiety were two strong predictors of self-efficacy in preparing for the high-stakes test. In addition, resource management and metacognitive listening strategies had better predictive power over prior English level and test value. 相似文献
15.
The primary goal of this study was to investigate whether college students’ academic time management could be used to understand their engagement in traditional and active forms of procrastination within a model of self-regulated learning. College students (N = 446) completed a self-report survey that assessed motivational and strategic aspects of self-regulated learning, time management, and procrastination. Results of regression analyses indicated that self-efficacy and metacognitive strategies initially were significant predictors of traditional and active forms of procrastination. Incorporating time management in the analyses increased the amount of the variance explained and, even in the presence of the motivation and strategy variables, time management emerged as an important predictor of both traditional and active forms of procrastination. Findings support the conclusion that academic time management is a key aspect of self-regulated learning and, as such, it can be useful for understanding the extent to which college students procrastinate when doing their academic work. 相似文献
16.
ABSTRACTWithin the context of Pintrich’s self-regulated learning model, recent reviews of the literature show that motivational factors are the strongest predictors of academic performance. Even so, gaps remain in terms of which goal orientation constructs area most strongly related to performance, and whether academic self-efficacy is involved in such relationships, either as mediator or moderator. This study addresses these gaps using a sample of 478 university students; 409 females aged 17–62 (M?=?23.28, SD?=?7.22) and 69 males, aged 18–47 (M?=?22.5, SD?=?6.31). Analyses revealed that academic self-efficacy (ASE) mediated relationships between both mastery and performance-approach goal orientation with achievement, though the mediation effect was larger for the relationship involving mastery approach goal orientation. ASE did not moderate the relationship between performance-approach goal orientation and achievement. Findings suggest teaching programmes should foster learning environments that encourage persistence and effort when learning, and consider how course delivery and feedback can enhance academic self-efficacy, regardless of the goal orientation adopted by students. 相似文献
17.
Considerable evidence indicates that student motivation and use of learning strategies are related. There is insufficient understanding, however, about their reciprocal effects—whether motivation affects strategy use, the converse, or whether the effects are bidirectional—and which components of motivation and strategies are involved. A two-wave longitudinal design was used to examine this issue among 9th grade students (N = 306) enrolled in high school mathematics classes during an academic term. A cross-lagged structural model found that students’ self-efficacy in mathematics and value predicted their reported use of learning strategies. There was no evidence, however, that learning strategy use predicted motivation and, thus, support for unidirectional effect of motivation during that time interval. Implications for models of self-regulated learning and instruction are discussed. 相似文献
18.
初中生数学成就动机与自我调节学习及学业成就之关系研究 总被引：2，自引：0，他引：2
一些学者对初中生数学成就动机与自我调节学习及学业成就之间的关系进行了相关研究,但研究多有片面之处,因此,对这3个方面进行整合的实证研究是十分必要的.成就动机是取得成功或实现一个渴望的目标的倾向性或内部动因.数学自我效能感与数学学业成就存在显著正相关,对数学学业成就有显著的回归效应.自我调节学习行为对数学学业成就存在显著的回归效应.认知策略的使用与自我调节学习行为的关系是十分显著的.数学成就动机的各个方面都和自我调节学习存在一定关系. 相似文献
19.
20.
Sunitadevi Velayutham Jill M. Aldridge Barry Fraser 《International Journal of Science and Mathematics Education》2012,10(6):1347-1368
The purpose of this study was to investigate the influence of students?? motivational beliefs (learning goal orientation, task value and self-efficacy) in science learning on students?? self-regulation in the science classroom. The study also examines the moderating effect of gender on the proposed relationships. Data were collected from 719 boys and 641 girls across grades 8, 9 and 10 in 5 public schools in Perth, Western Australia. Results from structural equation modeling analysis indicated that all 3 motivational constructs were strong predictors of students?? self-regulation in science learning. The multi-group analysis to examine gender differences revealed that the influence of task value on self-regulation was statistically significant for boys only. The findings present possible opportunities for educators to plan, and to put into practice, effective intervention strategies aimed at increasing students?? self-regulation in science learning. The core feature would be to target and develop students?? motivational beliefs of learning goal orientation and self-efficacy in science learning. Additionally, for boys, the intervention strategies would be to elevate boys?? perspectives of science task value. 相似文献