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1.
In the present study, we investigated how students react to self-assessed low goal achievement in self-regulated learning. Over a university term (19 weeks), 150 university students recorded self-efficacy, procrastination and perceived goal achievement in weekly web-based self-monitoring protocols. Using multilevel analyses for growth curve models, we investigated the reciprocal amplifying between procrastination and perceived goal achievement and self-efficacy and perceived goal achievement. Results indicated a vicious circle of procrastination and a virtuous circle of self-efficacy. Students who recorded high levels of procrastination assessed their goal achievement as being low. As a consequence of low goal achievement, they reinforced procrastination. Students who recorded high levels of self-efficacy assessed their goal achievement as being high. As a consequence of high goal achievement, self-efficacy increased. Self-efficacy mediated the effect of perceived goal achievement on procrastination. Thus, students with low perceived self-efficacy are vulnerable for finding themselves in a vicious circle of procrastination. 相似文献
2.
To succeed in autonomous online learning environments, it helps to be a highly motivated, self-regulated learner. The present study explored potential differences between undergraduate (n = 87) and graduate students (n = 107) in their levels of academic motivation and self-regulation while learning online. In particular, this study provides a comparative analysis of undergraduate and graduate students' motivational beliefs (task value and self-efficacy), use of deep processing strategies (elaboration and critical thinking), and motivational engagement (procrastination and choice behaviors). As hypothesized, graduate students learning online reported higher levels of critical thinking than undergraduates. Moreover, after controlling for experiential differences, a logistic regression analysis indicated that graduate student membership was predicted by higher levels of critical thinking and lower levels of procrastination. On the other hand, undergraduate membership was predicted, somewhat paradoxically, by greater task value beliefs and greater intentions to enroll in future online courses. Implications for online instructors and suggestions for future research are discussed. 相似文献
3.
Relations were examined between epistemic beliefs, achievement goals, learning strategies, and achievement. We sought to empirically test Muis’ [Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173–190] hypothesis that epistemic beliefs influence processes of self-regulated learning via the standards students set for learning once goals are produced. Two hundred one undergraduate students from an educational psychology course completed questionnaires designed to measure the various constructs. Students’ final grades were also collected at the end of the semester. Students’ recollections of course tasks revealed that their epistemic beliefs are activated during learning. Results from structural equation modeling revealed epistemic beliefs influenced the types of achievement goals students adopted, which subsequently influenced the types of learning strategies they used in their education course, and their achievement. Moreover, achievement goals mediated relations between epistemic beliefs and learning strategies, and learning strategies mediated relations between achievement goals and achievement. 相似文献
4.
To study the contribution of perceived parent achievement goals to students' attitudes towards academic help seeking, 4th, 6th, 7th, and 9th grade students in Greece (n = 712) reported perceptions of their parents' achievement goals, personal achievement goal orientations, and help-seeking beliefs and intentions. Students' mastery goal orientation positively predicted their help-seeking attitudes (perceived benefits and intentions to seek help) and negatively predicted their help-seeking avoidance attitudes (perceived costs and intentions to avoid seeking help), whereas performance-avoidance orientation directly predicted their help-seeking avoidance attitudes. Multiple-group path analysis indicated that perceived parent goals predicted student help seeking and help avoidance attitudes through students' own achievement goal orientations. Further, the pattern of relations varied by grade level. Results are discussed in light of current theory and research on the developmental phases of parental influence on student motivation and self-regulated learning. 相似文献
5.
Changes in the Relation Between Competence Beliefs and Achievement in Math Across Elementary School Years 
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下载免费PDF全文 Math competence beliefs and achievement are important outcomes of school‐based learning. Previous studies yielded inconsistent results on whether skill development, self‐enhancement, or reciprocal effects account for the interplay among them. A development‐related change in the direction of their relation in the early school years might explain the inconsistency. To test this, 542 German elementary school students (M = 7.95 years, SD = 0.58) were repeatedly investigated over 24 months from Grade 2 to Grade 4. Math competence beliefs declined and had a growing influence on subsequent math grades. This suggests changes in the dominant direction of the relation from a skill development to a reciprocal effects model during elementary school. Findings are discussed with regard to their theoretical and practical implications. 相似文献
6.
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
7.
Metacognition is an integral component of a self-regulated approach to learning. The present study examined the relationships between academic self-efficacy and perceptions of one's own competence in memory and reasoning abilities, and their role in predicting the Self-confidence trait. The study also aimed to determine the role of key classroom factors (goal orientation and self-efficacy with the teacher) in predicting self-beliefs, the Self-confidence trait and academic achievement in Year 6 students (N = 177). EFA and Path analysis were used to determine these relationships. The hypothesised path model was tested in a simultaneous fashion of the entire system of variables to determine whether or not hypothesised relationships were consistent with data. The results suggest that academic self-efficacy and metacognitive competency beliefs define a broad factor—Metacognitive Beliefs—which serves as a key predictor of Self-confidence. Mastery goal-orientation and self-efficacy with teacher predicted Metacognitive Beliefs and, indirectly, Self-confidence. Students with stronger Metacognitive Beliefs were less engaged in self-handicapping behaviours. Known common factors—intelligence, gender and a proxy for SES, school fees—were controlled for. The present study has important implications for both metacognitive theory and educational practice. 相似文献
8.
The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction 总被引：4，自引：3，他引：1
This review examines the literature on teacher epistemic cognition, epistemic beliefs, and calibration to consider the relation
between these constructs and instruction that emerged from empirical studies. In considering how this body of literature can
enhance understanding of how students become masters of their learning processes, we will briefly review how different theoretical
frameworks have conceptualized the relation between epistemic cognition, epistemic beliefs, calibration and metacognition,
self-regulation, and self-regulated learning. Implications for research include a more nuanced conceptualization of epistemic
beliefs and a theoretical integration of these constructs. Implications for practice regard the reciprocal relations between
teachers’ knowledge, experience, epistemic cognition, epistemic beliefs, and calibration and their effects on pedagogical
practices. The role of teachers’ education and professional development is discussed.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users. 相似文献
9.
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
10.
This study investigated whether an instructional intervention can increase students’ self-regulated use of retrieval practice in a higher education classroom environment. A lab-experiment by Ariel and Karpicke (2017) revealed that strategy instructions improved students’ self-regulated use of retrieval practice and subsequent test performance. Our goal was to determine whether these effects generalize to a classroom environment using key concepts from marketing communication. We compared two groups on their self-regulated use of retrieval practice using an online environment. An experimental group (n = 58) received strategy instructions on retrieval practice and a control group (n = 58) received neutral instructions. Instructions were provided during sessions 1 and 2; no instructions were provided in a third, transfer session, measuring self-regulated use of retrieval practice. In sessions 1 and 2, no significant differences between groups were found. In the transfer session, the experimental group tested themselves more (Hypothesis 1) and displayed a larger number of (correct) retrieval attempts per key concept (Hypothesis 2) than the control group. No correlations were found with performance (Hypothesis 3). With our experiment, we took a first step in supporting students in their self-regulated use of retrieval practice in a classroom environment with complex materials. 相似文献
11.
The present study with 353 students aimed to examine the validity of a questionnaire called the Value Beliefs Questionnaire for University Students (VBQU) measuring five value beliefs among university students, namely: intrinsic value, attainment value, cost, utility for daily life, and utility for career. Furthermore, this study strived to explore the situated expectancy-value theory by linking those five value beliefs to multiple individual characteristics of university students (i.e., academic self-concept, procrastination, test anxiety, academic achievement). Results of CFA provided strong support for a 5-factor structure and a hierarchical structure of four major value factors (i.e., intrinsic, attainment, cost, utility) and two utility factors. Significant intercorrelations among the five value beliefs and correlations of the five value beliefs with the other individual characteristics of university students also established validity evidence of the VBQU. In line with (S)EVT, academic self-concept and intrinsic value significantly interacted with each other in predicting academic achievement. 相似文献
12.
This study examined the notion that active procrastinators are a positive type of procrastinators who possess desirable characteristics similar to non-procrastinators, but different from the traditional passive procrastinators. A two-step procedure was followed to categorise university students (N?=?125) as active procrastinators, passive procrastinators and non-procrastinators. The results show that active procrastination was related mostly with the maladaptive motivational and behavioural characteristics described in the self-regulated learning literature. Active procrastinators reported low mastery-approach goal, high performance-avoidance and work-avoidance goal, and low intrinsic motivation and task value. They selected less effective strategies and performed the lowest on tests among the three groups. The results challenged the notion that active procrastination is conducive to learning. Future research directions and implications to teaching and learning are discussed. 相似文献
13.
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
14.
Danya M. Corkin Shirley L. Yu Suzanne F. Lindt 《Learning and individual differences》2011,21(5):602-606
Researchers have proposed that the act of postponing academic work may be divided into a traditional definition of procrastination, viewed as maladaptive, and adaptive forms of delay. Adaptive forms of delay may be more consistent with certain facets of self-regulated learning. The current study investigated this issue by examining whether the relations between aspects of self-regulated learning and active delay may be distinct from the relations these aspects of self-regulated learning have with procrastination. Among 206 undergraduates, procrastination was positively predicted by mastery-avoidance goals and negatively by metacognitive strategy usage, whereas active delay was negatively predicted by avoidance goals and positively by self-efficacy. Furthermore, students who reported higher levels of active delay also received better grades. These findings provide support that active delay is a distinct form of delay from procrastination that may be more positive due to its associations with some adaptive self-regulatory processes and academic achievement. 相似文献
15.
The relations among students’ motivational beliefs, cognitive processes, and academic achievement were investigated. A 51-item
questionnaire together with a mathematics achievement test was administered to 459 fifth graders in Korean elementary school
mathematics classrooms. Results indicated that, in general, students’ cognitive processes related closely to competence beliefs,
task values, and achievement goals, and more importantly their success or failure in mathematics achievement was closely linked
to competence beliefs, performance-avoidance goals, and persistence strategies. Positive evidence of performance-approach
goals was observed in math learning relative to task goals. As expected, performance-avoidance goals turned out to be detrimental
to students’ math learning. These findings are generally congruent with the motivational theories and support the position
that students should be encouraged to adopt task goals and actively involve themselves in math class activities. However,
it also behooves us to recognize the potential benefits of performance-approach goals in different cultural contexts, such
as the Korean elementary school math classrooms. 相似文献
16.
This study investigated introductory computer science (CS1) students’ implicit beliefs of intelligence. Referencing Dweck and Leggett’s (1988) framework for implicit beliefs of intelligence, we examined how (1) students’ implicit beliefs changed over the course of a semester, (2) these changes differed as a function of course enrollment and students’ motivated self-regulated engagement profile, and (3) implicit beliefs predicted student learning based on standardized course grades and performance on a computational thinking knowledge test. For all students, there were significant increases in entity beliefs and significant decreases in incremental beliefs across the semester. However, examination of effect sizes suggests that significant findings for change across time were driven by changes in specific subpopulations of students. Moreover, results showed that students endorsed incremental belief more strongly than entity belief at both the beginning and end of the semester. Furthermore, the magnitude of changes differed based on students’ motivated self-regulated engagement profiles. Additionally, students’ achievement outcomes were weakly predicted by their implicit beliefs of intelligence. Finally, results showed that the relationship between changes in implicit intelligence beliefs and student achievement varied across different CS1 courses. Theoretical implications for implicit intelligence beliefs and recommendations for STEM educators are discussed. 相似文献
17.
This longitudinal study aims to test the concept of transition preparedness in the context of educational transitions. The study investigates how adolescents’ transition preparedness, conceptualized as their self-efficacy beliefs and their inoculation against setbacks, before an educational transition affect the adolescents’ school value and effort related to educational goals after the transition through the effects on achievement goal orientations. Student data from three waves of a longitudinal study are used, first collected in 2004 (before the students’ transition from comprehensive school to upper secondary education) and then collected twice after the transition. The students included in the analyses are those who participated at all three measurement points (N = 588; 49.5% girls; age MT1 = 15.01, SD = 0.13). Longitudinal structural equation modeling revealed that adolescents’ self-efficacy beliefs (Time 1) positively predicted school value and effort (Time 3) through their effect on mastery goal orientation (Time 2). Furthermore, self-efficacy moderated the relation between performance-approach goal orientation (Time 1) on school value (Time 2). Results are discussed in terms of their relevance for enhancing adolescents’ adaptive motivational development across educational transitions. 相似文献
18.
《Contemporary educational psychology》2005,30(1):43-59
This study tested and extended Dweck’s social-cognitive theory of motivation with adults who deliberately chose to face the challenge of returning to school. We examined the relationships among beliefs (implicit theories) on the nature of intelligence, goal orientation, cognitive engagement in learning, and achievement using path analyses. Findings were generally consistent with Dweck’s theoretical predictions. Striving for competence improvement (mastery goals) had a positive impact on learning activities and outcomes, while striving to demonstrate competence (performance goals) or to avoid effort (work avoidance) had a negative influence on learning and achievement. Additionally, data suggested that mastery goals had a positive influence on academic achievement through the mediation of effort expenditure. The predicted effects of implicit theories of intelligence on goal orientation and cognitive engagement in learning, however, failed to emerge. Results are discussed in relation to their general theoretical implications and with regard to the specific characteristics of returning to school adults. 相似文献
19.
Based on control-value theory (CVT), this study (N = 550 Chinese university students) examined relations between control-value appraisals, subsequent achievement emotions, and resulting performance in foreign language (FL) learning. The results show that perceived control and value related positively to positive emotions (enjoyment, hope, pride) and FL performance, and negatively to negative emotions (anger, anxiety, shame, hopelessness, boredom). Control and value interacted in predicting all eight emotions and FL performance. The multiplicative impact of the appraisals on performance was mediated by four of the focal emotions. These findings elucidate the impact of appraisals and emotions on achievement and support the generalizability of CVT to foreign language learning. Directions for future research and implications for education are discussed. 相似文献
20.
The current study used a longitudinal design to model initial interest and utility-value as antecedents of developing interest and course proficiency. Using measures from four time points across one academic year and competency assessed at the beginning of the previous year, we examined direct and mediated contributions of utility-value, self-efficacy, and self-concept for the development of domain interest. Japanese tertiary students (n = 614; Female = 129) undertaking a compulsory year-long study of English as a foreign language participated. Students reported motivation (interest, utility-value and competence beliefs of self-efficacy and self-concept) for studying English as a foreign language. In addition, the design allowed detection of reciprocal effects: the forward effect of interest on competence beliefs and in turn the forward effects of competence beliefs on interest. Initial domain interest indicated direct and/or mediated effects for all constructs, while self-efficacy indicated a reciprocal relationship with domain interest. Profile analyses (LPA) identified 3 motivation profiles that were stable across two semesters. Testing a mover-stayer model (LPTA) indicated some movement between the low and medium intensity profiles of motivation. 相似文献