Comparing active delay and procrastination from a self-regulated learning perspective     

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   

Socioeconomic Status– and Gender‐Based Differences in Students’ Perceptions of E‐Learning Systems     

Leslie Jordan Albert  Camille S. Johnson 《Decision Sciences Journal of Innovative Education》2011,9(3):421-436

Many universities are pursuing increases in on‐line course offerings as a means of offsetting the rising costs of providing high‐quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students’ perceptions of e‐learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working‐class students perceive e‐learning systems more positively than their middle‐class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working‐class students or through campaigns aimed at improving middle‐class students’ perceptions of e‐learning systems.  相似文献   

Intrinsic Factors for Continued ERP Learning: A Precursor to Interdisciplinary ERP Curriculum Design     

Kuanchin Chen  Muhammad Razi  Thomas Rienzo 《Decision Sciences Journal of Innovative Education》2011,9(2):149-176

Unilateral enterprise resource planning (ERP) curriculum improvements from the instructor's perspective are likely to generate only limited success. Understanding student motivations and beliefs with ERP systems is the missing link to effective ERP education. Relatively little attention in the ERP literature has been given to student learning associated with ERP experience, and almost none to factors influencing current and expected student beliefs and behaviors relative to ERP. The complexity of ERP systems demands that beliefs and behaviors be considered when planning ERP curricula. In the present study, the Theory of Planned Behavior was extended to examine students’ intentions to explore additional aspects of ERP after their class exercises. When considering all students, attitude and subjective norm had positive and significant effects on intentions to continue ERP learning. Subjective norm also affected attitude, and availability of support materials had a positive effect on subjective norm. Distinctive patterns are found for the construct relationships between student groups who valued ERP education (the engaged) and those who placed little or no value on ERP education (the undecided). Results from competing model analyses indicate that support materials influenced the engaged and undecided groups differently. Strategies for ERP curriculum design are provided.  相似文献   

信息环境下西部地区大学生英语学习现状及其原因分析——以四川外语学院为例     

殷和素 《海南广播电视大学学报》2011,12(3):111-115

信息技术影响到外语教与学的方方面面。对学生进行调查后发现,近半数学生喜欢通过网络和手机等电子工具学习英语;有1／3左右的学生喜欢通过虚拟学习环境学习英语;只有很少一部分学生喜欢去自主学习中心学习英语。从学生视角对造成上述现象原因进行分析有助于帮助学生提高学习能力。  相似文献   

开放教育环境下提高英语教学效果的思考     

刘卫红 《海南广播电视大学学报》2011,12(4):111-114

在电大开放教育环境下,学员很难在较短时间内取得良好学习效果。探讨电大开放教育环境下适合各专业学员学习的有效方法,提高英语面授辅导课教学效果,切实增强开放教育各专业学员英语应用能力和综合素质具有十分重要的意义。  相似文献   

完善英语课程形成性考核提高电大学生英语自主学习能力   总被引：1，自引：0，他引：1  

吕红 《海南广播电视大学学报》2011,12(4):115-117

应用形成性考核理论,以衢州广播电视大学开放教育英语专业学生为主要调查群体,结合衢州电大外语教研组教师的教学体会和经验,通过教师对学生自主学习方式进行指导,尽快让学生掌握有效学习方法等,进一步完善英语课程形成性考核体系,提高电大学生英语自主学习能力。  相似文献   

湖南维新派"师日观"初探     

陈丽华  刘国习 《韩山师范学院学报》2011,32(1):68-72

甲午战争失败后,湖南维新派欲变法自强,其日本观完全转变,师日成为普遍共识.他们主张,主要从两个方面向日本学习:一、学习日本维新志士的献身精神;二、主张在政治、经济、教育、社会等方面向日本学习.这股在湖南掀起的师日风潮,给湖南维新运动带来积极的推动作用.同时,也对后来的湖南历史发展产生了一定的影响.  相似文献   

Modelling parenting styles,moral intelligence,academic self-efficacy and learning motivation among adolescents in grades 7–11     

Amal Alhadabi  Said Aldhafri  Hussain Alkharusi  Ibrahim Al-Harthy  Marwa Alrajhi  Hafidha AlBarashdi 《Asia Pacific Journal of Education》2019,39(1):133-153

The current study investigated the associations between three maternal and paternal parenting styles, moral intelligence, academic self-efficacy and learning motivation in three serial mediation models. Omani adolescents enrolled in 7th to 11th grades (N = 296) responded to an online survey containing demographic items and scales measuring the variables noted above. Results of Path Analysis indicated that the three models had a good overall fit. In detail, the three paternal styles (authoritative, authoritarian and permissive) had direct associations with moral intelligence and indirect associations with learning motivation. However, only two maternal parenting styles (i.e., authoritative and authoritarian) correlated directly with learning motivation and these two styles did not associate with moral intelligence. All effects were in the hypothesized direction except the effect of authoritative maternal and paternal styles. Moral intelligence had a positive direct correlation with students’ academic self-efficacy and learning motivation. Moral intelligence also mediated the negative associations between three types of fathers’ parenting styles and students’ motivation. Academic self-efficacy had a positive association with students’ motivation. These findings provided useful insights about the various association between external factors (e.g., parenting styles), internal factors (i.e., moral intelligence and self-efficacy) and students’ motivation among adolescents in middle and high schools.  相似文献   

Enhancing the practice of social work     

Ruth King 《Action Learning: Research and Practice》2016,13(2):168-175

This account of practice focuses on my learning and development as a new Action Learning Facilitator. It reflects on my thoughts and feelings as I began to facilitate my own sets a year or so ago. It will discuss and reflect on topics such as communication, feedback, expectations (both mine, the set members and the organisations), values, ethics, power and confidentiality. It opens with a personal reflection on my experience of becoming a set facilitator and then explores other aspects of my learning. It draws out, in particular, the links between Action Learning and social work and the ways in which the principles that underpin each of these are complementary and mutually enhancing.  相似文献   

浅析批判思考     

王志敏  马计斌 《清华大学教育研究》2006,27(1):114-117

近年来,国外教育学者们在继续关注创造性思维培育的同时,也颇为关注对批判思考的研究。本文就批判思考的概念,批判思考与创造性思维之间的关系,批判思考在问题引导式学习模式中的作用等进行阐述与分析,以期有助于丰富我国素质教育的内容。  相似文献