排序方式： 共有11条查询结果，搜索用时 218 毫秒
1.
Anastasia Efklides Maria Papadaki Georgia Papantoniou Gregoris Kiosseoglou 《European Journal of Psychology of Education - EJPE》1999,14(1):57-69
The aim of the study was to identify possible individual differences effects on school mathematics performance and feelings of difficulty (FOD). Cognitive ability (general and domain-specific), affect (anxiety and achievement need), age, and gender were considered the main sources of individual differences. The effect of the testing experience (i.e., the repeated exposure to the testing situation) was also taken into account. Two hundred forty three subjects, of both genders, from 13 to 15 years of age were tested with three task batteries: the cognitive ability, the affective battery and the school mathematics battery. Ratings of the difficulty of each of the mathematics items were also collected. A second testing of the affective battery, mathematical tasks and FOD was effected one year after the first. A series of path analyses and ANOVAs were performed on the data. It was found that ability directly influenced performance whereas both ability and affect influenced FOD. Feelings of difficulty were also influenced by performance. Age differentiated FOD only at the 2nd testing. Gender interacted with both person and task characteristics and had an effect on FOD but not on performance. 相似文献
2.
Metacognition and Learning - 相似文献
3.
Anastasia Efklides 《Educational Psychology Review》2006,18(3):287-291
The measurement of online self-regulation processes is a very important issue and in this rejoinder to Ainley and Patrick (this issue) I am arguing that including measures of metacognitive experiences, in conjunction with measures of other affective experiences, in various phases of task processing can increase the reliability and validity of online measures and our understanding of the self-regulation process. Furthermore, behavioral and performance measures as well as thinking aloud protocols can enrich not only the reliability and validity of our measures but also our awareness of the factors involved in the formation of the various facets of subjective experiences, be it affective or metacognitive.
相似文献
| Anastasia EfklidesEmail: Phone: +30-2310-997374Fax: +30-2310-997384 |
4.
Anastasia Efklides Anastasia Kourkoulou Frosso Mitsiou Despina Ziliaskopoulou 《Metacognition and Learning》2006,1(1):33-49
The present study aimed at identifying the effects of mood treatment, personality factors, and metacognitive knowledge of
effort–i.e., conceptualization of effort and perceptions of effort regulation–on metacognitive experiences of students, particularly
on their reported feeling of difficulty and estimate of effort. The sample comprised 474 students of 5th and 7th grade of
both genders. The participants were tested in two phases. In the first phase, they were asked to respond to questionnaires
measuring (a) metacognitive knowledge of effort, (b) maths self-concept, (c) goal orientations, and (d) a test of maths ability.
In the second phase, participants were subjected to mood treatment–neutral, positive, and negative– and were asked to solve
a mathematical problem. They also rated their prospective metacognitive experiences before solving the problem and the retrospective
ones after solving it. Mood treatment interacted with gender in the case of performance but it had no effect on metacognitive
experiences. A series of regression analyses showed that positive mood, personality factors, and feeling of difficulty predicted
the prospective estimate of effort. Only feeling of difficulty and performance predicted the retrospective estimate of effort.
No effect of metacognitive knowledge of effort on estimate of effort was found. 相似文献
5.
Anastasia Efklides Maria Papadaki Georgia Papantoniou Gregoris Kiosseoglou 《European Journal of Psychology of Education - EJPE》1998,13(2):207-226
Feelings of difficulty, or subjective estimation of task difficulty, are on-line metacognitive experiences, which arise as response to the difficulty of the tasks processed by the person. They are related to performance, but little is known about their nature and the factors that influence them. This study aimed to delimit the possible individual differences effects on feelings of difficulty experienced in relation to school mathematics. General and domain-specific cognitive ability, affect, gender and expertise were the individual differences factors studied. The subjects were 299 students of 7th, 8th, & 9th grade and they were tested with mathematical tasks of three levels of difficulty. Upon completion of each task subjects rated its difficulty on a 4-point scale, ranging from 1: not difficult at all to 4: very difficult. Testing was repeated one year later. Path analysis showed that feelings of difficulty form a system of their own, which is mainly influenced by performance and cognitive ability rather than affective factors. Only anxiety state had a direct effect on feelings of difficulty. Expertise did not differentiate feelings of difficulty in the 1st testing, but it did so in the second. Gender interacted with both personal and task characteristics, the girls being more atypical in their responses than boys. The educational implications of these results are discussed. 相似文献
6.
7.
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
8.
Anastasia Efklides Akilina Samara Marina Petropoulou 《European Journal of Psychology of Education - EJPE》1999,14(4):461-476
This study aimed at delimiting possible relations of feeling of difficulty (FOD) with control ideas pertaining to a particular
task. Participants were 274 students of 7th, 8th, and 9th grade. They were tested with two mathematical tasks; they were also
asked to give ratings of the feeling of difficulty at 4 phases: In advance of problem solving, during planning of the solution,
after solution production, and an overall estimation. Participants also gave ratings for control ideas such as need to know
the rule, to do the computations right, to have practice, to use one’s thinking and to have help from others. Path analysis
and ANOVAs were used for the identification of the relations and differentiations of ratings in the four phases of problem
solving. Results indicated that FOD varied from phase to phase and influenced ideas related to control. Feeling of difficulty
in the main was only indirectly related to performance via control ideas. 相似文献
9.
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
10.
Anastasia Efklides 《Learning and Instruction》2012,22(4):290-295
The commentary discusses phenomena highlighted in the studies of the special issue such as the hypercorrection effect, overconfidence, and the efficiency of interventions designed to increase monitoring accuracy. The discussion is based on a broader theoretical framework of self-regulation of learning that stresses the inferential character of metacognitive experiences, as posited by the cue utilization approach, the interrelations of metacognition with affect, and the influence of prior knowledge and individual differences factors on monitoring accuracy. The implications of the findings of the studies for learning in the classroom are also pointed out. 相似文献