A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students

A conceptual framework for assessing student motivation and self-regulated learning in the college classroom is presented. The framework is based on a self-regulatory (SRL) perspective on student motivation and learning in contrast to a student approaches to learning (SAL) perspective. The differences between SRL and SAL approaches are discussed, as are the implications of the SRL conceptual framework for developing instruments to assess college student motivation and learning. The conceptual framework may be useful in guiding future research on college student motivation and learning.     

信息技术环境下大学生英语自主学习能力及培养

信息技术环境下大学英语教与学的变化,对大学生英语自主学习能力提出更高要求。从信息素养培养、兴趣激发与情感培养、信息技术运用三个方面就大学生英语自主学习能力的培养进行探讨。     

动机的激发：家庭第一代大学生在线自我调节学习的潜在机制研究

基于疫情期间上海39所本科院校在校生线上提供的64949份有效问卷，本研究设计了《本科生在线自我调节学习量表》并进行信效度检验。回归统计结果表明：家庭第一代大学生在线自我调节学习的自评得分均值显著低于非家庭第一代大学生，在控制学习动机与就业焦虑这两个潜在影响机制之后，这种差距明显缩小乃至不再显著；学习动机的解释力度最大，尤其是“努力解决学习中的问题”与“喜欢阅读与专业相关的书籍”这两项与内在动机相关的行为表征；就业焦虑对本科生在线自我调节学习有显著的负面效应；加入交互项之后的回归结果支持学习动机这一潜在变量的调节作用，进而揭示未来对家庭第一代大学生在线学习的有效干预可侧重于内在动机的激发。     

民汉大学生学习差异的影响因素分析

文章在民族传统文化、科学信息素养、学习动机三方面对民汉大学生学习的影响进行了对比分析研究。分析结果表明民汉大学生在这三方面存在一定的差异,因此要求高校在校园文化、教师授课、过程管理中凸显文化融合、因材施教。     

大学英语自主学习的试探性研究

大学英语自主学习是学生英语学习的一种很重要的学习方式。本文通过对自主学习理论的论述．结合大学英语教与学的实践，陈述了大学英语自主学习的具体范例模式，进而阐明了大学英语教与学同自主学习相结合的意义和价值。     

论如何培养大学生英语自主学习能力

随着大学英语教学改革的不断推进,学生的自主学习能力在大学英语教学中起着越来越重要的作用。为此,教育部在《大学英语课程教学要求》中明确提出了＂增强大学生自主学习能力,提高综合文化素养,以适应我国社会发展和国际交流的需要＂的要求。本文主要探讨在大学英语教学改革的环境下,如何培养学生的英语自主学习能力。     

Differences in Self-Regulation for Online Learning Between First- and Second-Generation College Students

Self-regulation is generally accepted as an important construct in student success within environments that allow learner choice, such as online courses. The purpose of the current study was to investigate differences between first- and second-generation college students' ability to self-regulate their online learning. An ANCOVA, with comfort level using the computer as a control, provided evidence that first-generation students report significantly lower levels of self-regulation for online learning than their second-generation counterparts.     

浅论高校学生工作的学科化

当前,高校学生工作越来越复杂,社会环境经济环境不断变化,要求我们对高校的学生工作加以更加精细的研究。想要取得突破性的进展,必须以学生工作学科化为前期支撑。当前,学生工作的学科化还存在着很多不足,研究的也不够深入,缺乏理论指导,实践的效果也不太理想。因此,我们必须正确认识学生工作学科化的理论意义,加大实施力度,从而不断提高学生工作的学科化水平,推动高校学生工作不断健康发展。     

The Conditional and Interaction Effects of Epistemological Beliefs on the Self-Regulated Learning of College Students: Motivational Strategies

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.     

大学生对计算机辅助外语教学的态度差异调查

目前,全国各院校大学英语课堂已普遍采用计算机辅助教学手段,相关研究多集中在教学模式、内容、优势与弊端或系统评价等方面,而对个体差异的实证研究并不多见.本文以523份全国大学生英语竞赛作文为样本,进行分类统计分析,结果表明:计算机辅助外语教学应该考虑年级、成绩、性别、专业等个体因素,以加强针对性.更好地发挥计算机辅助教学优势,推进大学英语教学改革,切实提高学生的英语水平.     

Metacognition and Self-Regulated Learning Constructs

Demographic variables, findings from the Metacognitive Awareness Inventory (Schraw & Dennison, 1994), the Learning Strategies Survey (Kardash & Amlund, 1991), and the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), as well as accuracy ratings of test performance, were examined in 2 studies. Findings indicated convergence of self-report measures of metacognition, significant correlations between metacognition and academic monitoring, negative correlations between self-reported metacognition and accuracy ratings, and positive correlations between metacognition and strategy use and metacognition and motivation. Limitations of the studies and implications for theory development and future research are discussed.     

免费师范生学业目标定向对学业成绩的影响:自主学习的中介作用

以324名免费师范生为被试,通过大学生自主学习问卷及学业目标定向问卷,考察免费师范生自主学习在学业目标定向对学业成绩影响过程中的中介作用.结果表明:自主学习和学业成绩之间存在显著正相关;除政治面貌外性别、专业等人口统计学变量对自主学习没有显著的预测作用;学习目标定向、证实目标定向和回避目标定向对自主学习有显著的预测作用;自主学习在学业目标定向对学业成绩影响过程中存在完全中介作用.     

Self-Regulated Learning and Open Writing

In our study, we describe a situation where students take ownership of their learning and, on their own initiative, use digital tools actively in their learning activities. In our research we were interested in students who used weblogs and in the dynamic relationship between students and the weblogs they create. In particular, we were interested in how self-regulated learning was facilitated both by the technology that enables the creation of the weblogs, and in the content, or open writings, that are posted on the weblog.
The article begins with an introduction to weblogs. We then present the results of the analysis of the affordances of weblogs to facilitate self-regulated learning. We used a category system developed by experts from the universities of Aalborg, Amsterdam and Bergen to structure our study of the weblogs which we received from Bergen students. One of our most interesting findings was that students' reflection on both their own learning and access to other's reflections on their learning was a powerful tool to collectively develop a conceptual understanding of a topic. We could call this collective self-regulation.     

让大学生研究性地学习

研究性学习是学生从学习生活和社会生活中选择并确定研究专题,用类似科学研究的方式,主动地获取知识、应用知识、解决问题的学习活动。然而,统计数据反映“科学研究素质”在大学生中受到冷遇,大学生对“科学研究内涵”较陌生。当前应该在各类教学过程中通过适当内容的选择,实施倡导学生进行研究性学习的教学形式。研究性学习评价是基于学生开放性学习基础上的全新评价方式,它力求科学、客观、公正并且具有艺术性。     

Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning

This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving students a broader role in the selection and evaluation of learning materials. SDL can encompass SRL, but the opposite does not hold. Further, a review of empirical studies on SDL and SRL in PBL was conducted. Results suggested that SDL and SRL are developmental processes, that the “self” aspect is crucial, and that PBL can foster SDL. It is concluded that conceptual clarity of what SDL entails and guidance for both teachers and students can help PBL to bring forth self-directed learners.     

英语学习高分者与低分者使用学习策略的差异

对高中生使用英语学习策略的情况进行调查,发现高中生低分者使用各类学习策略的频率都低于高分者,惟有在补偿策略使用上,频率略高于高分者;低分者与高分者在记忆策略、元认知策略、认知策略、情感策略和社交策略的使用上差异显著。     

大学英语课程自主学习现状分析——以渭南师范学院为例

自主学习作为一种重要的学习方法和学习策略在高校学生的学习中作用重大。为了提出更多自主学习的科学方法,选取渭南师范学院大一至大三的非英语专业学生作为研究对象,对大学英语自主学习的情况进行了调查,并分析了被研究对象在英语自主学习方面的特点以及所暴露出的一些问题,以期为高等院校的学生提供在"自主学习"方面更为科学有效的方法。     

Self-Regulated Learning and a Sense of Achievement in MOOCs Among High School Science and Technology Students

This study, conducted in Israel, examined how learning strategies and motivational orientations contributed to high school students’ sense of achievement in a massive open online course. The objective was to integrate an innovative teaching–learning strategy into the educational system that is based on online learning for students in subjects that are rich in knowledge and technology. The researchers used a motivated strategies learning questionnaire modified to fit the purpose of this study. In addition, the researchers built and used a sense of achievement index based on social pedagogy as a leading principle in the current learning model. Structural Equation Modeling path analysis results suggested that projects-based learning subjects had a significant positive impact on motivational orientations and learning strategies, and they in turn had a significant positive impact on students’ sense of achievement.     

The Role of Epistemic Beliefs in Self-Regulated Learning

The purpose of this article is to present an integrated theoretical model between epistemic beliefs and self-regulated learning. Based on a review of various theoretical frameworks, models, and empirical studies that have examined relations between the two constructs, this article discusses the role of epistemic beliefs in self-regulated learning. Four propositions are presented: (a) epistemic beliefs are one component of the cognitive and affective conditions of a task, (b) epistemic beliefs influence the standards students set when goals are produced, (c) epistemic beliefs translate into epistemological standards that serve as inputs to metacognition, and (d) self-regulated learning may play a role in the development of epistemic beliefs. The goal of this article is to provide a foundation from which to improve understanding of the nature of epistemic beliefs and why they can facilitate or constrain facets of self-regulated learning.