基于校本研究的高职学生学习动力调查

在网上用问卷的方式对高职学生的学习自我效能、学习动机和对学习条件的满意程度等三个方面进行调查,收回有效答卷414份。结果显示：部分学生的学习效能感和动力良好,有明确目标,有认真的态度,懂得善加利用现有资源;部分学生自我评价偏低,缺乏明确的学习动机。单纯追求学习后物质结果,不能被知识本身的内在意义所激励。建议高职院校注意培养学生积极的学习动机,改善学校教学辅助条件,增加专业实验以培养兴趣,加强实习和实践以形成专业成就感。     

Changes in student teachers’ motives and the meaning of teacher education programme quality

This study provides insights into possible changes in 83 student teachers’ motives for becoming teachers, their professional commitment and their self-efficacy after a year of teacher education. Furthermore, it addresses the extent to which these changes relate to student teachers’ perceptions of their learning environment – specifically, their perceptions of the quality of teaching, generic skills and assessment. Student teachers completed a survey at the beginning and at the end of a single year of teacher education, which revealed significant changes in their motives and self-efficacy regarding tasks within the classroom and throughout the broader school context. No relationship between this change and teachers’ perceptions of their learning environment was observed. Instead, student teachers’ perception of the quality of teaching predicted their assessments of their ability and self-efficacy in a school context at the end of their education.     

‘Hardworking,determined and happy’: first-year students’ understanding and experience of success

While all agree student success in higher education is important, there is less agreement on what it means to be a successful student. Student success is often measured by institutional reports of grades, student retention and qualification completion. More recently, broader definitions have emerged; however, these do not incorporate student perceptions of success. The current study addresses this gap by exploring how first-year students talk about their success. Drawing from weekly interviews of students at an Australian regional university, the data are analysed through the lens of a conceptual framework of student engagement. The findings demonstrate that success is inextricably linked with student engagement as well as other dimensions of the student experience. As expected, students assess their success extrinsically with institutional measures such as grades and feedback. In addition, their behavioural engagement was seen as a more immediate measure of their success, while happiness and satisfaction were necessary for some students to feel successful. Perceptions of success have important consequences for students in terms of increased positive emotions, self-efficacy and course belonging. Success for these students has multiple dimensions. These findings give rise to suggestions for a staged approach to supporting first-year student success. However, the student experience is complex and multifaceted and further research is needed with different student cohorts who may define and experience success in other ways.     

普通高校体育教育专业大学生成就动机与自我效能感的关系研究

采用《社会自我效能感量表》和《成就倾向个体差异问卷》,对随机抽取的284名体育教育专业学生进行测量,探讨成就动机与自我效能感的关系．结果发现自我效能与成就动机呈显著正相关;成就动机中追求成功变量与自我效能感存在显著相关;成就动机中避免失败变量与自我效能感存在显著负相关．本研究所调查的自我效能感在性别、学历以及生源地上差异无统计学意义．     

Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement

Teachers' motivational beliefs—i.e., teachers' self-efficacy and felt responsibility for educational outcomes—can shape their professional decision-making and approaches to teaching. However, theorized associations with student outcomes remain elusive. In a multi-level analysis with 96 Swiss vocational teachers and their 1300 students, we examined the interrelations between teachers' self-efficacy, responsibility, teacher- and student-reported autonomy-supportive versus psychologically controlling teaching, and student motivation (emotional, behavioral, and cognitive engagement). Teachers' motivational beliefs predicted their endorsement of autonomy-supportive teaching, which in turn predicted student-reported autonomy support. Student-reported autonomy support was a powerful predictor of student engagement. Teachers’ motivational beliefs did not predict student-reported instructional practices and engagement directly, and indirect effects via teacher- and student-reported autonomy support were small. Teacher- and student-reported controlling practices were not significantly correlated. The degree of (mis)alignment of teacher- and student-reported instructional practices is a key ingredient in understanding the often missing link between teacher motivation and student outcomes.     

初中生的学习动机与学习自我效能感的关系

本文使用学习动机问卷和学习自我效能感问卷调查了848名初中生,结果表明其学习动机以深层型动机为最强,其次是成就型动机,表面型动机较弱。表面型动机与学习行为、学习能力之间均呈较弱的负相关,深层型动机与学习行为、学习能力之间均呈中等强度的正相关,成就型动机与学习行为之间呈较弱的正相关,而与学习能力之间的相关强度非常弱。这些相关验证了一个学习动机模型的一部分。     

Staff–student collaboration: student learning from working together to enhance educational practice in higher education

The association of research and teaching, and the roles and responsibilities of students and academic staff and the nature of their interrelationship are important issues in higher education. This article presents six undergraduate student researchers’ reports of their learning from collaborating with academic staff to design, undertake and evaluate enquiries into aspects of learning and teaching at a UK University. The students’ reflections suggest that they identified learning in relation to employability skills and graduate attributes and more importantly in relation to their perceptions of themselves as learners and their role in their own learning and that of others. This article draws attention to the potential of staff–student collaborative, collective settings for developing pedagogic practice and the opportunities they can provide for individual student's learning on their journey through higher education.     

‘Time is not enough.’ Workload in higher education: a student perspective

Students' workload has been recognised as a major factor in the teaching and learning environment. This paper starts by structuring the different conceptualisations of workload described in the scientific literature. Besides the traditional distinction between objective and subjective or perceived workload, a distinction between conceptualisations focusing on the perception of quantitative and qualitative aspects of workload comes to the fore. This qualitative study investigates what workload means for students in higher education. Forty Civil Engineering and Educational Sciences Master's students were interviewed. The results show that ‘having time’ is a precondition for experiencing a manageable workload. When this precondition is fulfilled, the interest of a student and the ability to plan and set priorities play an important role in the perception of workload. Finally, the results show that several aspects of the learning environment can influence this interest and the perception of workload.     

The benefits of a challenge: student motivation and flow experience in tablet-PC-game-based learning

Advances in technology have led to continuous innovation in teaching and learning methods. For instance, the use of tablet PCs (TPCs) in classroom instruction has been shown to be effective in attracting and motivating students' interest and increasing their desire to participate in learning activities. In this paper, we used a TPCs game – an iPad app called Motion Math: Hungry Fish – to help young students learn to theoretically understand and practically implement the mathematical concepts of addition and subtraction. Based on findings from a pilot study, we categorized the game's 18 levels of difficulty into “challenging” (experimental group) and “matching” (control group) games. We aimed to investigate whether challenging games were more able than matching games to improve the students' motivation, flow experience, self-efficacy for technology, self-efficacy for science, feelings about the TPC game, and satisfaction with the learning approach. The findings showed that the students in the experimental group achieved better flow experience, learning performance, and satisfaction.     

‘We will never escape these debts’: Undergraduate experiences of indebtedness,income-contingent loans and the tuition fee rises

This article critically examines how undergraduate students in a red brick university in the North of England have experienced the threefold rise in tuition fees since 2012, with particular attention on how they have begun to understand and negotiate the process of indebtedness. Drawing on a corpus of 118 interviews conducted with a group of 40 undergraduates across their whole student lifecycle, analysis is directed toward examining how students have variously sought to respond to the policy, reconcile the debt with their decision to study at university and, begin to negotiate a life of everyday indebtedness. The findings are located in the context of wider neoliberal policy trends that have continued to emphasise ‘cost-sharing’ as a mechanism for increased investment within the higher education sector generally, and individual fiscal responsibility specifically. Given the lack of any other viable career pathways for both lower and higher income students, they had to accept indebtedness as inevitable and take what comfort they could from the discourses of ‘foregone gain’ that they had been presented with. Evidently, and as the students in our sample well recognised, whether those discourses actually reflect the future remains to be seen. There is also no evidence within our data that students anticipated the subsequent changes to the repayment terms and conditions – a fact that is likely to compound feelings of economic powerlessness and constrain their capacity for financial agency yet further.     

Classroom Applications of Cognitive Theories of Motivation

This article examines cognitive theories of motivation and their application to classroom experiences of students and teachers. Students' explanations of their school experiences are considered within the frameworks of expectancy × value theory, self-efficacy theory, goal orientation theory, and attribution theory. These same theories are used as lens through which teachers' classroom behaviors are viewed. Suggestions are offer for incorporating cognitive theories of motivation into pre-service and in-service programs for teachers.     

Self-efficacy and achievement behaviors

In this article self-efficacy research is reviewed in domains relevant to education. Research addressing cognitive skills, social skills, motor skills, and career choices has shown that self-efficacy is an important construct that helps to explain students' learning and performance of achievement-related behaviors. Research also has identified variables that are associated with educational contexts and that signal to students how well they are achieving or making progress in learning. These task-engagement variables include models/social comparative information, goal setting, attributional and performance feedback, strategy instruction, cognitive processing, and reward contingencies. A suggested future self-efficacy research agenda might include maintenance and generalization of changes in self-efficacy, the identification of additional task-engagement variables, instrument development and validation, integration of efficacy information from diverse sources, developmental influences on self-efficacy, and teachers' sense of efficacy.