Walking the tightrope with an e-portfolio: imbalance between support and autonomy hampers self-directed learning

Teacher coaching is essential to support self-directed learning, but requires a lot of time and energy. This mixed-methods study investigated the effects of using an e-portfolio with a self-coaching protocol and limited teacher coaching on the development of self-directed learning skills and motivation. With regard to self-directed learning, students’ overestimation of performance on learning tasks grew over time, while their ability to formulate points for improvement did not change significantly. With regard to motivation, students’ controlled (i.e. largely extrinsic) motivation increased while their autonomous (i.e. largely intrinsic) motivation decreased. Thematic analysis of interviews demonstrated students needed more support and feedback from their teacher. The use of suboptimal cues for performance assessment and an imperfect balance between autonomy and support hampered self-directed learning and motivation. We recommend providing just-in-time feedback about performance on learning tasks and giving students some autonomy over the choice of learning tasks, to enhance reflection and motivation.     

国外职业院校学生自主学习研究述评

20世纪90年代以来,国外学者将自主学习研究延伸到职业教育领域.国外学者的研究表明,在职业教育中开展自主学习,培养学生的自主学习能力十分必要,但受学习环境、教师和学生等因素的影响,在自主学习实践中存在着评价与自主学习的要求不一致、学生缺乏自主学习的意愿和能力、教师对学生能否进行自主学习持怀疑态度等问题.这些研究不仅特点鲜明,而且具有重要意义,但也存在一些不足,有待进一步改进.     

Students’ perceptions of teacher impact on their self-directed language learning with technology beyond the classroom: cases of Hong Kong and U.S.

Teachers are important social agents who affect students’ cognitive and social behaviors, including students’ self-directed use of technology for language learning outside the classroom. However, how teachers influence student behaviors may vary across cultures, and understanding how teacher influences vary across different cultures is critical to developing culturally adaptive approaches to enhance students’ self-directed use of technology for learning outside the classroom. This study surveyed 418 undergraduate foreign language learners (190 from Hong Kong and 228 from the U.S.) on their intention to use technology for language learning outside the classroom, teacher influence and other psychosocial factors that may affect their technology use intentions. Structural equation modeling analyses of the survey responses indicated that teacher capacity support was consistently the most influential teacher practice affecting students’ self-directed technology use across the two cultures, whereas teacher affective support and teacher behavior support were significant predictors for Hong Kong students but not for U.S. students.     

高职大学生信息素养与自主学习能力的相关性研究

通过实证研究与统计分析的方法,探讨高职学生的信息素养与自主学习能力的相关性,揭示信息素养对培养高职学生自主学习能力的作用。通过对281名高职院校的学生开展问卷调查,发现信息素养与高职学生的自主学习能力呈显著正相关关系,并且信息能力、信息意识和信息知识对高职学生自主学习能力具有显著的预测能力,建议应注重学生信息素养的培养,以促进其自主学习能力的发展。     

Self-directed learning to develop autonomy in an online ESP community

Low foreign language achievers in vocational education often have a lack of learning strategies, a tendency to feel frustrated, and unwillingness to be involved. In order to develop vocational college students’ autonomy, this study integrated on-site workshops with an online learning community by means of self-directed learning English for specific purposes (ESP). The results show that the online ESP community developed students into autonomous learners by (1) employing resource-based approach to download learning materials for preview and review, (2) utilizing curriculum-based approach to view online photos for monitoring their role-play and interactions in the learning processes and taking e-assessment for evaluating learning progress, and (3) using technology-based approach for interacting with their peers. The students developed learner autonomy to achieve significant better learning outcomes in the post-test. It was implied that self-directed learning with little teacher intervention of integrating on-site and online learning community could develop learner autonomy in ESP.     

Student differences and environment perceptions: How they contribute to student motivation in rural high schools

This research investigated relationships among characteristics of students and learning environments influencing variables related to motivation for learning and achievement in rural high schools. Participants were 625 students in all four grades, in 19 rural, public high schools. Questionnaires assessed two environmental factors, three self-perceptual characteristics, two motivational outcomes and three achievement-related outcomes. Regression analyses were utilized to identify differential predictive relationships. Overall, teacher characteristics appeared to more strongly predict students' positive self-perceptions and motivation than did peer characteristics. Perceived ability and valuing most strongly predicted learning and future goals, which, in turn, most strongly predicted motivation. Motivational outcomes strongly predicted grade in class, but not intention to complete high school or postsecondary aspirations. Important differences emerged by subject area. Implications for research and classroom practice are discussed.     

Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes

Promoting intrinsic motivation is often a central concern in teaching foreign languages to elementary school children. Self-determination theory posits that intrinsic motivation develops through the interaction of the person and the environment. The present study investigated how elementary school students’ motivation develops over the course of a school year in Japanese public schools. Five-hundred and fifteen Japanese elementary school children were surveyed over the course of one school year. Self-reported motivation, perceptions of teacher support, need satisfaction, and engagement were measured at different times. External raters observed students’ engagement, while classroom teachers assessed the quality of students’ motivation and learning. Structural equation modeling results indicated a positive, dynamic relationship between motivation, perceptions of the learning environment, and engagement. External raters’ assessments showed significant positive correlations with students’ self-reported engagement. Findings indicate how the instruction offered in these Japanese elementary schools supported students’ foreign language learning motivation.     

Teachers talking: the role of collaboration in secondary schools in Bangladesh

Teacher collaboration and support given from one teacher to another, focused on improving teaching and learning in the classroom, are notable by their absence in secondary schools in Bangladesh. This article identifies a number of constraints to developing a collaborative culture including the difficulty of the curriculum, the perceived low ability of many students, the teachers' own educational background and contextual factors which influence teachers' motivation. It suggests that informal collaboration for mutual support has the potential to increase teacher motivation but that this will only be achieved through building more collaborative ways of working through formal programmes grounded in classroom observation. It questions the validity for Bangladesh teachers of the model of teacher development programmes focused on teacher collaboration which emphasise teaching the ‘perfect’ lesson and suggests that without attention to student learning such programmes are unlikely to lead to increased collaboration or improved teacher practice in schools.     

高职教育合作学习中教师角色研究

高职教育合作学习模式下教师角色的定位影响着师生关系的建立。教师角色的定位能改善师生关系,增强学生的参与意识,提高学生的学习兴趣;同时,学生在合作学习中学会了如何与人交往、如何与人沟通、如何团队合作共同去解决难题,对学生后续的社会能力培养打下了坚实的基础。     

论中职英语教学对象学习兴趣的培养

兴趣缺乏是影响中职学校学生英语学习效果的最大因素之一。对英语有无兴趣直接影响着学生英语学习的动机和学习行为,从而在很大程度上决定了其外语学习的效果。通过提高教师业务和文化素养、注重赏识教育、营造课堂气氛及丰富教学形式等途径可以有效提高学生英语学习的兴趣,帮助其提高外语学习效果。     

高职学生外在学习动机内化的策略探析

内在学习动机因其具有持久性和稳定性、动力强的特点,是推动学生持续不断学习和求知的内在动力。当前高职学生的学习动机呈现出浅层性、功利性、物质化,不利于他们学习质量的提高和可持续发展。基于自我决定论观点,从提升学生对学习意义的认识水平、给予学生充分的学习选择决定权利、营造和谐的学校人际环境、提高学生的学习效能感、有效地运用外部奖励五个方面探讨高职学生外在学习动机内化的策略。     

高职院校学生学习动机调查分析与建议

调查表明,部分高职学生学习动机层次不高,内驱性动机不足;学生对当前学校的人才培养模式、课程设置不满意,认为教师的教学方法和手段难以激起他们的学习兴趣.增强和激发高职学生的学习动机,关键是要引导学生树立正确、合理的学习目标,优化课程体系,更新教学方法和手段,强化技能训练,并且需要政府进一步创造促进大学生充分、及时就业的政策环境.     

Tracing the development of poor student motivation and performance in township secondary schools

Abstract

Unsatisfactory motivation levels related to learning and studying among students is a universal problem. Students represent a diverse collection of abilities, talents, personalities and aspirations and come from different social and political backgrounds which may affect their motivation to learn and study. Some students are taught in schools where there is an abundance of resources and facilities, whereas others are taught in schools with inadequate resources and facilities. Student motivation, however, is a prerequisite for academic performance. Consequently, students’ potential, qualified teachers and school resources and facilities count very little if students are not motivated. This article examines the development of the lack of student motivation and academic performance in township secondary schools. The study has found that the motivation of students in these schools has been eroded by the students’ and teachers’ protracted involvement in anti-academic activities which have disrupted the education process. Due to the poor motivation of students, academic performance has deteriorated markedly and this situation should be resolved.     

Teacher Perceptions of Learning Motivation and Classroom Behavior: The Role of Student Characteristics

The present study investigates whether teacher perceptions of students’ cognitive skills, their learning motivation, and their classroom behavior differ according to students’ socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers’ perceptions of students’ learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher.     

Can teachers motivate students to learn?

Research on motivation has mainly concentrated on the role of goal orientation and self‐evaluation in conducting learning activities. In this paper, we examine the relative importance of teachers’ teaching and their efficacy beliefs to explain variation in student motivation. Questionnaires were used to measure the well‐being, academic self‐efficacy, mastery goal orientation, performance avoidance, intrinsic motivation and school investment of students (n = 3462) and the teaching practices and teachers’ sense of self‐efficacy (n = 194) in primary schools. Results of the multi‐level analyses show that connection to the students’ world and cooperative learning methods had a positive effect on students’ motivation, while process‐oriented instruction by the teacher had a negative effect on motivational behaviour and motivational factors of students. Finally, the results lend credence to the argument that teachers’ sense of self‐efficacy has an impact on both teachers’ teaching and students’ motivation to learn.     

Which variables predict teachers diagnostic competence when diagnosing students’ learning behavior at different stages of a teacher’s career?

Diagnosing is one of teachers’ key competences. Lately, a new model of teachers’ diagnostic competence and therewith a new measurement method focusing on diagnosing students’ learning behavior in an interdisciplinary approach have been developed. They can build a basis for promoting teachers’ diagnostic competence. However, some questions relevant to promoting teachers’ diagnostic competence concerning students’ learning behavior still remain unanswered: Which values do teachers-on-the-job in contrast to preservice teachers with or without teaching experience gain through experience and which are the relevant variables that lead to a high level of diagnostic competence focused on learning behavior? Thus, this study aims at enlightening these issues. In a sample of 293 participants (93 German grammar school teachers, 107 German teacher students in their second phase of teacher education, and 93 German preservice students in their first phase of teacher education), teachers’ diagnostic competence concerning learning behavior as well as teachers’ motivation, attitude, self-efficacy, knowledge, and reflection on experience concerning diagnosing was measured. Motivation, attitude, and knowledge were found to be substantial positive predictors of diagnostic competence concerning learning behavior, with differentiated predictions for teachers’ experience. Reflection on experience and self-efficacy unexpectedly was not found to be relevant. Teachers-on-the-job were generally better at diagnosing their students’ learning behavior than were preservice teachers without teaching experience. However, the diagnostic work of preservice teachers with teaching experience was as credible as that of the in-service teachers.     

The role of motivation between perceived teacher support and student engagement in science class

ABSTRACT

This study aimed to investigate the relationships among the middle school students’ perceptions of science teacher support, students’ motivation and students’ engagement in learning science. Student motivation was addressed with task value and academic self-concept while student engagement included aspects of agentic, behavioural, emotional and cognitive engagement. In the study, survey method was used and the data were collected though previously validated self-report questionnaires. Valid data were obtained from 1006 middle school students enrolled in one of the nine public schools in Turkey. The path analysis revealed that perceived science teacher’s support positively predicted students’ task value and academic self-concept in science. Furthermore, students who reported high levels of task value and academic self-concept showed higher levels of engagement in science. Accordingly, it seems important for science teachers to listen to the students, behave fairly and help them to solve their problems in order to motivate them for learning science and increase their engagement in science class.     

新冠疫情背景下高职学生学习状况分析及应对策略--以浙江省4所高职院校大学生为例

对浙江省4所高职院校2254名学生进行调查分析,得知当前新冠肺炎疫情下高职学生学习自主性得以强化,对学校居家学习安排认可度较高,普遍认同居家学习能确保学习效率,但依然存在学生学习指导、投入和专注性弱化,学习环境和自主学习力不佳等问题,部分学生担忧网络学习效果,多数学生不期望调整周末或压缩假期。对此,教育主管部门要做好统筹规划,高校要强化教学技术支撑和学科协同,辅导员要深化网络思想政治教育,学生要细化学习目标、启发自我导向性学习、培养学习毅力与专注力。     

Motivational cost aspects of physical education in middle school students

Expectancy value theory presumes that learners’ motivation is determined by their expectancy beliefs and task values associated with learning tasks. This study examined students’ cost and its relation to expectancy beliefs, other task value components in physical education. Middle school students (N?=?593) from 11 schools completed the expectancy-value questionnaire. Qualitative analysis of students’ responses to open-ended questions showed motivational cost originated from curriculum content, instructional conditions/elements, physical discomfort, lack of social support and competence and teacher factors. Chi-square analysis suggests that students’ motivational cost is associated with their hypothetical choices of attending physical education. Motivational cost was found to be negatively associated with other task value components, but not with expectancy beliefs.     

Student Motivation and Learning in Mathematics and Science: A Cluster Analysis

The present study focused on an in-depth understanding of student motivation and self-regulated learning in mathematics and science through cluster analysis. It examined the different learning profiles of motivational beliefs and self-regulatory strategies in relation to perceived teacher autonomy support, basic psychological needs (i.e. autonomy, competence, and relatedness), motivational regulations, and academic achievement. Grounded in self-determination theory, this study examined the learning profiles of 782 students from eight secondary schools in Singapore. The cluster analyzes revealed four distinct learning profiles, and they were compared in association with perceived teacher autonomy support, needs satisfaction, motivational regulations, and grades. Cluster profiling enables teachers to have better understanding of their students’ self-regulated learning so that they can apply effective teaching strategies to foster their motivation. The findings offer a perspective to secondary students’ psychological needs along with some insights into their perceived task value and self-efficacy in the contexts of mathematics and science.