新疆少数民族本科预科生英语学习动机探究

以英语学习动机问卷为工具,以新疆少数民族本科预科学生为研究对象,探究英语学习动机及其与学习成绩、英语学习自我效能感和元认知策略运用能力的相关性。结果表明:能力目标型—远景性外在学习动机是新疆少数民族预科学生的主导性英语学习动机,而内在学习动机只是作为很多学生的辅助性学习动机;持有高水平内在学习动机的学习者同时也具有高水平能力目标型—远景性外在学习动机;内在学习动机与学习成绩、自我效能感和元认知策略运用能力均呈显著正相关,而成绩目标型—近景性外在动机与学习成绩呈显著负相关。     

论学业自我效能感的培养

本文主要论述了学业自我效能感对学习过程的影响,以及影响其形成和改变的主要因素,并提出了培养和提高学生学业自我效能感的主要方法。     

Perceived ability and success: which self-efficacy measures matter? A distance learning perspective

This paper sought to determine the effects of three self-efficacy measures on the academic attainment of students who were enrolled for the first time at the University of South Africa (Unisa) in 2015. The measures of interest were self-regulated learning efficacy, distance learning self-efficacy and computer and online technologies self-efficacy. Overall, only DLSE was found to have a significant effect on academic attainment albeit with a low effect (r = ?.13), explaining only 1.7% of the variation in the academic achievement between successful and unsuccessful students. DLSE also explained 10% of the variation in academic achievement between successful and unsuccessful students who, although new to Unisa, were not new to higher education.     

Learner self-efficacy,goal orientation,and academic achievement: exploring mediating and moderating relationships

ABSTRACT

Within the context of Pintrich’s self-regulated learning model, recent reviews of the literature show that motivational factors are the strongest predictors of academic performance. Even so, gaps remain in terms of which goal orientation constructs area most strongly related to performance, and whether academic self-efficacy is involved in such relationships, either as mediator or moderator. This study addresses these gaps using a sample of 478 university students; 409 females aged 17–62 (M?=?23.28, SD?=?7.22) and 69 males, aged 18–47 (M?=?22.5, SD?=?6.31). Analyses revealed that academic self-efficacy (ASE) mediated relationships between both mastery and performance-approach goal orientation with achievement, though the mediation effect was larger for the relationship involving mastery approach goal orientation. ASE did not moderate the relationship between performance-approach goal orientation and achievement. Findings suggest teaching programmes should foster learning environments that encourage persistence and effort when learning, and consider how course delivery and feedback can enhance academic self-efficacy, regardless of the goal orientation adopted by students.     

在线学习准备度对大学生在线学习投入度的影响

在线学习投入是保证"停课不停学"期间在线教学质量的重要条件。对大学生开展调查,运用描述统计和回归分析法对疫情期间大学生在线学习准备度的现状、大学生在线学习投入度的现状进行分析,可以发现在线学习准备度对大学生在线学习投入度的影响以及在线学习自我效能感、感知教师支持、在线学习平台体验在其中的中介作用。结果表明:大学生在线学习准备不足;大学生在线学习投入整体不高;大学生在线学习准备度对大学生在线学习投入度具有显著影响;在线学习自我效能感、感知教师支持、在线学习平台体验在在线学习准备度和在线学习投入度之间存在中介效应。因此,可以从技术支持维度、在线学习资源设计维度、教师支持维度着手提升学生的在线学习投入度。     

Development of the human interaction dimension of the Self‐Regulated Learning Questionnaire in asynchronous online learning environments

Two studies focusing on the development and validation of the Online Self‐Regulated Learning Inventory (OSRLI) were conducted. The OSRLI is a self‐report instrument assessing the human interaction dimension of online self‐regulated learning. It consists of an affect/motivation scale and an interaction strategies scale. In Study 1, exploratory factor analysis of an initial affect/motivation item pool yielded four factors: enjoyment of human interaction, self‐efficacy for interaction with instructors, concern for interaction with students, and self‐efficacy for contributing to the online community. Exploratory factor analysis of an initial learning strategies item pool revealed three factors: writing strategies, responding strategies, and reflection strategies. In Study 2, confirmatory factor analysis was conducted in order to evaluate the stability of multidimensional factor structures. These exploratory and confirmatory factor analyses showed the OSRLI to be statistically moderate in terms of reliability and validity.     

学业准备对大学生学业收获的影响——人际互动与学业自我效能感的中介作用

近年来,我国高等教育由注重“教”逐渐转向注重“学”,学生的学习过程和学习结果越来越受到重视。以建构主义学习理论关于学习过程的假设为基础,探讨在大学生群体结构日趋多元化和复杂化的背景下,学业准备与学业收获的关系,分析人际互动与学业自我效能感在两者间的中介效应。采用整群抽样对某大学484名大学生进行调查的结果显示:大学生的学业准备情况整体良好,但是学习态度的准备水平不高;学业准备可以显著预测大学生的人际互动、学业自我效能感及学业收获;学业准备通过人际互动、学业自我效能感的链式中介作用影响学业收获,间接效应占总效应的43%。     

自我调节学习的影响因素及促进策略

自我调节学习是顺应时代要求而产生的、由学习者积极主动去获得知识和技能的一种学习方式。本文从学习目标、任务价值、自我效能感、归因及自我调节学习策略的类型等五个方面分析了影响自我调节学习的因素,并提出了几种促进学生自我调节学习的策略。     

提升学业自我效能 优化英语自主学习

在大学英语改革的新形势下,为了进一步利用好自主学习平台,调动学生学习的兴趣,提高英语学习技能和学习效果,在对自我效能感与优化自主学习的关系展开了研究的基础上,得出结论,即学习自我效能感的提升将大大提高英语自主学习的效果。     

大学生学业自我效能感、自尊与学习倦怠的关系再探

目的：探讨大学生学业自我效能感、自尊与学习倦怠的现状及三者之间的关系,为减轻大学生的学习倦怠水平提供对策。方法：采用大学生学业自我效能感量表、自尊量表和大学生学习倦怠量表对184名在校大学生进行调查。结果：大学生自尊水平普遍比较高,学业自我效能感及学习倦怠总体处于中等水平;大学生自尊、学业自我效能感及学习倦怠存在在显著的性别及城乡间的差异;大学生自尊与学业自我效能感及其两个维度成显著正相关,与学习倦怠及其三个维度成显著负相关;学业自我效能感与学习倦怠总分及其行为不当、成就感低两个维度成显著负相关,但与情绪低落这一维度相关不显著;自尊与学业自我效能感对学习倦怠具有很好的预测作用。结论：自尊与学业自我效能感能很好地预测学习倦怠,可以通过提高学业自我效能感、培养高自尊的方式来降低大学生的学习倦怠水平。     

国内英语学习自我效能感研究述评

英语学习自我效能感是英语学习过程中情感因素的一个重要参考维度,是影响学生学业成就的重要因素。文章对国内英语学习自我效能感的研究成果作了一番梳理,按照研究的不同视角进行了分类述评;分析了目前已有研究的不足,展望了未来研究的发展趋势。     

初中生成就目标取向与学业效能感、学业成绩的关系研究

为了解初中生成就目标取向与学业效能感、学业成绩的关系,采用问卷对204名初中生进行了调查,所有数据采用SPSS16.0进行统计分析。结果发现：（1）初中生在成绩接近目标和成绩回避目标上存在显著的性别差异,学业效能感在年级上差异显著。（2）掌握目标取向和成绩接近目标取向与学业效能感和学业成绩之间有显著正相关,对学业效能感和学业成绩有正向预测作用;成绩回避目标取向与学业效能感之间相关不显著,对学业成绩有负向预测作用。（3）学业效能感在成就目标取向与学业成绩之间起着部分中介作用。     

Intelligence beliefs,goal orientations and children’s academic achievement: does the children’s gender matter?

This study evaluated how gender is related to children’s intelligence beliefs, goal orientations and academic achievement and whether there are gender differences in how intelligence beliefs and goal orientations are related to academic achievement. The participants, 362 seventh grade students (55.8% girls; Mage = 13.20, SD = .57 years), completed measures regarding their intelligence beliefs and goal orientations at the beginning of the second semester and the grades were collected at the end of the semester. Girls reported higher scores on incremental belief, mastery goal and higher achievement but lower levels of performance avoidance compared to boys. The relations between intelligence beliefs and academic achievement were fully mediated by both performance goals. Further, there were no gender differences in the associations among intelligence beliefs, goal orientations and achievement. The findings reveal that goal orientations are a mechanism that might explain why intelligence beliefs are linked with academic achievement in early adolescence.