海内外对语言学习者学习观念的研究综述

回顾近年来国内外研究人员对语言学习者语言学习观念的主要历程，指出语言学习中，语言学习观念通过影响学习者对学习策略的选择和使用．来最终影响语言学习的结果。对这一方面的研究，有着深刻的时代背景和现实需要。不同的研究人员从各自不同的角度研究了学习观念，发现了学习观念的特点，学习者学习观念的组成，以及和其他因素诸如学习策略、学习结果、同教师观念等的关系。     

女性英语学习者的可控因素研究

学习者可控因素包括学习动机、学习观念和学习策略，其中学习观念与学习策略对外语学习成效的影响甚大。女性英语学习者在外语学习活动中较男性更积极，主动性更强。然而，学习者之间是有个体差异的，对个体差异的研究已受到语言学习研究领域的关注。研究显示，学业成绩好的学习者比学业成绩差的学习者使用较多的学习策略，学习者的学习观念和学习策略与学习成绩呈正相关。     

外语学习观念与学习策略综评

本综述了学习观念和学习策略的研究进程，提出了阶段性的研究特点和有代表性的研究成果。以及目前研究的新走向。通过对学习观念和学习策略研究的回顾，分析了今后研究的趋势：应强调研究学习的学习观念和学习策略间的复杂关系及其规律；确定元认知策略在学习策略中的地位和作用。     

基于图画分析的小学生人工智能学习观念横断面调查研究

小学人工智能课程的教与学在全球范围内受到高度关注，探索小学生人工智能学习观念，调查小学生对人工智能学习的理解和态度十分重要。因此，该研究收集了3到6年级共739名小学生关于人工智能学习观念的绘画作品，采用图画分析方法，将学生的绘画作品编码为5个大类40个要素，运用描述性分析、单因素方差分析及独立样本T检验等数据统计分析方法，探究小学生的人工智能学习观念整体结构及差异。研究结果显示：(1)相比低年级小学生，更多的高年级小学生表现出实践、应用等建构式学习观念；(2)小学生对于人工智能课程学习普遍持有积极情绪；(3)男生在人工智能课程中的编程行为高于女生，但积极学习情绪女生高于男生。该研究结果呈现了重要的学生视角，为推动小学人工智能教育建设与发展提供了参考。     

e背景下的研究性阅读研究

进入新世纪后，信息浪潮扑面而来。传统的学习观念、教育观念受到了挑战。权威人士指出，计算机的最大教育价值在于让学生获得学习自由，为他们提供可以自由探索、尝试和创造的条件，逐步实现学习的个性化、终身化和开放化。研究性阅读是指学习在教师的指导下，用研究探索的方式自主地进行阅读，以获取知     

研究固着观念促进同化学习——"细胞生活的环境"新授课的教学策略分析

固着观念是指学生认知结构中已有的对某特定新知识起固定作用的观念，它是同化学习发生的前提与保障。研究学生生物学新知识相关的固着观念，是生物教学的客观要求。以“细胞生活的环境”的教学内容为例．通过对学生相关固着观念的特点及其与新知识的包容关系等研究，提出找准、激活固着观念以促进学生同化学习的一些策略。     

从主观感受的角度对学习困难内涵的质的研究

用质的研究方法(范式)，从学生主观心理感受的角度对学习困难的内涵进行研究。认为：学习困难的内涵从主观感受上应包含“他人观念的学习困难”和“自我观念的学习困难”。它是与周围同伴相比而产生学习无能的“比较值”和“自我感觉”，表现为6种不同的类型，在个人身上可能一致，也可能不一致；学习困难具有发展性。随环境的变化而变化；质的研究方法与个案研究对学习困难的和理论研究和实践干预应有其独特的作用。     

大学生外语学习观念性别差异研究

本研究采用定量研究。通过对广东某高校81名大学生外语学习观念的调查,结果显示：外语学习观念的五个因素都在不同程度上影响着学生的学习;此外,男生和女生在总体的外语学习观念上不存在显著的差异,但在语言学习难度、动机和期望学习观念方面,男生和女生存在显著的差异。基于本研究结果,本文提出了相关建议以期提高英语教学成效。     

日语专业自主学习中教师角色的研究

本文主要分析了自主学习中教师所扮演的角色。为了提高学生的自主学习和独立研究的能力．日语教师在学生的自主学习中可以扮演各种各样的角色。为培养新世纪的宽口径、厚基础、应用能力强的复合型人才而服务，更好地为教学服务。笔者首先从改变观念着手，把教师管理学生的观念转变为服务学生的观念，然后再把教师的角色粗略地分为五种，即教师要做学者，心理医生，演员，引导者，辅导员。     

再论语言学习观念与学习策略相关性

语言学习观念和学习策略都是影响外语学习效率的重要因素。随着二语习得研究的深入,一些研究者对二者之间的相关性也越来越关注。本文简要概述国内外对学习观念和学习策略的研究,就观念和策略的关系进行探讨,认为学习观念影响学习策略的选择,最终作用于学习结果;学习策略的使用也能够引起学习观念的变化。在此基础上提出,把观念和策略结合起来进行研究,并应用于外语教学过程,例如在策略研究和培训中,以期有效地提高学习效果。     

学习动机的激发原理

本文是对学习动机的激发原理所作的一种概括。这些动机激发原理源自课堂学习的研究，它们回答了成就动机、内部动机和目标定向这些基本问题．也包括转变动机信念、激发动机的策略和增强意志力等问题。     

MOTIVATIONAL BELIEFS AND LEARNING STRATEGIES IN ORGANIC CHEMISTRY

Students enter college chemistry courses with different sources of motivation, appropriate or inappropriate assumptions about their probability of success and how to study. This study is theoretically aligned with self-regulated learning research. Clearly, academic performance is closely related to student motivational beliefs and learning strategies. This study investigated the motivational beliefs and learning strategies of 2 years of college students in the second semester of organic chemistry. Responses to the Motivational Beliefs and Learning Strategies Questionnaire indicated that student self-efficacy was highly correlated with academic performance (semester grades). Gender differences were quite pronounced. Male academic performance was associated with intrinsic motivation as well as the importance placed on the learning task. Test anxiety was negatively associated with male grades. Extrinsic motivation was negatively correlated with female grades. Responses to students’ sense of control over learning, the value of the learning task, and self-efficacy were significantly higher for males compared to females. Faculty who attend to these different patterns may influence beliefs as well as learning strategies. Correcting erroneous assumptions about how to learn chemistry may help students shift both their attitudes and their learning practices. The notable gender difference suggests that female chemistry students may especially profit from focused faculty intervention.     

Assessing and Predicting College Students’ Use of Strategies for the Self-Regulation of Motivation

College students (N = 215) completed a self-report instrument designed to assess different regulation of motivation strategies as well as aspects of their motivational beliefs, use of cognitive and metacognitive learning strategies, and procrastination. The study serves to extend the research on the self-regulation of motivation through three related findings. One, results indicate that the instrument evaluated in the study provides a reliable and valid method for assessing six motivational regulation strategies in a college population. Two, analyses revealed differences in the extent that students reported using the regulation of motivation strategies, while also showing them to be related to other aspects of self-regulated learning in a theoretically consistent way. Last, findings from a series of multiple regressions indicate that students’ engagement in motivational regulation is a function of their existing motivational beliefs and attitudes.     

高职学生英语学习动机与学习策略研究

文章以高等职业学校学生为研究对象,试图了解该类学生英语学习动机和学习策略情况,对两者相关性进行分析,以探求激发高职生英语学习动机的方法,培养学生学习策略观念,指导其合理科学地使用学习策略,以提高学生的英语学习效果.     

Epistemological beliefs and epistemic strategies in self-regulated learning

How do epistemological attitudes and beliefs influence learning from text? We conceptualize epistemological attitudes and beliefs as components of metacognitive knowledge. As such, they serve an important function in regulating the use of epistemic strategies such as knowledge-based validation of information and checking arguments for internal consistency. We report results from two studies that investigated the effects epistemological attitudes and beliefs on the use of epistemic strategies in academic learning and the motivational states that mediate these effects. Study 1 (N = 289) tested a mediation model with epistemological attitudes (separate vs. connected knowing) and textual characteristics as distal predictors, and learning goals (learning factual knowledge vs. developing an own standpoint) as mediator variables. Separate knowing had large indirect effects on the use of epistemic strategies via the goal to develop an own point of view. In addition, learners adapted their learning goals and epistemic strategies depending on objective characteristics and the perceived familiarity of the texts they read. In Study 2 (N = 124), epistemological beliefs concerning the uncertainty of knowledge increased the use of epistemic strategies only when extrinsic study motivation was low. A mediated moderation model established this effect to be mediated by specific epistemic curiosity. These results illuminate the mechanisms of how epistemological attitudes and beliefs affect self-regulated learning. In contrast to other types of learning strategies, the use of epistemic strategies seems to be strongly and consistently linked to epistemological attitudes and beliefs.     

网络资源与学习者自主性的培养——VOA网络资源作为大学英语听力教材的试用调查

针对如何培养学习者自主性这一问题,调查分析了VOA网络资源作为大学英语听力教材的试用情况。结果表明:VOA网络资源作为听力教材能激发学习者的学习动机和学习态度;能培养学习者有效运用学习策略的能力;培养自主学习的习惯,从而促进学习者自主学习能力的发展。     

Exploring the Relationship Between High School Students’ Physics-Related Personal Epistemologies and Self-regulated Learning in Turkey

This article reports on an empirical exploration of the relations and strengths among Turkish grades 9–11 students’ (n = 209) personal epistemologies (justification of knowledge, certainty of knowledge, source of knowledge, development of knowledge), self-regulated learning (extrinsic motivation, intrinsic motivation, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation), and achievement in physics (course grades). Established instruments were used to collect data on these students’ beliefs about knowledge and components of self-regulated learning (SRL) such as goal orientations (extrinsic and intrinsic motivation) and learning strategies, critical thinking, and metacognitive regulation. Results from structural equation modeling revealed that students’ personal epistemologies directly influenced their motivation (extrinsic and intrinsic goal orientations), rehearsal and organization strategies, and metacognitive self-regulation to learn physics. Furthermore, students’ personal epistemologies indirectly (mediated through motivation beliefs) influenced rehearsal, elaboration and organization strategies, critical thinking, and metacognitive self-regulation to learn physics. Students’ ideas about knowledge and knowing about the source and development of knowledge significantly contributed to students’ self-regulatory skills and physics course grade. Implications and future directions are discussed.     

Disciplinary Differences in Self-Regulated Learning in College Students

The personal attributes of self-regulated learning are often described in terms of knowledge base, adaptive motivational beliefs, and appropriate use of cognitive and metacognitive strategies for learning. These attributes are usually assumed to apply across all disciplines and contexts, but there has been little research that has examined the disciplinary differences in these personal attributes of self-regulated learning. The present study examined college students’ knowledge, motivation, and self-regulatory learning strategies in humanities, social science, and natural science college courses. The sample included 380 college students from three different institutions. Students were given a measure of their course knowledge and a self-report measure of their motivational beliefs and use of self-regulatory strategies at the beginning and end of the semester. Three levels of achievement were created from final course grade and ANOVA's were used to examine the differences in knowledge, motivation, and self-regulation by achievement level and discipline. The results suggest that the components of knowledge, motivation, and self-regulation do distinguish high from low achievers in social and natural science courses, but not in the humanities courses. Results are discussed in terms of the generalizability of our models of self-regulated learning across disciplines and implications for measuring self-regulated learning in different disciplines.     

Motivational beliefs as mediators in the association between perceived scholastic competence,self-esteem and learning strategies among Greek secondary school students

The present study investigated the links between self-motivational beliefs, perceived scholastic competence, self-esteem and learning strategies among 134 Greek junior high school students in the subject of Greek language, through self-report. A model was tested with motivational constructs as mediators between perceived scholastic competence and self-esteem on the one side and participants’ learning strategies in language on the other. Mediation analyses results showed that perceived scholastic competence predicted all learning strategies both directly and indirectly through intrinsic goal orientation and task value. Self-esteem was not found to predict learning strategies directly, but only indirectly through intrinsic goal motivation. The findings are discussed in terms of their educational implications.     

The Role of the Father in the Family

The relationships among attributional beliefs, self-perception of competence, knowledge, and reported use of learning and reading strategies and reading achievement were investigated. Subjects included 104 Grade 5, 133 Grade 7, and 101 Grade 9 students with and without learning difficulties. Results provided empirical support for a close relationship between motivation and strategic learning proposed in recent metacognitive theories. Although the motivation variables had a more important role than strategic learning in explaining achievement variance in the younger grades, strategic learning was found to mediate between the effects of motivation on reading achievement in Grade 9. Further, a pattern of learned helplessness was observed among the poor learners in the study. Implications of these findings for instruction are discussed.