大学生的学习观及其与学习动机、自我效能感的关系

文章采用大学生学习观问卷、大学生学习动机量表（WMI）、一般自我效能感量表（GSES）及学习效能感量表,对254名被试大学生进行问卷调查,并对部分学生进行访谈。结果表明：大学生的学习观总体上是倾向于建构性的;文理科学生、本专科学生在学习观的各维度得分上不存在显著差异;大学生的学习观与其内生动机、一般自我效能感、学习效能感存在显著正相关,但与外生动机多为显著负相关;学业自我体验与学习过程观是大学生内生动机的有效预测变量．学业自我体验也是大学生一般自我效能感和学习效能崴的有效预测变号。     

中学生学业自我效能感的中介效应

为考察中学生学习观、学业自我效能感与自主学习能力之间的关系,本研究以聊城市440名中学生为被试,运用问卷调查法进行研究。结果发现:学习观、学业自我效能感与自主学习能力存在着显著的正相关;学习观、学业自我效能感是自主学习能力有效预测因素;学业自我效能感是学习观与自主学习能力关系间的部分中介变量。     

包容型导师风格对研究生创新行为的影响研究--创新自我效能感的中介作用与深度学习的调节作用

基于社会认知理论,构建以创新自我效能感为中介变量、深度学习为调节变量的包容型导师风格对研究生创新行为的影响机制模型。通过问卷调查方式,收集450份在校研究生问卷,并运用SPSS和MPLUS软件进行实证分析,研究结果表明:(1)包容型导师风格会正向影响研究生的创新行为,并且研究生的创新自我效能感会在其中起中介作用;(2)深度学习正向调节包容型导师风格对创新自我效能感的影响,研究生深度学习程度越高,包容型导师风格对研究生创新自我效能感的影响越大;(3)深度学习正向调节包容型导师风格、创新自我效能感和创新行为之间的间接关系。根据研究结论,建议研究生要增强创新自我效能感和注重深度学习,而导师要在教育教学过程中积极践行包容型指导风格。     

Modelling parenting styles,moral intelligence,academic self-efficacy and learning motivation among adolescents in grades 7–11

The current study investigated the associations between three maternal and paternal parenting styles, moral intelligence, academic self-efficacy and learning motivation in three serial mediation models. Omani adolescents enrolled in 7th to 11th grades (N = 296) responded to an online survey containing demographic items and scales measuring the variables noted above. Results of Path Analysis indicated that the three models had a good overall fit. In detail, the three paternal styles (authoritative, authoritarian and permissive) had direct associations with moral intelligence and indirect associations with learning motivation. However, only two maternal parenting styles (i.e., authoritative and authoritarian) correlated directly with learning motivation and these two styles did not associate with moral intelligence. All effects were in the hypothesized direction except the effect of authoritative maternal and paternal styles. Moral intelligence had a positive direct correlation with students’ academic self-efficacy and learning motivation. Moral intelligence also mediated the negative associations between three types of fathers’ parenting styles and students’ motivation. Academic self-efficacy had a positive association with students’ motivation. These findings provided useful insights about the various association between external factors (e.g., parenting styles), internal factors (i.e., moral intelligence and self-efficacy) and students’ motivation among adolescents in middle and high schools.     

成就目标、自我效能、学习策略和学业成就的关系研究

对545名中学生进行测量，以探讨成就目标、自我效能、学习策略与学业成绩的关系。结果表明：掌握目标、成绩目标与自我效能、学习策略有显著的正相关，回避目标与自我效能、学习策略存在显著的负相关，自我效能与学习策略有显著的正相关；掌握目标、自我效能和学习策略与学业成绩有显著的正相关，而回避目标与学业成绩则有显著的负相关；学习策略直接影响学业成绩，成就目标和自我效能对学业成绩的影响是间接的。     

Self-Efficacy and Entrepreneurial Intention: The Mediation Effect of Self-Regulation

Specifying the mechanism through which perceived self-efficacy affects one’s behavior has been one of the main concerns of researchers and educators particularly in entrepreneurship domain due to the critical role that entrepreneurial self-efficacy plays in motivating and enabling individuals to establish a new venture. This study examines the relationship between entrepreneurial self-efficacy, self-regulation and entrepreneurial intention using Bandura’s structural path model for the constructs. The sample was composed of 722 public and private Malaysian university students. The results revealed that students’ entrepreneurial self-efficacy has the most significant and positive impact on their intention to become an entrepreneur. More specifically, entrepreneurial self-efficacy highly affects students’ entrepreneurial intention both directly and indirectly. Furthermore, self-regulation partially mediates the relationship between entrepreneurial self-efficacy and students’ entrepreneurial intention. Implications of these findings for entrepreneurship research and education are discussed.     

Conceptions of Memorizing and Understanding in Learning,and Self-Efficacy Held by University Biology Majors

This study aims to explore Taiwanese university students’ conceptions of learning biology as memorizing or as understanding, and their self-efficacy. To this end, two questionnaires were utilized to survey 293 Taiwanese university students with biology-related majors. A questionnaire for measuring students’ conceptions of memorizing and understanding was validated through an exploratory factor analysis of participants’ responses. As for the questionnaire regarding the students’ biology learning self-efficacy (BLSE), an exploratory factor analysis revealed a total of four factors including higher-order cognitive skills (BLSE-HC), everyday application (BLSE-EA), science communication (BLSE-SC), and practical works (BLSE-PW). The results of the cluster analysis according to the participants’ conceptions of learning biology indicated that students in the two major clusters either viewed learning biology as understanding or possessed mixed-conceptions of memorizing and understanding. The students in the third cluster mainly focused on memorizing in their learning while the students in the fourth cluster showed less agreement with both conceptions of memorizing and understanding. This study further revealed that the conception of learning as understanding was positively associated with the BLSE of university students with biology-related majors. However, the conception of learning as memorizing may foster students’ BLSE only when such a notion co-exists with the conception of learning with understanding.     

归因、动机、自我效能与英语成绩的相关研究

该研究采用问卷调查的实证研究方法,从城乡、性别、年级和英语高低分等多变量的角度出发,探讨了扩招背景下高职高专学生在英语学习中的归因、自我效能、成就动机等非智力因素与英语成绩的关系,并建立相关因果关系模型予以证实。研究结果表明：学习动机、成就归因、学习效能感与英语成绩之间是相互联系和相互影响的,三者直接或间接影响个体的英语成绩。     

Informational sources,self-efficacy and achievement: a temporally displaced approach

Personal self-efficacy is an important theoretical orientation that helps to explain students’ learning and academic achievements. One area of research inquiry has involved the four major sources of information and their predictive effects on self-efficacy. As an extension for examination, the purpose of our investigation was to explore the interrelations between antecedents (e.g. enactive performance accomplishment), self-efficacy beliefs and academic achievement of elementary school students. Our research conceptualisation, unlike previous cross-sectional studies, entails a time displacement between sources of information (Time 1) and self-efficacy (Time 2 and Time 3) and between self-efficacy and academic achievement in science learning (Time 4). Three hundred and thirty-two (152 girls and 180 boys) third and fourth grade students from three government schools participated in this study. Likert-scale inventories were used to measure informational sources and self-efficacy beliefs. Structural equation modelling yielded evidence that supports, in part, our conceptual model. Only enactive performance accomplishment and vicarious experience exerted positive temporally displaced effects on self-efficacy. Self-efficacy at both Time 2 and Time 3 also contributed to the prediction of academic achievement.     

Developing essay writing skills: an evaluation of the modelling behaviour method and the influence of student self-efficacy

Social cognitive learning theory has shown that observational learning positively influences essay writing development in high-school students, and that self-efficacy impacts on motivation. This study investigated the relative contribution of model observation, model evaluation, post-submission feedback, and factors relating to self-efficacy, as measured through academic confidence, in the essay writing development of 142 university students. The research compared students’ essay marks between two semesters in order to explore whether observational learning had an impact on the development of the complex skills involved. The results revealed that all students benefit from traditional feedback and higher levels of self-efficacy when developing their essay writing performance. Underperforming students particularly benefited from actual essay writing. However, contrary to the predictions drawn from the literature, students in this study did not appear to benefit from observational learning when developing their skills. Limits to social learning theory are discussed.     

The Relationship between Motivational Beliefs and Learning Strategy Use among Norwegian College Students

We studied how motivational beliefs were related to learning strategy use in 176 Norwegian college students who were in the second year of their teacher training. Students' implicit theories of intelligence, self-efficacy beliefs, and learning strategy use were assessed by self-report instruments. It was found that students who conceived of intelligence as a relatively modifiable quality reported using more strategies than students who had doubts about the modifiability of intelligence. However, the relation between students' theories of intelligence and their learning strategy use varied with the way their theories of intelligence were assessed, with only indirect questions about the modifiability of intelligence yielding a positive relation. Regression analysis and group comparisons suggested that beliefs in the modifiability of intelligence may override the contribution of self-efficacy to students' use of learning strategies. With this study, relations previously emphasized within American theory and research are extended to college students in a different cultural context.     

Investigating the interrelationships among conceptions of,approaches to,and self-efficacy in learning science

The purpose of this study was to examine the relations between primary school students’ conceptions of, approaches to, and self-efficacy in learning science in Mainland China. A total of 1049 primary school students from Mainland China participated in this study. Three instruments were adapted to measure students’ conceptions of learning science, approaches to learning science, and self-efficacy. The exploratory factor analysis and confirmatory factor analysis were adopted to validate three instruments. The path analysis was employed to understand the relationships between conceptions of learning science, approaches to learning science, and self-efficacy. The findings indicated that students’ lower level conceptions of learning science positively influenced their surface approaches in learning science. Higher level conceptions of learning science had a positive influence on deep approaches and a negative influence on surface approaches to learning science. Furthermore, self-efficacy was also a hierarchical construct and can be divided into the lower level and higher level. Only students’ deep approaches to learning science had a positive influence on their lower and higher level of self-efficacy in learning science. The results were discussed in the context of the implications for teachers and future studies.     

Student perceptions of assessment and student self-efficacy in competence-based education

The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedback aspect of assessment do predict student self-efficacy, confirming the role of mastery experiences and social persuasions in enhancing student self-efficacy as stated by social cognitive theory. Findings do not confirm mastery experiences as being a stronger source of self-efficacy information than social persuasions. Study results confirm the predictive role of students’ self-efficacy on their competence outcomes. Mediation analysis results indicate that student’s perceptions of assessment have an indirect effect on student’s competence evaluation outcomes through student’s self-efficacy. Study findings highlight which assessment characteristics, positively influencing students’ learning, contribute to the effectiveness of competence-based education. Limitations of the study and directions for future research are indicated.     

Expectancy-value and cognitive process outcomes in mathematics learning: a structural equation analysis

Existing research has yielded evidence to indicate that the expectancy-value theoretical model predicts students' learning in various achievement contexts. Achievement values and self-efficacy expectations, for example, have been found to exert positive effects on cognitive process and academic achievement outcomes. We tested a conceptual model that depicted the interrelations between the non-cognitive (task value, self-efficacy) and cognitive (deep-learning approach, reflective-thinking) processes of learning, and academic achievement outcomes in mathematics. University students (n = 289) were administered a number of Likert-scale inventories and LISREL 8.80 was used to test various a priori and a posteriori models. Structural equation modeling yielded some important findings: (1) the positive temporally displaced effects of prior academic achievement, self-efficacy expectations and task value on achievement in mathematics, (2) the positive relations between self-efficacy expectations and task values and cognitive process outcomes and (3) the possible mediating role of self-efficacy expectations and task value between prior academic achievement and deep learning, reflective-thinking practice and academic achievement. Overall, our research investigation has provided empirical groundings for further advancement into this area of students' learning.     

自我效能感与学习策略使用关系的定量研究

本文通过对195名大学生的问卷调查,采用相关分析和回归分析的方法,定量研究大学生自我效能感与学习策略使用之间的关系。研究发现:自我效能感与学习策略使用之间存在着显著的正相关关系;自我效能感是学习策略使用水平的有力的预测变量,可以解释其44%的方差。因此,在学习策略教学和训练过程中,应当注重学习者自我效能感的提高。     

Examining interactive whiteboard-based instruction on the academic self-efficacy,academic press and achievement of college students*

Abstract

The study reported here examined college students’ academic self-efficacy, ‘academic press’ and learning achievement, as well as the association between these three variables within learning contexts using interactive whiteboard-based instruction. A quasi-experimental study was conducted using a sample (n = 103) of first-year college students in China. Participants were taught English by either an interactive whiteboard-based or traditional lecture-based instructional approach for three months. The results showed that the interactive whiteboard-based instructional intervention cultivated higher levels of academic press and academic self-efficacy among students and a significant, positive correlation was identified between these two variables. Students’ learning achievement was not affected by the instructional intervention. These results indicate that interactive whiteboard-based instruction offers some distinct benefits. In future work, additional research is needed to clarify how the instructional model relates to understanding learning achievement.     

Teaching to enhance research

In this paper, I present a conceptual argument for ‘teaching-led research’ in which university lecturers construct courses that directly and positively influence their research, while at the same time, safeguard and enhance the student experience. A research-pedagogy for higher education considers the link between teaching and research, but rather than the more usual conception of research-led teaching, in which teaching is enhanced by research, it becomes teaching-led research in which research is enhanced by teaching. I argue that this idea is foundational to the modern research university, but also difficult to realize unless teaching and learning are designed for these ends. A potential model is teaching undergraduates as researchers with students learning by doing research and I present a case study from a science degree programme. I conclude by anticipating the likely cultural and political barriers to teaching-led research and suggest how tensions can be managed.     

试论语文教学与语文研究性学习的契合

语文教学与语文学习的过程不仅是知识传授与发展智能的过程,更是培养学生创新精神和创造能力的过程,为此,在语文教学中引进了研究性学习方式,目的是改变“接受性学习”为主的传统的课堂教学,力求在语文教学与语文研究性学习之间找到一个好的契合点,使学生从语文知识的学习、能力的培养与研究性学习的实践之间能相互转换,从而在智力与情感、知识与兴趣、成绩与态度、能力与协作中发现人才,培养人才。     

Future time orientation and learning conceptions: effects on metacognitive strategies,self-efficacy beliefs,study effort and academic achievement

During the past decade, research on the constructive learning process has been conducted mainly from two perspectives: student approaches to learning (SAL) and self-regulated learning (SRL). The SAL perspective has highlighted the role of learning conceptions with respect to other topics involved in constructive learning processes, whereas recently the SAL perspective has emphasised the effects of the future time perspective (FTP) and self-efficacy beliefs about these topics. Based on these two lines of research (SRL and SAL), using path analysis, we explored the direct and indirect effects of FTP and learning conceptions on self-efficacy, metacognitive strategies, effort and academic performance. Likewise, we identified some patterns that combine specific factors related to these variables. Participants in the present study were 100 (84% females, 16% males) Spanish fourth year university students enrolled in the Social Sciences Degree Programme. The ages of the students ranged from 18 to 49 (M = 22.02; SD = 3.68) and their participation was voluntary and anonymous. Likert-scale inventories were used to obtain data from students: FTP; learning conceptions; metacognitive strategies scale; and self-efficacy beliefs for SAL. On the one hand, the path analysis showed interesting indirect and direct relationships between topics with regard to key constructs of each of these research perspectives (SRL/SAL). However, these results do not coincide with the body of knowledge about FTP. On the other hand, results obtained using cluster and discriminant analysis revealed three specific patterns: a meaning orientation to learning and the future, a reproductive orientation to learning and the present, and an unusual pattern explained by the influence of historical-cultural characteristics on learning practices in educational contexts. We consider that this last pattern presents relevant implications for educational practice.     

The relationship between students’ preferred approaches to learning and behaviors during learning: An examination of the process stage of the 3P model

Student approaches to learning have been a popular area of research in educational psychology. One useful framework for understanding student approaches to learning is through Biggs’ presage–process–product model. The purpose of this study is to examine the process stage of the 3P model. Undergraduate students (N = 67) thought aloud while reading two science texts, then wrote recalls and answered comprehension questions. As hypothesized, a deep approach to learning was positively associated with making connections, examining the logic in the text, and accurate answers to the comprehension questions. Mediation analyses indicated that behavior during the process of learning explained the positive association between a deep approach to learning and accurate answers to the comprehension questions. No hypotheses regarding a surface approach to learning were supported. The findings from this study support the characterization that students with a deep approach to learning engage meaningfully with their course material. These findings are discussed in the context of the 3P model.