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101.
102.
蒙家宏 《黔南民族师范学院学报》2004,24(4):66-70
对初中生学习自我调节进行了调查,调查研究表明:初一至初三学生有显著性差异,城区与郊区学生有显著性差异。并对各因素进行进一步交互作用分析,得出目前初中生学习自我调节的主要特点。针对该特点,提出学校可设立以过程控制内容为主的专门课程等建议。 相似文献
103.
The authors examined self-regulation of mathematics homework behavior (i.e., mathematics homework management). The participants consisted of 796 eighth-grade students (46 classes) in China. Multilevel results showed that mathematics homework management was positively associated with value belief at the class and individual level. At the individual level, students' management in mathematics homework was positively related to affective attitude, expectancy belief, learning-oriented reasons, homework interest, parent education, teacher feedback, adult-oriented reasons, and value belief. Meanwhile, students' management in mathematics homework was negatively related to time spent on television. Our findings were discussed in the context of related theoretical frameworks (e.g., self-regulation and expectancy value) as well as previous findings pertaining to homework. 相似文献
104.
Ernesto Panadero Julia Klug Sanna Järvelä 《Scandinavian Journal of Educational Research》2016,60(6):723-735
Measurement is a central issue for the self-regulated learning (SRL) field as SRL is a phenomenon difficult to measure in a reliable and valid way. Here, 3 waves in the history of SRL measurement are identified and profiled. Our focus lies on the third and newest one, which combines measurement and intervention within the same tools. The basis for this approach is located in the reactivity principle via students’ self-monitoring: when students are aware of their actions, they can react and change what is needed. That happens when the measurement tools promote students' self-monitoring which turn part of the intervention then. Examples of this new approach to SRL measurement and guidelines for implementing it are presented. 相似文献
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Despite the long history of homework and homework research, the role that homework plays in enhancing student achievement is, at best, only partly understood. In this review, we give an overview of twentieth-century homework research and discuss the reasons why the relationship between homework and achievement remains unclear. We identify the operationalization of homework and achievement and the problematic handling of hierarchically ordered data as two important factors affecting the validity of many of the studies performed over the last century. We then describe a new generation of homework studies using multilevel modeling to deal with hierarchically nested data. Finally, we argue that homework research should be more closely connected to well-founded psychological theories of learning and instruction, and we offer three potential links (theories of instruction time, self-regulation theory and expectancy-value theory, and teaching behavior). 相似文献
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108.
Peter?Van?PetegemEmail author Vincent?Donche Jan?Vanhoof 《Learning Environments Research》2005,8(3):309-332
Within two Flemish institutes of pre-service and inservice teacher education, the relationship between the learning styles
and preferences for learning environments of pre-service teachers were examined. Results indicate that some components of
pre-service teachers' learning approaches (learning conceptions, learning strategies and learning orientations) are predictors
for preferences for constructivist learning environments. Differences in learning approaches and preferences for learning
environments are also related to the type of teacher education that pre-service teachers followed. 相似文献
109.
Using content and archival analysis as a mixed method research design, this study addresses the broad issue of self-regulation since this subject area first appeared in the developmental psychology journals, addressing the question of whether each historical period had its own particular perspective on self-regulation, or was there, in fact, a progressive development? This research also explored the historical basis of current perspectives in order to provide background and continuity for present theories and the discussion of implications for families, professionals, and communities in supporting the development of self-regulation in infants and children. 相似文献
110.
青少年学生处于身心发展的关键期,有时会遭遇因客观条件限制和个人能力不足而不能达成个人愿望的现象,进而产生挫折感,这不利于健康成长。教师要采取有效教育措施,帮助青少年学生正确认识挫折,树立远大的理想,积极对待挫折,提升自我认知,加强自我调节,并为其提供有效的心理援助,提高他们的抗挫折能力。 相似文献