- 作者：J. Silagyi-Rebovich ; E. Peterson ; G. Brooks ; P. Giblin Wolman
- 刊名：Journal of the American Dietetic Association
- 出版年：1996
- 出版时间：September 1996
- 年：1996
- 卷：96
- 期：9, Supplement 1
- 页码：A85
- 全文大小：137 K
After signing informed consent agreements, volunteer students (n=44) in basic food or nutrition courses completed the Motivated Learning Strategies Questionnaire. Using SAS and an alpha of 0.01, significant Pearson's Correlation Coefficients were calculated between intrinsic motivation and the following: students’ perception of the value of the learning task (r=.55), metacognition (r=.5), and students’ use of time (r=.54). Correlations between task value and metacognition, students’ effort, and use of rehearsal and elaboration learning strategies were R=0.48, 0.51, 0.55 and 0.58 respectively. Correlations between students’ effort and metacognition, time management and sense of self-efficacy were R=0.73, 0.71 and 0.48. Also identified were significant inverse correlations between students’ fear of tests and their sense of self-efficacy (r=-.50), and testfear and the amount of effort expended to master learning (r=-.40). Multiple regression analysis using the SAS Stepwise procedure revealed that a 3 predictor variable model including metacognition, peer help and seeking help from the instructor explained 51.6 % of the variance in scores of the first course exam (F=14.22, PROBABILITY=0.0001). A four predictor variable model including students’ effort expended, sense of self-control and task value, and peer help-seeking behaviors (F=9.91, PROBABILITY=0.0001) explained 50.4 % of the variance in Test #2. Educators need to consider how cognitive and affective differences in learning processes might affect curriculum and instruction.