大学生动机信念、自我调节策略对学业成就的影响——基于传统课堂与混合课堂的比较研究
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- 英文论文题名：The Effect of College Students' Motivational Beliefs and Self-regulation Strategies on Their Academic Achievements:A Comparison between Traditional Classes and Blended Classes
- 论文作者：王琦 ; 龚少英 ; 郭雅薇 ; 高雷
- 英文论文作者：Qi Wang ; Shaoying Gong ; Yawei Guo ; Lei Gao ; Key Laboratory of Adolescent Psychology and Behaviour ; Ministry of Education ; School of Psychology ; Central China Normal University
- 年：2015
- 作者机构：青少年网络心理与行为教育部重点实验室;华中师范大学心理学院;
- 论文关键词：动机信念 ; 动机调节策略 ; 元认知调节策略 ; 学业成就 ; 混合课堂
- 英文论文关键词：motivational beliefs ; motivational regulation strategies ; meta-cognition regulation strategies ; academic achievements ; blended classes
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：G442
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：2
- 文件大小：861k
- 原文格式：D
- 会议级别：全国
摘要
混合学习作为网络学习的一种重要形式,其效果如何,传统学习的规律是否同样适用于混合学习,还有待探查。以往研究发现动机信念可以预测元认知调节进而影响学业成就,但动机调节作为自我调节学习的重要部分,即使在传统学习研究中也未受到足够重视。本研究旨在探讨混合课堂中动机信念通过自我调节学习影响学习效果的机制,特别关注了动机调节在其中的作用,并对混合课堂与传统课堂中这些变量的关系模式进行比较。本研究采用纵向追踪的研究方法,在一个学期的不同时间调查大学生在传统课堂和混合课堂中的学习情况,一是探查传统课堂和混合课堂两种情境下不同学习者的动机调节策略、元认知调节策略使用频率及其学业成就是否存在差异。二是进一步探查两种课堂中不同学习者的动机信念(自我效能感和任务价值)、自我调节策略(动机调节策略和元认知调节策略)对学业成就的影响机制以及是否存在差异。结果发现:(1)两种课堂上学生的动机调节策略、元认知调节策略的使用频率并不存在显著差异,但混合课堂中学习者的学业成就要显著低于传统课堂中的学习者;(2)传统课堂中学习者的动机信念可以通过动机调节策略影响元认知调节策略的使用,进而影响学业成就;(3)混合课堂中学习者的动机信念可以通过动机调节策略(不经过元认知调节策略)直接影响学业成就,动机调节策略可以显著预测元认知调节策略,但是元认知调节策略对学业成就影响不显著。结果表明,在两种课堂中动机信念和动机调节都是影响学业成就的重要因素,但影响的模式有差异。
As an important part of online learning, learning in blended classes has not clearly and consistently shown its learning effects, and whether learning principles in traditional classes can be applied to blended classes still needs further research. Previous studies have shown that students' motivational beliefs can predict their use of meta-cognition regulation strategies, and then further affect their academic achievements, but motivation regulation, an important part of self-regulation study, has not been deeply explored even in traditional classes. This study aimed to explore the mechanism of the effect of students' motivational beliefs on their use of self-regulation strategies and academic achievements in blended classes, specially focusing on the role of motivation regulation, and comparing the relationship models of these variables between blended classes and traditional classes. The present study purposely adopted the longitudinal tracking method to survey college students' learning in both kinds of classes at 3 different intervals during the same semester. On the one hand, we expected to know whether there are differences between traditional classes and blended classes in students' frequency of using motivation regulation strategies and meta-cognition regulation strategies and in their academic achievements. On the other, we examined whether there are differences between traditional classes and blended classes in the mechanism of the effects of motivational beliefs(self-efficacy, task value) and self-regulation strategies(motivation regulation strategies, meta-cognition regulation strategies) on students' academic achievements. We found:(1) There were no significant differences between students' use of motivation regulation strategies and meta-cognition regulation strategies between two kinds of classes, but students' academic achievements in traditional classes were significantly higher than those in blended classes.(2) In traditional classes, students' motivational beliefs could influence meta-cognition regulation strategies through motivation regulation strategies, then further influenced their academic achievements.(3) In blended classes, students' motivation beliefs could directly influence their academic achievements through motivational regulation strategies(without the mediating role of meta-cognition regulation strategies), but meta-cognition regulation strategies could not directly influence their academic achievements. Results imply that both motivational beliefs and motivation regulation are important factors affecting academic achievements, however, there are differences in the causal-result prediction model in the two kinds of classes.
As an important part of online learning, learning in blended classes has not clearly and consistently shown its learning effects, and whether learning principles in traditional classes can be applied to blended classes still needs further research. Previous studies have shown that students' motivational beliefs can predict their use of meta-cognition regulation strategies, and then further affect their academic achievements, but motivation regulation, an important part of self-regulation study, has not been deeply explored even in traditional classes. This study aimed to explore the mechanism of the effect of students' motivational beliefs on their use of self-regulation strategies and academic achievements in blended classes, specially focusing on the role of motivation regulation, and comparing the relationship models of these variables between blended classes and traditional classes. The present study purposely adopted the longitudinal tracking method to survey college students' learning in both kinds of classes at 3 different intervals during the same semester. On the one hand, we expected to know whether there are differences between traditional classes and blended classes in students' frequency of using motivation regulation strategies and meta-cognition regulation strategies and in their academic achievements. On the other, we examined whether there are differences between traditional classes and blended classes in the mechanism of the effects of motivational beliefs(self-efficacy, task value) and self-regulation strategies(motivation regulation strategies, meta-cognition regulation strategies) on students' academic achievements. We found:(1) There were no significant differences between students' use of motivation regulation strategies and meta-cognition regulation strategies between two kinds of classes, but students' academic achievements in traditional classes were significantly higher than those in blended classes.(2) In traditional classes, students' motivational beliefs could influence meta-cognition regulation strategies through motivation regulation strategies, then further influenced their academic achievements.(3) In blended classes, students' motivation beliefs could directly influence their academic achievements through motivational regulation strategies(without the mediating role of meta-cognition regulation strategies), but meta-cognition regulation strategies could not directly influence their academic achievements. Results imply that both motivational beliefs and motivation regulation are important factors affecting academic achievements, however, there are differences in the causal-result prediction model in the two kinds of classes.
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