网络学习中自我监控的结构与影响因素
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摘要
网络学习自我监控是学习者对自己网络学习过程中的行为和心理活动等进行的监察与调控。随着网络信息技术的不断发展,网络学习逐步成为传统学习的一种主要补充方式,而网络学习的特殊性也决定了学习者需要有相当的自我指导力、自制力和自主性。因此网络学习中的自我监控的研究也越来越受到关注。本研究以网络使用最为普遍的大学生群体为研究对象,在构建网络学习自我监控的理论框架、探讨网络学习自我监控的心理结构的基础上,编制了较高质量的网络学习自我监控评估量表,并以此量表为工具对网络学习自我监控的现状进行了实证研究,同时还尝试探查了网络学习自我监控失败的可能原因以及大学生网络学习自我监控失败的归因特点,并通过在线网络学习的模式进行了实验研究,探讨了成就动机与测验信息知情性、任务紧迫性与重要性认知、认知风格与信息呈现方式对网络学习自我监控的影响。
本研究首先按照量表编制的规范程式,在采用遗漏值检查、平均数标准差检查、偏态系数和峰度系数检查、题总相关指数检查、极端组项目鉴别指数检查等多种项目分析法后,用探索性因素分析法和验证性因素分析法探查确定了网络学习自我监控评估量表。结果表明:该量表共包含40个项目,包括认知自我监控,意志自我监控,策略自我监控和情绪自我监控共4个维度。信效度检验结果表明,该量表可以作为大学生群体网络学习自我监控的有效测评工具。
使用网络学习自我监控评估量表对731名在校大学生施测的结果发现,大学生网络学习中的自我监控处于一般水平,说明这一群体的网络学习自我监控水平还有待提高。尤其是在情绪自我监控方面,显得比较薄弱,且呈现出男生得分显著高于女生、大二学生高于其它年级的趋势。研究中还发现,大学生网络学习自我监控失败的归因受到网络学习任务重要性和任务设定者身份的影响。而且网络学习任务的重要性与任务设定者对网络学习自我监控的失败归因有交互影响。
为进一步确定网络学习自我监控的实质和影响因素,本研究以自制的网络学习平台和自编学习材料为工具,设计了一个真实的网络学习情境,并在此情境中,分别以成就动机与测验知情性、任务紧迫性与重要性认知、认知风格与信息呈现方式为自变量,以网络学习自我监控水平(指标为网络学习过程中的网络迷航时间、网络学习结束后的测试成绩自我估计偏差)为因变量进行了三个实验研究:
实验一探查了成就动机和测验知情性对网络学习自我监控的影响。发现成就动机和测验知情性对网络学习自我监控有交互影响,对于低成就动机的大学生,告知其学习后有测验能有效预防网络学习迷航,而对于高成就动机的大学生,告知其学习后有测验能增加其自估准确性。——从学习者情性的角度探查了网络学习自我监控的影响因素。
实验二着重考察了任务紧迫性与重要性认知对网络学习自我监控的影响。发现任务紧迫性和重要性认知对网络迷航时间和自我评估偏差都有影响,任务紧迫性与重要性认知是交互影响网络学习自我监控的。——从任务特点的角度探查了网络学习自我监控的影响因素。
实验三则从认知风格与信息呈现方式的角度研究了两者对网络学习自我监控的影响。发现两者交互影响网络学习过程中的自我监控——网络学习迷航时间,而信息呈现方式对网络学习结束后的自我监控——网络学习成绩自我估计偏差有影响,认知风格则不会。——从学习者认知特点与学习任务特点的角度探查了网络学习自我监控的影响因素。
本研究还尝试探查定时提醒对网络学习自我监控的影响。结果发现有定时提醒的被试与无提醒的被试在网络学习自我监控上无显著差异。
本研究的主要创新之处在于:提出了网络学习自我监控的心理结构;编制了高质量的网络学习自我监控评估量表;探讨了大学生网络学习自我监控的现状和归因特点;探查了影响网络学习自我监控的因素。这些研究结论不仅能为研究者们进一步探索网络学习规律提供启发,也能为网络学习程序在内容的优化、呈现方式的完善、学习过程的控制等方面提供实证依据。未来研究可从以下几方面进一步拓展:结合项目反应理论和概化理论的技术编制量表;确定量表参照分数的设定方法;进一步探究网络学习自我监控的神经心理机制。
Online learning self-monitoring is the monitoring of learners’self-learning behavior and mental activities in the online learning environment. According to the development of information network technology, online learning becomes a main supplementary way of traditional learning which has a high requirement of self-direction, self-control and autonomy due to its specificity. So the self-monitoring in online learning has drawn increasing attention. The subjects of this research are the undergraduates who are the most concentrated community in the internet use. Based on the construction of the theory of online learning self-monitoring and exploring the psychological structure of it, this dissertation tried to develop a high-quality scale of online learning self-monitoring------the online learning self-monitoring scale of undergraduates (OLSMSU), then made an experimental research about the status of online learning self-monitoring by using OLSMSU, and tried to find the influencing factors of online learning self-monitoring failure. After that, this dissertation also discussed the influence of achievement motivation and informed of test, task urgency and the recognition of task importance, cognitive style and representational mode of information into online learning self-monitoring by making three online learning experiments.
In this study, after checking with the missing values, the mean standard deviation, the skewness coefficient and kurtosis coefficient, the relevant index of the total examination questions, the OLSMSU was developed on the basis of EFA and CFA. The results showed that the OLSMSU included 40 items, which consisted of four dimensions named cognition self-monitoring, will self-monitoring, strategy self-monitoring and emotion self-monitoring. The reliabilities and validities showed that the OLSMSU could be used as an effective tool to assess the online learning self-monitoring of undergraduates.
The results of testing to 731 undergraduates by using the OLSMSU showed that undergraduates’online learning self-monitoring was on the middle level and could be improved, especially in the emotion self-monitoring, in which boys had higher marks than girls and sophomores got the highest marks among all grades. The results also showed that the attribution of undergraduates’online learning self-monitoring failure was influenced by the importance of learning tasks and task setters. In addition, it was found that these two factors had interactive effects on the attribution to online learning self-monitoring.
In order to make sure of the nature and influencing factors of online learning self-monitoring, a real online learning situation was designed which included online learning platforms and self-devised learning materials. There are three experiments of between-subject design in this dissertation: the independent variables are achievement motivation and informed of test, task urgency and recognition of task importance, cognitive style and representational mode of information, etc; the dependent variables are trek time of undergraduates when learning and estimation bias of testing scores after learning.
In experiment 1, when we explored the influence of achievement motivation and informed of test on the online learning self-monitoring, the interactive effects were found in the influence of achievement motivation and informed of test on online learning self-monitoring. Telling whether there was a test after learning could effectively prevent the online learning trek time of undergraduates with low achievement motivation, and could increase the self-estimate accuracy of those undergraduates with high achievement motivation.——This experiment explored the influencing factors of online learning self-monitoring from the perspective of the learners’emotion.
Experiment 2 payed attention to how the task urgency and the recognition of the importance of tasks influence self-monitoring. It was found that both the task urgency and the recognition of task importance had effects on the trek time and the estimation bias. And these two independent variables had the interactive effects on online learning self-monitoring.——This experiment probed into the factors of online learning self-monitoring from the perspective of the task characteristics.
The 3rd experiment respectively explored how representational modes of information and the different cognitive styles of learners influence online learning self-monitoring. The results indicated that the two independent variables had interactive effects on trek time, and different representational modes of information influenced the estimation bias of testing scores, while cognitive styles did not.——This experiment probed into the factors of online learning self-monitoring from perspective of both cognitive styles and task characteristics.
In this research, how scheme alerts influence online learning self-monitoring was studied. And the results showed that the online learning self-monitoring didn’t reach the significant level.
The main innovations of this dissertation were as follows: it proposed the psychological structure of undergraduates’online learning self-monitoring; developed a high-quality online learning self-monitoring assessment tool; discussed the present situation of college students’online learning self-monitoring and attribution to self-monitoring failure; explored the factors affecting on online learning self-monitoring. The conclusions of these studies not only provided inspiration to the researchers on online learning rules, but also provided empirical evidence on content optimization, improving the presentation method and controlling the learning process. Future research should pay more attention to the followings: use IRT and GT techniques when developing scales; try to find the method of setting reference scores; explore the neural mechanism of self-monitoring.
本研究首先按照量表编制的规范程式,在采用遗漏值检查、平均数标准差检查、偏态系数和峰度系数检查、题总相关指数检查、极端组项目鉴别指数检查等多种项目分析法后,用探索性因素分析法和验证性因素分析法探查确定了网络学习自我监控评估量表。结果表明:该量表共包含40个项目,包括认知自我监控,意志自我监控,策略自我监控和情绪自我监控共4个维度。信效度检验结果表明,该量表可以作为大学生群体网络学习自我监控的有效测评工具。
使用网络学习自我监控评估量表对731名在校大学生施测的结果发现,大学生网络学习中的自我监控处于一般水平,说明这一群体的网络学习自我监控水平还有待提高。尤其是在情绪自我监控方面,显得比较薄弱,且呈现出男生得分显著高于女生、大二学生高于其它年级的趋势。研究中还发现,大学生网络学习自我监控失败的归因受到网络学习任务重要性和任务设定者身份的影响。而且网络学习任务的重要性与任务设定者对网络学习自我监控的失败归因有交互影响。
为进一步确定网络学习自我监控的实质和影响因素,本研究以自制的网络学习平台和自编学习材料为工具,设计了一个真实的网络学习情境,并在此情境中,分别以成就动机与测验知情性、任务紧迫性与重要性认知、认知风格与信息呈现方式为自变量,以网络学习自我监控水平(指标为网络学习过程中的网络迷航时间、网络学习结束后的测试成绩自我估计偏差)为因变量进行了三个实验研究:
实验一探查了成就动机和测验知情性对网络学习自我监控的影响。发现成就动机和测验知情性对网络学习自我监控有交互影响,对于低成就动机的大学生,告知其学习后有测验能有效预防网络学习迷航,而对于高成就动机的大学生,告知其学习后有测验能增加其自估准确性。——从学习者情性的角度探查了网络学习自我监控的影响因素。
实验二着重考察了任务紧迫性与重要性认知对网络学习自我监控的影响。发现任务紧迫性和重要性认知对网络迷航时间和自我评估偏差都有影响,任务紧迫性与重要性认知是交互影响网络学习自我监控的。——从任务特点的角度探查了网络学习自我监控的影响因素。
实验三则从认知风格与信息呈现方式的角度研究了两者对网络学习自我监控的影响。发现两者交互影响网络学习过程中的自我监控——网络学习迷航时间,而信息呈现方式对网络学习结束后的自我监控——网络学习成绩自我估计偏差有影响,认知风格则不会。——从学习者认知特点与学习任务特点的角度探查了网络学习自我监控的影响因素。
本研究还尝试探查定时提醒对网络学习自我监控的影响。结果发现有定时提醒的被试与无提醒的被试在网络学习自我监控上无显著差异。
本研究的主要创新之处在于:提出了网络学习自我监控的心理结构;编制了高质量的网络学习自我监控评估量表;探讨了大学生网络学习自我监控的现状和归因特点;探查了影响网络学习自我监控的因素。这些研究结论不仅能为研究者们进一步探索网络学习规律提供启发,也能为网络学习程序在内容的优化、呈现方式的完善、学习过程的控制等方面提供实证依据。未来研究可从以下几方面进一步拓展:结合项目反应理论和概化理论的技术编制量表;确定量表参照分数的设定方法;进一步探究网络学习自我监控的神经心理机制。
Online learning self-monitoring is the monitoring of learners’self-learning behavior and mental activities in the online learning environment. According to the development of information network technology, online learning becomes a main supplementary way of traditional learning which has a high requirement of self-direction, self-control and autonomy due to its specificity. So the self-monitoring in online learning has drawn increasing attention. The subjects of this research are the undergraduates who are the most concentrated community in the internet use. Based on the construction of the theory of online learning self-monitoring and exploring the psychological structure of it, this dissertation tried to develop a high-quality scale of online learning self-monitoring------the online learning self-monitoring scale of undergraduates (OLSMSU), then made an experimental research about the status of online learning self-monitoring by using OLSMSU, and tried to find the influencing factors of online learning self-monitoring failure. After that, this dissertation also discussed the influence of achievement motivation and informed of test, task urgency and the recognition of task importance, cognitive style and representational mode of information into online learning self-monitoring by making three online learning experiments.
In this study, after checking with the missing values, the mean standard deviation, the skewness coefficient and kurtosis coefficient, the relevant index of the total examination questions, the OLSMSU was developed on the basis of EFA and CFA. The results showed that the OLSMSU included 40 items, which consisted of four dimensions named cognition self-monitoring, will self-monitoring, strategy self-monitoring and emotion self-monitoring. The reliabilities and validities showed that the OLSMSU could be used as an effective tool to assess the online learning self-monitoring of undergraduates.
The results of testing to 731 undergraduates by using the OLSMSU showed that undergraduates’online learning self-monitoring was on the middle level and could be improved, especially in the emotion self-monitoring, in which boys had higher marks than girls and sophomores got the highest marks among all grades. The results also showed that the attribution of undergraduates’online learning self-monitoring failure was influenced by the importance of learning tasks and task setters. In addition, it was found that these two factors had interactive effects on the attribution to online learning self-monitoring.
In order to make sure of the nature and influencing factors of online learning self-monitoring, a real online learning situation was designed which included online learning platforms and self-devised learning materials. There are three experiments of between-subject design in this dissertation: the independent variables are achievement motivation and informed of test, task urgency and recognition of task importance, cognitive style and representational mode of information, etc; the dependent variables are trek time of undergraduates when learning and estimation bias of testing scores after learning.
In experiment 1, when we explored the influence of achievement motivation and informed of test on the online learning self-monitoring, the interactive effects were found in the influence of achievement motivation and informed of test on online learning self-monitoring. Telling whether there was a test after learning could effectively prevent the online learning trek time of undergraduates with low achievement motivation, and could increase the self-estimate accuracy of those undergraduates with high achievement motivation.——This experiment explored the influencing factors of online learning self-monitoring from the perspective of the learners’emotion.
Experiment 2 payed attention to how the task urgency and the recognition of the importance of tasks influence self-monitoring. It was found that both the task urgency and the recognition of task importance had effects on the trek time and the estimation bias. And these two independent variables had the interactive effects on online learning self-monitoring.——This experiment probed into the factors of online learning self-monitoring from the perspective of the task characteristics.
The 3rd experiment respectively explored how representational modes of information and the different cognitive styles of learners influence online learning self-monitoring. The results indicated that the two independent variables had interactive effects on trek time, and different representational modes of information influenced the estimation bias of testing scores, while cognitive styles did not.——This experiment probed into the factors of online learning self-monitoring from perspective of both cognitive styles and task characteristics.
In this research, how scheme alerts influence online learning self-monitoring was studied. And the results showed that the online learning self-monitoring didn’t reach the significant level.
The main innovations of this dissertation were as follows: it proposed the psychological structure of undergraduates’online learning self-monitoring; developed a high-quality online learning self-monitoring assessment tool; discussed the present situation of college students’online learning self-monitoring and attribution to self-monitoring failure; explored the factors affecting on online learning self-monitoring. The conclusions of these studies not only provided inspiration to the researchers on online learning rules, but also provided empirical evidence on content optimization, improving the presentation method and controlling the learning process. Future research should pay more attention to the followings: use IRT and GT techniques when developing scales; try to find the method of setting reference scores; explore the neural mechanism of self-monitoring.
引文
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