学习日记中的短期和长期提示对策略使用、自我效能感和学习成果的影响

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Nadja M. Gentner, Lisa Respondek, Tina Seufert
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引用次数: 0

摘要

研究表明,在学习日记中,提示能有效提高自我调节的学习过程。由于有关长期提示效果的研究较少,本研究探讨了在学习日记中长期和短期提示认知和元认知自我调节策略对学习者策略使用、自我效能感和学习效果的影响。因此,74 名大学生在八周内每周写一篇学习日记,作为后续课程作业。所有学生的学习日志都包含短期提示,半数学生的学习日志包含长期提示。自我效能通过自我报告进行评估,而策略的使用则通过自我报告和学习日志中的定性数据进行测量。学习成果通过课程考试进行评估。短期提示增加了自我报告的认知和元认知策略的使用,以及认知策略使用的数量。然而,这并不影响预测学习结果的自我效能感。无论提示是否继续,自我报告的认知和元认知策略使用情况以及自我效能感都有所下降。定性数据表明,无论在什么条件下,学习者使用认知策略的数量都保持稳定。结果表明,短期提示能激活认知和元认知策略的使用。学习日记中的长期提示对策略使用、自我效能感和成绩没有影响。未来的研究应调查长期提示的可能增强因素,如反馈、适应性提示或额外支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Effects of short- and long-term prompting in learning journals on strategy use, self-efficacy, and learning outcomes

Effects of short- and long-term prompting in learning journals on strategy use, self-efficacy, and learning outcomes

In learning journals, prompts were shown to increase self-regulated learning processes effectively. As studies on effects of long-term prompting are sparse, this study investigates the effects of prompting cognitive and metacognitive self-regulation strategies short-term and long-term in learning journals on learners’ strategy use, self-efficacy, and learning outcome. Therefore, 74 university students kept a weekly learning journal as follow-up course work over a period of eight weeks. All students’ learning journals included prompts for a short-term period, half of the students were prompted long-term. While self-efficacy was assessed via self-reports, strategy use was measured with self-reports and qualitative data from the learning journals. Learning outcomes were assessed via course exams. Short-term prompting increased self-reported cognitive and metacognitive strategy use, and the quantity of cognitive strategy use. Yet, it did not affect self-efficacy, which predicted the learning outcome. Irrespective whether prompting continued or not, self-reported cognitive and metacognitive strategy use, and self-efficacy decreased. Qualitative data indicate that the quantity of learners’ cognitive strategy use kept stable irrespective of the condition. The results indicate that short-term prompting activates cognitive and metacognitive strategy use. Long-term prompting in learning journals had no effect on strategy use, self-efficacy, and performance. Future research should investigate possible enhancers of long-term prompting like feedback, adaptive prompts or additional support.

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来源期刊
CiteScore
4.80
自引率
4.00%
发文量
35
期刊介绍: Instructional Science, An International Journal of the Learning Sciences, promotes a deeper understanding of the nature, theory, and practice of learning and of environments in which learning occurs. The journal’s conception of learning, as well as of instruction, is broad, recognizing that there are many ways to stimulate and support learning. The journal encourages submission of research papers, covering a variety of perspectives from the learning sciences and learning, by people of all ages, in all areas of the curriculum, in technologically rich or lean environments, and in informal and formal learning contexts. Emphasizing reports of original empirical research, the journal provides space for full and detailed reporting of major studies. Regardless of the topic, papers published in the journal all make an explicit contribution to the science of learning and instruction by drawing out the implications for the design and implementation of learning environments. We particularly encourage the submission of papers that highlight the interaction between learning processes and learning environments, focus on meaningful learning, and recognize the role of context. Papers are characterized by methodological variety that ranges, for example, from experimental studies in laboratory settings, to qualitative studies, to design-based research in authentic learning settings.  The Editors will occasionally invite experts to write a review article on an important topic in the field.  When review articles are considered for publication, they must deal with central issues in the domain of learning and learning environments. The journal accepts replication studies. Such a study should replicate an important and seminal finding in the field, from a study which was originally conducted by a different research group. Most years, Instructional Science publishes a guest-edited thematic special issue on a topic central to the journal''s scope. Proposals for special issues can be sent to the Editor-in-Chief. Proposals will be discussed in Spring and Fall of each year, and the proposers will be notified afterwards.  To be considered for the Spring and Fall discussion, proposals should be sent to the Editor-in-Chief by March 1 and October 1, respectively.  Please note that articles that are submitted for a special issue will follow the same review process as regular articles.
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