学生自主学习策略与科学成就——探究学习者情感技能的调节作用

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cambridge Journal of Education Pub Date : 2023-02-23 DOI:10.1080/0305764X.2023.2175787

Cheyeon Ha

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引用次数: 1

摘要

摘要本研究旨在探讨自我调节学习策略与科学成就之间的关系，并通过调节学生的情绪技能来强调校本社会情绪学习(SEL)的重要性。在以往的研究中，SEL学者注重解释学龄儿童社会、情感和认知发展之间的复杂关系。基于SEL框架，本研究以79名韩国六年级学生为研究对象，探讨了情绪技能对学生自主学习策略和科学成就的调节作用。学生的情绪调节是SRL和科学成绩各子因子的显著调节因子。值得注意的是，SRL策略中的动机信念与更高的科学成就有关。这些发现支持了SEL方法的观点，即社会和情感变量与学生的科学成就有关，这就要求考虑这些情感技能如何帮助学生成为更好的学习者。

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Students’ self-regulated learning strategies and science achievement: exploring the moderating effect of learners’ emotional skills

ABSTRACT This study aims to underline the importance of school-based social-emotional learning (SEL) by exploring the relationship between self-regulated learning (SRL) strategies and science achievement with a moderator of students’ emotional skills. In previous studies, SEL scholars have paid attention to explaining the complicated relationships among the social, emotional, and cognitive development of school-aged children. Based on the SEL framework, this study investigated the moderating effect of emotional skills on students’ SRL strategies and science achievement with 79 sixth-grade students in South Korea. Students’ emotional regulation was a significant moderator of all the subfactors in SRL and science performance. Notably, motivational beliefs in SRL strategies are linked to higher science achievement. The findings support the idea of a SEL approach that posits that social and emotional variables are related to students’ science achievement, which invites the consideration of how these emotional skills can assist students to become better prepared learners.

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来源期刊

Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

4.30%

发文量

期刊介绍： Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.