自我调节教学对有学习障碍或有学习障碍风险学生动机结果影响的综合研究

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Cameron M. Butler, Susan De La Paz
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引用次数: 3

摘要

在这一综合研究中,我们检查并评估了自我调节教学成分对有学习障碍或有学习障碍风险的学生在阅读、写作或数学干预研究中的动机的影响。目标设定、完成任务的自我监控、情绪的自我监控、完成任务的自我对话、情绪的自我对话、进度监控的自我对话等要素被确定为相关构念,并被进一步检验以确定它们对学生学习动机和学业功能的影响。结果表明,在这些自我调节的教学组件跨学术领域的应用主要差异。定量分析还显示,自我调节教学成分的干预对自我效能感、自尊、归因、任务价值、影响、成功期望和内在动机等动机测量产生积极影响。最后,我们的研究结果对学习困难的学习者具有实际意义,因为目标设定和自我对话,任务完成或进度监控,似乎特别有可能提高学习困难的学习者在动机方面表现出积极收益的可能性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Synthesis on the Impact of Self-Regulated Instruction on Motivation Outcomes for Students with or at Risk for Learning Disabilities

In this synthesis, we examined and assessed the impact of self-regulated instructional components on the motivation of students with or at risk for learning disabilities (LD) in reading, writing, or mathematics intervention studies. Elements such as goal setting, self-monitoring for task completion, self-monitoring for emotions, self-talk for task completion, self-talk for emotions, and self-talk for progress monitoring were identified as relevant constructs, and were further examined to determine their effect on students’ motivation for learning and academic functioning. Results indicated major differences in the application of these self-regulated instructional components across academic domains. Quantitative analyses also revealed that interventions with self-regulated instructional components resulted in positive effects on motivation measures such as self-efficacy, self-esteem, attributions, value for task, affect, expectancy for success, and intrinsic motivation. Finally, our findings have practical implications for struggling learners, as goal setting and self-talk, for task completion or for progress monitoring, seem especially likely to improve the likelihood that struggling learners will demonstrate positive gains in motivation.

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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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