在寻求帮助以克服知识相关困难的过程中（元）认知学习策略的能力

IF 3.8 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Active Learning in Higher Education Pub Date : 2023-05-09 DOI:10.1177/14697874231168343

Christian Schlusche, Lenka Schnaubert, Daniel Bodemer

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引用次数: 0

摘要

个体学习策略唤起(元)认知过程，使有效的目标导向学习成为可能。同侪导向的学术求助可能提供新的信息，但相关的互动过程是具有挑战性的。在求助过程中运用学习策略可以提高学业成绩。利用社会资源的能力需要有条件地了解哪种策略最适合实现所追求的目标。本文提出了一种情景判断工具来评估这种能力，并提供了有关该工具子量表的经验数据。对38名大学生进行的第一项研究表明，组织和排练是最容易正确识别的。另一方面，细化、评价和论证更难区分。在另一项针对120名一学期学生的研究中，并没有发现能力对寻求帮助和学业成功之间联系的假设调节作用。能力程度与学生满意度呈显著正相关，与学业成绩无显著正相关。讨论了对研究和实践的启示。

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Competence in (meta-)cognitive learning strategies during help-seeking to overcome knowledge-related difficulties

Individual learning strategies evoke (meta-)cognitive processes that enable effective goal-directed learning. Peer-directed academic help-seeking may provide new information, but related interaction processes are challenging. Applying learning strategies during help-seeking may enhance academic success. Competence in using social resources requires conditional knowledge about which strategy fits best for achieving a pursued goal. In this paper, a Situational Judgment Instrument to assess this competence and empirical data regarding the instrument’s subscales are presented. A first study with 38 undergraduates showed that organization and rehearsal were the easiest to identify correctly. Elaboration, evaluation, and argumentation on the other hand were more difficult to distinguish. In a second study with 120 first-semester students a hypothesized moderating effect of the competence on the link between help-seeking and academic success was not found. However, competence degree showed to be positively associated with students’ satisfaction but not with academic achievement. Implications for research and practice are discussed.

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来源期刊

Active Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

13.20

自引率

12.00%

发文量

期刊介绍： Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education (HE) and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal is devoted to publishing accounts of research covering all aspects of learning and teaching concerning adults in higher education. Non-discipline specific and non-context/country specific in nature, it comprises accounts of research across all areas of the curriculum; accounts which are relevant to faculty and others involved in learning and teaching in all disciplines, in all countries.