{"title":"高等教育中有益学习的预测目标导向的方法","authors":"Alex Forsythe, M. Jellicoe","doi":"10.1080/23752696.2018.1435298","DOIUrl":null,"url":null,"abstract":"Abstract We present data that may not only provide direction to those who are interested in developing a measure of learning gain, but also provide a route for those wishing to directly enhance student performance through gainful learning. Richardson found that student performance showed moderate correlations with only three self-regulatory variables academic self-efficacy, grade goal and effort regulation. We examine how student self-regulatory behaviours and predict these predict feedback engagement and behavioural change. Data provide converging evidence suggesting that mastery approach goal orientations, challenging interventions from feedback, and motivational intentions are essential personal constructs linked to behavioural change. These tentative findings support the suggestion that measures of gainful learning could be operationalised as ‘self-reported behaviours that suggest the productive acquisition of beneficial skills, knowledge and attitudes through study and experience’. Evidence is also offered indicating that more research is necessary to understand the measurement of mindset.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2018.1435298","citationCount":"12","resultStr":"{\"title\":\"Predicting gainful learning in Higher Education; a goal-orientation approach\",\"authors\":\"Alex Forsythe, M. Jellicoe\",\"doi\":\"10.1080/23752696.2018.1435298\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract We present data that may not only provide direction to those who are interested in developing a measure of learning gain, but also provide a route for those wishing to directly enhance student performance through gainful learning. Richardson found that student performance showed moderate correlations with only three self-regulatory variables academic self-efficacy, grade goal and effort regulation. We examine how student self-regulatory behaviours and predict these predict feedback engagement and behavioural change. Data provide converging evidence suggesting that mastery approach goal orientations, challenging interventions from feedback, and motivational intentions are essential personal constructs linked to behavioural change. These tentative findings support the suggestion that measures of gainful learning could be operationalised as ‘self-reported behaviours that suggest the productive acquisition of beneficial skills, knowledge and attitudes through study and experience’. Evidence is also offered indicating that more research is necessary to understand the measurement of mindset.\",\"PeriodicalId\":43390,\"journal\":{\"name\":\"Higher Education Pedagogies\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2018-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/23752696.2018.1435298\",\"citationCount\":\"12\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Higher Education Pedagogies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/23752696.2018.1435298\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Higher Education Pedagogies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/23752696.2018.1435298","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
Predicting gainful learning in Higher Education; a goal-orientation approach
Abstract We present data that may not only provide direction to those who are interested in developing a measure of learning gain, but also provide a route for those wishing to directly enhance student performance through gainful learning. Richardson found that student performance showed moderate correlations with only three self-regulatory variables academic self-efficacy, grade goal and effort regulation. We examine how student self-regulatory behaviours and predict these predict feedback engagement and behavioural change. Data provide converging evidence suggesting that mastery approach goal orientations, challenging interventions from feedback, and motivational intentions are essential personal constructs linked to behavioural change. These tentative findings support the suggestion that measures of gainful learning could be operationalised as ‘self-reported behaviours that suggest the productive acquisition of beneficial skills, knowledge and attitudes through study and experience’. Evidence is also offered indicating that more research is necessary to understand the measurement of mindset.
期刊介绍:
The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.