高等教育中有益学习的预测目标导向的方法

IF 2.5 Q1 Social Sciences
Alex Forsythe, M. Jellicoe
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引用次数: 12

摘要

我们提供的数据可能不仅为那些有兴趣开发学习收益衡量的人提供了方向,而且为那些希望通过有收益的学习直接提高学生表现的人提供了一条途径。理查森发现,学生成绩与学业自我效能感、成绩目标和努力调节三个自我调节变量之间存在适度的相关性。我们研究了学生的自我调节行为和预测这些行为如何预测反馈参与和行为改变。数据提供了越来越多的证据,表明掌握方法、目标导向、来自反馈的挑战性干预和动机意图是与行为改变相关的基本个人构念。这些初步的发现支持了这样一种建议,即有酬学习的衡量标准可以被操作化为“自我报告的行为,表明通过学习和经验有效地获得有益的技能、知识和态度”。也有证据表明,需要更多的研究来理解心态的测量。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
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.
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