开发一个规模来探索自我监管的方法,以评估和反与高等教育的学者
Carol Evans1, William Kay2, Sheila Amici-Dargan3
1Cardiff University, Cardiff, United Kingdom.
Frontiers in psychology
|April 10, 2024
概括
弥合自我监管评估和反 (SRAF) 培训对学术界的差距至关重要. 开发有效的SRAF策略支持学生.
科学领域:
- 高等教育教学的教学.
- 教育心理学教育心理学
- 学术专业发展学术专业发展
背景情况:
- 学生需要先进的自我调节技能才能获得高等教育的成功.
- 学术界需要加强支持,以促进学生的自我监管.
- 在自我监管评估和反 (SRAF) 实践的知识和学术培训之间存在差距.
研究的目的:
- 探索学者对SRAF的理解和培训需求.
- 在SRAF中开发和验证一个衡量学者支持需求的比例表.
- 弥合SRAF研究和学术专业发展之间的差距.
主要方法:
- 使用SRAF工具与学者评估他们的需求和理解.
- 开发了一个SRAF比例表来衡量支持需求.
- 使用探索性因子分析 (EFA) 来测试尺度的可靠性和有效性.
主要成果:
- 一个代的EFA产生了17项支持所需的SRAF尺度 (SR).
- 两个关键因素出现了:"为SRAF创造条件"和"支持学生的SRAF技能发展".
- 该尺度证明了在培养学生自我调节方面,专业发展的可靠性.
结论:
- 支持学者开发元认知和动机战略对于学生的成功至关重要.
- 专业发展必须考虑影响SRAF实施的个人和上下文因素.
- SRAF工具可以帮助将理论转化为实践,以实现持续的学术专业发展.
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