不同自我效能的学生在协作设计活动中如何调节学习? 一种认识论网络分析方法
Peng Chen1, Dong Yang2, Jari Lavonen3
1College of Education, Capital Normal University, Beijing, China.
Frontiers in psychology
|August 12, 2024
概括
学生的高自我效能提高了自我调节学习 (SRL) 和学业表现. 培养高自我效能是提高学生学习能力和终身成功的关键.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
背景情况:
- 学生的自我调节技能和自我效能对于学业成功和终身学习至关重要.
- 了解这些技能的发展对于教育干预至关重要.
研究的目的:
- 探索大学生自我调节学习 (SRL) 的特征和发展轨迹.
- 在一个协作设计课程中,研究自我效率水平和SRL开发之间的关系.
主要方法:
- 在一个协作设计课程中,60名大学生被分为高,混合和低自我效能组.
- 认识网络分析 (ENA) 用于分析学生对自我调节的学习过程的书面反思.
主要成果:
- 高自我效能组在表现和自我反思阶段表现出更多的SRL行为特征.
- 这个小组表现出较早的任务兴趣和价值认知发展,利用更多的认知和超认知策略.
- 一个独特的"预期-行为-反思"循环在高自我效能组的自我调节过程中具有特征.
结论:
- 培养高自我效率对于提高学生的自我调节学习能力至关重要.
- 这些发现为改善SRL的策略提供了洞察力,并为教育心理学的未来研究方向提供了信息.
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