5,616 research outputs found

    Self regulated learning: a review of literature

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    A Study of the Relationship between Learning Belief and English Achievement of Chinese English Major College Students

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    It is generally accepted that learning belief has great effect on learning, however, few studies examine the extent to which learning belief affects related achievement. This paper mainly discusses the study of relationship between learning belief and English achievement of Chinese English major students in College. Through the data analysis of Horwitz’s BALLI and TEM4 scores, we tested on 100 English major students in college, which was focused on the correlation between learning belief and learning achievements. Based on this, a further study was made on influencing factors such as student’s personality, learning motivation, aptitude, teachers and learning participators on students’ English learning belief and achievements. The results show that the relation between learning belief has a general positive effect on learning achievement, but not determinative; personality plays important role in learning belief; aptitude and hard work are able to produce high scores; good achievement students are driven by both integrative and instrumental motivation, teachers and the classmates have mutual influence on learning achievement. The study is very important as it provides implications for college English language teaching and further help to improve students’ English proficiency. Keywords: English majors, learning beliefs, English achievements, TEM

    Volition completes the puzzle: Development and evaluation of an integrative trait model of self-regulated learning

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    Most self-regulated learning theories are imbedded within a social-cognitive framework and comprise cognitive, metacognitive and motivational components. Nevertheless, these theories partly neglect volition, which is necessary for implementing learning intentions. Therefore, the present study is frontline as it aimed to integrate volition within a comprehensive trait model of self-regulated learning (SRL) while proposing a new conception of trait volition for learning. A sample of n = 377 college students (70.1% female, MAge = 23.36, SDAge = 4.12) filled out questionnaires concerning volitional, cognitive, metacognitive, and motivational belief aspects of SRL. The results of confirmatory factor analysis speak in favour of integrating the highly interrelated constructs of procrastination, future time perspective, and academic delay of gratification in order to depict volition for SRL. Moreover, the structural equation modelling results favour a twofold motivational component for SRL that comprises both motivational beliefs and volition instead of including volition as a separate component aside from cognitive, metacognitive and motivational belief components. Additionally, the comprehensive trait model of SRL is related to GPA, which is a first indication of its validity. Therefore, the study empirically investigates a new conception of trait volition for learning environments as well as its integration within a comprehensive SRL framework. Future research should consider the importance of volitional components for SRL and could investigate individual differences concerning the modelled components

    The effect of an intervention to improve newly qualified teachers’ interpersonal style, students motivation and psychological need satisfaction in sport-based physical education

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    Recent developments in self-determination theory research in the educational setting (e.g., Reeve, Deci, & Ryan, 2004), suggest that teachers’ interpersonal style should be considered as consisting of three dimensions: autonomy-support, structure and interpersonal involvement. Based on this theoretical proposition, the purpose of the present study was to test the effects of a training program for three physical education newly qualified teachers on the aforementioned teachers’ overt behaviors and students’ psychological needs satisfaction, self-determined motivation and engagement in sport-based physical education. After a baseline period of four lessons, the teachers attended an informational session on adaptive student motivation and how to support it. The training program also included individualized guidance during the last four lessons of the cycle. Results revealed that from pre- to post-intervention: (1) teachers managed to improve their teaching style in terms of all three dimensions, and (2) students were receptive to these changes, as shown by increases in their reported need satisfaction, self-determined motivation and engagement in the class

    Conceptualizing College-Going Volition: Investigating Relationships with Barriers and Self-Efficacy in Rural Appalachia

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    High school students in rural Appalachia typically face a high degree of obstacles to college going and, because a large number of adults in this region have no postsecondary education, many high school students are prospective first-generation college students (PFGCSs). Using the tenets of social cognitive career theory (SCCT) and psychology of working, I investigated college-going volition among a sample of 453 high school students in rural Appalachia. As predicted, PFGCSs reported significantly lower college-going volition than non-PFGCSs. I also investigated this construct in relation to other key SCCT variables. College-going volition was moderately negatively correlated with perceived educational barriers and it provided unique prediction of college-going self-efficacy when controlling for barriers. Contrary to my hypothesis, these two predictors did not interact in the prediction of college-going self-efficacy. Implications for an inclusive understanding of college-going are discussed

    Mindsets, Attitudes, and Achievement in Undergraduate Statistics Courses

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    The purpose of this study was to determine the effects of theories of intelligence and an intervention of incremental mindset training on students’ attitudes toward statistics and their mastery of content in an introductory statistics college course. The sample was 547 undergraduate students at a small, faith-based, liberal arts college in the Midwest. A pretest-posttest design was used for the three instruments implemented. The Comprehensive Assessment of Outcomes in a first Statistics course (CAOS) assessed students’ statistical literacy. The Student Attitudes Towards Statistics – 36© (SATS©) assessed six components of students’ attitudes toward statistics including affect, cognitive competence, difficulty, effort, interest, and value. The Theories of Math Intelligence Scale – Self Form (TMIS) assessed students’ mindsets toward mathematics. Students in the treatment group received four brief incremental mindset training sessions throughout the semester. The initial mindset categorization had no significant effect on the difference in mean SATS© or CAOS gain (p \u3c .05); the power to detect a difference was limited due to a low response rate. Students in the treatment group decreased at a rate greater than students in the control for the component of effort on the posttest SATS© assessment when the pretest was controlled for, F(1, 138) = 14.778, MSE = 10.954, p \u3c .001. The remaining components produced no significant differences between groups (p \u3c .05). Students in the control group also improved more on their mastery of statistics as assessed by the posttest CAOS when the pretest CAOS was controlled for, F(1, 297) = 6.796, MSE = .100, p = .010. Analysis revealed that females gained more than males in the treatment group on the SATS© component of value, ÎŒDiff = 0.829, t(28)= 3.123, p = .004. The remaining components of the SATS© assessment did not produce statistically significant results (p \u3c .05). Recommendations for practice include creating classrooms that support growth mindsets and the design of mindset training. Recommendations for research include replication of the current research in statistics and other mathematics courses. A final recommendation calls for an examination of the differences by gender on the SATS© assessment

    BS Mathematics Student’s Personal Beliefs in Engaging in and Learning Mathematics

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    Belief-change among students in mathematics learning is an elemental source of concern in the field of mathematics education. In the Philippines, BS Mathematics is one of the programs less chosen by many students. In spite of the efforts of the schools to market the program, it remains in the last options for those who are planning to take mathematics in the tertiary level. This study, through a qualitative research, explores the beliefs and feelings of BS Mathematics students of De La Salle Lipa about engaging in and learning Mathematics. It presents the change in beliefs of the students particularly those who did not intend to enroll in the said program. The views and feelings expressed by the subjects during a face-to-face interview reflect the kind of experience they have in school. The findings of the study indicate that (negative) beliefs of the students about pursuing mathematics as a program and learning the subject can change with the sound support of the school to provide an encouraging and learning environment. Such can eventually promote positive reception and achievement in the subject among the students

    An Examination of Students\u27 Beliefs About Intelligence and Self-Talk Patterns

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    The relationship between students’ beliefs about intelligence and the type of self-talk used was examined among two students with learning disabilities who were identified as having a helplessness profile. Both students viewed intelligence as a static entity and demonstrated a lack of will to learn. Additionally, these students practiced the most negative type of self-talk about their ability when undertaking difficult learning tasks. The students were taught about theories of intelligence and the effects of negative self-talk on their classroom behavior. The results indicated that teaching students about the incremental view of intelligence and the self-talk model may enhance their will to try new strategies. Moreover, these students found learning about theories of intelligence and self-talk as valuable knowledge. These students questioned why no one ever taught them how to use positive self-talk when thinking about their intelligence and learning
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