• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Predicting homework completion and academic achievement: The role of motivational beliefs and self-regulatory processes.
【24h】

Predicting homework completion and academic achievement: The role of motivational beliefs and self-regulatory processes.

机译：预测家庭作业的完成和学业成就：动机信念和自我调节过程的作用。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This study sought to examine the roles of motivational beliefs and self-regulatory processes on predicting homework completion and academic achievement among college students enrolled in an urban technological college. This investigation was conceptualized under the umbrella of Zimmerman's (2000) cyclical model of self-regulation. Specifically, the aim of the present study was to find answers to the following questions: (a) Are self-regulatory processes associated with the quality of students' homework completion? (b) Is a willingness to delay gratification important in students' homework completion? (c) What are the motivational sources of students' use of self-regulated learning strategies, delay of gratification, and homework completion? To answer these questions, participants responded to a questionnaire and maintained homework logs. A path analysis was conducted to test a self-regulated model of homework completion.; As it was hypothesized, highly self-efficacious students engaged in academic tasks for the sake of learning and mastering homework assignments. Students who reported completing their homework assignments indicated that they (a) used diverse and effective self-regulatory learning strategies, (b) were willing to delay gratification for the sake of long-term academic goals, (c) were more motivated as indicated by their high self-efficacy, outcome expectancy, and intrinsic interest, and (d) obtained higher grades than students who did not successfully complete their homework assignments. These results provide support for Zimmerman's cyclical view of the role of self-regulatory processes in college students' homework practices and engagement. More specifically, these results indicate that high self-regulated learners with high self-efficacy beliefs and intrinsic interest in the course adopted a proactive approach to complete their homework.
机译：这项研究试图检验动机信念和自我调节过程在预测城市技术学院大学生的家庭作业完成和学习成绩方面的作用。这项研究是在齐默尔曼（Zimmerman，2000）的自我调节周期性模型的框架下进行概念化的。具体而言，本研究的目的是寻找以下问题的答案：（a）自我调节过程是否与学生的家庭作业完成质量相关？ （b）延迟满足的意愿对学生完成家庭作业是否重要？ （c）学生使用自我调节学习策略，延迟满足和完成家庭作业的动机是什么？为了回答这些问题，参与者回答了调查表并保留了作业日志。进行了路径分析，以测试家庭作业完成的自我调节模型。正如所假设的那样，具有高度自我效能感的学生为了学习和掌握家庭作业而从事学术任务。报告完成其作业的学生表明，他们（a）使用了多种有效的自我调节学习策略，（b）为了长期的学习目标愿意延迟满足感，（c）他们的高自我效能感，预期成果和内在兴趣，并且（d）与未成功完成家庭作业的学生相比，获得了更高的成绩。这些结果为齐默尔曼关于自我调节过程在大学生家庭作业实践和参与中的作用的周期性观点提供了支持。更具体地说，这些结果表明，具有高度自我效能感和对课程固有兴趣的高自我调节学习者采取了积极主动的方法来完成作业。

著录项

  • 作者

    Bembenutty, Hefer.;

  • 作者单位

    City University of New York.;

  • 授予单位 City University of New York.;
  • 学科 Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 114 p.
  • 总页数 114
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育心理学;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号