• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Underrepresented engineering college student academic achievement through self-regulated learning behaviors.
【24h】

Underrepresented engineering college student academic achievement through self-regulated learning behaviors.

机译：通过自我调节的学习行为，代表性不足的工科学生的学术成就。

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 investigation examined if high- and low-achieving minority engineering college students used self-regulated learning strategies while studying science, engineering, and mathematics. Thirty students interviewed and responded to learning contexts related to these subjects. The research design was modeled after Zimmerman's and Martinez-Pons' 1986 structured interview format. High achievers reported use of more self-regulated learning strategies than low achievers when taking chemistry tests, writing chemistry lab procedures, completing mathematics homework, and taking calculus tests. This study suggests that engineering students use self-regulated learning strategies and that high achievers use more learning strategies than low achievers.; The analysis revealed that learning contexts were the most important feature in differentiating group membership for high and low achievers. Group membership was determined by classifying students across all contexts by strategies used. Nine strategies were used in four contexts. The strategies were: goal setting and planning, seeking the professor's assistance, seeking TA assistance, seeking information, keeping records and monitoring, seeking peer assistance, reviewing notes, reviewing texts and reviewing tests.; Of the 653 strategies used overall, high achievers used 429 (66%) and low achievers used 224 (34%). Of the nine strategies used, seeking assistance, utilizing notes, and reviewing text were the most frequent approaches used for high achievers. These findings were similar to those noted by Zimmerman in his work with high school students, where he determined that help-seeking from others was determined to be important to academic performance. It also should be noted that the interview protocol adapted from Zimmerman's study is a reliable instrument to gather evidence on engineering students' academic achievement.
机译：这项调查研究了在学习科学，工程和数学的过程中，高成就和低成就的少数民族工程专业学生是否使用了自我调节的学习策略。 30名学生进行了访谈，并对与这些主题相关的学习环境做出了回应。该研究设计以Zimmerman和Martinez-Pons的1986年结构化访谈格式为模型。与低成就者相比，高成就者在参加化学测试，编写化学实验室程序，完成数学作业和参加微积分测试时使用的自我调节学习策略要多于低成就者。这项研究表明，工程专业的学生使用自我调节的学习策略，高成就者比低成就者使用更多的学习策略。分析表明，学习背景是区分高成就者和低成就者的最重要特征。小组成员资格是根据所使用的策略对所有背景下的学生进行分类而确定的。在四种情况下使用了九种策略。这些战略是：目标制定和计划，寻求教授的帮助，寻求助教的帮助，寻求信息，保留记录和监控，寻求同伴的帮助，复习笔记，复习课文和复习考试。在总共使用的653种策略中，高成就者使用429（66％），低成就者使用224（34％）。在使用的九种策略中，寻求帮助，利用笔记和复习文本是成就卓越的人最常用的方法。这些发现与齐默尔曼（Zimmerman）在与高中生的工作中提到的发现相似，他认为向他人寻求帮助对学习成绩很重要。还应该注意的是，根据齐默尔曼（Zimmerman）的研究改编的访谈协议是一种可靠的工具，可以收集有关工科学生学习成绩的证据。

著录项

  • 作者

    Hayman, Denise R.;

  • 作者单位

    University of Illinois at Chicago.;

  • 授予单位 University of Illinois at Chicago.;
  • 学科 Education Educational Psychology.; Engineering General.; Education Higher.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 127 p.
  • 总页数 127
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育心理学;工程基础科学;高等教育;
  • 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