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A microanalytic study of self-regulated learning processes of expert, non-expert, and at-risk science students.

机译：对专家，非专家和处于危险中的理科学生的自我调节学习过程的微观分析研究。

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摘要

The present investigation sought to examine differences in the self-regulated learning processes and beliefs of students who vary in their level of expertise in science and to investigate if there are gender differences. Participants were 51 ethnically diverse 11th grade students from three parochial high schools consisting of 34 females and 17 males. Students were grouped as either expert, non-expert, or at-risk based on the school's classification.;Students were provided with a short passage on tornados to read and study. The two achievement measures obtained were the Tornado Knowledge Test : ten short-answer questions and the Conceptual Model Test : a question which required the students to draw and describe the three sequential images of tornado development from the textual description of the three phases. A microanalytic methodology was used which consists of asking a series of questions aimed at assessing students' psychological behaviors, feelings, and thoughts in each of Zimmerman's three phases of self-regulation: forethought, performance, and reflection. These questions were asked of the students while they were engaged in learning. Two additional measures were obtained: the Rating Student Self-Regulated Learning Outcomes: A Teacher Scale (RSSRL) and the Self-Efficacy for Self-Regulated Learning (SELF).;Analysis of variance, chi square analysis, and post hoc test results showed significant expertise differences, large effect sizes, and positive linear trends on most measures. Regarding gender, there were significant differences on only two measures. Correlational analyses also revealed significant relations among the self-regulatory subprocesses across the three phases. The microanalytic measures were combined across the three phases and entered into a regression formula to predict the students' scores on the Tornado Knowledge Test. These self-regulatory processes explained 77% of the variance in the Tornado Knowledge Test, which was a significant and substantial effect.;Prior to this investigation, there have been no studies which have tested Zimmerman's three phase model on an academic task, such as science, within an expertise framework. Implications from the present study suggest that students varying in expertise level in science achievement also vary in self-regulatory behavior, and that gender is not a significant factor.
机译：本次调查旨在研究自我调节学习过程的差异以及在科学专业知识水平方面有所差异的学生的信念，并调查是否存在性别差异。参加者是来自三所中学的51名不同种族的11年级学生，其中包括34名女性和17名男性。根据学校的分类，将学生分为专家，非专家或有风险的学生。向学生提供关于龙卷风的简短阅读和学习信息。获得的两个成就度量是龙卷风知识测验：十个简短答案问题和概念模型测验：一个问题，要求学生从三个阶段的文字描述中画出并描述龙卷风发展的三个连续图像。使用了一种微观分析方法，该方法包括提出一系列问题，旨在评估学生在齐默尔曼自我调节的三个阶段的每个阶段的心理行为，感受和思想：预见，表现和反思。这些问题是在学生进行学习时向他们提出的。还获得了两个额外的衡量指标：对学生的自我调节学习成果进行评级：教师量表（RSSRL）和自我调节学习的自我效能感（SELF）。方差分析，卡方分析和事后检验结果表明大多数措施的专业知识差异巨大，影响大小较大且线性趋势呈正向。关于性别，只有两项措施存在显着差异。相关分析还揭示了跨三个阶段的自我调节子过程之间的显着关系。在三个阶段中将微观分析方法组合在一起，并输入回归公式以预测学生在龙卷风知识测验中的分数。这些自我调节过程解释了77％的龙卷风知识测验方差，这是一个重大而重大的影响。;在此调查之前，还没有研究在学术任务上测试齐默尔曼的三相模型，例如专业知识框架内的科学。本研究的结果表明，学生在科学成就方面的专业水平各不相同，其自我调节行为也各不相同，并且性别不是重要因素。

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  • 作者

    DiBenedetto, Maria K.;

  • 作者单位

    City University of New York.;

  • 授予单位 City University of New York.;
  • 学科 Education Educational Psychology.;Education Sciences.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 108 p.
  • 总页数 108
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育心理学;自然科学教育与普及;
  • 关键词

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