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首页> 外文学位 >Reflective intentionality: The development of a model of purposeful self-regulation.
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Reflective intentionality: The development of a model of purposeful self-regulation.

机译：反思性的意向性：一种有目的的自我调节模型的发展。

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摘要

The purpose of this study was to explore the self-oriented aspects of the learning process. In addressing the question of "self" in the learning process and more specifically the role of motivation in learning, this study built on the evolving field of research on self-regulated learning.;Many current models of self-regulation explicitly or implicitly infer self-regulation solely from observable behaviors that a student supposedly implements to move toward high levels of academic achievement (e.g., seeking information, keeping records (Zimmerman, 1989)). This view of self-regulation overlooks the importance of students' reflective awareness of their antecedent attitudes, judgments, and beliefs about what they want or believe they are capable of accomplishing academically.;In this dissertation, a model of self-regulation is proposed that suggests that reflective intentionality is fundamental to purposeful academic behavior. This means that higher levels of reflective awareness of one's volitional judgments (e.g., task interest, self-efficacy) promote the development and implementation of task-related goals and actions consistent with one's volitional judgments. Lack of awareness of one's volitional judgments leads, it is proposed, to inconsistency between one's personal intentions and one's task-related goals and actions.;Three hypotheses were tested in this study. In general, it was hypothesized that subjects who were more reflectively aware of their motivational status would: (1) demonstrate greater consistency among their intentions, goals, and actions on the task; (2) be less vulnerable to the debilitating effects of the false feedback; and (3) persevere and perform better on the task than unreflective subjects.;Undergraduate subjects (N = 269) completed two experimental sessions separated by two weeks. The experimental task was a decision-making task carried out on a personal computer. During Session Two of the study, half of the subjects received false feedback information from motivational questionnaires they completed in Session One. Subjects responded in writing to feedback information, set goals for effort and performance on the experimental task, completed the task, and completed post-task questionnaires on motivation and metacognition.;The hypotheses were analyzed using a repeated-measures MANOVA and ANOVA procedures. All three hypotheses were supported. Major findings, limitations of the study, and future research directions are discussed.
机译：这项研究的目的是探索学习过程的自我导向方面。在解决学习过程中的“自我”问题，更具体地说是动机在学习中的作用时，本研究建立在自我调节学习研究的不断发展的领域之上。许多当前的自我调节模型显式或隐式地推断出自我-仅根据学生为实现高水平学业成绩而应采取的可观察到的行为进行调节（例如，寻求信息，保存记录（Zimmerman，1989））。这种自我调节的观点忽视了学生反思自己的前瞻性态度，判断力和对自己想要或相信自己能够在学业上取得成就的信念的重要性。本论文提出了一种自我调节模型，这表明反思的意向性是有目的的学术行为的基础。这意味着对一个人的自愿性判决（例如任务兴趣，自我效能感）的更高层次的反思意识会促进制定和执行与一个人的自愿性判决一致的与任务相关的目标和行动。建议缺乏对自己的意志判断的意识，这导致一个人的个人意图与与任务相关的目标和行动之间的矛盾。；本研究检验了三个假设。一般而言，有假设认为，对自己的动机状态有更多反思的受试者会：（1）在任务的意图，目标和行动之间表现出更大的一致性； （2）不易受到错误反馈的破坏作用的影响； （3）坚持不懈，比不反省的科目表现​​更好。本科（N = 269）完成了两个实验课，间隔了两个星期。实验任务是在个人计算机上执行的决策任务。在研究的第二阶段中，一半的受试者从在第一阶段完成的动机调查问卷中获得了错误的反馈信息。受试者以书面回应反馈信息，设定实验任务的努力目标和绩效目标，完成任务以及完成动机和元认知的任务后问卷。;使用重复测量MANOVA和ANOVA程序分析了假设。这三个假设都得到了支持。讨论了主要发现，研究局限性和未来的研究方向。

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  • 作者

    Ridley, Dale Scott.;

  • 作者单位

    The University of Texas at Austin.;

  • 授予单位 The University of Texas at Austin.;
  • 学科 Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 1990
  • 页码 286 p.
  • 总页数 286
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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