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首页> 外文学位 >Academic Self-Efficacy as Mediator of Teacher- and Peer-Provided Feedback on Self-Regulated Learning in Doctoral Students.
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Academic Self-Efficacy as Mediator of Teacher- and Peer-Provided Feedback on Self-Regulated Learning in Doctoral Students.

机译：作为博士生自我调节学习的教师和同行提供的反馈的中介者，学术自我效能感。

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摘要

This study was designed to investigate the mediating role of students' academic self-efficacy for teacher- and peer-given feedback on self-regulated learning (metacognitive self-regulation and effort regulation) among university students. Multiple linear regression, mediator analyses, MANOVA, and t-tests were performed to substantiate the research questions. The regression results revealed professor- and peer-provided feedback as significant predictors of metacognitive self-regulation, and professor feedback as a significant predictor of effort regulation and academic self-efficacy of doctoral students. MANOVA results revealed gender differences in metacognitive self-regulatory beliefs, with male doctoral students found to have superior self-regulatory strategies compared to females. Moreover, gender differences were found in perceived feedback; comparatively, male doctoral students perceived more feedback than females. Self-efficacy was a mediator of feedback (professor- and peer-provided) and metacognitive self-regulation, and professor-provided feedback was a mediator of effort regulation.
机译：本研究旨在调查学生的学术自我效能对于大学生自我调节学习（元认知自我调节和努力调节）的教师和同伴反馈的中介作用。进行了多元线性回归，介体分析，MANOVA和t检验，以证实研究问题。回归结果表明，教授和同伴提供的反馈是元认知自我调节的重要预测指标，而教授反馈则是博士生的努力调节和学术自我效能感的重要预测指标。 MANOVA结果揭示了元认知自我调节信念中的性别差异，男博士生被发现比女性具有更好的自我调节策略。此外，在感知到的反馈中发现了性别差异。相对而言，男博士生比女生感觉到更多的反馈。自我效能感是反馈（由教授和同伴提供）和元认知自我调节的中介，而教授提供的反馈则是努力调节的中介。

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  • 作者

    Chaudhry, Ziauddin B.;

  • 作者单位

    Howard University.;

  • 授予单位 Howard University.;
  • 学科 Educational psychology.;Higher education.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 149 p.
  • 总页数 149
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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