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The role of learning environment on high school chemistry students' motivation and self-regulatory processes.

机译：学习环境对高中化学学生的动机和自我调节过程的作用。

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摘要

Changes to the global workforce and technological advancements require graduating high school students to be more autonomous, self-directed, and critical in their thinking. To reflect societal changes, current educational reform has focused on developing more problem-based, collaborative, and student-centered classrooms to promote effective self-regulatory learning strategies, with the goal of helping students adapt to future learning situations and become life-long learners. This study identifies key features that may characterize these "powerful learning environments", which I term "high self-regulating learning environments" for ease of discussion, and examine the environment's role on students' motivation and self-regulatory processes.;Using direct observation, surveys, and formal and informal interviews, I identified perceptions, motivations, and self-regulatory strategies of 67 students in my high school chemistry classes as they completed academic tasks in both high and low self-regulating learning environments. With social cognitive theory as a theoretical framework, I then examined how students' beliefs and processes changed after they moved from low to a high self-regulating learning environment. Analyses revealed that key features such as task meaning, utility, complexity, and control appeared to play a role in promoting positive changes in students' motivation and self-regulation.;As embedded cases, I also included four students identified as high self-regulating, and four students identified as low self-regulating to examine whether the key features of high and low self-regulating learning environments played a similar role in both groups. Analysis of findings indicates that key features did play a significant role in promoting positive changes in both groups, with high self-regulating students' motivation and self-regulatory strategies generally remaining higher than the low self-regulating students; this was the case in both environments.;Findings suggest that classroom learning environments and instruction can be modified using variations of these key features to promote specific or various levels of motivation and self-regulatory skill. In this way, educators may tailor their lessons or design their classrooms to better match and develop students' current level of motivation and self-regulation in order to maximize engagement in an academic task.
机译：全球劳动力的变化和技术的进步要求即将毕业的高中生更加自主，自律和批判。为了反映社会的变化，当前的教育改革重点在于开发更多基于问题，协作和以学生为中心的教室，以促进有效的自我调节学习策略，目的是帮助学生适应未来的学习情况并成为终身学习者。这项研究确定了可能表征这些“强大的学习环境”的关键特征，为了便于讨论，我将其称为“高度自我调节的学习环境”，并研究了环境在学生的动机和自我调节过程中的作用。 ，调查以及正式和非正式的采访中，我确定了高中化学班上67名学生在自我调节学习环境中的学习成绩高低时的看法，动机和自我调节策略。然后，以社会认知理论为理论框架，我研究了学生的信念和过程在从低自我调节学习环境变为高自我调节学习环境后如何变化。分析表明，任务意义，效用，复杂性和控制力等关键特征似乎在促进学生动机和自我调节的积极变化中发挥了作用;作为嵌入式案例，我还包括四名被确定为高度自我调节的学生，以及四名被确定为自我调节能力低的学生，以研究高自我调节能力和低自我调节学习环境的关键特征在两组中是否发挥了相似的作用。对调查结果的分析表明，关键特征在促进两组的积极变化方面确实发挥了重要作用，自我调节学生的积极性和自我调节策略通常都比低自我调节学生高。研究结果表明，可以使用这些关键功能的变体来修改课堂学习环境和教学，以提高特定水平或各种水平的动机和自我调节能力。通过这种方式，教育工作者可以定制课程或设计教室，以更好地匹配和发展学生当前的动机和自我调节水平，从而最大程度地参与学术任务。

著录项

  • 作者

    Judd, Jeffrey S.;

  • 作者单位

    University of Hawai'i at Manoa.;

  • 授予单位 University of Hawai'i at Manoa.;
  • 学科 Education Educational Psychology.;Education Secondary.;Education Sciences.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 295 p.
  • 总页数 295
  • 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;中等教育;
  • 关键词

  • 入库时间 2022-08-17 11:38:27

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