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首页> 外文期刊>Information Technology, Learning, and Performance Journal >SELF-REGULATED LEARNING STRATEGIES AND ACHIEVEMENT IN AN INTRODUCTION TO INFORMATION SYSTEMS COURSE
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SELF-REGULATED LEARNING STRATEGIES AND ACHIEVEMENT IN AN INTRODUCTION TO INFORMATION SYSTEMS COURSE

机译：信息系统课程简介中的自学式学习策略和成就

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The shift from behaviorism to cognitivism in educational psychology has placed an increasing responsibility on learners for their own learning, and self-regulated learning has become a frequent area of educational research. The Motivated Strategies for Learning Questionnaire (MSLQ) is a widely used instrument to assess college students' self-regulated learning. This research investigated effective self-regulated learning strategies in a lecture-led concept learning environment versus a hands-on computer lab learning environment for an introduction to information systems course. The findings revealed that effort regulation had a positive effect and peer learning had a negative effect on learning computer concepts. The findings on effective strategies for hands-on computer lab learning were inconclusive. Further research is needed to examine the appropriateness of MSLQ in assessing students' self-regulated learning in a computer lab learning environment.
机译：在教育心理学中，从行为主义向认知主义的转变，使学习者对自己的学习负有越来越大的责任，而自我调节学习已成为教育研究的一个经常领域。学习动机调查表（MSLQ）是一种用于评估大学生自我调节学习的工具。这项研究调查了在以演讲为主导的概念学习环境与动手计算机实验室学习环境中有效的自我调节学习策略，以介绍信息系统课程。研究结果表明，努力调节对学习计算机概念有积极影响，同伴学习则有负面影响。关于动手计算机实验室学习有效策略的发现尚无定论。在计算机实验室学习环境中，需要进行进一步的研究来检查MSLQ在评估学生的自我调节学习中的适当性。

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