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首页> 外文期刊>British journal of educational psychology >Amalgamation of future time orientation,Amalgamation of future time orientation,epistemological beliefs, achievement goals and study strategies: Empirical evidence established
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Amalgamation of future time orientation,Amalgamation of future time orientation,epistemological beliefs, achievement goals and study strategies: Empirical evidence established

机译：未来时间取向的融合，未来时间取向的融合，认识论信念，成就目标和学习策略：建立经验证据

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Background. Recently research evidence emphasizes two main lines of inquiry,namely the relations between future time perspective (FTP), achievement goals (mastery, performance-approach, and performance-avoidance) and study processing strategies, and the relations between epistemological beliefs, achievement goals and study processing strategies. To date, however, there have been very few attempts made to amalgamate these two strands of inquiry within one study and how they in totality determine the success of academic learning. Aims. This study proposed and tested a conceptual model of relationships among FTP, epistemological beliefs, achievement goals (mastery, performance-approach, and performance-avoidance), study processing strategies and academic performance. Sample. Two hundred and seventy-five tertiary second-year students (167 females, 108 males) enrolled in a university in the Pacific participated in this study. Method. Likert-scale inventories were used to elicit relevant data from students; for example, the epistemological questionnaire (EQ; Schommer, 1990) and the Zimbardo time perspective inventory (Zimbardo & Boyd, 1999). Academic performance was collated from students' course and final exam marks in the course educational psychology. LISREL 8.72 and SPSS 15 was used to test and evaluate the conceptual model proposed. Results. Latent variables procedures supported the conceptual model in general,although not all hypothesized paths were significant. MANOVA indicated no gender differences in the five theoretical frameworks or academic performance. Discussion. The determinants of academic performance from our findings are deep and surface processing strategies. Furthermore, the established supports the mediating roles of deep processing strategies, mastery goals, and performance-approach and performance-avoidance goals.
机译：背景。最近的研究证据强调了查询的两个主要方面，即未来时间观点（FTP），成就目标（精通，绩效方法和绩效回避）与研究处理策略之间的关系，以及认识论信念，成就目标与成就之间的关系。研究加工策略。然而，迄今为止，在一项研究中几乎没有尝试将这两条探究融合在一起，以及它们如何共同决定学术学习的成功。目的这项研究提出并测试了FTP，认识论信念，成就目标（掌握，表现方法和避免表现），研究处理策略和学习成绩之间关系的概念模型。样品。太平洋一所大学的275名大二学生（167名女性，108名男性）参加了这项研究。方法。利克特量表被用来从学生中获取相关数据。例如，认识论问卷（EQ; Schommer，1990）和津巴多时间透视清单（Zimbardo＆Boyd，1999）。根据学生的课程和期末考试成绩对课程的学习心理进行学术评估。 LISREL 8.72和SPSS 15用于测试和评估建议的概念模型。结果。潜在变量程序总体上支持概念模型，尽管并非所有假设的路径都很重要。 MANOVA表示在五个理论框架或学术表现中没有性别差异。讨论。我们发现的学术成绩的决定因素是深度和表面处理策略。此外，已建立的机构还支持深度处理策略，精通目标以及绩效方法和绩效回避目标的中介作用。

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