混合学习环境中动机信念和动机调节与学习投入关系研究

发布时间：2018-11-19 19:00

【摘要】：自我调节学习能力与学习投入对学生的网络学习效果具有重要影响,然而少有研究涉及其影响机制。本研究基于自我调节学习的视角,采用问卷法考察混合学习环境下336名大学生的动机信念、动机调节与学习投入之间的关系。结果表明:1)在混合学习环境下,大学生对六种动机调节策略的使用偏好不同,使用最多的是掌握目标调节策略,其次是价值调节、学习环境构建和表现目标调节策略,使用最少的是自我强化和情境兴趣调节策略;2)动机信念、动机调节和学习投入之间显著正相关;3)自我效能感和任务价值既可直接正向预测学习投入,也可通过动机调节间接预测学习投入。在混合学习环境下的教学实践中,教师不仅要激发和增强学生的动机信念,还要注重引导学生主动运用动机调节策略维持或提高学习动机,进而促进学生持续投入学习。
[Abstract]:Self-regulated learning ability and learning commitment have important influence on the effect of online learning. However, few studies have been done on its influence mechanism. Based on the perspective of self-regulated learning, this study investigated the relationship between motivation beliefs, motivation regulation and learning input of 336 college students in a mixed learning environment. The results show that: 1) in the mixed learning environment, college students have different preferences for the use of six kinds of motivation adjustment strategies. The most frequently used strategies are mastery of goal adjustment strategies, followed by value adjustment, learning environment construction and performance goal adjustment strategies. Self-reinforcement and situational interest regulation strategies were used least; 2) there is a significant positive correlation between motivation belief, motivation regulation and learning input; 3) Self-efficacy and task value can directly predict learning input directly and indirectly predict learning input through motivation regulation. In teaching practice in mixed learning environment, teachers should not only stimulate and strengthen students' motivation beliefs, but also focus on guiding students to use motivational adjustment strategies to maintain or improve learning motivation, thus promoting students' continuous involvement in learning.
【作者单位】：华中师范大学心理学院/青少年网络心理与行为教育部重点实验室;
【基金】：教育部人文社会科学研究规划基金项目(14YJA190014) 中央高校基本科研业务费专项资金项目(CCNU15ZD013) 湖北省信息化与基础教育均衡发展协同创新研究中心项目(XJT20150019)
【分类号】：G442

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