网络学习中自我监控的结构与影响因素

发布时间：2018-07-10 10:46

本文选题：网络学习 + 自我监控　；参考：《上海师范大学》2011年博士论文

【摘要】：网络学习自我监控是学习者对自己网络学习过程中的行为和心理活动等进行的监察与调控。随着网络信息技术的不断发展,网络学习逐步成为传统学习的一种主要补充方式,而网络学习的特殊性也决定了学习者需要有相当的自我指导力、自制力和自主性。因此网络学习中的自我监控的研究也越来越受到关注。本研究以网络使用最为普遍的大学生群体为研究对象,在构建网络学习自我监控的理论框架、探讨网络学习自我监控的心理结构的基础上,编制了较高质量的网络学习自我监控评估量表,并以此量表为工具对网络学习自我监控的现状进行了实证研究,同时还尝试探查了网络学习自我监控失败的可能原因以及大学生网络学习自我监控失败的归因特点,并通过在线网络学习的模式进行了实验研究,探讨了成就动机与测验信息知情性、任务紧迫性与重要性认知、认知风格与信息呈现方式对网络学习自我监控的影响。本研究首先按照量表编制的规范程式,在采用遗漏值检查、平均数标准差检查、偏态系数和峰度系数检查、题总相关指数检查、极端组项目鉴别指数检查等多种项目分析法后,用探索性因素分析法和验证性因素分析法探查确定了网络学习自我监控评估量表。结果表明:该量表共包含40个项目,包括认知自我监控,意志自我监控,策略自我监控和情绪自我监控共4个维度。信效度检验结果表明,该量表可以作为大学生群体网络学习自我监控的有效测评工具。使用网络学习自我监控评估量表对731名在校大学生施测的结果发现,大学生网络学习中的自我监控处于一般水平,说明这一群体的网络学习自我监控水平还有待提高。尤其是在情绪自我监控方面,显得比较薄弱,且呈现出男生得分显著高于女生、大二学生高于其它年级的趋势。研究中还发现,大学生网络学习自我监控失败的归因受到网络学习任务重要性和任务设定者身份的影响。而且网络学习任务的重要性与任务设定者对网络学习自我监控的失败归因有交互影响。为进一步确定网络学习自我监控的实质和影响因素,本研究以自制的网络学习平台和自编学习材料为工具,设计了一个真实的网络学习情境,并在此情境中,分别以成就动机与测验知情性、任务紧迫性与重要性认知、认知风格与信息呈现方式为自变量,以网络学习自我监控水平(指标为网络学习过程中的网络迷航时间、网络学习结束后的测试成绩自我估计偏差)为因变量进行了三个实验研究: 实验一探查了成就动机和测验知情性对网络学习自我监控的影响。发现成就动机和测验知情性对网络学习自我监控有交互影响,对于低成就动机的大学生,告知其学习后有测验能有效预防网络学习迷航,而对于高成就动机的大学生,告知其学习后有测验能增加其自估准确性。——从学习者情性的角度探查了网络学习自我监控的影响因素。实验二着重考察了任务紧迫性与重要性认知对网络学习自我监控的影响。发现任务紧迫性和重要性认知对网络迷航时间和自我评估偏差都有影响,任务紧迫性与重要性认知是交互影响网络学习自我监控的。——从任务特点的角度探查了网络学习自我监控的影响因素。实验三则从认知风格与信息呈现方式的角度研究了两者对网络学习自我监控的影响。发现两者交互影响网络学习过程中的自我监控——网络学习迷航时间,而信息呈现方式对网络学习结束后的自我监控——网络学习成绩自我估计偏差有影响,认知风格则不会。——从学习者认知特点与学习任务特点的角度探查了网络学习自我监控的影响因素。本研究还尝试探查定时提醒对网络学习自我监控的影响。结果发现有定时提醒的被试与无提醒的被试在网络学习自我监控上无显著差异。本研究的主要创新之处在于:提出了网络学习自我监控的心理结构;编制了高质量的网络学习自我监控评估量表;探讨了大学生网络学习自我监控的现状和归因特点;探查了影响网络学习自我监控的因素。这些研究结论不仅能为研究者们进一步探索网络学习规律提供启发,也能为网络学习程序在内容的优化、呈现方式的完善、学习过程的控制等方面提供实证依据。未来研究可从以下几方面进一步拓展:结合项目反应理论和概化理论的技术编制量表;确定量表参照分数的设定方法;进一步探究网络学习自我监控的神经心理机制。
[Abstract]:Network learning self - monitoring is the supervision and control of learners ' behavior and psychological activity in the course of network learning . With the development of network information technology , network learning gradually becomes a main supplement of traditional learning .

According to the standard program developed by the scale , the self - monitoring and evaluation scale of network learning is determined by means of exploratory factor analysis and confirmatory factor analysis . The results show that the scale can be used as an effective assessment tool for self - monitoring of college students ' network learning .

It is found that the self - monitoring in college students ' network learning is at a general level , which shows that the self - monitoring level of college students ' network learning is generally horizontal , which shows that the network learning self - monitoring level of this group is still to be improved . Especially in the aspects of emotional self - monitoring , the attribution of self - monitoring of network learning is influenced by the importance of network learning task and the identity of task setter . And the importance of network learning task is influenced by the failure attribution of network learning self - monitoring .

In order to further determine the essence and influencing factors of network learning self - monitoring , a real network learning situation is designed based on self - made network learning platform and self - compiled learning material .

In this paper , the influence of achievement motivation and test knowledge on network learning self - monitoring is explored . It is found that achievement motivation and test knowledge have interactive influence on network learning self - monitoring . For college students with low achievement motivation , the students who have low achievement motivation are informed that they can effectively prevent network learning from being lost .

Experiment 2 focuses on the influence of task urgency and importance cognition on the self - monitoring of network learning . It is found that task urgency and importance cognition have influence on network lost time and self - assessment deviation , and task urgency and importance cognition are interactive influence network learning self - monitoring .

The third , from the perspective of cognitive style and information presentation style , the influence of both on network learning self - monitoring is studied . It is found that the interaction of the two influences the self - monitoring _ network learning lost time in the network learning process , and the information presentation mode has an influence on the self - monitoring _ network learning achievement self - estimation deviation after the end of the network learning . The cognitive style is not . _ The influence factors of network learning self - monitoring are explored from the perspective of the learner ' s cognitive characteristics and the characteristics of learning task .

The results show that there is no significant difference in self - monitoring of network learning .

The main innovations of this research are : the psychological structure of network learning self - monitoring is put forward ; a high - quality network learning self - monitoring evaluation scale is compiled ; the factors that influence the network learning self - monitoring are explored .
【学位授予单位】：上海师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G434

【参考文献】