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Inter-Relations among Motivation, Self-Perceived Use of Strategies and Academic Achievement in Science: A Study with Spanish Secondary School Students

机译:科学策略和学术成就的动机,自我感知使用之间的间际关系:与西班牙中学生的一项研究

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摘要

The relationship between motivation and the use of learning strategies is a focus of research in order to improve students’ learning. Meaningful learning requires a learner’s personal commitment to put forth the required effort needed to acquire new knowledge. This commitment involves emotional as well as cognitive and metacognitive factors, and requires the ability to manage different resources at hand, in order to achieve the proposed learning goals. The main objectives in the present study were to analyse: (a) Spanish secondary school students’ motivation and self-perception of using strategies when learning science; (b) the nature of the relationship between motivation and perceived use of learning strategies; (c) the influence of different motivational, cognitive, metacognitive and management strategies on students’ science achievement. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 364 middle and high-school students in grades 7–11. For each participant, the academic achievement was provided by the respective science teacher. The results obtained from the Pearson product-moment correlations between the study variables and a stepwise regression analysis suggested that: (1) motivation, cognitive and metacognitive, and resource management strategies, have a significant influence on students’ science achievement; (2) students’ motivation acts as a kind of enabling factor for the intellectual effort, which is assessed by the self-perceived use of learning strategies in science; and, (3) motivational components have a greater impact on students’ performance in science than cognitive and metacognitive strategies, with self-efficacy being the variable with the strongest influence. These results suggest a reflexion about the limited impact on science achievement of the self-perceived use of cognitive and metacognitive strategies, and highlight the importance of students’ self-efficacy in science, in line with previous studies.
机译:动机与学习策略的关系的关系是研究学生学习的研究焦点。有意义的学习需要学习者的个人承诺来提出获得新知识所需的所需努力。这一承诺涉及情感和认知和元认知因素,并且需要能够在手头管理不同的资源,以实现建议的学习目标。本研究中的主要目标是分析:(a)西班牙中学学生的激励和自我认识在学习科学时使用策略; (b)动机与学习策略的使用关系的性质; (c)不同励志,认知,元认知,管理策略对学生科学成果的影响。学习问卷(MSLQ)的激励策略于7-11级的364名中学生。对于每位参与者,学术成就由各自的科学老师提供。从研究变量与逐步回归分析之间的Pearson产品时刻相关结果表明:(1)动机,认知和元认知,以及资源管理策略,对学生的科学成就产生重大影响; (2)学生的动机是一种智力努力的一种能力,这是由科学学习策略的自我感知使用来评估;而且,(3)励志组成部分对学生的科学表现产生了更大的影响,而不是认知和元认知策略,自我效能是具有最强影响力的变量。这些结果表明关于对科学对认知和元认知策略的自我感知和元认知策略的影响有限的影响,并突出了学生在科学中的自我效能的重要性,符合以前的研究。

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