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The Determinants of Self-Regulated Learning Development in Students of Helping Professions

机译:帮助专业学生自我调节学习发展的决定因素

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摘要

In their research the authors focused on functioning of mechanisms of self-regulated learning in students of helping professions at Tomas Bata University in Zlin. They examined which cognitive and non-cognitive determinants play a key role in the process of developing self-regulation. They also looked into how and under what conditions the determinants are transformed into skills necessary for one's own learning management. Due to nature of the presented issue the researchers chose a qualitative research strategy. They chose the focus group technique out of possible research techniques, which is among the most progressive ones. The researchers built a focus group composed of seven respondents on the basis of an intentional selection. The grounded theory method was chosen as a method to analyse the date obtained. The method involves searching for a "substantive" theory concerning a defined population, environment or period. It was applied in accordance with Strauss and Corbin. The obtained data were transcribed and processed using open and axial coding. In the course of open coding 32 open codes were abstracted, amalgamated into eight categories and classified in three areas (motivation, cognitive and meta-cognitive strategies). The authors gripped the emerged codes and categories with their dimensions as the founding stones of a new emerging theory. Two cyclical models crystallised. The first one describes the mechanisms of choosing a study field and the second one depicts mechanisms leading to the development of self-regulated learning in students. Both models were subsequently united into a third model covering the mechanisms leading to the development of self-regulated learning in students of helping professions. The findings serve as clear evidence that success in learning depends on motivation which is markedly influenced by a suitable choice of a study field / future profession along with fulfilled expectations which become a significant motivation factor. A motivated student then actively regulates the process of his/her learning. In the course of learning, such a student also thinks about the applied strategies and modifies them on the basis of his/her success or failure. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari of Cognitive - Counselling, Research & Conference Services C-crcs.
机译:在他们的研究中,作者着重于Zlin的Tomas Bata大学帮助专业的学生中自我调节学习机制的功能。他们研究了哪些认知决定因素和非认知决定因素在发展自我调节过程中起关键作用。他们还研究了决定因素如何以及在什么条件下转变为自己的学习管理所必需的技能。由于提出的问题的性质,研究人员选择了定性研究策略。他们从可能的研究技术中选择了焦点小组技术,这是最先进的技术之一。研究人员在故意选择的基础上建立了一个由七个受访者组成的焦点小组。选择了扎根理论方法作为分析获得日期的方法。该方法包括搜索有关定义的人口,环境或时期的“实质性”理论。根据Strauss和Corbin的要求使用。使用开放和轴向编码对获得的数据进行转录和处理。在开放编码的过程中,抽象了32个开放代码,将其合并为八个类别,并分为三个领域(动机,认知和元认知策略)。作者抓住了新兴的代码和类别及其维度,将其作为新兴理论的奠基石。形成了两个周期性模型。第一个描述了选择学习领域的机制,第二个描述了导致学生进行自我调节学习的机制。随后将这两种模型结合为第三种模型,涵盖了导致帮助专业学生发展自我调节学习的机制。这些发现清楚地表明,学习的成功取决于动机,学习动机/未来职业的适当选择显着影响动机,而满足的期望则成为重要的动机因素。然后,一个有上进心的学生会积极地调节他/她的学习过程。在学习过程中,这样的学生还会考虑所应用的策略,并根据他/她的成功或失败对其进行修改。 (C)2012年,由Elsevier Ltd.出版。由认知-咨询,研究与会议服务C-crcs的Zafer Bekirogullari博士负责选择和/或同行评审。

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