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,ERICDATA高等教育知識庫
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篇名
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
並列篇名
The Relationships among Motivational Beliefs, Motivational Regulation and Learning Engagement in in Blended Learning Environment
作者 龔少英王禎袁新范宜平
英文摘要
Self-regulated learning ability and learning engagement have shown great effects on learners ' performance in online learning. However , little is known about their functioning mechanisms. Based on the self~regulated learning perspective, this study aimed to explore the relationships among college students ' motivational beliefs ( self-efficacy and task value) , motivational regulation and learning engagement in a blended learning environment. Three hundred and thirty-six college students were measured using self-efficacy subscale in Motivated Strategies for Learning Questionnaire ( MSLQ) , task value subscale in Online Learning Value and Self~efjicacy Scale, Motivation Regulation Scales (MRS) , and Utrecht Work Engagement Scale-Student ( UWES-S). The results showed that: 1) Students' had different preferences for six rrwtivational regulation strategies. The rrwst used ones were mastering target orientation strategies , followed by value regulation , environmental structuring peiformance goal adjustment strategies. The least used one was the self-reinforcing and situational interest adjustment strategy. 2) Students ' motivational beliefs (self-efficacy and task value) , motivational regulation and learning engagement were all positively correlated with each other. 3 ) Students ' self-efficacy and task value could not only directly predict learning engagement, but also could affect learning engagement positively through the mediation of motivational regulation. In future teaching practices under blended learning environment, teachers should not only try to stimulate and enhance students ' motivational beliefs , but also focus on guiding the students to actively use motivational regulation strategies to maintain or improve their learning motivation, so as to increase learning engagement.
起訖頁 084-092
關鍵詞 混合学习自我效能感任务价值动机调节学习投入blended learningself-efficacytask valuemotivational regulationlearning engagement
刊名 開放教育研究  
期數 201702 (23:1期)
出版單位 上海遠程教育集團;上海電視大學
DOI 10.13966/j.cnki.kfjyyj.2017.01.010   複製DOI
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