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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
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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 learning、self-efficacy、task value、motivational regulation、learning 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 |
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