The role of feedback and self-efficacy on web-based learning: The social cognitive perspective
The role of feedback and self-efficacy on web-based learning: The social cognitive perspective
复制标题
DOI：
10.1016/j.compedu.2008.03.004
复制
发表时间：
2008-12-01
影响因子：
12
通讯作者：
Wu, Pei-Yi
中科院分区：
文献类型：
--
作者：
Wang, Shu-Ling;Wu, Pei-Yi
自我调节学习的社会认知观点认为，有效的学习是由个人、行为和环境影响之间的相互作用决定的;特别是，高自我调节学习者拥有更高的动机（个人），应用更好的学习策略（行为），更恰当地响应环境需求（环境）。本研究从社会认知的角度探讨了自我效能感（个人）、学生反馈行为、学习策略使用（行为）、学习成绩和接受反馈（环境）在网络学习中的作用。有76名大学生参加了这项研究。数据分析采用定量和定性相结合的方法。研究结果支持自我效能感对学生学习策略使用的预测作用，并与精细反馈行为（个人->行为）相关。高自我效能感的学生更多地使用高水平的学习策略，如精细化策略和批判性思维。提供详细反馈的学生也有更高的自我效能感比那些没有。此外，接受精心反馈显着提高学生的自我效能（环境->个人），而接受正确反应的知识，提高学生的表现。然而，研究结果显示，回馈行为并不能预测学业表现，这可能受到模型效应的干扰。(C)2008爱思唯尔有限公司保留所有权利。
The social cognitive perspective of self-regulated learning suggests that effective learning is determined by the interactions among personal, behavioral, and environmental influences; particularly, high self-regulated learners hold higher motivation (personal), apply better learning strategies (behavioral) and respond to environmental demand more appropriately (environmental). The study thus uses the social cognitive perspective to explore the role of self-efficacy (personal), student feedback behavior, use of learning strategies (behavioral), performance and receiving feedback (environmental) in Web-based learning. There were 76 university students participated in this study. Both quantitative and qualitative methods were applied for data analysis. The results supported that self-efficacy predicted student use of learning strategies and related to elaborated feedback behavior (personal -> behavioral). High self-efficacy students applied more high-level learning strategies, such as elaborative strategy and critical thinking. Students who provided elaborated feedback also had higher self-efficacy than those who did not. Moreover, receiving elaborative feedback significantly promoted student self-efficacy (environmental -> personal), while receiving knowledge of correct response improved student performance. However, the results indicated that feedback behaviors did not predict academic performance, which may be interfered by modeling effects. (C) 2008 Elsevier Ltd. All rights reserved.