Influence of Student Learning Experience on Academic Performance: The Mediator and Moderator Effects of Self-Regulation and Motivation.
Influence of Student Learning Experience on Academic Performance: The Mediator and Moderator Effects of Self-Regulation and Motivation.
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学生学习经历对学业成绩的影响：自我调节和动机的中介和调节作用。
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
K. Downing
中科院分区：
文献类型：
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作者：
Hoi Kwan Ning;K. Downing
这项研究研究了自我调节和动机构造在学习经验和学术成就之间的关系中的作用。结构方程模型表明，自我调节和动机完全介导了学习经验此外，分层回归分析还表明，自我调节和动机对学习经验与学习成绩之间的联系有很小的调节作用，即学习经验与累积GPA之间的关联对于自我调节水平较低的学生来说更强和动机。
This study examined the mediator and moderator roles of self-regulation and motivation constructs in the relationship between learning experience and academic success. Self-reported measures of learning experience, self-regulation and motivation were obtained from 384 undergraduate students from a university in Hong Kong. Structural equation modelling indicated that self-regulation and motivation fully mediated the learning experience—academic performance relation. In addition, hierarchical regression analysis also showed that both self-regulation and motivation had small moderating effects on the link between learning experience and academic performance. That is, the association between learning experience and cumulative GPA was stronger for students with lower levels of self-regulation and motivation. The implications of fostering motivation and enhancing university learning experience are discussed.