Study Skills of Teacher Education Students.
Study Skills of Teacher Education Students.
复制标题
教师教育学生的学习技能。
DOI：
10.1080/08878739209555018
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发表时间：
1992
期刊：
影响因子：
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通讯作者：
A. Kyle
中科院分区：
文献类型：
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作者：
Craig H. Jones;J. Slate;A. Kyle
方法：参赛者。参与者是中南部一所大学的115名中等教育专业的学生，他们在-90学年期间就读于一门教育心理学课程。学生在完成学生教学的学期的前五周学习这门课程。因此，所有参与者都是接近达到教师资格证书要求的高年级学生。作为学习理论单元要求的一部分，学生们完成了学习习惯问卷(SHI)，该问卷由63个真假项目组成，学生们在这些项目上报告了他们典型的学习行为。有30个条目被用来表示适当的行为，33个条目被用来表示不恰当的行为。对表明不恰当行为的项目进行反向评分，并对回答进行汇总，以构成学习技能的总体指数，高分表明学习技能良好。该样本的系数α为+。84，表明内部一致性较高(4)。在学期结束时，从讲师那里获得学生的教育心理学课程成绩。这门课程的平均成绩为80.2分(SD=7.9)，或B-，范围从96(A)到61(D-)。评分基于9个测验和4个测验，其中包括10个多项选择题和4个测验，每个测验包括大约50个多项选择题和3个问答题。数据分析的第一步是描述学生的学业优势和劣势。首先，计算学生在总体学习技能测量上的平均分，以提供这些学生总体上学习效率的指标。然后对个别项目进行分析，以确定学生的主要学业优势(即至少75%的学生表示从事适当学术行为的项目)和弱点(即至少75%的学生表示从事不适当的学术行为的项目)。通过对这些项目的内容分析，形成了学生学习行为特征的综合图景。
MethodParticipants. Participants were 115 secondary education majors enrolled in an educational psychology course at a university in the Mid-South during the 1989-90 academic year. Students took this course during the first five weeks of the semester in which they completed student teaching. Thus, all participants were seniors who were close to fulfilling the requirements for teacher certification.Data Collection. As part of the requirements for a unit on learning theory, students completed the Study Habits Inventory (SHI), consisting of sixty-three true-false items on which students reported their typical academic behaviors. There were thirty items worded to indicate appropriate behaviors and thirty-three items worded to indicate inappropriate behaviors. Items indicating inappropriate behaviors were reverse-scored and responses totaled to make up an overall index of study skills, with high scores indicating good study skills. Coefficient alpha for this sample was+. 84, indicating high internal consistency (4). At the end of the semester, students' course grades in educational psychology were obtained from the instructor. The average grade in the course was 80.2 (SD= 7.9), or a B-, with a range from 96 (A) to 61 (D-). Grades were based upon nine quizzes consisting of ten multiple-choice items and four tests consisting of approximately fifty multiple-choice items and three essay questions each.Data Analysis. The initial step in the data analysis was conducted to describe the academic strengths and weaknesses of the students. First, the mean of students* scores on the overall study skills measure was calculated to provide an indication of how effectively, in general, these students studied. Then an analysis of individual items was conducted to identify students' major academic strengths (ie, SHI items on which at least 75 percent of the students indicated that they engaged in appropriate academic behaviors) and weaknesses (ie, the items on which at least 75 percent of the students indicated that they engaged in inappropriate academic behaviors). A content analysis of these items was used to develop a composite picture of the students' characteristic academic behaviors.