Classroom and Individual Differences in Early Adolescents' Motivation and Self-Regulated Learning
Classroom and Individual Differences in Early Adolescents' Motivation and Self-Regulated Learning
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早期青少年动机和自我调节学习的课堂和个体差异
DOI：
10.1177/027243169401400204
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发表时间：
1994
期刊：
影响因子：
--
通讯作者：
Elisabeth A. M. de Groot
中科院分区：
文献类型：
--
作者：
P. Pintrich;R. Roeser;Elisabeth A. M. de Groot
通过对中西部一所中学七年级学生(N=100，平均年龄=12.3岁)的相关研究，探讨了课堂体验与动机和自我调节学习的个体差异之间的关系。学生的动机信念(内在价值、自我效能感和考试焦虑)和自我调节学习(认知策略的使用和自我调节)在学年的秋季和春季使用可靠和有效的自我报告工具--动机学习策略问卷进行了评估。课堂体验是用学生对富有成效的课堂工作、教师效率和合作工作的感知来衡量的。结果表明，积极的动机信念与较高的自我调节学习水平呈正相关。课堂差异也与学习动机和自我调节学习有关。晚些时候的内在价值比年初的内在价值与课堂体验的相关性更强，而考试焦虑更像是叛逆的，表现出与早期焦虑的关系比课堂体验更强。自我效能感、认知策略使用和自我调节都与早期的个体差异测量和课堂体验有关。研究结果从动机和自主学习之间的相互关系以及对教育的启示两个方面进行了讨论。
The relations between classroom experience and individual differences in motivation and self-regulated learning were examined in a correlational study of seventh graders (N = 100, mean age = 12.3 years) from a middle school in the Midwest. Motivational beliefs (intrinsic value, self-efficacy, and test anxiety) and self-regulated learning (cognitive strategy use and self-regulation) were assessed in the fall and spring of the school year using a reliable and valid self-report measure, the Motivated Strategies for Learning Questionnaire. Classroom experience was measured with students'perceptions of productive classroom work teacher effectiveness, and cooperative work. Results showed thatpositive motivational beliefs were positively related to higher levels ofself-regulated learning. Classroom differences also were related to motivation and self-regulated learning. Intrinsic value later in the year was more strongly related to classroom experience than intrinsic value early in the year, whereas test anxiety was more traitlike, showing a stronger relation to earlieranxiety than to classroom experience. Self-efficacy, cognitive strategy use, and self-regulation were related to both early individual difference measures as well as classroom experience. Results are discussed in terms of the reciprocal relations between motivation and self-regulated learning as well as the implications for education.