CAREER: Motivating Effective Strategies to Transform Student Learning

职业：激发有效的策略来改变学生的学习

• 批准号: 2238567
• 负责人: Veronica Yan
• 金额: $ 79.08万
• 依托单位: University of Texas at Austin
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-15 至 2028-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2238567&HistoricalAwards=false
• 关键词: CAREER; Motivating; Effective; Strategies; Transform

How can students be motivated to lean into and use effective learning strategies? The reason why this question is important is not just that effective strategies are more likely to lead to mastery and knowledge growth, but also because they are a more efficient use of learners’ very limited time. That is, the goal is to empower people with the skill of knowing how to learn—the ultimate life skill, useful during, but also beyond, formal schooling. Research on the science of learning has accumulated a lot of insight into the cognitive processes (and pedagogical activities) that foster effective long-term learning. And yet, students often do not use these strategies. The present proposal focuses on the integration of three core sets of psychological components important for effective self-regulated learning: (1) motivational factors to support engaging in difficult ways, (2) metacognitive knowledge about effective and ineffective strategies for learning, and (3) contextual factors that support or hinder students’ effective study decisions and behaviors. Research activities not only advance theory but result in insights that inform policies around teacher training and classroom pedagogies and practical, implementable products to bolster and sustain educational outcomes. The proposed line of research addresses both theoretical and pragmatic gaps in the existing literature—a theoretical gap that bridges cognitive research on learning processes and social-psychology research on motivation within the context of education, and a pragmatic gap between what researchers know about effective learning and what students recognize as effective strategies and do in their study time. This project first maps out the facilitators and barriers to using different strategies using a mixed-methods approach to create a framework detailing the intersecting dynamics between metacognitive beliefs, motivational and contextual factors that drive students’ study choices. Results from this work are then incorporated into the development of interventions to motivate effective studying and course engagement. Rapid iterative development of interventions are co-designed with students and instructors, and then implemented and evaluated in real courses. This work not only advances interdisciplinary theoretical frameworks of motivation and self-regulation, but also brings these theories to bear in real educational contexts. All studies focus on undergraduate learning contexts, given that the need for effective self-regulated learning is particularly important in higher-education.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

如何激励学生学习和使用有效的学习策略？这个问题之所以重要，不仅仅是因为有效的策略更有可能导致掌握和知识增长，还因为它们更有效地利用了学习者非常有限的时间。也就是说，我们的目标是赋予人们知道如何学习的技能，这是最终的生活技能，在正规学校教育期间有用，但也超越了正规学校教育。对学习科学的研究已经积累了很多关于促进有效长期学习的认知过程（和教学活动）的见解。然而，学生往往不使用这些策略。本建议的重点是整合三个核心的心理组件的重要性，有效的自我调节学习：（1）动机因素，以支持从事困难的方式，（2）元认知知识的有效和无效的学习策略，（3）支持或阻碍学生的有效的学习决策和行为的背景因素。研究活动不仅推进理论，而且产生洞察力，为教师培训和课堂教学政策提供信息，并提供实用，可实施的产品，以支持和维持教育成果。建议的研究路线解决了现有文献中的理论和实用的差距，理论上的差距，桥梁认知研究的学习过程和社会心理学研究的动机在教育的背景下，和研究人员知道有效的学习和什么学生认识到有效的策略，并在他们的学习时间之间的实用差距。本项目首先绘制出使用不同策略的促进因素和障碍，使用混合方法创建一个框架，详细说明元认知信念，动机和背景因素之间的交叉动态，驱动学生的学习选择。这项工作的结果，然后纳入干预措施的发展，以激励有效的学习和课程参与。干预措施的快速迭代开发是与学生和教师共同设计的，然后在真实的课程中实施和评估。这项工作不仅推进了跨学科的理论框架的动机和自我调节，但也带来了这些理论承担在真实的教育背景。所有的研究都集中在本科生的学习环境中，因为有效的自我调节学习在高等教育中尤为重要。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。