Factors influencing university students' self-regulation of learning: an exploratory study
Factors influencing university students' self-regulation of learning: an exploratory study
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大学生自主学习影响因素的探索性研究
DOI：
10.1145/2843043.2843067
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
D. McMeekin
中科院分区：
文献类型：
--
作者：
R. Balapumi;B. V. Konsky;A. Aitken;D. McMeekin
大学生应该自我调节他们的学习，同时在他们的高等教育中保持高度的动力。然而，并不是所有的学生都具备独立自我调节学习所需的能力。学生需要指导和支持，以发展自我调节学习的技能。因此，本研究的目的是确定影响大学生学习自我调节的因素。基于偏最小二乘法（PLS）的结构方程模型（SEM）分析表明，大学生的学习目标、就业前景、自我效能感、元认知知识、先前学习经验、同伴影响和家庭影响对大学生的学习自我调节有显著影响。就业机会和教师队伍也对学生的学习自我调节产生了显著的间接影响。基于这些结果，教学人员，学术管理人员，教学和学习支持人员以及学生本身的作用进行了讨论，连同未来的研究和实践的推进，在促进高等教育中的自我调节学习。
University students are expected to self-regulate their learning while maintaining high motivation in their tertiary education. However, not all students possess the competency required to self-regulate their learning independently. Students need guidance and support in developing the skills to self-regulate their learning. The aim of this study was, therefore, to identify factors that influence university students' self-regulation of learning. Structural Equation Modelling (SEM) based Partial Least Square (PLS) analysis revealed that students' goal, employment prospects, self-efficacy, metacognitive knowledge, prior learning experience, peer influence and family influence have a significant effect on university students' self-regulation of learning. Employment opportunities and teaching staff significant were also found to have an indirect impact on students' self-regulation of learning. Based on these results, the role of the teaching staff, academic managers, teaching and learning support staff as well as students themselves are discussed, together with the advancement of future research and practice in the facilitation of self-regulated learning in higher education.
家人和朋友：谁对拉丁裔大学生的支持作用更大？
影响因子：
3.3
作者：
Rodriguez,Norma;Mira,ConsueloBingham;Myers,HectorF;Morris,JulieK;Cardoza,Desdemona
通讯作者：
Cardoza,Desdemona