:::

詳目顯示

回上一頁
題名:自調式學習培訓及人工智慧輔助式行動學習對英文學習低成就大學生自調式學習量能發展與學習表現之影響
作者:施惠家
校院名稱:國立彰化師範大學
系所名稱:英語學系
指導教授:黃聖慧
學位類別:博士
出版日期:2021
主題關鍵詞:自我調整學習介入性研究人工智慧行動學習低成就英語學習者self-regulated learningintervention studiesartificial intelligencemobile learninglow-achieving English learners
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:4
本研究目的在於探討兩種自我調整學習能力培訓方案(僅課室訓練或課室訓練搭配行動學習平台),對於臺灣低英語成就的大學生,在英語學習表現和自我調整學習能力的成效,同時檢視於執行過程中,兩套培訓方案對於學生的自我調整學習能力發展的優勢與挑戰,並了解學生對於這兩套培訓方案的感想與反思。
本研究採準實驗混合式研究,研究參與者為三班修習大一英文課程之學生,研究者設計了一套課室的自我調整學習訓練方案,使用在兩個不同的實驗組上(n=70),其中實驗組二(n=39)額外使用了搭配人工智慧輔助的行動學習平台。培訓方案於期中考後啟動,為期總共六週。考試成績與問卷結果用來分析培訓方案對於學習者的英語學習表現與自我調整學習能力之影響;培訓方案對於學生自我調整學習能力發展之優勢與挑戰,以及學生感想及反思,則利用學習週記、校準練習中的開放式問題、log數據與內容、半結構式訪談(n=14)、課室觀察、期末反思以及教師省思紀錄等資料進行分析。
研究結果顯示,雖然量化部份的資料在學習表現及自我調整學習能力發展上並無顯著增加,從質性資料中可發現學生在自我調整學習能力的四個面向中(後設認知與認知、動機與情意、行為、環境)皆有所發展。本研究也呈現了學生對於兩套培訓方案的正向、負向回饋以及建議。除此之外,在自我調整學習訓練中,對於低成就英語學習者特別重要的面向、以及人工智慧輔助的行動學習平台對學生於培訓過程中,自我調整學習能力發展上的影響,本研究皆有所討論,研究最後也提供了在理論與實務上的建議。
This study aimed to investigate (1) the effect of two self-regulated learning (SRL) training packages (in-class training vs. in-class training plus mobile learning) on low-achieving university students’ SRL capacity and learning performance, (2) the benefits and challenges for these students to develop SRL capacity during training, and (3) students’ perceptions of the two training packages. In this quasi-experimental mixed-method study, the researcher designed an in-class SRL training package and conducted the same training on low-achieving English learners in two experimental groups (n=70), with only Experimental Group 2 (n=39) using the AI-supported mobile learning platform. Participants were from three intact Freshman English classes, and the training lasted for six weeks. To examine the effects of SRL training on learning performance and SRL capacity, data collected from exam scores and questionnaires were analyzed. Benefits and challenges for students in developing SRL capacity were analyzed using data collected from semi-structured interviews (n=14), learning journals, log data, open-ended questions on sources of calibration confidence, classroom observations, final reflections, and teacher reflections. The results show that while there were not significant quantitative gains in either the students’ SRL progress or learning performance, the students developed in all four areas of SRL capacity (metacognition and cognition, motivation and affect, behavior, and context) according to the qualitative data. In the discussion, both positive and negative feedback as well as suggestions on how to improve the training packages are offered. SRL components crucial to low-achieving English learners and the impact of AI-supported mobile learning on SRL training are examined. Finally, suggestions for future SRL training, pedagogical implications, and suggestions for future studies are presented.
Adesope, O. O., Zhou, M., & Nesbit, J. C. (2015). Achievement goal orientations and self-reported study strategies as predictors of online studying activities. Journal of Educational Computing Research, 53(3), 436–458. https://doi.org/10.1177/0735633115603989
Alamri, H., Lowell, V., Watson, W., & Watson, S. L. (2020). Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation. Journal of Research on Technology in Education, 52(3), 322–352. https://doi.org/10.1080/15391523.2020.1728449
Anam, S., & Stracke, E. (2016). Language learning strategies of Indonesian primary school students: In relation to self-efficacy beliefs. System, 60, 1–10. https://doi.org/10.1016/j.system.2016.05.001
Anderson, J. (2012). Reflective journals as a tool for auto-ethnographic learning: A case study of student experiences with individualized sustainability. Journal of Geography in Higher Education, 36(4), 613–623. https://doi.org/10.1080/03098265.2012.692157
Artelt, C., Demmrich, A., & Baumert, J. (2001). Selbstreguliertes Lernen [Self-regulated learning]. In J. Baumert, E. Klieme, M. Neubrand, M. Prenzel, U. Schiefele, W. Schneider, … M. Weiss (Eds.), PISA 2000: Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich [Students’ basic competencies in international comparison] (pp. 271–298). Opladen, Germany: Leske + Budrich.
Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students’ learning with hypermedia? Journal of Educational Psychology, 96(3), 523–535. https://doi.org/10.1037/0022-0663.96.3.523
Azevedo, R., & Hadwin, A. F. (2005). Scaffolding self-regulated learning and metacognition–Implications for the design of computer-based scaffolds. Instructional Science, 33, 367–379. https://doi.org/10.1007/s11251-005-1272-9
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359–373. https://doi.org/10.1521/jscp.1986.4.3.359
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. https://doi.org/10.1207/s15326985ep2802_3
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26. https://doi.org/10.1146/annurev.psych.52.1.1
Bannert, M., & Reimann, P. (2012). Supporting self-regulated hypermedia learning through prompts. Instructional Science, 40(1), 193–211. https://doi.org/10.1007/s11251-011-9167-4.
Ben-Eliyahu, A. (2019). Academic emotional learning: A critical component of self-regulated learning in the emotional learning cycle. Educational Psychologist, 54(2), 84–105
Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60. https://doi.org/10.1016/j.cedpsych.2019.101827
Bernacki, M. L., Vosicka, L., & Utz, J. C. (2020). Can a brief, digital skill training intervention help undergraduates “learn to learn” and improve their STEM achievement? Journal of Educational Psychology, 112(4), 765–781. https://doi.org/10.1037/edu0000405
Bernacki, M. L., & Walkington, C. (2018). The role of situational interest in personalized learning. Journal of Educational Psychology, 110(6), 864–881. https://doi.org/10.1037/edu0000250
Biggs, J. (1993). What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Education Psychology, 63(1), 3–19. https://doi.org/10.1111/j.2044-8279.1993.tb01038.x
Biggs, J. (1995). Assessing for learning: Some dimensions underlying new approaches to educational assessment. Alberta Journal of Educational Research, 41(1), 1–17.
Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1(2), 100–112. https://doi.org/10.1027/1016-9040.1.2.100
Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161–186. https://doi.org/10.1016/S0959-4752(96)00015-1
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199–231. https://doi.org/10.1111/j.1464-0597.2005.00205.x
Bol, L., & Hacker, D. (2001). The effect of practice tests on students’ calibration and performance. Journal of Experimental Education, 69(2), 133–151. https://doi.org/10.1080/00220970109600653
Bol, L., & Hacker, D. (2012). Calibration research: Where do we go from here? Frontiers in Psychology, 3, 229. https://doi.org/10.3389/fpsyg.2012.00229
Bol, L., Hacker, D., O’Shea, P., & Allen, D. (2005). The influence of overt practice, achievement level, and explanatory style on calibration accuracy and performance. Journal of Experimental Education, 73(4), 269–290. https://doi.org/10.3200/JEXE.73.4.269-290
Boud, D. (2001). Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 90, 9–18. https://doi.org/10.1002/ace.16
Boyle, E. A., Duffy, T., & Dunleavy, K. (2003). Learning styles and academic outcome: The validity and utility of Vermunt's Inventory of Learning Styles in a British higher education setting. British Journal of Educational Psychology, 73(2), 267–290. https://doi.org/10.1348/00070990360626976
Broadbent J., Panadero E., Lodge J.M., & de Barba P. (2020). Technologies to enhance self-regulated learning in online and computer-mediated learning environments. In M. J. Bishop, E. Boling, J. Elen, & V. Svihla (Eds.), Handbook of research in educational communications and technology (pp. 37–52). Springer, Cham. https://doi.org/10.1007/978-3-030-36119-8_3
Broadbent, J., & Poon, W. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
Brookhart, S., Andolina, M., Zuza, M., & Furman, R. (2004). Minute math: An action research study of student self-assessment. Educational Studies in Mathematics, 57(2), 213–227. http://doi.org/10.1023/B:EDUC.0000049293.55249.d4
Brown, A. L., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A., & Campione, J. C. (1993). Distributed expertise in the classroom. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 188–228). New York: Cambridge University Press.
Browne, C., Culligan, B., & Phillips, J. (2013). New General Service List (NGSL). Retrieved June 14, 2020 from http://www.newgeneralservicelist.org/
Cárdenas-Robledo, L. A., & Peña-Ayala, A. (2019). A holistic self-regulated learning model: A proposal and application in ubiquitous-learning. Expert Systems with Applications, 123(1), 299–314.
Cazan, A. M. (2020). An intervention study for the development of self-regulated learning skills. Current Psychology. https://doi.org/10.1007/s12144-020-01136-x
Chakrabarty, A. K., & Saha, B. (2014). Low achievers at elementary stages of EFL learning: The problems and possible ways-out. International Journal on New Trends in Education and Their Implications, 5(3), 160–165.
Chang, W. C. (2014). Taiwan ying yu jiao yu de bian yu bu bian: mian dui tiao zhan, ti sheng ying yu li [The changed and unchanged in Taiwan’s English education: Facing challenges and promoting English ability]. Secondary Education, 65(3), 6–17.
Chen, P. P. (2003). Exploring the accuracy and predictability of the self-efficacy beliefs of seventh grade mathematics students. Learning and Individual Differences, 14, 79–92. http://doi.org/10.1016/j.lindif.2003.08.003
Chen, S., Huang, C. C., & Chou, T. L. (2016). The effect of metacognitive scaffolds on low achievers’ laboratory learning. International Journal of Science and Mathematics Education, 14(2), 281–296. https://doi.org/10.1007/s10763-015-9691-9
Chen, Y. L., & Hsu, C. C. (2020). Self-regulated mobile game-based English learning in a virtual reality environment. Computers & Education, 154. https://doi.org/10.1016/j.compedu.2020.103910
Clark, T. (2011). The contraband of some schools is the disruptive innovation of others with BYOT (bring your own tech). Retrieved January 23, 2021, from http://theinnovativeeducator.blogspot.com/2011/04/contraband-of-some-schools-is.html
Cleary, T. E. (2015). Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being. Washington, DC: American Psychological Association.
Cleary, T. J., & Callan, G. L. (2018). Capturing and modeling self-regulated learning using think-aloud protocols. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 338–351). Routledge.
Cohen, A. D. (2014). Strategies in learning and using a second language. Routledge.
Crompton, H. (2013). A historical overview of m-learning: Toward learner-centered education. In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 3–14). Routledge.
Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers & Education, 123, 53–64. https://doi.org/10.1016/j.compedu.2018.04.007
Danish, J., & Hmelo-Silver, C. E. (2020). On activities and affordances for mobile learning. Contemporary Educational Psychology, 60. https://doi.org/10.1016/j.cedpsych.2019.101829
de Boer, H., Bergstra, A., & Kostons, D. (2012). Effective strategies for self-regulated learning: A meta-analysis. Groningen: GION onderzoek/onderwijs.
de Boer, H., Donker, A. S., Kostons, D. D. N. M., & van der Werf, G. P. C. (2018). Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis. Educational Research Review, 24, 98–115. https://doi.org/10.1016/j.edurev.2018.03.002
de Boer, H., Donker, A. S., & van der Werf, M. P. C. (2014). Effects of the attributes of educational interventions on students’ academic performance: A meta-analysis. Review of Educational Research, 84, 509–545. http://dx.doi.org/10.3102/0034654314540006
Dedić, Z. R. (2014). Metacognitive knowledge in relation to inquiry skills and knowledge acquisition within a computer-supported inquiry learning environment. Psihologijske Teme, 23(1), 115–141.
de la Fuente-Arias, J. (2017). Theory of self- vs. externally-regulated learningTM: fundamentals, evidence, and applicability. Frontiers in Psychology, 8, 1675. https://doi.org/10.3389/fpsyg.2017.01675
Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28(3), 425–474. https://doi.org/10.1007/s10648-015-9320-8
DiFrancesca, D., Nietfeld, J. L., & Cao, L. (2016). A comparison of high and low achieving students on self-regulated learning variables. Learning and Individual Differences, 45, 228–236. https://doi.org/10.1016/j.lindif.2015.11.010
DiGiacomo, G. (2014). Enhancing self-monitoring and self-reflection through a self-regulatory skills intervention embedded in a middle school mathematics curriculum [Doctoral dissertation, City University of New York]. CUNY Academic Works. https://academicworks.cuny.edu/gc_etds/201
Dignath-van Ewijk, C., Fabriz, S., & Buttner, G. (2015). Fostering self-regulated learning among students by means of an electronic learning diary: A training experiment. Journal of Cognitive Education and Psychology, 14(1), 77–97. https://doi.org/10.1891/1945-8959.14.1.77
Dimmitt, C., & McCormick, C. B. (2012). Metacognition in education. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook (Vol. 1, pp. 157–187). APA. https://doi.org/10.1037/13273-007
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20, 391–409. https://doi.org/10.1007/s10648-008-9083-6
Donker, A. S., de Boer, H., Kostons, D., van Ewijk, D., & van der Werf, M.P.C. (2014). Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 11, 1–26. https://doi.org/10.1016/j.edurev.2013.11.002
Dörnyei, Z., & Ottó, I. (1998, January). Motivation in action: A process model of L2 motivation. (Working Papers in Applied Linguistics, Vol. 4). http://eprints.nottingham.ac.uk/id/eprint/39
Dunlosky, J., & Metcalfe, J. (2008). Metacognition. Thousand Oaks, CA: Sage.
Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6–25. https://doi.org/10.1080/00461520.2011.538645
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218–232. https://doi.org/10.1037/0022-3514.72.1.218
European Council (2002). Council resolution of 27 June 2002 on lifelong learning. Official Journal of the European Communities, 9, 1–3.
Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. E. Weinert & R. Kluwe (Eds.), Metacognition motivation and understanding (pp. 20–29). Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
Fogg, B. J. (2003). Persuasive technology: Using computers to change what we think and do. San Francisco: Morgan Kaufmann Publishers.
Goh, T. T., Seet, B. C., & Chen, N. S. (2012). The impact of persuasive SMS on students’ self-regulated learning. British Journal of Educational Technology, 43(4), 624–640. https://doi.org/10.1111/j.1467-8535.2011.01236.x
Gorjian, B., Moosavinia, S. R., Ebrahimi Kavari, K., Asgari, P., & Hydarei, A. (2011). The impact of asynchronous computer-assisted language learning approaches on English as a foreign language high and low achievers’ vocabulary retention and recall. Computer Assisted Language Learning, 24(5), 383–391. https://doi.org/10.1080/09588221.2011.552186
Greene, J. A., Deekens, V. M., Copeland, D. Z., & Yu, S. (2018). Capturing and modeling self-regulated learning using think-aloud protocols. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 323–337). Routledge.
Hadwin, A., & Oshige, M. (2011). Socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record, 113(2), 240–264.
Hadwin, A. F., Winne, P. H., Stockley, D. B., Nesbit, J. C., & Woszczyna, C. (2001). Context moderates students’ self-reports about how they study. Journal of Educational Psychology, 93(3), 477–487. https://doi.org/10.1037/0022-0663.93.3.477
Hannafin, M., Land, S., & Oliver, K. (1999). Open learning environments: Foundations, methods, and models. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II, pp. 115–140). Lawrence Earlbaum Associates.
Hawthorne, K. A., Bol, L., & Pribesh, S. (2017). Can providing rubrics for writing tasks improve developing writers’ calibration accuracy? The Journal of Experimental Education, 85(4), 689–708. https://doi.org/10.1080/00220973.2017.1299081
Heyder, A., & Brunner, M. (2018). Teachers’ aptitude beliefs as a predictor of helplessness in low-achieving students: Commonalities and differences between academic domains. Learning and Individual Differences, 62, 118–127. https://doi.org/10.1016/j.lindif.2018.01.015
Hu, J., & Gao, X. (2018). Self-regulated strategic writing for academic studies in an English-medium-instruction context. Language and Education, 32(1), 1–20. https://doi.org/10.1080/09500782.2017.1373804
Hu, J., & Gao, X. (2020). Appropriation of resources by bilingual students for self-regulated learning of science. International Journal of Bilingual Education and Bilingualism, 23(5), 567–583. https://doi.org/10.1080/13670050.2017.1386615
Huang, Y. M., Huang, S., & Lin, Y. T. (2012). A ubiquitous English vocabulary learning system: Evidence of active/passive attitudes vs. usefulness/ease-of-use. Computers & Education, 58(1), 273–282. https://doi.org/10.1016/j.compedu.2011.08.008
Jang, Y.-J. (2007). Qingshaonian houshe renzhi liangbiao bianzhi zhi yanjiu [Research on the compilation of adolescent metacognitive scale.] [Unpublished master's thesis]. National Taitung University. https://hdl.handle.net/11296/mg5ap2
Jansen, R. S., van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019). Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis. Educational Research Review, 28, 100292. https://doi.org/10.1016/j.edurev.2019.100292
Järvelä, S., Volet, S., & Järvenoja, H. (2010). Research on motivation in collaborative learning: Moving beyond the cognitive-situative divide and combining individual and social processes. Educational Psychologist, 45(1), 15–27. https://doi.org/10.1080/00461520903433539
Järvenoja, H., Järvelä, S., & Malmberg, J. (2015). Understanding regulated learning in situative and contextual frameworks. Educational Psychologist, 50(3), 204–219. https://doi.org/10.1080/00461520.2015.1075400
Jonassen, D. H., & Land, S. (2000). The theoretical foundations of learning environments. Erlbaum.
Karlen, Y. (2016). Differences in students’ metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners. The Journal of Educational Research, 109(3), 253–265. https://doi.org/10.1080/00220671.2014.942895
Kim, Y. E., Brady, A. C., & Wolters, C. A. (2020). College students’ regulation of cognition, motivation, behavior, and context: Distinct or overlapping processes? Learning and Individual Differences, 80, 101872. https://doi.org/10.1016/j.lindif.2020.101872
King, R. B., & McInerney, D. M. (2014). Culture’s consequences on student motivation: Capturing cross-cultural universality and variability through personal investment theory. Educational Psychologist, 49(3), 175–198. https://doi.org/10.1080/00461520.2014.926813
Kohonen, V. (2010). Autonomy, agency and community in FL education: Developing site-based understanding through a university and school partnership. In B. O’Rourke & L. Carson (Eds.), Language learner autonomy: Policy, curriculum, classroom (pp. 3–28). Peter Lang.
Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67–72. https://doi.org/10.1016/j.lindif.2013.01.005
Kosnin, A. M. (2007). Self-regulated learning and academic achievement in Malaysian undergraduates. International Education Journal, 8(1), 221–228.
Kukulska-Hulme, A., & Viberg, O. (2018). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49(2), 207–218.
Lai. C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100(1), 126–140. https://doi.org/10.1016/j.compedu.2016.05.006
Land, S. M., & Hannafin, M. J. (2000). Student-centered learning environments. In D. H. Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments (pp. 1–23). Erlbaum.
Langer, P. (2009). Situated learning: What ever happened to educational psychology? Educational Psychology Review, 21, 181–192. https://doi.org/10.1007/s10648-009-9099-6
Lantolf, J. P., & Poehner, M. E. (2008). Introduction to sociocultural theory and the teaching of second languages. In J. P. Lantolf & Poehner, M. E. (Eds.). Sociocultural theory and the teaching of second languages. London: Equinox
Lewis, T., & Vialleton, E. (2011). The notions of control and consciousness in learner autonomy and self-regulated learning: A comparison and critique. Innovation in Language Learning and Teaching, 5(2), 205–219. https://doi.org/10.1080/17501229.2011.577535
Li, Y., & Wang, C. (2010). An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL context. Asian EFL Journal, 12(2), 144–162.
Liao, Y. F. (2019). Ying wen neng li fen ji jiao xue de cheng xiao yu xing si [The effectiveness and reflection of competence-based grouping in English teaching]. Taiwan Education Review, 8(2), 100–108.
Mahmoudi, L. (2015). The washback effect of the Iranian National University Entrance Exam (INUEE) on pre-university students’ English learning process. British Journal of English Linguistics, 3(3), 34–49.
Matitaputty, E. K. N., & Kurniawati, F. (2020). Effectiveness of self-regulated learning intervention program in forethought phase of a school underachiever. Psychological Research on Urban Society, 3(2), 109–119. https://doi.org/10.7454/proust.v3i2.95
McCaslin, M. (2009). Co-regulation of student motivation and emergent identity. Educational Psychologist, 44(2), 137–146. https://doi.org/10.1080/00461520902832384
McCaslin, M., & Burross, H. (2011). Research on individual differences within a sociocultural perspective: Co-regulation and adaptive learning. Teachers College Record, 113(2), 325-349.
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121–131. https://doi.org/10.1037/a0033546
Moos, D. C., & Bonde, C. (2016). Flipping the classroom: Embedding self-regulated learning prompts in videos. Technology, Knowledge and Learning, 21(2), 225–242. https://doi.org/10.1007/s10758-015-9269-1
Murray, G. (2014). The social dimensions of learner autonomy and self-regulated learning. Studies in Self-Access Learning Journal, 5(4), 320–341.
Nakata, Y. (2014). Self-regulation: Why is it important for promotion learner autonomy in the school context? Studies in Self-Access Learning Journal, 5(4), 342–356
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328–346.
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318
Ohtani, K., & Hisasaka, T. (2018). Beyond intelligence: A meta-analytic review of the relationship among metacognition, intelligence, and academic performance. Metacognition and Learning, 13, 179–212.
Oinas-Kukkonen, H., & Harjumaa, M. (2009). Persuasive systems design: Key issues, process model, and system features. Communications of the Association for Information Systems, 24, pp.-pp. https://doi.org/10.17705/1CAIS.02428
Oxford, R. L. (2011). Teaching and researching language learning strategies. Pearson Education.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Panadero, E., Klug, J., & Järvelä, S. (2016). Third wave of measurement in the self-regulated learning field: When measurement and intervention come hand in hand. Scandinavian Journal of Educational Research, 60(6), 723–735. https://doi.org/10.1080/00313831.2015.1066436
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/S15326985EP3702_4
Pennequin, V., Sorel, O., Nanty, I., & Fontaine, R. (2010). Metacognition and low achievement in mathematics: The effect of training in the use of metacognitive skills to solve mathematical word problems. Thinking & Reasoning, 16(3), 198–220. https://doi.org/10.1080/13546783.2010.509052
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459–470. https://doi.org/10.1016/S0883-0355(99)00015-4
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502), Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. http://doi.org/10.1007/s10648-004-0006-x
Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
Radosevich, D. J., Vaidyanathan, V. T., Yeo, S.-Y., & Radosevich, D. M. (2004). Relating goal orientation to self-regulatory processes: A longitudinal field test. Contemporary Educational Psychology, 29(3), 207–229. https://doi.org/10.1016/S0361-476X(03)00032-8
Richardson, M., Abraham, C., Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Samperio, N. (2019). Learning strategies used by high and low achievers in the first level of English. Profile Issues in Teachers’ Professional Development, 21(1), 75–89. https://doi.org/10.15446/profile.v21n1.68246
Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143(6), 565–600. https://doi.org/10.1037/bul0000098
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1-2), 113–125. https://doi.org/10.1023/A:1003044231033
Schunk, D. H., & Greene, J. A. (2018). Handbook of self-regulation of learning and performance. Routledge.
Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in education: Theory, research, and applications (4th ed.). Pearson.
Shyr, W.-J., & Chen, C.-H. (2017). Designing a technology-enhanced flipped learning system to facilitate students’ self-regulation and performance. Journal of Computer Assisted Learning, 34(1), 53–62. https://doi.org/10.1111/jcal.12213
Sitzmann, T., & Ely, K. (2010). Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition. Journal of Applied Psychology, 95(1), 132–144. https://doi.org/10.1037/a0018080
Skaalvik, E. M., & Skaalvik, S. (2004). Self-concept and self-efficacy: A test of the internal/external frame of reference model and predictions of subsequent motivation and achievement. Psychological Reports 95, 1187–1202. https://doi.org/10.2466/pr0.95.3f.1187-1202
Song, D., & Kim, D. (2020). Effects of self-regulation scaffolding on online participation and learning outcomes. Journal of Research on Technology in Education, 53(3), 249–263. https://doi.org/10.1080/15391523.2020.1767525
Sontag, C., & Stoeger, H. (2015). Can highly intelligent and high-achieving students benefit from training in self-regulated learning in a regular classroom context? Learning and Individual Differences, 41, 43–53. https://doi.org/10.1016/j.lindif.2015.07.008
Spinath, B., Stiensmeier-Pelster, J., Schöne, C., & Dickhäuser, O. (2002). Die Skalen zur Erfassung von Lern- und Leistungsmotivation (SELLMO) [Measurement scales for learning and performance motivation]. Hogrefe Publishing.
Tabuenca, B., Kalz, M., Drachsler, H., & Specht, M. (2015). Time will tell: The role of mobile learning analytics in self-regulated learning. Computers & Education, 89, 53–74. http://doi.org/10.1016/j.compedu.2015.08.004
Thiede, K. W. (1999). The importance of monitoring and self-regulation during multitrial learning. Psychonomic Bulletin & Review, 6(4), 662–667. http://doi.org/10.3758/BF03212976
Tsai, C. W., & Shen, P. D. (2009). Applying web-enabled self-regulated learning and problem-based learning with initiation to involve low-achieving students in learning. Computers in Human Behavior, 25(6), 1189–1194. https://doi.org/10.1016/j.chb.2009.05.013
Underwood, J., Baguley, T., Banyard, P., Coyne, E., Farrington-Flint, L., & Selwood, I. (2008). Impact 2007: Personalising Learning with Technology. Coventry, England: British Educational Communications and Technology Agency. http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/impact_July2007.doc
van Alten, D. C., Phielix, C., Janssen, J., & Kester, L. (2020). Self-regulated learning support in flipped learning videos enhances learning outcomes. Computers & Education, 158, 104000. https://doi.org/10.1016/j.compedu.2020.104000
Vandevelde, S., Van Keer, H., Schellings, G., & Van Hout-Wolters, B. (2015). Using think-aloud protocol analysis to gain in-depth insights into upper primary school children’s self-regulated learning. Learning and Individual Differences, 43, 11–30. https://doi.org/10.1016/j.lindif.2015.08.027
Veenman, M. V. J. (2005). The assessment of metacognitive skills: What can be learned from multi-method designs? In C. Artelt & B. Moschner (Eds.), Lernstrategien und Metakognition: Implikationen für Forschung und Praxis (pp. 77–97). Waxmann.
Veenman, M. V. J. (2007). The assessment and instruction of self-regulation in computer-based environments: A discussion. Metacognition and Learning, 2, 177–183. https://doi.org/10.1007/s11409-007-9017-6
Volet, S., Vauras, M., & Salonen, P. (2009). Self- and social regulation in learning contexts: An integrative perspective. Educational Psychologist, 44(4), 215–226. https://doi.org/10.1080/00461520903213584
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wandler, J. B., & Imbriale, W. J. (2017). Promoting undergraduate student self-regulation in online learning environments. Online Learning, 21(2). https://doi.org/10.24059/olj.v21i2.881
Wang, C. L., & Liou, P. Y. (2018). Patterns of motivational beliefs in the science learning of total, high-, and low-achieving students: Evidence of Taiwanese TIMSS 2011 data. International Journal of Science and Mathematics Education, 16, 603–618. https://doi.org/10.1007/s10763-017-9797-3
Wang, C., Jaeggi, S. M., Yang, L., Zhang, T., He, X., Buschkuehl, M., & Zhang, Q. (2019). Narrowing the achievement gap in low-achieving children by targeted executive function training. Journal of Applied Developmental Psychology, 63, 87–95.
Wang, Y., & Sperling, R. A. (2020). Characteristics of effective self-regulated learning interventions in mathematics classrooms: A systematic review. Frontiers in Education, 5, 58.
Winne, P. H. (2004). Students’ calibration of knowledge and learning processes: Implications for designing powerful software learning environments. International Journal of Educational Research, 41(6), 466–488.
Winne, P. H. (2005). Key issues on modeling and applying research on self-regulated learning. Applied Psychology: An International Review, 54(2), 232–238. https://doi.org/10.1111/j.1464-0597.2005.00206.x
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Erlbaum Associates.
Wirth, J., & Leutner, D. (2008). Self-regulated learning as a competence: Implications of theoretical models for assessment methods. Zeitschrift für Psychologie/Journal of Psychology, 216(2), 102–110. https://doi.org/10.1027/0044-3409.216.2.102
Wolters, C. A., & Hoops, L. D. (2015). Self-regulated learning interventions for motivationally disengaged college students. In T. L. Cleary (Ed.), Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being (pp. 67–88). American Psychological Association.
Wolters, C. A., & Won, S. (2018). Validity and the use of self-report questionnaires to assess self-regulated learning. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 307–322). Routledge.
Wu, S. C., & Chang, S. M. (2018). Senior high school EFL students’ L2 motivational configurations and learning outcomes: A person-centered approach. Journal of Literature, Languages and Linguistics, 43, 8–19.
Yang, Y. (2019). Reflective assessment for epistemic agency of academically low-achieving students. Journal of Computer Assisted Learning, 35(4), 459–475. https://doi.org/10.1111/jcal.12343
Yip, M. C. (2007). Differences in learning and study strategies between high and low achieving university students: A Hong Kong study. Educational Psychology, 27(5), 597–606. https://doi.org/10.1080/01443410701309126
Yip, M. C. W., & Chung, O. L. L. (2005). Relationship of study strategies and academic performance in different learning phases of higher education in Hong Kong. Educational Research and Evaluation, 11, 61–70. https://doi.org/10.1080/13803610500110414
Yot-Domínguez, C., & Marcelo, C. (2017). University students’ self-regulated learning using digital technologies. International Journal of Educational Technology in Higher Education 14, 38. https://doi.org/10.1186/s41239-017-0076-8
Zheng, L. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: A meta-analysis. Asia Pacific Educational Review, 17, 187–202. https://doi.org/10.1007/s12564-016-9426-9
Ziegler, N. (2015). The predictive value of the self-regulating capacity in vocabulary learning scale. Applied Linguistics, 36(5), 641–647. https://doi.org/10.1093/applin/amv020
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2
Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33(2–3), 73–86.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press.
Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1–37). Lawrence Erlbaum Associates.
Zimmerman, B. J. (2006). Development and adaptation of expertise: The role of self-regulatory processes and beliefs. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 705–722). Cambridge.
Zimmerman, B. J. (2008). Goal Setting: A key proactive source of academic self-regulation. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 267–295). New York, NY: Lawrence Erlbaum.
Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 299-315). Routledge.
Zimmerman, B. J., Moylan, A., Hudesman, H., White, N., & Flugman, B. (2011). Enhancing self-reflection and mathematics achievement of at-risk urban technical college students. Psychological Test and Assessment Modeling, 53(1), 141–160.
Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 1–30). Taylor & Francis.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
QR Code
QRCODE