Literaturnachweis - Detailanzeige
Autor/in | Shinogaya, Keito |
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Titel | Motives, Beliefs, and Perceptions among Learners Affect Preparatory Learning Strategies |
Quelle | In: Journal of Educational Research, 111 (2018) 5, S.612-619 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0671 |
DOI | 10.1080/00220671.2017.1349074 |
Schlagwörter | Beliefs; Student Attitudes; Learning Strategies; Foreign Countries; Student Motivation; Questionnaires; Mathematics Instruction; Junior High School Students; Path Analysis; Epistemology; Grade 7; Grade 8; Grade 9; Hierarchical Linear Modeling; Pilot Projects; Predictor Variables; Test Validity; Test Reliability; Factor Analysis; Statistical Analysis; Japan Belief; Glaube; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Schulische Motivation; Fragebogen; Mathematics lessons; Mathematikunterricht; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Pfadanalyse; Erkenntnistheorie; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Pilot project; Modellversuch; Pilotprojekt; Prädiktor; Testvalidität; Testreliabilität; Faktorenanalyse; Statistische Analyse |
Abstract | Preparation is an effective and necessary activity; however, most students do not prepare for future lessons. The present study addressed this problem and examined how learners' motives, beliefs, and perceptions affected their strategy use during preparation for future lessons. Participants were 219 Japanese junior high school students who responded to a questionnaire about mathematics learning. The result of a path analysis suggested that learners' intrinsic motives, extrinsic motives, and cognitive beliefs about learning positively related to their spontaneously obtaining prior knowledge and solving example problems. In addition, noncognitive beliefs positively affected perceived cost of preparation and decreased obtaining prior knowledge. Implications for educational practice, limitations of the present study, and suggestions for future research are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |