Motives, Beliefs, and Perceptions among Learners Affect Preparatory Learning Strategies

Autor/in	Shinogaya, Keito
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01