کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
4938793 1435574 2018 13 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
The role of self-regulated learning in students' success in flipped undergraduate math courses
ترجمه فارسی عنوان
نقش یادگیری خودتنظیمی در موفقیت دانشجویان در دوره های ریاضی دوره کارشناسی کلاس درس معکوس
کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی علوم اجتماعی آموزش
چکیده انگلیسی


- Students with a higher level of confidence in learning math achieved higher in flipped math class.
- Students' prior math knowledge had a direct impact on students' confidence of learning math.
- Students who were more likely to seek help from others performed better in flipped math class.
- Students with a higher level of confidence in collaboration were more likely to seek help from others.

Based upon the self-regulated learning theory, this study examined the relationships between academic achievement and three key self-regulatory constructs - prior domain knowledge, self-efficacy, and the use of learning strategies - in two flipped undergraduate math courses. Structural equation modeling was employed as the primary method to analyze the relationships in both the pre-class and in-class learning environments of the flipped courses. The results of the study showed that students' self-efficacy in learning math and the use of help seeking strategies were all significantly positively related with academic achievement in both pre- and in-class learning environments. In addition, students' self-efficacy in collaborative learning had a positive impact on their use of help seeking strategies during in-class learning. The theoretical and instructional implications are discussed.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: The Internet and Higher Education - Volume 36, January 2018, Pages 41-53
نویسندگان
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