کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4940072 | 1436371 | 2016 | 9 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Teacher differences in promoting students' self-regulated learning: Exploring the role of student characteristics
ترجمه فارسی عنوان
تفاوت های معلم در ارتقاء یادگیری خود آموزان دانشجویی: بررسی نقش ویژگی های دانش آموزان
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کلمات کلیدی
یادگیری خودمراقبتی، آموزش ابتدایی تاثیرات دانشجویی، اختلاف معلم،
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
Research has repeatedly illustrated the positive effects of self-regulated learning (SRL) on students' intrinsic motivation and academic performance. Teachers are crucial actors in providing all students with equal opportunities to develop SRL skills. However, various factors, such as student characteristics, may affect teachers' support of students' SRL. This study examined primary school teachers' (NÂ =Â 127) perceptions regarding the role of student characteristics in their promotion of SRL. It was found that while teachers recounted experiencing the influence of multiple student characteristics, teachers differed in their instructional responses. Subsequently, the results suggested that teacher beliefs, knowledge of SRL, and attributional styles mediate the potential association of student characteristics alongside teachers' SRL support. The study concludes by acknowledging the role of student characteristics in understanding teachers' varying levels of SRL promotion. In addition, teachers' susceptibility and response to diverse student characteristics may overshadow actual student SRL needs, limiting student growth opportunities.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Individual Differences - Volume 52, December 2016, Pages 88-96
Journal: Learning and Individual Differences - Volume 52, December 2016, Pages 88-96
نویسندگان
Jeltsen Peeters, Free De Backer, Ankelien Kindekens, Karen Triquet, Koen Lombaerts,