کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6835371 | 618184 | 2014 | 10 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Setting the stage for the metacognition during hypermedia learning: What motivation constructs matter?
ترجمه فارسی عنوان
تعیین مرحله برای یادآوری فراشناختی در هنگام یادگیری ابرمتن: چه انگیزه ای مهم است؟
دانلود مقاله + سفارش ترجمه
دانلود مقاله ISI انگلیسی
رایگان برای ایرانیان
کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
چکیده انگلیسی
Think-aloud and self-report data from 85 undergraduates were used to examine the relationship between motivation constructs and metacognition during hypermedia learning. Participants used hypermedia for 30Â min to learn about the circulatory system. Think-aloud data were collected during this 30-min learning task to determine the extent to which participants used metacognitive processes related to monitoring: their understanding, the environment, and goals. Additionally, participants completed a self-report questionnaire, which measured various motivation constructs. Results from stepwise regressions indicated that self-efficacy significantly predicted the extent to which participants monitored emerging understanding and relevancy of content in the environment. Additionally, results indicated that extrinsic motivation significantly predicted the extent to which participants monitored their learning task goals with hypermedia. Lastly, results indicated a significant, positive relationship between self-efficacy and prior domain knowledge.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers & Education - Volume 70, January 2014, Pages 128-137
Journal: Computers & Education - Volume 70, January 2014, Pages 128-137
نویسندگان
Daniel C. Moos,