کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6845770 | 621194 | 2016 | 16 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Self-regulated learning processes vary as a function of epistemic beliefs and contexts: Mixed method evidence from eye tracking and concurrent and retrospective reports
ترجمه فارسی عنوان
فرایندهای یادگیری خودتنظیم کننده به عنوان تابع اعتقادات و زمینه های معرفتی متفاوت است: شواهد متفاوتی از رویکرد چشم و گزارش های همزمان و گذشته نگر
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کلمات کلیدی
شناخت شناختی، یادگیری خودمراقبتی، فراشناخت، داده های فرآیند،
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
The objective of the current studies was to investigate how epistemic cognition related to specific phases and components of self-regulated learning and its adaptation to learning conditions of varying quality. In a multi-study, mixed method design, we presented university students with science content that relayed conceptual discrepancies and collected quantitative and qualitative data to study how students responded to discrepancies. In Study 1 (n = 42), we collected eye tracking patterns, study times, and metacognitive ratings and found that participants adapted their behavioral processing as a function of their epistemic cognition and discrepancy type. In Study 2 (n = 20), we collected concurrent think-aloud protocols and retrospective interviews to further explore why discrepancies were noticed (or not) and how they were resolved. Results revealed that prior knowledge and epistemic self-efficacy in oneself as an evaluator of knowledge emerged as important themes to detecting and efficiently resolving discrepancies. We conclude with a discussion of theoretical and methodological implications.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 42, April 2016, Pages 31-46
Journal: Learning and Instruction - Volume 42, April 2016, Pages 31-46
نویسندگان
Gregory Trevors, Reza Feyzi-Behnagh, Roger Azevedo, François Bouchet,