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Better together: Effects of four self-efficacy-building strategies on online statistical learning
Contemporary Educational Psychology ( IF 10.3 ) Pub Date : 2020-10-03 , DOI: 10.1016/j.cedpsych.2020.101924
Xiaoxia Huang , Richard E. Mayer , Ellen L. Usher

The goal of this study is to test the individual and combined effects of supplementing an online statistics lesson with four motivational strategies corresponding to Bandura’s (1997) four sources of self-efficacy (anxiety coping, modeling, mental practice, and effort feedback) on cognitive, motivational, and affective outcomes. Internet participants (N = 279) completed an online statistics module in one of six conditions with one or all four self-efficacy-building strategies (5 treatment conditions) or none of these strategies (control condition). The results indicated that the four strategies worked effectively in combination, significantly improving transfer test scores (d = 0.608), increasing self-efficacy ratings (d = 0.696), and reducing task anxiety ratings (d = −0.534), as compared with the control condition. By contrast, no motivational strategy alone was effective. The results suggest the importance of taking advantage of the power of all four sources of self-efficacy information in combination when designing motivational interventions for online mathematical lessons.



中文翻译:

更好的结合:四种自我效能增强策略对在线统计学习的影响

这项研究的目的是测试与在线学习有关的四种统计策略,分别对应于Bandura(1997)的四种自我效能感(焦虑应对,建模,心理练习和努力反馈)的个体和综合效果。 ,激励和情感成果。互联网参与者(N  = 279)使用一种或全部四种自我效能增强策略(5种治疗条件)或其中一种策略(对照条件),在六个条件之一中完成了在线统计模块。结果表明,这四种策略相结合有效地工作,显着提高了转移测试分数(d  = 0.608),提高了自我效能评价(d =  0.696),与控制条件相比,降低了任务焦虑等级(d = -0.534)。相比之下,没有单独的动机策略是有效的。结果表明,在设计在线数学课程的动机干预措施时,必须结合利用自我效能信息的所有四个来源的力量。

更新日期:2020-10-03
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