Purpose

The purpose of this study is to investigate a theoretical framework that examines and extends understanding of the role of cognitive/information processing, learning motivation and learning task behaviors in facilitating student engagement, course persistence and academic performance.

Design/methodology/approach

Student subjects were used to collect survey data. Hierarchical regression analysis was used to test the impact of active teaching, academic self-efficacy and task avoidance on the dependent variables – course grade, course persistence and expectancy for success.

Findings

Active teaching and academic self-efficacy were positive predictors of course grade while task avoidance was a negative predictor of course grade. Course persistence was positively impacted by academic self-efficacy and diminished by task-avoidance behaviors. Academic self-efficacy was shown to positively impact expectancy for success.

Practical implications

The results confirm the importance of adopting active teaching techniques, the need for periodic opportunities for experienced academic success and the need for coaching on self-regulation of study habits and class attendance behaviors.

Originality/value

This study builds on prior calls for more investigations on the role of teaching style on student psychological responses, engagement, learning task behaviors and academic performance. The teaching and learning processes were examined on four levels – attention/engagement, encoding, processing/synthesizing and learning task behaviors. In addition, prior work was extended by incorporating behavioral indicators (e.g. task avoidance) of learning motivation as opposed to reliance on self-reported levels of motivation that may have not been consistent with actual behaviors.

中文翻译：

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主动教学，学术自我效能感和学习行为在学生表现中的作用

目的

这项研究的目的是研究一个理论框架，该框架检查并扩展对认知/信息处理，学习动机和学习任务行为在促进学生敬业度，课程持久性和学习成绩方面的作用的理解。

设计/方法/方法

学生科目用于收集调查数据。分层回归分析用于测试主动教学，学术自我效能感和任务回避对因变量（课程等级，课程坚持性和成功期望）的影响。

发现

积极的教学和学术自我效能感是课程成绩的积极预测因素，而任务回避则是课程成绩的负面预测因素。课程的持久性受到学术自我效能的积极影响，而因避免任务的行为而减弱。学术自我效能被证明对成功的期望有积极的影响。

实际影响

结果证实了采用主动教学技术的重要性，需要定期获得经验性学术成就的机会以及对自我调节学习习惯和班级出勤行为进行辅导的需要。

创意/价值

本研究基于先前的呼吁，要求对教学方式在学生心理反应，参与度，学习任务行为和学习成绩方面的作用进行更多调查。在四个级别上检查了教学过程：注意力/参与度，编码，处理/合成和学习任务行为。此外，通过结合学习动机的行为指标（例如避免任务）来扩展先前的工作，而不是依赖于自我报告的动机水平（可能与实际行为不一致）。