Department of Psychology, The University of Winchester, UK.
Br J Educ Psychol. 2010 Jun;80(Pt 2):283-305. doi: 10.1348/000709909X480563. Epub 2009 Dec 14.
The strategies students adopt in their study are influenced by a number of social-cognitive factors and impact upon their academic performance.
The present study examined the interrelationships between motivation orientation (intrinsic and extrinsic), self-efficacy (in reading academic texts and essay writing), and approaches to studying (deep, strategic, and surface). The study also examined changes in approaches to studying over time.
A total of 163 first-year undergraduate students in psychology at a UK university took part in the study.
Participants completed the Work Preference Inventory motivation questionnaire, self-efficacy in reading and writing questionnaires and the short version of the Revised Approaches to Study Inventory.
The results showed that both intrinsic and extrinsic motivation orientations were correlated with approaches to studying. The results also showed that students classified as high in self-efficacy (reading and writing) were more likely to adopt a deep or strategic approach to studying, while students classified as low in self-efficacy (reading and writing) were more likely to adopt a surface approach. More importantly, changes in students' approaches to studying over time were related to their self-efficacy beliefs, where students with low levels of self-efficacy decreased in their deep approach and increased their surface approach across time. Students with high levels of self-efficacy (both reading and writing) demonstrated no such change in approaches to studying.
Our results demonstrate the important role of self-efficacy in understanding both motivation and learning approaches in undergraduate students. Furthermore, given that reading academic text and writing essays are essential aspects of many undergraduate degrees, our results provide some indication that focusing on self-efficacy beliefs amongst students may be beneficial to improving their approaches to study.
学生在学习中采用的策略受到许多社会认知因素的影响，并对他们的学业成绩产生影响。
本研究考察了动机取向（内在和外在）、自我效能感（阅读学术文本和写作论文）以及学习方法（深度、策略和表面）之间的相互关系。该研究还考察了学习方法随时间的变化。
英国一所大学的 163 名心理学一年级本科生参加了这项研究。
参与者完成了工作偏好清单动机问卷、阅读和写作自我效能感问卷以及修订学习方法简表。
结果表明，内在和外在的动机取向都与学习方法有关。结果还表明，自我效能感（阅读和写作）较高的学生更有可能采用深度或策略性的学习方法，而自我效能感（阅读和写作）较低的学生更有可能采用表面的学习方法。更重要的是，学生学习方法随时间的变化与他们的自我效能感信念有关，自我效能感较低的学生在深度方法上的减少和表面方法上的增加随时间而变化。自我效能感较高的学生（阅读和写作）在学习方法上没有表现出这样的变化。
我们的结果表明，自我效能感在理解大学生的动机和学习方法方面起着重要作用。此外，由于阅读学术文本和写论文是许多本科学位的重要组成部分，我们的结果表明，关注学生的自我效能感信念可能有助于提高他们的学习方法。
