Klug Julia, Lüftenegger Marko, Bergsmann Evelyn, Spiel Christiane, Schober Barbara
Department of Applied Psychology: Work, Education and Economy, University of Vienna Vienna, Austria.
Front Psychol. 2016 May 9;7:680. doi: 10.3389/fpsyg.2016.00680. eCollection 2016.
There is a strong urge to foster lifelong learning (LLL) competencies with its key components - motivation and self-regulated learning - from early on in the education system. School in general is presently not considered to be successful in systematically imparting motivation and self-regulated learning strategies. There is strong evidence that decisive motivational determinants decrease the longer students stay in school. At present, the central sources of information about the situation in Austria are international monitoring studies, which only examine selected aspects of specific target groups, and their interpretability concerning mean values is constricted due to cultural differences. Thus, it is important to conduct additional and more differentiated national surveys of the actual state. This is why this study aimed at answering the following questions: (1) how well are Austrian students equipped for the future, in terms of their lifelong learning competencies, (2) can perceived classroom structure predict students' LLL, and (3) is there a correlation of students' LLL with their achievement in the school subjects math and German language. 5366 students (52.1% female) from 36 Austrian schools took part in the online-questionnaire (mean age 15.35 years, SD = 2.45), which measured their perceived LLL competencies in the subjects math and German language, their perceived classroom structure and their achievement. Results showed that the great majority of Austrian students - independent from domain and sex - know and are able to apply cognitive as well as metacognitive learning strategies. With regard to motivation the picture is less satisfactory: whilst students' self-efficacy is not the problem, there is a lack of interest in the school subjects and they often report to follow performance approach goals. Classroom structure positively predicted students' goals, interest, self-efficacy and learning strategies. Self-efficacy, performance approach goals, meta-cognitive and deep learning strategies in turn predicted achievement positively, and performance avoidance goals negatively.
从教育系统早期就大力推动培养终身学习（LLL）能力及其关键组成部分——动机和自我调节学习。总体而言，目前学校在系统传授动机和自我调节学习策略方面被认为并不成功。有强有力的证据表明，随着学生在校时间延长，决定性的动机因素会减少。目前，关于奥地利情况的核心信息来源是国际监测研究，这些研究只考察特定目标群体的某些方面，而且由于文化差异，其关于平均值的可解释性受到限制。因此，开展更多更具差异性的全国实际状况调查很重要。这就是本研究旨在回答以下问题的原因：（1）奥地利学生在终身学习能力方面为未来做好了多充分的准备；（2）感知到的课堂结构能否预测学生的终身学习情况；（3）学生的终身学习情况与他们在数学和德语这两门学校科目上的成绩是否存在关联。来自奥地利36所学校的5366名学生（女生占52.1%）参与了在线问卷调查（平均年龄15.35岁，标准差=2.45），该问卷测量了他们在数学和德语科目上感知到的终身学习能力、感知到的课堂结构以及他们的成绩。结果显示，绝大多数奥地利学生——无论学科领域和性别——都知道并能够应用认知以及元认知学习策略。在动机方面，情况不太令人满意：虽然学生的自我效能不是问题，但他们对学校科目缺乏兴趣，而且他们经常表示追求成绩导向目标。课堂结构对学生的目标、兴趣、自我效能和学习策略有积极的预测作用。自我效能、成绩导向目标、元认知和深度学习策略反过来对成绩有积极的预测作用，而成绩回避目标则有消极的预测作用。
