Rieser Svenja, Naumann Alexander, Decristan Jasmin, Fauth Benjamin, Klieme Eckhard, Büttner Gerhard
TU Dortmund University, Dortmund, Germany.
German Institute for International Educational Research (DIPF), Frankfurt am Main, Germany.
Br J Educ Psychol. 2016 Dec;86(4):526-545. doi: 10.1111/bjep.12121. Epub 2016 Jul 18.
In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited.
This study aimed to investigate the connection between effective teaching and reported learning activities. We hypothesize specific relations between a three-dimensional model of teaching quality (i.e., cognitive activation, supportive climate, and classroom management) and students' reported use of metacognitive strategies. Students' intrinsic motivation is considered as a mediator and a moderator of this connection.
N = 1,052 students from 53 German primary school classes and their science teachers participated.
Data were collected through classroom or video observation and questionnaires over a period of approximately 2 months. Multilevel analysis was utilized to test our hypotheses.
Each dimension of teaching quality positively predicted students' reported use of metacognitive strategies. For supportive climate, this connection was mediated by students' intrinsic motivation. Cognitive activation negatively predicted the slopes between students' reported metacognitive strategy use and motivation.
The results support the notion that effective teaching is connected to learning activities and stress the importance of students' learning motivation. Results from the cross-level interaction could indicate that especially less motivated students' reported metacognitive strategy use might be supported by cognitively activating teaching.
为使教学取得成功，学生需要积极参与学习。然而，关于教学效果的研究往往忽视了学生的学习活动。尽管人们认为有效的教学能促进有益学习活动的运用，但这种联系的实证证据仍然有限。
本研究旨在调查有效教学与所报告的学习活动之间的联系。我们假设教学质量的三维模型（即认知激活、支持性氛围和课堂管理）与学生所报告的元认知策略运用之间存在特定关系。学生的内在动机被视为这种联系的中介和调节变量。
来自德国53个小学班级的1052名学生及其科学教师参与了研究。
在大约两个月的时间里，通过课堂观察、视频观察和问卷调查收集数据。采用多层次分析来检验我们的假设。
教学质量的每个维度都正向预测了学生所报告的元认知策略运用。对于支持性氛围，这种联系由学生的内在动机介导。认知激活负向预测了学生所报告的元认知策略运用与动机之间的斜率。
研究结果支持了有效教学与学习活动相关的观点，并强调了学生学习动机的重要性。跨层次交互作用的结果可能表明，认知激活型教学尤其可能支持动机较低的学生所报告的元认知策略运用。
