Kikas Eve, Puusepp Ita, Granström Mikk, Mädamürk Kaja
School of Natural Sciences and Health, Tallinn University, 10120 Tallinn, Estonia.
School of Educational Sciences, Tallinn University, 10120 Tallinn, Estonia.
Behav Sci (Basel). 2024 Oct 1;14(10):889. doi: 10.3390/bs14100889.
Students' motivation to learn and the strategies they use during learning are two important factors that affect their learning outcomes. Some learning strategies are more effective, and some are less effective (deep and surface strategies). Both the knowledge of and motivation to use certain learning strategies depend on students' individual characteristics (prior knowledge) and the context (classroom practices). The aims of the present study were (1) to examine differences between middle and high school students' perceptions of the effectiveness of specific learning strategies and motivation to use effective strategies and (2) to explore relations between motivation, learning strategies, and grades in these two subgroups. The participants were 6287 middle school students (aged 13-16) and 5476 high school students (aged 17-20 years). The students completed an electronic questionnaire during school hours. Their perceptions of the effectiveness of specific learning strategies in certain learning scenarios and motivational beliefs (self-efficacy, utility, and cost) concerning the use of effective strategies were assessed with rating scales; additionally, students' self-reported math and history grades were used. A network analysis was used to examine the relations between constructs. The results show small between-group differences in accordance with the theoretical expectations. The findings are discussed in relation to school level and educational context.
学生的学习动机以及他们在学习过程中使用的策略是影响学习成果的两个重要因素。一些学习策略更有效，而一些则效果较差（深层和表层策略）。对特定学习策略的了解以及使用这些策略的动机都取决于学生的个体特征（先前知识）和情境（课堂实践）。本研究的目的是：（1）考察初中生和高中生对特定学习策略有效性的认知差异以及使用有效策略的动机；（2）探究这两个亚组中动机、学习策略和成绩之间的关系。参与者为6287名初中生（年龄在13 - 16岁）和5476名高中生（年龄在17 - 20岁）。学生们在上课时间完成了一份电子问卷。通过量表评估他们对特定学习策略在某些学习情境中的有效性认知以及关于使用有效策略的动机信念（自我效能感、效用和成本）；此外，还使用了学生自我报告的数学和历史成绩。采用网络分析来考察各构念之间的关系。结果显示，组间差异较小，符合理论预期。结合学校水平和教育背景对研究结果进行了讨论。
