本文選題：學(xué)業(yè)自我效能　切入點：學(xué)習(xí)分析　出處：《現(xiàn)代遠(yuǎn)距離教育》2017年05期 　論文類型：期刊論文

【摘要】：學(xué)業(yè)自我效能是學(xué)習(xí)者對自己面對學(xué)習(xí)任務(wù)時能否采取恰當(dāng)行為并取得良好效果的知覺與信念,是學(xué)習(xí)效果的重要預(yù)測因素。通過在學(xué)習(xí)分析技術(shù)的支持下挖掘?qū)W習(xí)者的過程性數(shù)據(jù)分析其學(xué)業(yè)自我效能水平,并與問卷調(diào)查結(jié)果相互佐證,實現(xiàn)學(xué)業(yè)自我效能的多角度評估。從學(xué)習(xí)設(shè)計的角度出發(fā),重點關(guān)注學(xué)習(xí)任務(wù)、學(xué)習(xí)支架與反饋的設(shè)計,探索學(xué)業(yè)自我效能的有效干預(yù)方案,并進一步探討學(xué)習(xí)分析與學(xué)習(xí)設(shè)計的一致性關(guān)系。研究發(fā)現(xiàn),任務(wù)設(shè)計、支架設(shè)計與反饋設(shè)計對學(xué)業(yè)自我效能的水平提升產(chǎn)生了推動作用,且學(xué)業(yè)自我效能對學(xué)習(xí)效果與學(xué)業(yè)情緒均具有正向作用。
[Abstract]:Academic self-efficacy is the perception and belief that learners can take appropriate behavior and achieve good results when they are faced with learning tasks. It is an important predictor of learning effect. Through mining the process data of learners to analyze their academic self-efficacy level with the support of learning analysis technology, and the results of the questionnaire are mutually corroborated. From the perspective of learning design, we focus on learning tasks, the design of learning scaffolds and feedback, and explore effective intervention programs for academic self-efficacy. The research found that task design, scaffold design and feedback design promoted the improvement of academic self-efficacy. And academic self-efficacy has positive effect on learning effect and academic emotion.
【作者單位】： 東北師范大學(xué);
【基金】：教育部人文社會科學(xué)青年基金項目“大數(shù)據(jù)時代在線學(xué)習(xí)者情感挖掘與干預(yù)研究”(編號:16YJC880046) 全國教育科學(xué)規(guī)劃教育部青年課題“大數(shù)據(jù)時代基于學(xué)習(xí)分析的自我調(diào)節(jié)學(xué)習(xí)測量與干預(yù)研究”(編號:ECA150373)
【分類號】：G442

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