在线学习条件下自我调节学习的行为序列研究
文献类型：学位论文
| 作者 | 柏冰玉 |
| 答辩日期 | 2024-06 |
| 文献子类 | 博士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 高文斌 |
| 关键词 | 自我调节学习 行为序列 学习分析法 脚手架 |
| 学位名称 | 应用心理硕士 |
| 学位专业 | 应用心理 |
| 其他题名 | Research on Self-regulated Learning Behavior Sequence under Online Learning Conditions |
| 中文摘要 | Learning plays an important role in the lifelong development and behavior shaping of human beings. However, the emergence of online education not only meets the needs of individual learning, but also puts forward new requirements and challenges to education and autonomous learning ability. Self-regulated learning is a key component of autonomous learning. The exploration of its theoretical mechanism and process structure has always been an important focus of educational psychology research. Early self-regulated learning research regarded it as a stable ability to predict individual behavior. However, in recent years, more and more research focuses have begun to shift to the ' self-regulated learning event view ', which regards it as a process composed of a series of events, and points out that it is necessary to describe and mine how and in what order self-regulated learning activities are carried out and combined throughout the learning process, so as to guide learners to conduct effective autonomous learning. This study takes self-regulated learning as the starting point, and explores the role of individual self-regulated learning behavior strategies in the process of self-regulated learning from the perspective of behavior sequence. It aims to take learners as the center, extract learners ' self-regulated learning learning rules and behavior sequences from the real learning process, build an efficient self-regulated learning scaffold, and provide reference for the development of targeted online self-regulated learning guidance. This study includes two sub-studies : In the first study, 24 college students were selected as the research object, and the content of their thinking aloud report and learning behavior in the autonomous learning task were used as the indicators of selfregulated learning to explore the learning performance and self-regulated learning behavior sequence differences of learners with different prior experience levels ( high prior experience level VS low prior experience level ). Study 2 constructs an efficient learning scaffold based on the self-regulated learning behavior sequence of Study 1. Using laboratory experiment method and questionnaire survey method, 60 college students were selected as the research objects, and their learning behavior performance and self-regulated learning behavior self-assessment results in the process of autonomous learning were used as indicators to verify the effectiveness of selfregulated learning scaffold. By presenting corresponding scaffold tips in the corresponding learning stage, the learner 's autonomous learning process was intervened (with scaffold prompt group VS no scaffold prompt group) and behavior records were recorded to test the effectiveness and guiding significance of efficient selfregulated learning scaffold for autonomous learning process. The results showed that : (1) In the process of completing the online autonomous learning task, the previous experienced learners adopted the multi-point joint learning strategy, showing a more regulatory, systematic and timely self-regulated learning behavior sequence, spending less learning time and learning rounds to complete the learning task, while maintaining a lower level of cognitive load ; in the process of completing autonomous learning tasks online, learners with less previous experience adopt single-point decentralized learning strategies, spend more learning time and learning rounds to complete learning tasks, and feel a higher degree of cognitive load influence. (2) In the process of online autonomous learning, scaffolding prompts based on self-regulated learning behavior sequences can help beginners adopt more regulatory, time-based and systematic self-regulated learning strategies, reduce cognitive load levels, spend less learning time and learning rounds, and achieve the goal of effectively completing autonomous learning tasks. This study uses laboratory experiments and questionnaires, combined with learning analysis, to prove that experienced learners have a higher level of selfregulated learning regulation, systematicness and timeliness. Their self-regulated learning behavior sequence helps guide beginners to complete self-regulated learning tasks with more efficient self-regulated learning strategies. At the same time, learners feel a lower level of cognitive load in the learning process, effectively alleviating the loss of cognitive resources caused by difficult tasks or new learning tasks, but it has no significant effect on game self-efficacy. |
| 英文摘要 | 学习在人类的终身发展和行为塑造中扮演着重要角色，然而在线教育的出现在满足个体学习需求的同时，也对教育与自主学习能力提出了新要求和挑战。自我调节学习作为自主学习的关键组成部分，对其理论机制和过程结构的探索一直是教育心理学研究的重要关注点。早期自我调节学习研究将其视作一种稳定的能力，用于预测个体的行为。然而近年来，越来越多的研究重点开始转向了“自我调节学习事件观”，将其视作由一系列事件组成的过程，并指出需要对自我调节学习活动如何以及以何种顺序在整个学习过程中展开和结合进行描述和挖掘，用于指导学习者进行有效自主学习。本研究自我调节学习为切入点，从行为序列的 角度探究个体的自我调节学习行为策略对自主学习过程的作用，旨在以学习者为 中心，从现实学习过程中提取学习者的自我调节学习学习规律和行为序列，构建高效自我调节学习脚手架，为制定有针对性的在线自主学习指导提供参考。 本研究包括两个子研究：研究一采用实验室实验法，结合学习分析法，以 24 名高校学生为研究对象，将其在自主学习任务中的出声思维报告内容和学习行为表现作为自我调节学习的指标，探索不同先前经验水平学习者（高先前经验水平 VS 低先前经验水平）的学习表现和自我调节学习行为序列差异。研究二基于研究一的自我调节学习行为序列构建高效学习脚手架，采用实验室实验法和问卷调查法，以 60 名高校学生为研究对象，将其在自主学习过程中的学习行为表现和自我调节学习行为自评结果作为验证自我调节学习脚手架有效性的指标，通过在相应学习阶段呈现对应脚手架提示，对学习者的自主学习过程进行干预（有脚手架提示组 VS 无脚手架提示组）和行为记录，检验高效自我调节学习脚手架对自主学习过程的有效性和指导意义。结果发现： （1）先前经验丰富的学习者在完成在线自主学习任务过程中，采用了多点联合式学习策略，表现出了更具调节性、系统性和时间性的自我调节学习行为序列，花费了更少学习时间和学习轮数完成学习任务的同时，保持了较低的认知负荷水平；先前经验较少的学习者在在线完成自主学习任务过程中，采用单点分散式学习策略，花费了更多学习时间和学习轮数完成学习任务的同时，感受到了较高程度的认知负荷影响。 （2）在在线自主学习过程中，基于自我调节学习行为序列的脚手架提示能 够帮助初学者采用更具调节性、时间性和系统性的自我调节学习策略，降低认知负荷水平，花费更少的学习时间和学习轮数，实现有效完成自主学习任务的目标。 本研究采用实验室实验法和问卷调查法，结合学习分析法，证明经验丰富的学习者具备更高水平的自我调节学习调节性、系统性和时间性，其自我调节学习行为序列有助于指导初学者以更高效的自我调节学习策略完成自主学习任务，同 时使得学习者在学习过程中感受到更低水平的认知负荷影响，有效缓解困难任务或新学习任务带来的认知资源损耗，但对于游戏自我效能感没有显著提升作用。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/48128]  |
| 专题 | 心理研究所_健康与遗传心理学研究室 |
| 推荐引用方式 GB/T 7714 | 柏冰玉. 在线学习条件下自我调节学习的行为序列研究[D]. 中国科学院心理研究所. 中国科学院大学. 2024. |
入库方式： OAI收割
来源：心理研究所
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