大学生时间管理倾向与学习动机的关系研究<br>A Research on the Relations of University Students’ Time Management Disposition between Learning Motivation

2012 ◽  
Vol 02 (02) ◽  
pp. 39-43
Author(s):  
米 豆豆
Keyword(s):  
University Students ◽  
Time Management ◽  
Learning Motivation

scholarly journals Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110031
Author(s):  
Julia Holzer ◽  
Marko Lüftenegger ◽  
Selma Korlat ◽  
Elisabeth Pelikan ◽  
Katariina Salmela-Aro ◽  
...  
Keyword(s):  
University Students ◽  
Structural Equation ◽  
Positive Emotion ◽  
Well Being ◽  
Need Satisfaction ◽  
Learning Motivation ◽  
Equation Modeling ◽  
Minor Effect ◽  
Self Regulated Learning ◽  
Regulated Learning

In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students’ well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator. Self-reports were collected from 6,071 students in Austria (Study 1) and 1,653 students in Finland (Study 2). Structural equation modeling revealed competence as the strongest predictor for positive emotion. Intrinsic learning motivation was predicted by competence and autonomy in both countries and by relatedness in Finland. Moderation effects of self-regulated learning were inconsistent, but main effects on intrinsic learning motivation were identified. Surprisingly, relatedness exerted only a minor effect on positive emotion. The results inform strategies to promote students’ well-being through distance learning, mitigating the negative effects of the situation.

5E Mobile Inquiry Learning Approach for Enhancing Learning Motivation and Scientific Inquiry Ability of University Students

2016 ◽  
Vol 59 (2) ◽  
pp. 147-153 ◽  
Author(s):  
Ping-Han Cheng ◽  
Ya-Ting Carolyn Yang ◽  
Shih-Hui Gilbert Chang ◽  
Fan-Ray Revon Kuo
Keyword(s):  
University Students ◽  
Scientific Inquiry ◽  
Inquiry Learning ◽  
Learning Motivation ◽  
Learning Approach

scholarly journals Academic integrity of university students during emergency remote online assessment: An exploration of student voices

2021 ◽  
Vol 6 ◽  
Author(s):  
Anne H. Verhoef ◽  
Yolandi M. Coetser
Keyword(s):  
University Students ◽  
South African ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Time Management ◽  
Online Assessment ◽  
Student Voices ◽  
Online Assessments ◽  
African Context ◽  
Feeling Overwhelmed

Background: This article examines the phenomenon of academic integrity during the coronavirus disease 2019 (COVID-19) pandemic, with particular reference to emergency online assessments in 2020.Aim: It explores academic dishonesty, cheating and plagiarism of university students during emergency remote online assessment, from the perspective of South African students.Setting and Methodology: The authors explore the approaches of different universities worldwide, as well as the extant literature on the topic. An examination of the current literature related explicitly to the COVID-19 online assessments reveals a dearth of engagement by researchers in the South African context. In order to address this lacuna, the authors rely on data generated from an institutional forum on academic dishonesty at a University in South Africa. It focuses specifically on the voices of students presented during the forum, which explained both why students are dishonest and ways to curb dishonesty.Results and Conclusion: The data generated show whilst some students were dishonest due to pandemic-related issues (like lack of monitoring), there are also other reasons, such as lack of time management, feeling overwhelmed and stressed and struggling with technology that contributes to student dishonesty. Students suggest that assessments be approached differently online to curb academic dishonesty. The paper concludes by providing some fundamental changes needed to address academic dishonesty.

scholarly journals The Implementation of Learning Journal to Improve University Students’ Motivation in Basic and Process of Learning Biology Subject

2018 ◽  
Vol 2 (1) ◽  
pp. 70-75
Author(s):  
Ali Sadikin
Keyword(s):  
University Students ◽  
Action Observation ◽  
Biology Education ◽  
Learning Motivation ◽  
Study Program ◽  
Education Study ◽  
Result Show ◽  
Learning Journal ◽  
Planning Action

This research conducted to improve university students’ motivation in basic and process of learning biology subject in Biology Education Study Program Universitas Jambi through implementation of learning journal. This research have done by two cycle, which each cycle done with four steps, include planning, action, observation, and reflection. The result show that percentation score before action is 67% in enough criteria, in first cycle up to be 76,25% with good criteria, and in the second cycle increase to 76,25% also in good criteria. In conclusion, implementation of learning journal can increase learning motivation.

scholarly journals Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model

2020 ◽  
Vol 10 (12) ◽  
pp. 184
Author(s):  
Pierpaolo Limone ◽  
Maria Sinatra ◽  
Flavio Ceglie ◽  
Lucia Monacis
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Time Management ◽  
Self Regulation ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Settings ◽  
Account Due

Generally considered as a prevalent occurrence in academic settings, procrastination was analyzed in association with constructs such as self-efficacy, self-esteem, anxiety, stress, and fear of failure. This study investigated the role played by self-regulated learning strategies in predicting procrastination among university students. To this purpose, the relationships of procrastination with cognitive and metacognitive learning strategies and time management were explored in the entire sample, as well as in male and female groups. Gender differences were taken into account due to the mixed results that emerged in previous studies. This cross-sectional study involved 450 university students (M = 230; F = 220; Mage = 21.08, DS = 3.25) who completed a self-reported questionnaire including a sociodemographic section, the Tuckman Procrastination Scale, the Time Management Scale, and the Metacognitive Self-Regulation and Critical Thinking Scales. Descriptive and inferential analyses were applied to the data. The main findings indicated that temporal and metacognitive components play an important role in students’ academic achievement and that, compared to females, males procrastinate more due to poor time management skills and metacognitive strategies. Practical implications were suggested to help students to overcome their dilatory behavior.

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