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    政大機構典藏 > 教育學院 > 期刊論文 >  Item 140.119/155585


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    题名: Exploring the impact of psychosocial learning environments and instructional modalities on academic achievement in blended computer science education
    作者: 曾聖翔
    Tseng, Sheng-Shiang;Cheng, Shonn;Chang, Hsuan-Pu
    贡献者: 教育學院
    关键词: Learning environments;Instructional modality;Motivation;Self-regulated learning;Academic achievement;Blended computer science education
    日期: 2024-07
    上传时间: 2025-02-05 16:14:00 (UTC+8)
    摘要: The goal of the present study was to explore the relations among perceived psychosocial learning environments, instructional modality, motivation, self-regulated learning, and academic achievement in blended computer science education. The participants were 207 undergraduate students enrolled in a blended online and face-to-face design course. We employed exploratory structural equation modeling to analyze the data. Our findings indicated that within the perceived psychosocial learning environments, dimensions such as personal relevance, authentic learning, and active learning significantly predicted various motivational beliefs. Furthermore, active learning and expectancy were strong predictors of effective time management, while instructional modality and emotional cost were closely linked to academic procrastination. Notably, academic procrastination emerged as the sole significant predictor of academic achievement, measured by course grades. These results suggest that traditional curricula emphasizing textbook reading and code memorization may be ineffective in teaching computer science. Additionally, our study highlights a higher tendency for procrastination in online settings. We recommend a curriculum focused on personal relevance, authentic learning, and active learning to better motivate students and enhance their ability to manage their learning effectively. To improve academic achievement in computer science education, it is crucial to address maladaptive self-regulatory processes and motivational beliefs, which primarily arise from active learning and instructional modality. We will conclude with specific recommendations for designing learning environments that better support computer science education.
    關聯: European Journal of Psychology of Education, Vol.39, pp.4493-4514
    数据类型: article
    DOI 連結: https://doi.org/10.1007/s10212-024-00884-9
    DOI: 10.1007/s10212-024-00884-9
    显示于类别:[教育學院] 期刊論文

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