2017-04-28 00:52

一个研究学生个性和教学活动对学业成绩的影响,他的工作表明,有很多支持因素,学业成绩。他表示,因为有研究证实,学生的个性和教学活动影响学习成果,很多机构都尽力建立教学设计模型的紧密联系对学生人格的发展计划。在他的调查,房屋使用的输入环境的结果(IEO)模型进行了改进,Astin(1995)。在这个模型中,输入是学生的个性,如自我概念,自我效能,自我设定的目标,大学前的经验等。这些投入和Eccles期望值模型的因素是一样的。房子也使得针对模型的埃克尔斯当他表明,环境因素对学生成绩的影响在大学与研究期间发生的经验。环境因素可以影响一个学生成绩的期望,在很多方面,任务价值(Eccles &哈罗德,1991)。最终,学习结果将决定学生是否成功。房子的目的时,他应用IEO模型在他的研究是测试的加权贡献”学生的特点和具体的教学经验”。根据房屋的研究结果,他指出,学生的个性和教学经历的标记方案的学生的影响(2002)。例如,有较高的自我评估比同龄人的学生可能有较高的分数比他们的同龄人的一般学术能力,以及他们的驱动力来实现它。此外,分数更高的学生可能会花更多的时间在大学内外学习,这会使他们获得学士学位的期望更高 .
 a piece of research about the effects of student personality and the instructional activities on academic achievement, and his work suggested that there are a lot of supporting factors to academic achievement. He indicates that because research has confirmed that both student personality and the instructional activities influence the learning outcomes, a lot of institutions have tried their best to build up instructional design models which connect closely to the student personality when developing programmes. In his investigation, House used the Input Environmental Outcome (IEO) model which was improved by Astin (1995). In this model, the inputs are student personalities such as self-concept, self-efficacy, self-set goals, pre-college experiences and so on. These inputs and the factors of Eccles expectancy-value model are just the same. House also makes allusion to that model of Eccles when he shows that the environmental factors which have an impact on student achievement at university correspond to the experiences that occur during their study period. Environmental factors could affect a student achievement expectations and task value in many ways (Eccles & Harold, 1991). Ultimately, the learning outcome would decide either the student is successful or not. The purpose of House when he applied the IEO model in his study is to test the weighted "contributions of student characteristics and specific instructional experiences" .According to the results of House's research, he pointed out that both student personalities and instructional experiences had an influence on the marking scheme of students (2002). For example, the students who have higher self-assessments than their peers was likely to have higher scores than their peers of their generally academic capability, as well as their driving force to achieve it. Furthermore, the students who have higher scores are probably to spend more time on studying inside as well as outside the university; that would direct them to the higher expectations of obtaining a bachelor's degree

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