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混合学习环境中学习者的动机调节：研究与展望
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Abstract:
动机调节是指学习者有目的地激发、维持、增强他们开始或完成某项学习任务的意愿的过程，是自我调节学习的重要组成部分。研究使用文献综述的方法，分析了混合学习环境中学习者的动机调节与认知、元认知调节，以及学业成绩的关系，并对其影响因素进行了总结。结果发现：1) 在混合学习环境中，动机调节能够预测学习者认知和元认知调节策略的使用，且内部动机调节策略的预测作用更强；2) 动机调节对混合学习效果的影响存在两种不同的观点：一方面动机调节能够提高学业成绩，另一方面动机调节可能会干扰学习过程，不利于提高学业成绩；3) 动机调节的作用会受到年级、尽责性、动机信念等个体因素及学科类型、任务难度、教师特质等环境因素的影响。本研究支持动机调节在混合学习环境中的重要作用，对指导教学实践、培养学习者的自我调节学习能力具有重要意义。
Motivational regulation refers to the process that learners purposefully stimulate, maintain and enhance their willingness to start or complete a learning task, and is an important part of self- reg-ulated learning. Using the method of literature review, this paper analyzes the relationship be-tween learners’ motivational regulation, cognition, metacognitive regulation, and academic achievement in blended learning environment, and summarizes the influencing factors. The results show that: 1) In blended learning environment, motivational regulation can predict the use of cog-nitive and meta-cognitive regulation strategies, and the predictive effect of internal motivational regulation strategies is stronger; 2) There are two different views on the effect of motivational reg-ulation on blended learning: on the one hand, motivational regulation can improve academic per-formance; on the other hand, motivational regulation may interfere with the learning process and further hinder academic performance; 3) The role of motivational regulation is affected by individ-ual factors such as grade, conscientiousness, and motivational beliefs, as well as environmental fac-tors such as subject type, task difficulty and teacher characteristics. This study supports the im-portant role of motivational regulation in blended learning environment, which is of great signifi-cance for guiding educational practice and cultivating learners’ self-regulated learning ability.
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