Exploring the Influence of Students' Attributions for Success on Their Self-Regulation in Pathophysiology

被引：11

作者：

Dunn, Karee E. ^{[1
]}

Osborne, Cara ^{[1
]}

Link, Hope J. ^{[2
]}

机构：

[1] Univ Arkansas, Eleanor Mann Sch Nursing, Fayetteville, AR 72701 USA

[2] Univ Memphis, Nashville, TN USA

来源：

JOURNAL OF NURSING EDUCATION | 2012年 / 51卷 / 06期

关键词：

COLLEGE-FRESHMEN; ACHIEVEMENT; PERFORMANCE; STRATEGIES; MOTIVATION; CLASSROOM; ABILITY;

D O I：

10.3928/01484834-20120420-01

中图分类号：

R47 [护理学];

学科分类号：

1011 ;

摘要：

Pathophysiology is a difficult course both for students to take and for instructors to teach. However, little research has explored learner characteristics that teachers may address through targeted instruction to make both the teaching and learning experience better. This study examined the influence of students' causal attributions for success on their self-regulated learning, which is strongly associated with positive learning outcomes. Results indicated that ability, effort, and luck attributions for success collectively influenced Pathophysiology students' self-regulated learning and that ability was the most potent influence. The findings and the implication for teaching are discussed.

引用

页码：353 / 357

页数：5

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