This study utilized a sequential mediating model to examine the role of motivation to learn and transfer selfefficacy in the relationships between perceived content validity,mentoring function,continuous learning work...This study utilized a sequential mediating model to examine the role of motivation to learn and transfer selfefficacy in the relationships between perceived content validity,mentoring function,continuous learning work culture and intention to transfer learning.The sample comprized 429 final-year apprentices in Guangdong province,China(females=69.9%,Engineering&Medicine=69%,mean age=20.99,SD=1.60).The apprentices completed standardized measures of motivation to learn,transfer self-efficacy perceived content validity,mentoring function,and continuous learning work culture.Structural equation modeling was used to analyze the data.Results showed perceived content validity,mentoring function,continuous learning culture to predict intention to transfer learning.Of these factors,perceived content validity was the strongest predictor of intention to transfer learning.Of these factors,perceived content validity was the most influential predictor of intention to transfer learning.The motivation to learn and transfer self-efficacy sequentially mediated the relationship between mentoring function and intention to learning transfer to be stronger than by either alone.Although perceived content validity and continuous learning culture exhibited no significant direct effects on intention to transfer learning,they demonstrated positive indirect associations with intention to transfer via motivation to learn and transfer self-efficacy.These study findings extend the applications of the learning transfer framework to individuals undergoing apprenticeship training which also would apply to other a long-term work-based learning programs.展开更多
To implement quality-oriented education in colleges and universities,the courses guide and significantly promote the holistic cultivation of students’personalities,while also rounding out the university curriculum.Ho...To implement quality-oriented education in colleges and universities,the courses guide and significantly promote the holistic cultivation of students’personalities,while also rounding out the university curriculum.However,the learning effects are not expected.The authors develop a model on student learning intentions based on a questionnaire survey of 5,000 undergraduates in Eastern China,utilizing multiple regression analyses.Our results show that learning intention is closely related to course information transparency,teachers’opportunistic behaviors,the perceptions of students towards the course,and their trust in the classroom experience.Consequently,to decrease the degree of student asymmetric perceptions of information,course information transparency should be improved,and opportunistic teacher behaviors should be eliminated.This may result in enhancing students’learning intentions.展开更多
Vocabulary learning and teaching usually consists of two components, namely, intentional vocabulary acquisition and incidental vocabulary acquisition. Indeed,intentional learning and incidental learning have their own...Vocabulary learning and teaching usually consists of two components, namely, intentional vocabulary acquisition and incidental vocabulary acquisition. Indeed,intentional learning and incidental learning have their own characteristics and advantages, and thus they may play unequal roles in learners' vocabulary acquisition. This essay will compare intentional and incidental vocabulary acquisition approaches as well as explore to what extent these two approaches are effective.展开更多
College EFL learners in Taiwan are often required to do online reading after school to get more exposure to English. Websites designed for EFL learners often provide some post-reading exercises to help them acquire wo...College EFL learners in Taiwan are often required to do online reading after school to get more exposure to English. Websites designed for EFL learners often provide some post-reading exercises to help them acquire words. Thus, the purpose of this study was to examine a series of vocabulary tasks from one English learning website by revealing their induced involvement loads and the effects of the loads on learners＇ vocabulary acquisition. Sixty-four sophomore non-English majors were at intermediate English proficient level. They were randomly assigned to four groups representing four learning conditions doing from none to three post-reading activities, respectively. The results showed that similar increase on the retention of word meanings was observed between any two exercises. Furthermore, the significant difference was found between the first and the fourth learning conditions. This suggests that after doing three post-reading exercises, reaching five involvement loads, the EFL learners could make a difference on word gains.展开更多
基金funded by Hanshan Normal University School-Level Research Initiation Program(grant numbers QD202244QD2024207)+3 种基金the Guangdong Higher Education Society’s“Fourteenth Five-Year”Plan 2024 Higher Education Research(grant number 24GYB43)the 2024 Guangdong Provincial Undergraduate Teaching Quality and Teaching Reform Engineering Project:Excellence Program for Cultivating Publicly-Funded Pre-service Teachers for Primary Education in the Context of Rural Revitalizationthe Hanshan Normal University Guangdong East Regional Education Collaborative Innovation Research Centerfunded by these sources.
文摘This study utilized a sequential mediating model to examine the role of motivation to learn and transfer selfefficacy in the relationships between perceived content validity,mentoring function,continuous learning work culture and intention to transfer learning.The sample comprized 429 final-year apprentices in Guangdong province,China(females=69.9%,Engineering&Medicine=69%,mean age=20.99,SD=1.60).The apprentices completed standardized measures of motivation to learn,transfer self-efficacy perceived content validity,mentoring function,and continuous learning work culture.Structural equation modeling was used to analyze the data.Results showed perceived content validity,mentoring function,continuous learning culture to predict intention to transfer learning.Of these factors,perceived content validity was the strongest predictor of intention to transfer learning.Of these factors,perceived content validity was the most influential predictor of intention to transfer learning.The motivation to learn and transfer self-efficacy sequentially mediated the relationship between mentoring function and intention to learning transfer to be stronger than by either alone.Although perceived content validity and continuous learning culture exhibited no significant direct effects on intention to transfer learning,they demonstrated positive indirect associations with intention to transfer via motivation to learn and transfer self-efficacy.These study findings extend the applications of the learning transfer framework to individuals undergoing apprenticeship training which also would apply to other a long-term work-based learning programs.
基金supported by the Innovation and Entrepreneurship Program of Anhui University of Science and Technology,China(201510361336)the Quality Engineering Program of Anhui Province,China(2015jyxm128)the Major Teaching Reform Program of Anhui University of Science and Technology,China(2014zdxm033).
文摘To implement quality-oriented education in colleges and universities,the courses guide and significantly promote the holistic cultivation of students’personalities,while also rounding out the university curriculum.However,the learning effects are not expected.The authors develop a model on student learning intentions based on a questionnaire survey of 5,000 undergraduates in Eastern China,utilizing multiple regression analyses.Our results show that learning intention is closely related to course information transparency,teachers’opportunistic behaviors,the perceptions of students towards the course,and their trust in the classroom experience.Consequently,to decrease the degree of student asymmetric perceptions of information,course information transparency should be improved,and opportunistic teacher behaviors should be eliminated.This may result in enhancing students’learning intentions.
文摘Vocabulary learning and teaching usually consists of two components, namely, intentional vocabulary acquisition and incidental vocabulary acquisition. Indeed,intentional learning and incidental learning have their own characteristics and advantages, and thus they may play unequal roles in learners' vocabulary acquisition. This essay will compare intentional and incidental vocabulary acquisition approaches as well as explore to what extent these two approaches are effective.
文摘College EFL learners in Taiwan are often required to do online reading after school to get more exposure to English. Websites designed for EFL learners often provide some post-reading exercises to help them acquire words. Thus, the purpose of this study was to examine a series of vocabulary tasks from one English learning website by revealing their induced involvement loads and the effects of the loads on learners＇ vocabulary acquisition. Sixty-four sophomore non-English majors were at intermediate English proficient level. They were randomly assigned to four groups representing four learning conditions doing from none to three post-reading activities, respectively. The results showed that similar increase on the retention of word meanings was observed between any two exercises. Furthermore, the significant difference was found between the first and the fourth learning conditions. This suggests that after doing three post-reading exercises, reaching five involvement loads, the EFL learners could make a difference on word gains.
