Building an e-portfolio learning model: Goal orientation and metacognitive strategies

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题名:	Building an e-portfolio learning model: Goal orientation and metacognitive strategies
作者:	楊鎮華;Huang, Jeff JS;Yang, Stephen JH;Chiang, Poky YF;Tzeng, Luis SY
贡献者:	資訊電機學院資訊工程學系
关键词:	Achievement Need;Beliefs;College Science;Colleges & universities;Computer Science;Departments;e-Portfolio;Educational Environment;Educational Psychology;Educational Technology;Electronic Equipment;Electronic Learning;Engineering Education;Engineering Technology;Goal Orientation;Goal orientations;Goal setting;Higher Education;Influence of Technology;Instructional Materials;Knowledge Management;Learning;Learning Processes;Learning Strategies;Learning Theories;Metacognition;Metacognitive strategies;Motivation;Orientation;Performance-avoidance;Periodicals;Portfolios;Reflection;Researchers;Self-reflection;Students;Studies
日期:	2012-03-01
上传时间:	2026-04-23 13:22:24 (UTC+8)
出版者:	University of Hong Kong;Hong Kong: Laboratory for Knowledge Management and E-Learning - The University of Hong Kong
摘要:	摘要： Recent wide acceptance of e-Portfolios has occurred because researchers believe it helps promote students’ learning in higher education. This study uses goal orientation theory to investigate the relationship between goal orientations, metacognitive strategies, and enjoyment when students use e-Portfolio. This paper contributes to research by goal orientation, metacognitive strategies and enjoyment to explain student learning behavior when using e-Portfolio to providing further evidence. A sample of 219 university students took part in this research to verify the proposed model. The study employs structural equation modeling with the LISREL to explain the model. The results show that students’ mastery goals for using e-Portfolio have a positive effect on their metacognitive strategies and enjoyment. Performance-approach goals have a negative effect on metacognitive strategies and a positive effect on enjoyment. Performance-avoidance goals have a positive effect on metacognitive strategies. Students’ enjoyment has a positive effect on their metacognitive strategies, and mastery goals can predict metacognitive strategies through enjoyment. This paper also discusses study findings and implications for future research. 出版者： Hong Kong: Laboratory for Knowledge Management and E-Learning - The University of Hong Kong 出版日期： 2012-03-01 出處： Knowledge Management & E-Learning: An International Journal, 2012-03, Vol.4 (1), p.16-36 資源來源： Directory of Open Access Journals 版權： (c) 2012 Jeff JS Huang, Stephen JH Yang, Poky YF Chiang, Luis SY Tzeng. This work is licensed under https://creativecommons.org/licenses/by/3.0/ (the "License"). Notwithstanding the ProQuest Terms and conditions, you may use this content in accordance with the terms of the License. 識別號： ISSN: 2073-7904 識別號： ISSN: 2309-5008 識別號： EISSN: 2073-7904 識別號： EISSN: 2309-5008 識別號： DOI: 10.34105/j.kmel.2012.04.003
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