浅谈如何在英语教学中的培养学生自主学习能力

大学英语自主学习能力是指非英语专业大学生掌控自己学习大学英语的能力,即能够依据自己的特点,自主确定大学英语学习目标、学习内容、学习进度、选择恰当学习策略,进行自我检测和自我评价以求自身发展的能力.本文对大学英语自主学习能力培养问题进行了分析和研究.     

The impact of values‐job fit and age on work‐related learning

Research shows that both individual and job‐related factors influence a worker's work‐related learning. This study combines these factors, examining the impact of fit between one's work values and job characteristics on learning. Although research indicates that fit benefits multiple work‐related outcomes, little is known about the impact of fit on learning. Moreover, life span theories indicate that values evolve throughout the lifespan. Therefore, we examined how age influences work values and thereby work‐related learning. Our self‐report questionnaire was completed by 221 workers of various ages and occupations. Our findings indicate that work values, job characteristics and their fit influence the quantity and quality of work‐related learning. Generally, a higher fit benefits learning, but misfit can also stimulate learning. Workers of different ages report an equal amount of learning, but perform different learning activities. However, this relationship is unrelated to work values. Recommendations for research and practice are discussed.     

Pleasure and the Control of Food Intake: An Embodied Cognition Approach to Consumer Self‐Regulation

Consumers try to avoid temptation when exposed to appetizing foods by diverting their attention away from their senses (e.g., sight, smell, mouthfeel) and bodily states (e.g., state of arousal, salivation) in order to focus on their longer term goals (e.g., eating healthily, achieving an ideal body weight). However, when not including sensations in their decision‐making processes, consumers risk depleting their self‐regulatory resources, potentially leading to unhealthy food choices. Conversely, based on the concept of “embodied self‐regulation,” the suggestion is made that considering bodily states may help consumers regulate their food choices more effectively. A new model is proposed that facilitates understanding observed consumer behavior and the success or failure of self‐control in food intake. It is argued that bodily states and sensory information should be considered when modeling consumer behavior and developing health‐related advocacy and communication campaigns. The model proposed here leads to new perspectives on consumer consumption behavior and health policy research and strategies.     

Employees' choices in learning how to use information and communication technology systems at work: strategies and approaches

The purpose of this paper is to promote the understanding of how employees learn to use information and communication technology (ICT) systems at work. The elements of a learning activity in the context of ICT use are identified from the literature. In particular, approaches to learning, learning strategies and problem‐solving strategies are reviewed. The empirical part of the study examines how employees choose to start learning how to use ICT systems, and how they choose to learn while solving problems related to system use. The data were collected using qualitative semi‐structured interviews with 39 employees in three organizations. The interviewees usually preferred to learn how to use ICT quickly and without investing too much effort. The interviewees preferred informal learning and problem‐solving strategies. The most commonly used strategies were to try things out alone or together with peers, or to ask for help from peers. The main conclusions of the study are that the users' learning intentions affect the kind of learning support they need and that ICT learning is best approached as a learning activity strongly rooted in collaboration and the social context.     

Towards effective advertising self‐regulation in Australia: the seven components

Despite claims of social and economic benefits, advertising has always had its critics. However, when dealing with unacceptable advertising, advertisers in developed countries usually choose a self‐regulatory approach in order to stave off government intervention. The recent breakdown of one of the world's longest established advertising self‐regulatory programmes in Australia has reopened the 20‐year‐old debate concerned with enhancing understanding of such regulatory systems. This article presents a framework for assisting in improving the effectiveness of advertising self‐regulation that is informed by both the literature and the key findings of an Australian study. The study used a mixed approach to data collection, including in‐depth interviews with regulators, advertisers and public participants and historical analysis of more than 10 000 complaints over a period of 10 years. From this research three key concepts are developed for assisting industry and regulators concerned with regulating advertising in eliminating undesirable features of such systems in the future. The empirical work succeeds in making both a practical and theoretical contribution to advertising self‐regulation specifically and industry regulation in general.     

Measuring self‐regulated learning in the workplace

In knowledge‐intensive industries, the workplace has become a key locus of learning. To perform effectively, knowledge workers must be able to take responsibility for their own developmental needs, and in particular, to regulate their own learning. This paper describes the construction and validation of an instrument (the Self‐Regulated Learning at Work Questionnaire) designed to provide a measure of self‐regulated learning (SRL) behaviour in the workplace. The instrument has been validated through a pilot study with a cohort of 170 knowledge workers from the finance industry. Results indicate that the five scales of the instrument are reliable and valid, testing a broad range of sub‐processes of SRL. The instrument can be used to identify knowledge workers who demonstrate different levels of SRL in workplace contexts for further exploration through qualitative studies and could also provide the basis of professional development tools designed to explore opportunities for self‐regulation of learning in the workplace.     

The influence of job characteristics and self‐directed learning orientation on workplace learning

Given the increasing importance of learning at work, we set out to examine the factors which influence workplace learning behaviour. The study investigated the influence of the job characteristics from Karasek's Job Demand Control Support model and the personal characteristic self‐directed learning orientation on workplace learning. A total of 837 workers, aged between 18 and 65, from different sectors and with different educational levels completed a paper questionnaire. Analysis revealed that job demands and self‐directed learning orientation constitute significant and positive predictors of workplace learning behaviour. The study can help organizations to create job structures that promote workplace learning.     

Disentangling the effect of exploratory learning and exploitative learning in product innovation process

Although studies have highlighted the importance of exploratory and exploitative learning in new product development, little is understood about the distinctiveness of team‐level exploratory and exploitative learning in the distinct phases of the product development process. This study uses a two‐phase product innovation process model to examine the differences in the effects of the two distinct learning strategies in the initiation and implementation phases. The findings from 126 teams show that (a) the effect of exploratory learning on innovativeness in the initiation phase is greater than that of exploitative learning and (b) exploitative learning can strengthen the link between the initiation phase's innovativeness and new product success more than exploratory learning. Copyright © 2013 ASAC. Published by John Wiley & Sons, Ltd.     

Generativity and self‐enhancement values in eco‐friendly behavioral intentions and environmentally responsible consumption behavior

During the past 35 years, academic researchers have been examining the relationship between environmentally responsible consumption behavior and numerous antecedent variables. Because sustainability requires a long‐term perspective, the study included generativity, a construct developed by Erikson ( 1950 ) and self‐enhancement values (Schwartz, 1994 ) as antecedent variables for environmentally responsible consumption behavior. Generativity refers to individuals' beliefs that their current behavior has consequences that extend into future generations, while self‐enhancement refers to values relating to power, wealth, and influence. These variables are related in that generativity requires consideration of others while self‐enhancement generally refers to considering only one's self. This suggests that individuals high on generativity ought to be more aware of and concerned about the environment and should modify their behavior accordingly, and those who are high on self‐enhancement should be less concerned or willing to change behavior. The results of the study, including French and American respondents, indicate that individuals who score high on generativity are more likely to have eco‐friendly intentions and more environmentally responsible consumption behaviors, but generativity interacts with self‐enhancement, resulting in an interpretation that is different from that typically found in environmentally related studies. © 2010 Wiley Periodicals, Inc.     

Regulatory Modes and Entrepreneurship: The Mediational Role of Alertness in Small Business Success

Previous studies suggest that entrepreneurs play a key role in the success of their ventures. But relatively little is currently known about how they produce such effects. The present research provides data suggesting that two modes of entrepeneurs’ self‐regulation—locomotion and assessment—enhance a firm's success through their effects on the components of alertness. This mediational model was tested and supported with data from 120 entrepreneurs. Locomotion was positively related to the scanning and search component, while assessment was positively related to the association and evaluation components. These findings are discussed in terms of the role of founders’ self‐regulation in the performance of their companies.     

Self‐regulated learning and training effectiveness

In recent years, training has shifted towards a more learner‐centred perspective. At the same time, rapidly changing workplaces emphasize the importance of self‐regulatory processes in the workplace. In the light of these trends, this research investigates the role of self‐regulated learning in training effectiveness. A theoretical model in which self‐regulated learning plays a central role in training evaluation was developed and validated using the structural equation method with a sample of 137 individuals. The results indicate that self‐regulated learning mediates the relationship between training climate and both transfer motivation and training evaluation. These findings indicate that the concept of self‐regulated learning plays a key role in the relationship between training context variables and organizational outcomes and offer new insights into the way organizations can improve training effectiveness.     

The role of learning motivation on financial knowledge among Vietnamese college students

Using survey data from 730 undergraduates in Vietnam, we find that learning motivation and its components, especially self-efficacy, finance learning value, and achievement goals, significantly correlate with students' financial literacy performance. In addition, these correlations are moderated by student characteristics, among which academic seniority, university type, parents' education, and extra math study during high school matter the most. Our results raise significant implications to policymakers, researchers, and educators that include understanding the role of motivation and incorporating it in financial literacy education and intervention programs and considering the moderation roles that individuals' characteristics play in the motivation-financial literacy link. We encourage more research in these areas.     

How identification facilitates effective learning: the evaluation of generic versus localized professionalization training

Worldwide, organizations are keen to ensure that they achieve a performance return from the large investment they make in employee training. This study examines the way in which workgroup identification facilitates trainees’ motivation to transfer learning into workplace performance. A 2 × 2 longitudinal study evaluated the effects of a new generic professionalization training program (NGP) – which tapped into distal work identities, and a standard local professionalization program (SLP) – which spoke more to localized work identities, on participant's motivation to transfer their learning to the workplace. The study found that, compared to participants on the SLP (n = 31), participants on the NGP (n = 35) indicated a reduction in 4 measures (perceived utility of training; workplace participation; relatedness and workplace identification). The authors draw on the social identity approach to illustrate how a reduction in these variables is indicative of a reduction in motivation to transfer learning to the workplace. In short, training which does not speak to meaningful localized identities results in reduced motivation to transfer compared to training that does speak to those identities. More broadly, the study demonstrates the capacity of the social identity approach to meet the increasing demands of training researchers for a comprehensive, multi‐dimensional, theoretical framework through which to understand the interplay of trainee and contextual factors that contribute to effective learning and performance in the workplace.     

Crowdsourced translation for rapid internationalization in cyberspace: A learning perspective

This paper explores how Facebook effectively used crowdsourced translation to accelerate its rapid internationalization. We apply the learning perspective of internationalization theory to unpack what the firm learned in order to mobilize crowd-based knowledge to facilitate internationalization in the virtual context, and how it did so. Increasingly, global activities are conducted in virtual space and virtual markets and thus the paper offers insights into successful expansion in this new terrain. The findings highlight two key points: (1) the firm used cognitive/explicit learning to acquire external and codified knowledge, rather than the experiential knowledge traditionally suggested in the literature on the process of internationalization, and (2) the firm's success rested on its ability to use virtual learning tools and incentive systems to acquire, articulate and integrate knowledge from communities of internationally dispersed users – the “crowd” – to accelerate its internationalization in cyberspace. This empirical study extends internationalization theory regarding knowledge and organizational learning.     

Surviving the emotional rollercoaster called entrepreneurship: The role of emotion regulation

The entrepreneurial journey is often experienced as an emotional rollercoaster, but we know very little about how entrepreneurs can ride it most effectively to increase their ventures' chances of survival. We investigate how entrepreneurs' habitual use of cognitive reappraisal and expressive suppression – two well-established types of emotion regulation – impact on the likelihood of their venture surviving. Drawing on a sample of 183 technology ventures, we find that both regulation types are generally associated with a lower survival likelihood, but that these effects depend on the venture's performance. Our study contributes to the literatures on emotions and new venture survival in entrepreneurship and to the emotion regulation literature.     

Use of conceptual models in self‐evaluation of personal competences in learning and in planning for change*

This paper demonstrates the use of conceptual modelling to assist with the competence development of adult learners with interrupted occupational and learning careers. The research introduces a self‐evaluation approach used with a group of adult female students in the United Kingdom. The study aimed at increasing learners' awareness of the qualities and nature of their individual learning processes. The paper applies Kontiainen's dynamic concept analysis modelling method as a tool to assist individual students in the evaluation of their personal competences in learning. The findings of the current study suggest that providing adult learners with opportunities to evaluate their own competences may facilitate a process of making their skills visible to themselves as well as to their tutors and employers. This aims to increase their motivation to use and develop their competences. The paper provides an example and a demonstration of the self‐evaluation process in action illustrated by two case studies.     

Saying “No” to Cake or “Yes” to Kale: Approach and Avoidance Strategies in Pursuit of Health Goals

In developing plans for achieving health‐related goals, two fundamentally different strategies are often used: focusing on healthy foods that one should include in their diet, such as kale (referred to as “approach”), and focusing on unhealthy foods that one should exclude from their diet, such as cake (referred to as “avoidance”). The present research examines the differential effectiveness of approach‐ and avoidance‐based strategies across levels of self‐control, highlighting differences in food choices. The results reveal that those low in self‐control focus on avoidance items they really like and approach items that are less appealing, while those higher in self‐control show an opposite pattern, leading to more‐motivating plans. In addition, the results show that the self‐control by strategy type interaction on liking leads to differences in propensity to choose healthy items. Overall, this research highlights the importance of understanding differences in the implementation of commonly recommended strategies to improve one's health and wellness.