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Title: Constructivist instruction, didactic instruction, and their relations to students’ motivation and learning strategies
Authors: Nie, Youyan
Lau, Shun
Indra Alam Syah Bin Aziz
Issue Date: Apr-2014
Citation: Paper presented at the American Educational Research Association (AERA) Annual Meeting, Philadelphia, Pennsylvania, 3-7 April 2014
Abstract: This study investigated how constructivist and didactic instruction was related to student’s motivational beliefs, use of cognitive processing strategies, self-regulation and social regulation in Mathematics classrooms, using a sample of 3758 Grade 9 students from 114 classrooms in 39 secondary schools in Singapore. Results of hierarchical linear modelling showed differential cross-level relations. After controlling for students’ prior achievement, constructivist instruction was a significant positive predictor of students’ elaboration, organization and critical thinking, self-efficacy, task importance and interest, peer learning, adaptability and meta-cognitive self-regulation. Didactic instruction proved a significant negative predictor for students’ elaboration. The findings underscore the importance of constructivist instruction in promoting student motivation in learning.
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