PDF(Pubmed)
Abstract：
Background In their academic lives, students progress from the stage of primary learning to the stage of adolescent learning and then to the stage of adult learning. At every step of learning, learners display particular learning habits, which must be mapped out to maximize learning. Objectives The objective of the present study is to evaluate the person-centered behaviors that influence learning among learners in adolescent and adult age groups by employing a learning behavior questionnaire that has been previously validated. Material and methods A cross-sectional study in which 944 participants were enrolled, including 456 adolescents from English-medium schools (aged 11 to 16 years) and 488 adults from a health professional institute (aged 18 to 23 years). The validated learning behavior questionnaire, which study participants rated on a scale of 0, 1, and 2, served as the study\'s quantitative component. The focus group discussion that was held for a group of adult and teenage students comprised the study\'s qualitative component. Using STATA-14 software (StataCorp LLC, College Station, USA), all of the responses were tallied and statistically examined. Results The mean scores of person-centered learning behaviors were significantly higher for learners in the adult age group than for learners in the adolescent age group. The findings of the component, which was qualitative in nature, were consistent with the findings of the learning behavior questionnaire analysis. For both adults and adolescents, the difference in mean person-centered learning scores was statistically negligible at a 5% level of significance (p=0.415 and p=0.368, respectively). Conclusion The study\'s checklist, which is self-monitoring in nature, may aid in the evaluation of learning behaviors and make it simpler for adult and adolescent learners to establish excellent learning habits.
摘要：
在他们的学术生活中，学生从初级学习阶段发展到青少年学习阶段，再到成人学习阶段。在学习的每一步，学习者表现出特定的学习习惯，必须规划出来以最大限度地学习。目标本研究的目的是通过采用先前已验证的学习行为问卷来评估影响青少年和成人年龄组学习者学习的以人为本的行为。材料和方法一项横断面研究，纳入944名参与者，包括来自英语中等学校的456名青少年（11至16岁）和来自健康专业机构的488名成年人（18至23岁）。经过验证的学习行为问卷，其中研究参与者的评分为0、1和2，作为研究的定量成分。为一组成人和青少年学生举行的焦点小组讨论包括研究的定性部分。使用STATA-14软件(StataCorpLLC,学院站,美国),所有的反应都被统计和统计检查。结果成人年龄组学习者以人为本学习行为的平均得分明显高于青少年年龄组学习者。该组件的调查结果，本质上是定性的，与学习行为问卷分析的结果一致。对于成年人和青少年来说，以人为中心的平均学习分数的差异在统计学上可以忽略不计,显著性水平为5%(分别为p=0.415和p=0.368).结论研究清单,本质上是自我监控，可以帮助评估学习行为，并使成人和青少年学习者建立良好的学习习惯变得更简单。
