Investigation Into the Relationship Between Positive Interdependence and Autonomous Learning Ability of College Students in a Normal University
Bibliographic record
Abstract
Positive interdependent, one of the key elements of cooperative learning, would be inspired when study members have quest for the same goal, whose relationship with autonomous learning has received more and more attention from research to explore whether the cultivation of positive interdependent can do benefit to students’ ability of autonomous learning in English learning. Meanwhile cultivating college students’ autonomous learning abilities has become one of the focuses of modern teaching reform, and a deeper concern of the advancement of quality education in China. Students who have been only finishing since transition to the autonomous learning ability, could further form initiative spirit and practice ability. But autonomous learning does not mean learning alone, students’ cooperation, the key element of which is positive interdependence, in autonomous learning plays an essential role in the cultivation of their learning ability, which can never be ignored. This study is carried out to investigate the overall condition of positive interdependence and autonomous learning ability of the non-English major college students in normal university, and to explore the relationship between college students’ positive interdependence and autonomous learning ability. The Positive Interdependence Questionnaire Scale and College Students’ Autonomous English Learning Ability Questionnaire Scale have been administered in order to elicit 120 college students’ responses. According to the results, non-English major college students perform well on positive interdependence and autonomous learning. The entire positive interdependence and autonomous learning ability are at a medium level. Positive goal interdependence is the more frequently perceived type of positive interdependence. Besides, there exists a significant positive relationship between English majors’ positive interdependence and autonomous learning ability.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".