在反复失败后培养学生的成功
1Sharon Mingo, MSN, RN , is the coordinator, instructor, and remediation specialist in the School of Nursing and Health Sciences at LaSalle University in Philadelphia, PA. She has been an educator and clinical faculty member for 18 years.
概括
学业失败给学生带来了挑战,影响了他们的学习能力和建立性. 在基督教辅导框架内整合圣经和积极肯定可以培养希望和自我效能,将失败重新定义为有目的.
科学领域:
- 基督教教育 基督教教育
- 学习心理学学习的心理学.
- 学生的弹性 学生的弹性
背景情况:
- 社会和个人压力往往强调成功,为面临学术失败的学生创造困难.
- 学业失败可能会阻碍学生的学习能力,希望,性和自我效能.
- 现有的教育框架可能无法充分解决学生失败的心理和精神层面.
研究的目的:
- 探索帮助学生从学业失败中学习的策略.
- 调查基于信仰的实践在培养学生性和自我效能方面的作用.
- 检查基督教教师辅导在重构失败方面的潜力.
主要方法:
- 对学生学业失败经历的定性分析.
- 在导师背景下整合圣经研究和积极肯定.
- 专注于一个支持的环境,由基督教教师促进.
主要成果:
- 通过基于信仰的策略,学生表现出更多的希望和自我效能.
- 导师提供了一个理解和接受失败的框架.
- 应用圣经和肯定有助于将失败重新定义为积极的,编排的事件.
结论:
- 基督教导师,包括圣经和肯定,提供了一个可行的方法来支持学生经历学术失败.
- 这种方法可以增强学生的弹性,自我效能,以及在挫折中感知目的的能力.
- 进一步的研究可以探索这些策略对学术和个人发展的长期影响.
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