简短的在线基于正念的干预对大学学生的有效性
Sabrina Fagioli1, Susanna Pallini1, Stefano Mastandrea1
1Department of Education, Roma Tre University, Via Di Castro Pretorio N.20, 00185 Rome, Italy.
一个简短的在线正念干预显著提高了学生在线课程的学术自我效能和归属感. 这种方法可以提高对数字学习环境的注意力和参与度.
科学领域:
- 教育心理学教育心理学
- 正念研究 研究正念研究
- 在线学习在线学习
背景情况:
- 随着COVID-19大流行,教育转移到在线,减少了学生和老师之间的关键互动和同行互动.
- 这种转变对学生的社区意识,整体感知意识和学术自我效能产生了负面影响.
- 这些因素对于成功参与在线和混合学习环境至关重要.
研究的目的:
- 在线大学课程中调查基于正念的简短干预措施的有效性.
- 确定干预是否可以增强注意力资源,学术自我效能和归属感.
- 确定影响学生参与数字学习的因素.
主要方法:
- 一个实验小组 (42%的参与者) 实施了为期28天的在线正念干预.
- 对照组 (58%的参与者) 没有接受干预.
- 参与者完成了治疗前和治疗后的注意力,自我效能和归属感的测量.
主要成果:
- 与对照组相比,实验组在影响课程活动和注意力的自我调节方面显著增加.
- 学术自我效能,特别是学习调节,在干预组显著改善.
- 学生坚持日常正念练习部分解释了干预的有效性.
结论:
- 正念干预可以有效地提高学生的社区意识和在线环境中的学术自我效能.
- 干预改善了基于身体感觉的注意力,这对参与至关重要.
- 研究结果表明,正念练习是改善在线和混合学习体验的宝贵工具.
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