学生信仰在双招生课程中的作用
Matt S Giani1,2, Colton E Krawietz1, Tiffany A Whittaker1
1The University of Texas at Austin, Austin, TX 78712 USA.
Research in higher education
|June 26, 2023
概括
双重注册的机会是不平等的. 虽然非认知措施旨在扩大获取,但它们可能会加剧边缘化学生的不平等. 学术和社会心理支持对于双重入学成功至关重要.
科学领域:
- 教育政策 教育政策
- 教育社会学教育的社会学
- 心理学 心理学 心理学
背景情况:
- 进入双招生课程是不平等的跨种族,阶级和地理位置.
- 多种措施,包括非认知因素,越来越多地用于大学准备评估.
- 随着COVID-19的流行,从标准化测试转向多种措施的转变加速了.
研究的目的:
- 检查非认知信念如何影响学生的经验和双重入学计划的结果.
- 调查数学自我效能和教育期望在双重入学表现中的作用.
- 确定非认知措施是否加剧或改善双重入学准入现有的不平等.
主要方法:
- 分析西南部一所大学的大型双招生计划.
- 统计控制学术准备,高中归属,大学归属和自我效能.
- 不同学生群体之间的非认知措施和学术表现的比较.
主要成果:
- 数学自我效能和教育期望预测了双重入学表现.
- 高中归属,大学归属和其他学术自我效能并不预测表现.
- 黑人学生和第一代学生报告说,自我效能和期望较低,学术准备也较低.
结论:
- 使用非认知措施来获得双重入学资格可能会加剧不平等.
- 历史上被边缘化的学生可能需要社会心理和学术支持来实现双重入学.
- 对国家政策和计划设计的影响,以促进公平的大学准备.
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