哪些文化价值观决定了学生的自我效能? 一项针对42个国家和经济体的经验研究
Rui Jin1, Rongxiu Wu2, Yuyan Xia3
1Faculty of Education, Shenzhen University, Shenzhen, Guangdong, China.
Frontiers in psychology
|July 6, 2023
概括
学生的自我效能在全球范围内有所不同,受文化价值观的影响. 高权力距离,克制和集体主义的国家显示学生自我效能较低,这表明教育改进的领域.
科学领域:
- 教育心理学教育心理学
- 跨文化心理学 跨文化心理学
- 教育社会学教育的社会学
背景情况:
- 学生的自我效能对于学业成功至关重要.
- 由于尺度不变问题,对自我效能的跨文化比较具有挑战性.
- 了解文化价值观对学生自我效能的影响是有限的.
研究的目的:
- 通过使用2018年国际学生评估计划 (PISA) 的数据,在42个国家对学生自我效能的潜在手段进行排名.
- 研究霍夫斯泰德六个维度所定义的国家文化价值观与学生自我效能之间的关系.
- 为了确定与较低的学生自我效能相关的特定文化特征.
主要方法:
- 利用一种新的对齐优化方法来建立标量不变性和排名学生自我效能的潜在手段.
- 采用分类和回归树 (CART) 来根据差异隐性平均值对国家进行分组.
- 根据霍夫斯泰德的六个文化维度分析了国家分组.
主要成果:
- 阿尔巴尼亚,哥伦比亚和秘鲁的学生自我效能指数最高.
- 斯洛伐克共和国,莫斯科地区 (俄罗斯) 和黎巴嫩的学生自效率平均值最低.
- 极高权力距离,克制和集体主义的国家与较低的学生自我效能有关.
结论:
- 国家文化价值观在不同国家显著塑造了学生的自我效能.
- 确定了与学生自我效能降低相关的特定文化维度 (高权力距离,克制,集体主义).
- 调查结果为教育工作者提供了实用的见解,以促进学生的自我效能,并指导国际学术交流.
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