好奇心和情境兴趣是不同的吗? 探索不同的先例和后果
Dajung Diane Shin1, Yoonah Park1, Minhye Lee2
1Department of Education and the Brain and Motivation Research Institute (bMRI), Korea University, Seoul, Korea.
The British journal of educational psychology
|July 11, 2023
概括
这项研究区分了科学教育中的好奇心和情境兴趣. 新奇驱动好奇心,而享受则培养情境兴趣,好奇心会影响更多的结果.
科学领域:
- 教育心理学教育心理学
- 科学教育科学教育教育.
背景情况:
- 最近在辩论中的复苏强调了需要区分好奇心和情境兴趣的必要性.
- 经验研究直接比较这两个动机构造是稀缺的.
研究的目的:
- 调查好奇心和情境兴趣在科学中的明显前和后果.
- 提供经验证据,阐明这两种动机构造之间的差异.
主要方法:
- 检查了先例 (乐趣,新奇,不确定性,惊喜) 和结果 (信息搜索,个人兴趣,职业意图,成就).
- 在科学领域内对219名韩国六年级学生进行了这些构造的评估.
- 利用统计分析来确定先例,构造和结果之间的关系.
主要成果:
- 享受强烈预测局势兴趣,而新奇性强烈预测好奇心.
- 不确定性和惊喜只与好奇心有关.
- 情境兴趣仅与个人兴趣有关,而好奇心显著预测了所有测量的科学结果.
- 好奇心调解了先例与结果之间的联系.
结论:
- 研究结果支持好奇心和情境兴趣之间有明确的区别.
- 可能需要不同的策略来培养每个基于科学课堂所需的教育成果的激励构造.
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