重新思考学习经验:一般感知的生活压力如何影响学生在不同学习环境中的课程感知
Morris Gellisch1,2, Thorsten Schäfer2, Imadeldin Yahya1,3
1Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, 44801 Bochum, Germany.
概括
学生的自我效能对不同教学格式的学习体验产生了积极的影响. 低生活压力可能缓冲在学术环境中的生理应激反应,突出心理健康和教育之间的联系.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 生理学 生理学 生理学
背景情况:
- 教学方法影响学生的学习经验和心理生物学反应.
- 诸如生活压力和自我效能等外部因素可能会影响即时的学习体验.
- 了解这些影响至关重要,尤其是在COVID-19流行病等具有挑战性的时期.
研究的目的:
- 调查感知生活压力和自我效能对即时学习体验的影响.
- 为了在不同的学习环境中比较这些影响:面对面,被动在线和积极在线.
- 探索心理结构和生理压力标志物 (心率变化) 之间的关系.
主要方法:
- 一项随机实验实地研究,涉及101名一年级医学学生.
- 收集心理数据 (自我效能,感知生活压力) 和生理数据 (心率变化).
- 在三个不同的教学格式中实施实践组织学课程.
主要成果:
- 自我有效性在所有学习条件中始终预测了积极的课程感知 (皮尔森的r = 0.41-0.58).
- 感知到的担忧与被动在线和面对面设置中的焦虑增加相关 (皮尔森的r = 0.21-0.44).
- 感知生活需求较低与享受减少有关 (皮尔森r = -0.40--0.43),而生活压力减少对生理压力产生了小的缓冲效应 (皮尔森r = 0.18).
结论:
- 自我效能是积极学习观念的关键因素,无论教学形式如何.
- 生活压力和焦虑是影响学生幸福感和学习过程中的乐趣的重要因素.
- 研究结果强调了心理健康和福祉在医学教育中的重要性,特别是在复杂的社会环境中.
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