想要的,必须的,动机,坚,自我控制和宽容大学生之间的模两可:潜伏的个人资料分析
Amal Alhadabi1,2, Ibrahim Al-Harthy3, Said Aldhafri4
1Evaluation and Measurement, Psychology Department, College of Education, Sultan Qaboos University, Al-Khodh, Muscat, Sultanate of Oman. a.alhadabi2@squ.edu.om.
BMC psychology
|September 2, 2023
概括
这项研究确定了基于动机,坚和自我控制的三个学生个人资料. 研究结果揭示了不同的群体,从没有动机到高度动机,对模两可的容忍度不同.
科学领域:
- 心理学 心理学 心理学
- 教育心理学教育心理学
- 高等教育研究 高等教育研究
背景情况:
- 了解学生的多样性对于有效的教育干预至关重要.
- 学术动机,坚和自我控制是影响学生成功的关键因素.
- 以前的研究经常使用以变量为中心的方法,可能会忽视不同的学生个人资料.
研究的目的:
- 根据学术动机,坚和自我控制来识别大学生不同的个人资料.
- 检查共变量 (性别,年龄,学习水平,大学) 对个人资料成员的影响.
- 调查在已识别的学生个人资料中对模两可的容忍度的差异.
主要方法:
- 一种以人为中心的方法,使用隐性概况分析.
- 从525名大学生收集的数据.
- 回归分析以确定个人资料成员的预测因素.
主要成果:
- 鉴定出了三种不同的潜形象: [1] 没有动力和不纪律 (低力), [2] 适度有动力和有纪律 (平均力), [3] 高度有动力,有力和有纪律.
- 性别,学习水平和大学显著预测了个人资料的附属性.
- 在这三个配置文件中,观察到对模两可的容忍度有显著差异.
结论:
- 识别的个人资料提供了对学生特征的细微了解.
- 根据这些独特的个人资料,可以开发定制的干预措施.
- 加强学术动机,坚和自我控制可以积极影响学生的成绩和适应能力.
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