成长思维方式与护理学生的学习参与之间的关系:一个结构方程建模方法
Feng Xiao1, Zhiwei Zhang1, Jianrong Zhou1
1School of Nursing, Chongqing Medical University, 1 Yixueyuan Road, Yuzhong District, Chongqing 400016, PR China.
Nurse education in practice
|October 22, 2023
概括
一种成长的心态和幸福感对于护理学生的学习参与至关重要. 幸福感充分介导了增长思维对参与度的积极影响,突出了积极教育的重要性.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 护理 护理 护理
背景情况:
- 护理学生经常经历幸福感下降和倦怠.
- 积极心理学表明,以成长心态为中心的积极教育可以增强学生的福祉,学术成功和参与度.
- 有限的研究已经调查了增长心态,幸福感和学习参与之间的相互作用.
研究的目的:
- 检查护理学生的成长思维,福祉和学习参与之间的关系.
- 研究幸福感在成长思维和学习参与之间的关联中扮演的调解角色.
主要方法:
- 跨截面的,相关的多中心调查研究.
- 基于网络的调查对中国5所学校的1065名护理学生进行了调查 (2022年8月至12月).
- 使用了成长思维尺度,PERMA分析师和学习参与度尺度.
主要成果:
- 增长心态和幸福感与学习参与度有积极的相关性 (r=0.272,p<0.01和r=0.693,分别p<0.01).
- 增长思维与幸福感正相关 (r=0.363,p<0.01).
- 幸福感完全调解了成长思维方式和学习参与之间的关系.
结论:
- 增长的心态和幸福感都与护理学生的学习参与有很大关系.
- 教育机构应实施积极的教育策略,以培养成长的心态,从而提高学生的福祉和参与度.
- 旨在改善福祉的干预措施可以有效地利用增长思维来促进学习参与.
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