一个数字单次会议干预 (项目参与) 来解决大学生对负面评估的恐惧:试点随机对照试验
Arka Ghosh1,2, Katherine A Cohen1, Laura Jans1
1Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States.
JMIR mental health
|November 23, 2023
概括
项目参与,一个数字干预,显著提高了大学科学学生对课堂讨论的信心. 这种可访问的工具有助于学生克服对负面评价 (FNE) 的恐惧,并更积极地参与他们的学习.
科学领域:
- 教育心理学教育心理学
- 生物教育教育 生物学教育
背景情况:
- 大学的科学课程正在转向积极学习,以提高学生的参与度和成果.
- 害怕负面评价 (FNE) 阻碍学生参与积极的学习环境.
- 由于FNE,本科生经常避免讨论和教师互动.
研究的目的:
- 评估新型数字干预措施对FNE管理的可接受性.
- 评估在大型,积极学习的大学科学课程中实施这一干预措施的可行性.
- 增强学生参与课堂讨论和活动的信心.
主要方法:
- 开发了Project Engage,这是一种数字化,自我引导的干预,包括心理教育和个性化行动计划.
- 进行了一项双臂随机对照试验,将Project Engage与主动对照进行比较.
- 干预的目标是高层生理学本科科学生 (n=282).
主要成果:
- 参与Project Engage的参与者对小组和整个课堂讨论的信心增加得更大.
- 对一对一教练互动的信心没有显著增加.
- 该干预措施表现出良好的可接受性 (1.22评分) 和高完成率 (>97%).
结论:
- 项目参与是一个可接受和可行的干预措施,以提高学生对积极学习环境的信心.
- 这个数字工具为支持学生参与的广泛可访问的资源提供了基础.
- 进一步的研究可以基于这些发现,广泛实施FNE应对策略.
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