在研究写作课程中,第二语言学习者的情绪状态:学术定向和专业重要吗?
Maura A E Pilotti1, Arifi Waked1, Khadija El Alaoui1
1Department of Sciences and Human Studies, Prince Mohammad Bin Fahd University, Al Khobar 31952, Saudi Arabia.
Behavioral sciences (Basel, Switzerland)
|November 24, 2023
概括
学生的目标导向影响了他们的情感福祉. 学习导向可以提高所有学生的幸福感并减少写作焦虑,而成绩导向会损害STEM学生的幸福感并增加他们的焦虑.
科学领域:
- 教育心理学教育心理学
- 学生福利 学生福利
- 目标导向理论 目标导向理论
背景情况:
- 本科生表现出不同的目标导向 (学习与以年级为导向).
- 情绪状态,包括幸福和写作焦虑,对于学业成功至关重要.
- 之前关于目标导向和情绪的研究并没有广泛研究沙特阿拉伯的女学生.
研究的目的:
- 在写作课程中调查学习和年级取向以及沙特阿拉伯女本科生的情绪状态之间的关系.
- 为了确定目标导向理论的预测是否适用于这个研究不足的人群.
- 根据目标导向,识别STEM和非STEM学习者之间的情绪状态的差异.
主要方法:
- 在女本科生中评估了全球幸福感和本地写作焦虑.
- 根据主要方法对学生进行分类:以学习为导向或以年级为导向.
- 在每个目标导向组中,分析了STEM和非STEM学生之间的情绪状态差异.
主要成果:
- 一个等级导向与幸福感的降低和STEM学生写作焦虑的增加相关.
- 学习导向与增加的幸福感和减少的写作焦虑有关,无论是STEM还是非STEM学生.
- 在STEM和非STEM学习者之间观察到不同的写作焦虑模式.
结论:
- 学生的目标导向显著影响在学术环境中的情感福祉.
- 旨在改善学术斗争和主观福祉的干预措施应考虑学生的个体性状.
- 根据目标定向和学术领域 (STEM与非STEM) 量身定制的支持可以提高学生的成绩.
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