在低风险评估中,个性化的nudges对认知失调的学生行为的影响
1Educational Testing Service Global, Strawinskylaan 929, 1077 XX Amsterdam, The Netherlands.
Journal of Intelligence
|November 24, 2023
概括
在数学评估期间,nudges有效地减少了八年级学生的不完全努力的反应. 然而,无论是 nudges 还是努力指令都没有改善学生的表现,这表明战略性努力调节.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 学习科学 学习科学
背景情况:
- 超认知过程会影响学生在教育环境中的努力分配.
- 尽量减少认知失调 (不完全努力) 的反应对于准确评估学习至关重要.
- 低风险评估提供了一个研究努力调节而没有高压后果的背景.
研究的目的:
- 调查在数学评估期间减少八年级学生不完全努力的反应的方法.
- 为了比较努力指导与有针对性的推动在促进学生努力的有效性.
- 检查这些干预措施对评估绩效和学生自我报告策略的影响.
主要方法:
- 建立了理论驱动的时间门,以识别不完全努力的反应.
- 对800名八年级学生进行了数学评估,包括控制,努力指导和推动条件.
- 在错误的,不完全努力的首次尝试后实施了点击,允许多次机会进行努力调整.
主要成果:
- 与控制和指令组相比,nudges显著减少了学生的不完全努力的反应.
- 仅仅是努力指令并没有显著减少不完全努力的反应.
- 两种干预都没有显著影响整体评估绩效.
- 测试后的调查表明,当学生对答案不确定时,他们认为推动是提示.
结论:
- 有针对性的是有效的减少认知失调的反应在评估期间.
- 学生似乎在战略上自我监测,并根据感知到的知识调节他们的努力.
- 需要进一步的研究来了解元认知,努力和教育背景下的表现之间的相互作用.
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