一年级学生在大学的成绩情绪:一个集群分析方法来理解出勤率和成绩的变化
Stephen R Earl1, Daniel Bishop1, Kirsty Miller1
1University of Lincoln, Lincoln, UK.
The British journal of educational psychology
|January 2, 2024
概括
一年级大学生表现出多样化的情感特征,影响了他们的出席率和学业成绩. 对于教育工作者来说,了解这些情感差异是支持学生成功的关键.
科学领域:
- 教育心理学教育心理学
- 学生福利 学生福利
- 高等教育研究 高等教育研究
背景情况:
- 大学的经验极大地影响了学生的出席率和学业表现.
- 一年级学生情绪的变化可能会影响参与和成功.
- 识别情感区别对于理解学生学术轨迹至关重要.
研究的目的:
- 根据成就情绪来识别不同的学生个人资料.
- 探索这些情感特征的大学出勤率和成绩之间的差异.
- 为了测试一个积极的情绪概况与更高的出席率和成就相关的假设.
主要方法:
- 294名英国一年级本科生参加了.
- 自我报告措施评估了八种成就情绪.
- 使用分层集群分析和ANCOVA来分析学生的个人资料,并分析出勤/成绩数据.
主要成果:
- 四个情感特征出现了:积极的,中等的,负面的和混合价值的.
- 阳性和混合价值的个人资料显示出比中等和负面的个人资料更高的出席率.
- 阳性配置文件比混合价值和负面配置文件取得了更高的成就,但不是中等配置文件.
结论:
- 一年级大学生表现出多样化的情绪体验,包括同时发生的积极和消极情绪.
- 情感特征与学生出勤率和学业成绩的变化有关.
- 研究结果为教育工作者提供了实用的见解,以解决学生的情感多样性及其影响.
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