终身学习:解释个人和专业发展决策过程的综合框架.
Angélica Mendes1, Samuel Greiff1, Katarzyna Bobrowicz1
1Department of Behavioural and Cognitive Sciences, University of Luxembourg, Esch-sur-Alzette, Luxembourg.
Trends in neuroscience and education
|June 15, 2024
概括
研究了个人对终身学习承诺的差异. 预期控制价值 (EVC) 理论和方法避免动机解释了参与自我发展学习的原因.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 神经心理学 神经心理学
背景情况:
- 个人对终身学习的承诺的差异不足以研究自我发展.
- 了解推动参与学习的决策过程至关重要.
研究的目的:
- 全面了解追求自我发展的学习背后的决策机制.
- 整合理论框架,解释参与认知要求高的学习任务.
主要方法:
- 文献综述检查与学习相关的认知炼.
- 对学习相关奖励和厌恶结果的敏感度的个体差异分析.
主要成果:
- 预期控制价值 (EVC) 理论解释了对认知要求高的学习的倾向.
- 方法-避免动机研究揭示了个人对学习成果的反应差异.
结论:
- 提出了一个综合框架,结合了EVC理论和方法避免动机.
- 这一框架提供了理论指导,以加强参与和承诺的自我发展学习.
- 该框架适用于神经心理学,实验心理学和教育心理学.
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