无聊及其对具有特殊数学天赋的青少年的感知影响:巴拉圭的一项连续混合方法研究
Alexandra Vuyk1,2,3, Maureen Montania1,2, Liz Barrios1,2,4
1Aikumby Centro de Altas Capacidades y Creatividad, Asunción, Paraguay.
Frontiers in sociology
|June 26, 2024
概括
具有特殊数学天赋的青少年与同龄人类似地经历了无聊,但以不同的方式应对. 在人才项目中培养智力挑战可以减轻无聊对发展的负面影响.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 人才发展 人才发展
背景情况:
- 无聊可以阻碍认知参与和人才发展.
- 了解天才青少年的无聊对于有效的计划至关重要.
研究的目的:
- 评估巴拉圭具有特殊数学天赋的青少年的无聊经历.
- 探索导致这一群体中无聊的因素和应对机制.
主要方法:
- 一个混合的顺序设计,结合了定量 (调查) 和定性 (重点小组) 方法.
- 定量阶段:54名学生完成了关于无聊,学校态度和幸福感的验证尺度.
- 定性阶段:50名学生参加焦点小组讨论无聊经历和促成因素.
主要成果:
- 厌倦程度与一般青少年人口相比,在参与和脱离中具有独特的模式.
- 更高的无聊与学校的负面态度,更低的动机,自我调节和自我控制有关.
- 珍视目标和学术自我认知可以缓解人才课程中的无聊,但在学校却没有.
- 无聊的维度包括缺乏意义,肤浅和浪费时间;有助于因素涉及节奏,选择,新性,挑战和社会动态.
- 应对策略的范围从智力刺激到寻找感觉.
结论:
- 无聊是数学天才青少年的一种多面体验,受到课程和学校环境的影响.
- 专注于智力挑战和支持的定制干预措施对于防止无聊在人才培养计划中的有害影响至关重要.
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