积极的反作为提高学生STEM成绩的杆
Lora E Park1, Deborah E Ward2, Deborah Moore-Russo3
1University at Buffalo, The State University of New York, NY, USA.
Personality & social psychology bulletin
|July 30, 2024
概括
在大学STEM课程中的积极反可以显著提高学生的归属性和自我效能. 这种简单的干预措施对代表性不足的少数民族学生尤其有效,改善了他们的科学,技术,工程和数学成绩.
科学领域:
- 教育心理学教育心理学
- 在STEM教育研究研究中.
背景情况:
- 在科学,技术,工程和数学 (STEM) 专业中存在高消耗率,不成比例地影响到代表性不足的群体.
- 现有的STEM反实践,特别是数学,可能缺乏积极的强化,可能会阻碍学生的参与和坚持.
研究的目的:
- 调查积极反对学生归属,自我效能和STEM成果的影响.
- 探索积极反是否可以作为扩大参与STEM领域的干预措施.
主要方法:
- 在数学与英语课程中对反规范进行比较分析.
- 在入门微积分考试中对反类型 (积极与客观) 的实验操纵.
- 统计建模以评估反,归属,自我效能和STEM结果之间的关系.
主要成果:
- 与英语课程相比,在数学课程中,积极的反不太常见.
- 在微积分考试中收到积极反的学生报告说,他们在数学中更有归属感和自我效能.
- 增加归属和自我效能预测了分别更高的STEM兴趣和最终的数学成绩.
- 这些积极影响在种族少数民族学生中得到了放大.
结论:
- 提供积极的反是改善STEM教育的低成本,高影响力的干预措施.
- 这种反策略可以提高学生的成绩和坚持性,特别是 STEM 中代表性不足的学生.
- 在STEM中改变反规范可能是扩大参与的转型方法.
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