在学习时进行多任务处理 - - 坚可以缓和情境动机和多任务处理之间的关系
Olga Bachmann1, Carola Grunschel2, Stefan Fries1
1Department of Psychology, Bielefeld University, Bielefeld, Germany.
Frontiers in psychology
|July 31, 2024
概括
学生在自主动机的动机下,少做多项任务. 坚有助于学生避免多任务处理,当动机受到控制时,尤其是在重要的考试期间.
科学领域:
- 教育心理学教育心理学
- 认知心理学 认知心理学
背景情况:
- 在学习期间多任务处理在学生中很常见.
- 了解影响学习行为的因素对于学术成功至关重要.
研究的目的:
- 调查情境学习动机和学生多任务处理中的坚的作用.
- 检查坚是否能缓和动机与多任务处理之间的关系.
主要方法:
- 经验抽样研究,88名学生准备考试.
- 评估自主和受控的动机 (自决理论) 和勇气.
- 用于假设测试的多级建模.
主要成果:
- 自主动机与控制动机相比,自主动机与较少的多任务处理有关.
- 坚本身并没有显著影响多任务处理.
- 坚调节了动机与多任务的联系:更坚的学生在受控的动机下多任务做得更少.
结论:
- 情境动机显著影响研究多任务处理.
- 坚可以缓冲受控动机对集中学习的负面影响.
- 促进自主激励和利用坚的干预措施可能会减少学生的多任务处理.
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