通过使用具有基本心理需求特征的"社会影响项目"来促进学生对正在进行的课程的自主动机
Yuanyuan Zhu1, Diana Dolmans1, Rashmi A Kusurkar2,3,4
1Department of Educational Development and Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands.
这项研究发现,课外社会影响项目干预改善了大学生在常规课程中的享受和感知价值. 然而,它并没有显著改变他们的自主动机或基本心理需求.
科学领域:
- 教育心理学教育心理学
- 高等教育研究 高等教育研究
- 动机科学 动机科学
背景情况:
- 自主动机对于大学生来说至关重要,但在课程中培养自主动机具有挑战性.
- 课外干预可以潜在地支持学生的动力和参与.
- 基本的心理需求是自主动机的基础.
研究的目的:
- 评估旨在支持基本心理需求的课外干预 (社会影响项目).
- 评估干预措施在提高普通大学课程的自主动机方面的有效性.
- 确定对学生的乐趣,感知价值和幸福感的影响.
主要方法:
- 采用了一种准实验性的,跨组测试前后设计.
- 参与者完成了测量心理需求,动机,享受,价值和幸福感的调查.
- 统计分析比较了干预组和对照组,对前测试分数进行控制.
主要成果:
- 干预组的学生报告说,他们对正常课程的享受显著增加.
- 与对照组相比,干预组在他们的常规课程中也感觉到更大的价值.
- 在自主动机,控制动机,满足基本心理需求或幸福感方面没有发现显著差异.
结论:
- 社会影响项目的干预有效地提高了学生的享受和课程的感知价值.
- 在正规课程中维持基本心理需求和自主动机的变化仍然是一个重大挑战.
- 长期干预可能是必要的,以使学生的动机和心理需求发生更深层次的变化.
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