在STEMM大学学习和教学中相互的认知和情感互动
Kate Ippolito1, Martyn Kingsbury2
1Imperial College London, London, UK. k.ippolito@imperial.ac.uk.
Scientific reports
|September 17, 2024
概括
学生和教师的互动塑造了高等教育中的学习经验. 情感社交有助于小组有效地导航具有挑战性的科学,技术,工程和数学 (STEMM) 学习环境.
科学领域:
- 教育心理学教育心理学
- 社会心理学 社会心理学
- 在STEM教育方面.
背景情况:
- 大学学习涉及复杂的情感体验,即使在科学和工程等客观领域.
- 情绪虽然是个体感受到的,但是社会构造的,特别是在高等教育中常见的基于团体的学习环境中.
- 情感社会化是理解个人和团体如何应对学习挑战的关键概念.
研究的目的:
- 应用情感社会化概念,了解学生和教师如何在STEMM学科中应对具有挑战性的认知和情感学习环境.
- 在大学学习环境中探索认知和情感之间的相互影响.
- 通过情感社交来确定增强学习和福祉的实际含义.
主要方法:
- 在六所大学的STEMM部门进行定性数据收集.
- 对280名学生进行了现场调查问卷.
- 与20名教师进行了小组和后续采访.
主要成果:
- 学生和教师在与知识相关的目标和与知识的关系上的差异显著影响了认知和情绪.
- 学业进步的同行比较对学生的情感体验产生了强烈的影响,无论是积极的还是消极的.
- 情感社会化过程被确定为导航认知和情感要求的学习情况的关键.
结论:
- 情绪社会化在具有挑战性的大学学习环境中,对学生和教师的成功起着至关重要的作用.
- 了解个人目标,同行比较和社会情感过程之间的相互作用是提高学习成果的关键.
- 干预措施可以利用和增强情感社交,以支持高等教育中的认知和情感福祉.
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