在观察者的焦虑中是否有支持? 焦虑如何与导师在入门生物学课程中的支持感知相互作用
Maryrose Weatherton1, Elisabeth E Schussler2, Jennifer R Brigati3
1Department of Theory and Practice in Teacher Education, The University of Tennessee Knoxville, Knoxville, TN 37996.
CBE life sciences education
|September 25, 2024
概括
学生的焦虑对学业成功和对教师支持的看法产生了负面影响. 然而,特定的教师实践可能有助于减轻这些影响,特别是在入门生物学课程中的高焦虑学生.
科学领域:
- 教育心理学教育心理学
- 学生福利 学生福利
- 高等教育教学的教学.
背景情况:
- 高中生焦虑与较低的学业成绩和持久性有关.
- 学生的焦虑水平在课堂内和随着时间的推移而动态波动.
- 对教师支持的看法对于学生的成功和参与至关重要.
研究的目的:
- 调查学生焦虑和对教师支持的看法之间的关系.
- 在入门生物学课程中,研究这种关系在一个学期内如何变化.
- 确定特定的教师特征,影响学生对支持的看法.
主要方法:
- 在两个时间点 (4周和14周) 对学生焦虑和教师支持等级的定量分析.
- 关于教师支持的开放式学生反应的定性分析.
- 通过比较三个不同的入门生物学课程的研究结果.
主要成果:
- 在所有班级中,在第4周观察到学生焦虑和教师支持之间的显著负相关性.
- 在第14周,这种相关性在两个类中持续存在,但在第三个类中没有.
- 定性数据揭示了低焦虑和高焦虑学生如何感知教师支持的差异,在一个课堂上,高焦虑学生注意到了特定的教学实践.
结论:
- 学生焦虑和感知教师支持之间的关系是复杂的,可以在学期内改变.
- 某些教师实践,如有效的问答和教学方法,可能会根据焦虑程度不同地影响学生的感知.
- 建议对这些特定的教师实践进行进一步的研究,以促进对所有学生的公平支持.
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