显式和隐式教育价值观与高中学生学习倦怠之间的关系
Ge Yu1, Xiaoling Lu1, Xun Sun2
1School of Education Science, Liupanshui Normal University, China.
Heliyon
|October 21, 2024
概括
显式和隐式的教育价值观与中国的学生学习疲劳有负面联系. 然而,显式和隐式值显示没有相关性,这表明它们是独立的心理构造.
科学领域:
- 教育心理学教育心理学
- 社会心理学 社会心理学
- 青少年发展 青少年发展
背景情况:
- 了解导致高中生学习倦怠的因素对于教育干预至关重要.
- 学生对教育的意识信念 (明确的价值观) 和潜意识态度 (隐含的价值观) 之间的相互作用在学术压力方面仍未得到充分探索.
研究的目的:
- 调查明确和隐含的教育价值观与中国高中学生学习倦怠之间的关系.
- 检查青少年持有的明确和隐性教育价值观的特殊性质.
主要方法:
- 采用分层集群抽样,从中国六所学校招募了768名高中学生.
- 一项调查评估了明确的教育价值和学习倦怠.
- 单一类暗示关联测试 (SC-IAT) 测量了对教育价值观的暗示态度.
主要成果:
- 显式的教育价值优先考虑经济利益,而隐式的价值倾向于教育的外部价值.
- 显式和隐式教育价值观都显示出与学习倦怠有显著的负相关性.
- 显式和隐式教育价值观之间没有发现显著的相关性,这表明它们的心理独立性.
结论:
- 意识和潜意识的教育价值观都与高中学生的学习倦怠减少有关.
- 显式和隐式的价值体系独立运作,表明不同的机制影响学生的福祉和学术参与.
- 调查结果强调了在减轻学生倦怠的战略中解决公开和隐蔽的教育价值的重要性.
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