生物学学习的动机差异:测量不变性测试和隐性平均值比较方法
Ting Dai1, Kuan Xing2, Avi Kaplan3
1Department of Educational Psychology, University of Illinois Chicago, Chicago, Illinois, USA.
这项研究考察了2200名本科生对生物学的动机. 调查结果显示,性别和第一代身份影响学生的动机,突出了公平的教育心理学研究的需要.
科学领域:
- 教育心理学教育心理学
- 心理测量 心理测量 心理测量
背景情况:
- 在教育研究中,对不同学生群体的动机进行比较至关重要.
- 确保观察到的差异源于真实的变化,而不是测量偏差,对于有效的发现至关重要.
研究的目的:
- 在本科生群体中调查动机尺度的测量不变性.
- 根据性别,社会经济地位和种族/种族来确定生物学学习动机的真正差异.
主要方法:
- 利用了2200名本科生的一个多样化的样本.
- 评估了五个动机尺度的内部一致性和内部结构有效性.
- 测试了测量标量不变性,并进行了隐性因子平均值比较.
主要成果:
- 女学生报告说,与男性相比,她们的期望信念和自我效能较低,但生物学学习的成就和实用价值较高.
- 第一代学生表现出较低的期望信念和自我效能,但比下一代学生有更高的成就值.
- 在代表性不足的种族少数群体 (URM) 和非URM学生之间没有发现显著的动机差异.
结论:
- 性别和第一代身份是影响本科生对生物学学习动机的重要因素.
- 测量不变性测试对于精确比较人口群体之间的动机至关重要.
- 未来的研究应该探索干预措施,以解决STEM教育中发现的动机差异.
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