从定义和影响因素的角度重新发现学生的参与
1Faculty of Information, Yunnan Normal University, Kunming, China.
Frontiers in psychology
|January 30, 2025
概括
这项研究澄清了学生参与的定义,并确定了自我控制,教师同情和学习环境等关键影响因素. 它提出了加强学生参与的干预措施,以获得更好的教育成果.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
背景情况:
- 学生参与是一个广泛研究但有变化定义的概念.
- 学生参与的许多定义存在,导致潜在的不准确和模两可.
- 对学生参与的共同理解对于准确的研究和有效的干预至关重要.
研究的目的:
- 提出三种广泛接受的学生参与的定义.
- 识别和分析影响学生参与的因素.
- 制定因果模型并提出改善学生参与度的干预措施.
主要方法:
- 从谷歌学者,泰勒和弗朗西斯在线和SAGE的30篇文章的系统选.
- 基于预定义的纳入标准进行数据分析.
- 施耐德和英格拉姆的政策工具分类的应用.
主要成果:
- 确定学生的自我控制,教师的同情心和学习环境是对学生参与的关键影响.
- 学习环境成为对学生参与的潜在直接影响.
- 制定了影响和潜在干预的因果模型.
结论:
- 建立清晰的定义对于对学生参与度进行一致的研究至关重要.
- 了解对学生参与的多方面的影响,包括直接和间接因素,是关键.
- 政策工具可以在战略上使用,以培养有利于提高学生参与度的环境.
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