在兽医学生中实现目标导向和课程参与
Jennifer A Neel1, Mari-Wells Hedgpeth2, Elizabeth Armitage-Chan3
1Royal Veterinary College, University of London.
Journal of veterinary medical education
|February 13, 2025
概括
兽医学生表现出掌握和绩效目标的方向,往往是相互矛盾的. 诸如课程过载之类的教育挑战可能会引发回避行为,影响动机和学习.
科学领域:
- 兽医教育 兽医教育
- 教育心理学教育心理学
- 学生的动机 学生的动机
背景情况:
- 成就目标导向 (AGO) 理论解释了学生的动机,区分了掌握 (以学习为中心) 和绩效 (以成绩为中心) 导向.
- 基于能力的兽医教育理论上与掌握方向一致,强调能力而不是传统的分级.
研究的目的:
- 调查兽医学生的成就目标导向 (AGO).
- 评估学生对教育挑战的反应和保持动机的策略.
- 探索学生对AGO框架内的评分的看法.
主要方法:
- 采用了一种混合方法的方法.
- 调查和焦点小组被用来收集关于AGO的数据,对挑战的反应,动机和评级感知.
- 分析了数据,以确定学生行为和态度的模式.
主要成果:
- 大多数兽医学生表现出主导的掌握导向与中度到强烈的绩效导向一起.
- 相互冲突的行为源于两种取向的相互作用,特别是在应对课程过载等挑战时,这可能导致拖延.
- 学生表示喜欢通过/失败分数,但对成绩有复杂的感觉,并希望获得比较反.
结论:
- 兽医学生的动机是复杂的,受到掌握和绩效目标的影响,往往导致矛盾的行为.
- 教育挑战,比如繁重的工作负载,可能会对动机产生负面影响,并鼓励避免.
- 删除像成绩这样的客观绩效指标需要仔细考虑替代反和支持系统,以保持学生的动力.
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