在中国大学生样本中,学术热情和批判性思维之间的关系:潜伏的个人资料分析
Shaojie Wang1, Xizhen Fan2, Hao Yu1
1School of Education, Guangdong University of Education, Guangzhou, China.
Frontiers in psychology
|February 14, 2025
概括
较高的学术热情,和和强迫性,与中国大学生加强的批判性思维能力相关. 培养这些激情是学术成长和明智决策的关键.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
背景情况:
- 学术激情,包括和和痴迷类型,显著影响学生的动机,参与和成功.
- 批判性思维对于学术进步至关重要,它能够通过评估和推理进行知情决策.
- 研究学术热情对批判性思维的影响至关重要,特别是在中国的教育环境中.
研究的目的:
- 探索和和痴迷的学术激情与批判性思维能力之间的关系.
- 在中国大学生中识别学术热情的潜在概况.
- 确定这些激情概况如何影响批判性思维技能.
主要方法:
- 隐形形象分析 (LPA) 用于根据学生的和和强迫激情水平来分类学生.
- 采用698个有效的调查问卷,来自中国广东和湖南省的大学生.
- 通过对已识别的激情个人资料进行批判性思维得分的比较分析.
主要成果:
- 研究人员确定了学术热情的三种不同的潜伏概况:低,中,高.
- 学生在高和和痴迷的激情档案显示显著优越的批判性思维能力.
- 在更高水平的学术热情和增强的批判性思维之间观察到一种积极的关联.
结论:
- 学术热情呈现异质性,较高水平与批判性思维有积极的相关性.
- 在培养批判性思维技能时,教育工作者应该考虑学生的学术热情.
- 影响包括有针对性的学生指导,为幸福平衡激情类型,并促进和的激情来促进批判性思维.
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